The Star - Summer/Autumn 2024

Environments for Learning

Discover how our inspiring environments for learning foster growth, creativity, and connection in spaces that blend tradition with innovation.

Cover story

Honor discussing her IB Year 12 Visual Art project in the historic Art House. Read more on page 28.

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Principal’s editorial

Welcome to the summer/autumn 2024 edition of The Star magazine. This issue, themed Environments for Learning , takes us on an inspiring journey behind and beyond the Krome Gates to explore our physical spaces’ profound impact on our educational experience.

At MLC, we believe our learning environments complement the roles of educators and peers in shaping our students’ development. These spaces are far more than mere backdrops for learning; they are dynamic environments that foster growth, creativity, and connection. We know that spaces for learning must support not only what is learned but also how learning happens.

Research consistently highlights the importance of welldesigned learning spaces. Studies show that environments rich in natural light, equipped with flexible furniture, and filled with inspiring aesthetics can significantly enhance students’ learning outcomes and emotional wellbeing; most importantly, research suggests that spaces designed for learner connection positively increase various learning outcomes1. At MLC, we see this daily. Our classrooms are hubs of interaction and discovery, where every corner invites curiosity and collaboration.

Our Assembly Hall and sporting facilities are not just places for gathering and exercise; they are vital for building community spirit and promoting a sense of belonging. Our science labs and libraries are sanctuaries of innovation and inquiry, where students are encouraged to push the boundaries of their knowledge. Our art and design studios, gardens, and state-of-the-art music and audiovisual rooms provide spaces for reflection and creative expression, essential for nurturing well-rounded individuals.

Moreover, our Education Outdoors campuses offer unique opportunities for experiential learning, reinforcing lessons learned in traditional classrooms through handson experiences in nature. This integration of indoor and outdoor learning environments prepares our students for the complexities of the world beyond MLC.

We are also proud of how our spaces connect us to our rich heritage while propelling us into the future. Each room, stage, and lab is steeped in the history of those who came before while being meticulously designed to meet the needs of today’s learners and future generations. This is why our buildings and spaces are periodically reviewed, renewed, redesigned, refurbished, or, sometimes, rebuilt entirely to support our vision. Within this, we engage our students in the design process where possible to help ensure these spaces meet their needs and preferences, making them more engaging and effective for learning and fostering a greater sense of ownership, comfort, and motivation.

Like in every edition of The Star, we celebrate our community of students, staff, and alumnae. In this issue, you will also see firsthand how our learning environments and spaces are integral to our educational philosophy. They offer more than just places to study—they are places where our students grow, connect, and thrive.

I hope that you enjoy exploring how MLC’s environments shape our vibrant learning community in the pages of this magazine.

Best wishes,

Julia Shea, Principal

Ms Shea welcomes families to the annual Lunar New Year celebration in the Junior School courtyard.

Principal Shea joined a crowd of students, staff and parents to cheer the Senior Girls Football team to victory in the GSV Indigenous Round.

Gonzalez, P., Noh,D., & Wilson, D. (2022) Making

70 years of Junior School

While MLC has welcomed students of Junior School age since opening its doors on 14 February 1882, and early on made a commitment to Preparatory education, it is 70 years since MLC’s purpose-built Junior School opened in its current location, heralding a new commitment to educating young girls and readying them for their secondary school education.

The years since Dr Una Porter OBE CBE (Cato 1917, deceased) opened the MLC Junior School on the corner of Barkers Road and Lofts Avenue in 1954 have been a journey of expansion and evolution.

A journey of expansion

The expanding Kew campus of 1954 carved out space for the dedicated Junior School building which remains the same today, albeit with several extensions and major renovations to ensure our facilities for our youngest students continue to meet their needs. The original 1954 building was first extended in 1965 to provide dedicated space for a library and new kindergarten classrooms. In 1989, the property next door was purchased, and the playground expanded. The following year several more rooms were added providing spaces dedicated to art, science, media/drama, as well as a home for the Year 6 students who had recently been re-organised into the Junior School.

In 2000, the first iteration of MLC Kindle, followed by the Prep-Year 2 complex in 2002, opened on land that was enjoyed by the very first Junior School students as a ‘paddock turned playground.’ The indoor learning and outdoor play spaces continue to be the nurturing home base for our youngest students. (Page 13 explores the Kindle outdoor learning space.)

The original 1954 building was refurbished in 2007 as part of the College’s 125-year anniversary. The new Years 3-6 building, featuring new classrooms, a library, an art room, a music space, and the performance staircase, was partly funded by the 2006 InsideOut capital campaign, which raised funds for the redevelopment of both the Junior School and MLC Banksia. Happily, this benefitted Junior School students twice over, as Years 5 and 6 students now enjoy annual expeditions to the outdoor campus in Gippsland.

An evolution of approach

When Her Majesty Queen Salote of Tonga and Principal Rev Dr Wood laid the cornerstone of the original building on 20 August 1953, the Junior School was led by Joan Forster (1934, deceased), whose tenure lasted 34 years between 1944 and 1977. Her educational philosophy - “it has long been established that children learn best when they are happy” - shaped the experience of hundreds of students and continues to resonate with the program offered to today’s students.

In addition to Joan Forster’s belief that children learn best when happy, she also valued what is today described as hands-on and place-based learning. She strongly encouraged outdoor activity and excursions to locations such as the Museum, Art Gallery, Botanical Gardens, and Zoo for MLC’s youngest students. Indeed, the excursions became so frequent that Principal Rev Dr Wood observed that children ‘could join the Junior School and see Victoria.’

The changes in the curriculum and approaches to learning over the past 70 years are best described as evolutionary and expansionary. In addition to the 1954 curriculum covering subjects such as English, French and Mathematics, Junior School students undertook enrichment subjects such as Speech, Dancing, Arts and Crafts, Needlework, Physical Education, Music, and Scripture.

Today’s students take English, Mathematics, French or Japanese (depending on their year level), Art, Music, Physical Education, Health and Wellbeing, Library, Religious Education, and Interdisciplinary Studies which combines Science, History, Civics, Drama, Geography, and Design and Digital Technology skills such as coding, touch typing, animation and communication software, digital citizenship, and online security. Students navigate technology from their first days of school, learning how to use both hardware and software effectively and safely in support of their learning.

MLC students at the opening of the Junior School in 1954

Louise Peyton, current Head of Junior School, observes that “while we still undertake a lot of excursions, we now look for opportunities to bring the experts to the students through a series of incursions that support learning as well. The primary goal remains to connect students with specialist expertise and activities that extend their learning.”

In the Junior School of today, it is the study of Interdisciplinary Studies Units that most often involve guests visiting campus as well as excursions to specialist facilities. For example, for their Space Science Unit Year 5 students enjoy the Discovery Dome (an oncampus planetarium experience!) and then visit nearby Swinburne University to explore astronomy using virtual reality technologies developed by Swinburne’s Centre for Astrophysics and Supercomputing. In contrast, for their History Unit Year 2 students visit Ripponlea, dressed up in “finery” reflective of the late 1800s and early 1900s and undertake a number of activities that help them learn about lives in the past. Students subsequently welcome Ripponlea staff to their classrooms to strengthen the learning with follow-up activities. Bringing learning to life

Through Year 1 Science, students investigate animals and their habitats. This year, they thoroughly enjoyed learning more about the role of bees in the garden by welcoming the Backyard Honey beekeeper to their classrooms. “If the Prep-Year 2 vegetable garden is any indication, the bees are doing their job very well!” says Louise, noting that the students have been helping to tend the gardens in their playground all year.

Since the very beginning, students have learned in both indoor and outdoor environments, bringing classroom learning to life by tending the garden and learning important concepts through doing. The 1954 Silver and Green quotes Joan Forster saying, “The children had all shared in … the care of our garden by providing trees and by tirelessly watering and weeding.” Some things haven’t changed very much, as today’s education carries on this tradition and continues to extend beyond the Kew campus.

“Education Outdoors remains a really important part of Junior School,” says Louise. “The setting provides endless opportunities for exploration, experimentation, and contextual learning, as well as supporting the students’ development of qualities such as resilience, empathy, cooperation, and caring for others.”

The curriculum has evolved and expanded to encompass topics and content that were unimagined (or unimaginable) in 1954. But the effectiveness of hands-on learning that comes from real-world experiences and connecting with experts and specialists who have a passion for their topics remains a core feature of today’s Junior School experience at MLC.

Installation of an icon

When Joan Forster (1934, deceased) became Head of Junior School she set to the task of locating a “Melbourne icon” for the playground. In 1965, she successfully arranged for a retired Melbourne tram carriage to relocate to the JS playground permanently and thus arrived one of MLC’s most enduring playground installations, an item that continues to delight students to this day.

Miss Forster may have been inspired by the early student expeditions across the road to visit the ‘playground paddock’ in which one of the favourite items was the abandoned car.

A vibrant mural of flora and fauna was painted on the tram in 2020 by Christian Vine

Students enjoying playing in an abandoned car in 1954.

Celebrating our Class of 2023

Together, our Year 12 cohort achieved results that demonstrate how opportunities and encouragement to discover and nurture their passions support our students to achieve their individual goals.

“I congratulate our top performing students, Sienna Wang, VCE Dux and Georgie Thomas, IB Diploma Dux, on achieving the top ATAR score of 99.95,” says Principal Julia Shea, “I also congratulate VCE Dux Secundus, Danni Xu and IB Diploma Duces Secundae, Wendy Chen and Jenny Wang.”

“We are immensely proud of each and every student,” says Principal Julia Shea, “and while we celebrate the results of our top scoring students, it is equally crucial to remind our Year 12’s that their worth extends far beyond an ATAR score. As we have emphasised to them throughout their schooling, there are numerous pathways to achieving their dreams. Pursuing one’s interests and seeing individual success are fundamentally linked and this is why we place such an emphasis on supporting our students to discover what excites, challenges, and motivates them so that they feel empowered to achieve their best.”

And so, we also celebrate and value the diversity of interests and talents within the year group; the co-curricular activities they have enthusiastically taken part in, the leadership and role modelling to younger students they displayed, and the support they have shown one another. The breadth of activities and opportunities that our students embraced in their final years at MLC will have created so many of their special memories.

Julia’s outlook is reflected by VCE Dux, Sienna Wang, who welcomed the support offered by her teachers and peers that allowed her to embrace a range of co-curricular activities, making her final years at the College unforgettable. “My advice to everyone coming into Senior School is to get as involved as possible. Do all the House activities; House Spirit is something you will remember in years to come! Make the most of Year 12; it’s such a good experience.”

“We don’t want students to graduate with just an ATAR,” concludes Julia. “We want them empowered to be confident and resilient global citizens with the skills, knowledge, and attitudes to thrive in an ever-changing world. I look forward to hearing about our newest alumnae’s next chapters in years to come; I am confident that they leave MLC equipped to make a positive impact in the world.”

Congratulations to the MLC Class of 2023!

Lifelong learning at MLC

Whether they joined MLC in Year 11 for their final two years of schooling or started at MLC Kindle, we know that the connections our students make whilst at the College last a lifetime. Within the Class of 2023, 18 students attended MLC for their entire Prep-Year 12 journey, and while we celebrate all our students, we recognise that MLC holds special significance for these students and their families.

“My most memorable experience was playing the Gruffalo in the Prep play, where I had to dress up in a big costume. I don’t think I’ve topped that yet, it’s still talked about to this day!”

“I loved selecting photos at the end of every year of Junior School to put in my green photo album. It stood out for me because I still look back on those photos and am reminded of how fun Junior School was.”

What’s next for the Class of 2023?

“Years 9 and 10 were my favourite years ... It was so nice to return to school after being stuck at home all that time. In 2020, after the bushfires postponed Term 1 Marshmead and COVID caused further delays, our group spent 19 days at Marshmead during our summer holidays. It was not only a great relief from a tough year, my short experience contains some of my fondest MLC memories. I had fun every day. I learned a lot about the environment and my ability to be self-sufficient. I would love to go back.”

“As parents, we will miss the social events and connections we have with other MLC families. We have made many friends via socialising at MLC and will continue these relationships for years to come.”

The diversity of pursuits at MLC extends beyond the classroom, serving as the foundation for our students to embrace their roles as confident and resilient global leaders. From medicine, design, law, business, engineering, and science to creative arts, our students’ chosen courses reinforce the breadth of passions within our community. In these destination spotlights, we share the stories of our newest alumnae.

Georgie Thomas

Completing the IB Diploma allowed Georgie to balance her STEM-focused enjoyment of the creativity behind solving maths and science problems, with her deep appreciation for the nuances of language, culture, and history.

Georgie accepted an offer to study a Bachelor of Engineering at Monash University.

“I like the idea of using maths and science to solve everyday, real-life problems. That’s why I want to study engineering.”

Sienna Wang

Sienna immersed herself in a diverse range of cocurricular activities, from mathematics competitions and international chemistry quizzes to orchestras and drama productions. This year, she is extending her love for the sciences and all things STEM-related by enrolling in Medicine at Monash University.

“I’m drawn to the field of medicine because it brings together caregiving and the exciting opportunities of STEM.”

Shortly after she joined MLC in Year 11, Charlie set her sights on a global journey combining academics and her love for competitive swimming. Despite the challenges, she fit a demanding training schedule into the fabric of her VCE studies, and in July of Year 12, received an early offer from the University of Arizona in the United States where she is currently enjoying exploring a range of subjects at undergraduate level.

“In terms of a career choice, I want to be a paramedic or go into teaching.”

A standout athlete, Jess’s path through Senior School was led by her love for competitive snowboarding and sport, even competing in the FIS Park and Pipe Junior World Championships in 2023. Jess earned a vocational certificate through VCE VET Sport and Recreation, alongside the VCE subjects Physical Education and Health and Human Development. Jess is now focused on a professional snowboarding career, and at the time of printing is training in Japan.

“My teachers were so supportive, and I can’t thank them enough.”

Charlie Millard

Jess McGregor

Around MLC: a snapshot of College life

Students at MLC have always been offered an incredible array of academic and co-curricular activities, as well as a robust program of House activities. This small snapshot features some of the standout activities across the College in Term 1 and 2. Follow MLC on Instagram (@mlckew) and Facebook (facebook.com/mlckew) to stay up to date.

House Spirit

True to the MLC spirit of teamwork and community, whether competing or supporting, students light up in their display of camaraderie and enthusiasm at our annual House events that continue to bring two-fold benefits; younger girls being inspired by their older counterparts while our older students in turn receive a rare opportunity to serve as role models.

Year 8 Health Day

Our Year 8 students had their very first Health curriculum day in the first week of school with Danielle Miller OAM, a best-selling author, media commentator and educator who specialises in fostering resilience in teenagers. Students spent the morning in interactive sessions on developing self-worth, maintaining healthy friendships, and sustaining positive body image and in the afternoon heard from speakers on the importance of maintaining a healthy diet and making time for rest and recreation.

Prep-Year 6 House Music Festival

Years 7-12 House Athletics Carnival and Arts Festival

Years 7-12 House Cheer Competition Senior School Performing Arts Festival

Prep-Year 6 House Cross Country Carnival

The Ballad of Maria Marten: Year 12 Play

Year 1

Welcome Backyard Honey bees

As part of their Interdisciplinary Studies Science Unit investigating animals and their habitats, Year 1 welcomed a bee colony to their classrooms. Backyard Honey introduced a real working hive, and students observed the worker bees busily preparing the hive for the winter months as students learned about their lifecycle and the important role bees play in ensuring we have food to eat, and our part in ensuring their survival. Students then tasted honey made from the pollen and nectar of different plant species and how this influenced the taste of honey!

Congratulations to our Year 12 VCE Drama students on their performances and production of the Beth Flintoff play. The cast were compelling in their portrayal of a harrowing murder committed in 1827, in the village of Polstead, Suffolk. Fittingly for MLC, the play aims to empower women by telling their stories, encouraging audiences to appreciate the complexity of women’s lives, and challenging historical and cultural prejudice.

ANZAC Day

Mathematics Week at MLC

Our whole College was involved: Junior Secondary School mentor groups competed in a mathematics themed ‘Best Dressed’ Mentor Room competition and held a hotlycontested Pi recitation competition. In Middle School student teams went head-to-head solving math problems, while Senior School students held an energetic debate against some of their favourite maths teachers. Over in Junior School students took on several challenges, including measuring diameter of hula hoops in the playground.

MLC students and staff commemorated ANZAC Day in a number of ways: our Junior School students hosted an Assembly in the courtyard on 24 April, our Senior Prefects attended the dawn service at Kew RSL, the MLC Marching Band participated in the Veteran’s March to the Shrine of Remembrance and at MLC Banksia, students and staff participated in a memorable lakeside dawn service. Lest We Forget.

Gen+ Talks

At this annual student-organised event, a series of student, staff and guest speakers deliver thought-provoking, TED-style talks to an audience of students and staff from MLC and Trinity College. This annual event is a great opportunity for students to exercise critical thinking, thought leadership, and public speaking skills to their peers while sharing a topic they are passionate about.

Indigenous Guernsey Launch

Our Connecting to Country Group launched the inaugural MLC Indigenous Football Guernsey which debuted in the Indigenous Round GSV Football match against Gennazzano on Friday, 31 May. Designed by several of our Indigenous students, the guernsey includes totems and cultural symbols that are meaningful to our students, their family and country. Congratulations to the students involved: Ella Hill (Year 10), Keira Manning (Year 10), Wanala Firebrace (Year 12), Mia Tuluauau (Year 10) and Lexi Chatfield (Year 9). Both Ella and Keira had the opportunity to wear the guernsey as players in the Senior Team in the MLC vs Gennazzano match.

Industry experience brings learning to life

By Gina Dimitrakopoulos, VCE VET Hospitality and Cookery Team Leader and Food Studies Teacher

As part of the exceptional real-world learning in Year 12 our VCE VET Hospitality students choose to further specialise by completing their Unit 3 and 4 studies in VCE VET Hospitality or VCE VET Cookery. As part of this program, students in both streams run regular lunchtime service periods at the on-campus Terrace Restaurant and also enjoy opportunities to connect with industry experts through a series of off-campus workshops run by some of Australia’s top chefs and well-known hospitality industry brands.

The Terrace Restaurant boasts an industry-standard commercial kitchen with a connecting dining room, allowing students to develop practical skills in preparing, cooking, and serving customers before graduating with a nationally recognized qualification of Certificate II in Hospitality or Cookery. The Terrace Restaurant is supported by local patrons, MLC families, and members of the MLC community, all eager to experience our students in action as they enjoy the culinary treats on offer (bookings open early each year and can be made via the MLC website and parent portal).

While they learn to use their Cookery or Front of House skills effectively, which contributes to their formal Work Performance assessments, the course also focuses on developing valuable skills in organisation, communication, problem-solving, and teamwork. The immediate customer feedback gained through operating the Terrace Restaurant is always constructive and positively impacts student learning, as do the range of hands-on excursions that they undertake throughout the year. Students also enjoy connecting with industry partners and are fortunate that a strength of the

MLC course is the long-term relationships that staff and students have built with a network of industry partners who generously provide expert knowledge and opportunities to learn in real-life settings.

This year, as Cookery students worked toward their first assessment of Prepare Appetisers and Salads , they were invited to attend a hands-on masterclass with legendary local chef Yasu Yoshida in the kitchen of Ocha, his modern Japanese restaurant in nearby Hawthorn. Yasu and his partner Michelle Rogerson have supported MLC’s onsite Guest Chef program for many years, generously sharing their skills and passion for Japanese food by visiting our campus kitchen. The invitation to visit the restaurant was a new way for our students to take part in an informative and inspiring class as the masterclass demonstration in Ocha’s kitchen was followed by an opportunity to practice new skills making a range of Nori Maki, Nigiri and Uramaki under the tutelage of sushi master Yasu.

The Cookery students also headed off to Luv a Duck, where they worked collaboratively in the test kitchen to prepare an impressive array of finger food with duck as the hero ingredient. The visit to Luv a Duck is another long-standing and successful opportunity for our students, where they can sample each other’s dishes while learning in a supportive environment. This industry engagement outside of the usual classroom environment, combined with opportunities for practical application of their understanding, helps reinforce learning.

I am thankful to all those who help make learning opportunities like these possible. It’s all about the students and the quality of training and assessment we can provide.

Keeping students engaged, making it fun, connecting with industry, and building the skills they will need for their final written exam and to enhance any future culinary endeavours, is what makes our course so fantastic.

Charlotte, Georgie and Issy preparing finger food at Luv-a-Duck

Sushi Master Yasu Yoshida with VCE VET Cookery students in his modern Japanese restaurant Ocha, located in nearby Hawthorn

Fostering connection and community

Exploring the refurbished Year 10 Learning Hub

Following the success of the 2021 redesign and refurbishment of the 1963 Wood Building, the Nevile Building was renovated in 2023, creating the Year 10 Learning Hub and three levels of innovative indoor and outdoor amenities – a “home within the College” for our Year 10 students.

“The new Year 10 Learning Hub enables our cohort to stay connected to their Mentors, subject teachers and each other,” says Melissa Lange, Head of Middle School. “Through intentional design elements incorporated into the space, we support students to self-manage, to be independent learners within positive and supportive environments. The Year 10 Learning Hub supports their growth towards independence, allowing for student choices around their learning environment and fostering community and connection.”

Each level utilises a neutral palette of teal green with beige accents and features open-plan learning spaces, large windows that invite the outside in, and floor-to-ceiling glazed glass doorways that provide plentiful light and seamless access across an array of learning areas and their different functions.

For teachers, the flexibility of the internal spaces, with oversized glass sliding doors, operable walls, and full height door panels supports the easy creation of spaces that encourage both interdisciplinary and individual learning. Throughout the hub, seamless transitions between learning and shared spaces are designed to encourage students to develop and exercise agency, empowering them to choose where and how they learn, and to make connections between subjects and with each other.

On the ground floor, the respite area opens out into the Principal’s Terrace Garden and a designated amphitheatre purpose-built for learning and socialising.

“This interconnectivity of spaces represents the shift for MLC towards higher levels of student connection with the College, their teachers, and each other,” says Melissa. “Our Year 10 teachers’ offices are all contained within the refurbished area, ensuring that students can easily access and interact with their Mentor and subject teachers and develop a strong sense of connection to the Middle School community.”

“MLC recognises that school is more than just subjects,” adds Julia Shea, Principal. “Positive relationships are central to everything that we do at MLC. Respectful, trusting, and caring relationships create the ideal conditions for learning, and research shows that connection is one of the most positive and lasting influences on a student’s health and academic achievement. Thanks to the greater level of contact between students and both their Mentor and subject teachers in our evolved curriculum for learning and wellbeing, which is supported by our updated learning environments, our educators are in the best possible position to guide and support students throughout their learning journey.”

Since the Hub opening in 2023, Melissa has seen a marked change in the Year 10 community and the level of camaraderie among students: “The new Year 10 Hub has activated student learning and introduced a number of wellbeing benefits including optimal light and air quality, spaces for retreat, as well as customisable spaces that support individual and group learning.

The design of the hub fosters a strong sense of community and belonging that supports our students as they prepare to move into their final years of school.”

Junior Secondary School

Hands on History

By Penny Thompson, Deputy Head of Humanities 7-12

Students in Year 7 and 8 History experience fascinating hands-on learning activities that bring history to life.

As part of their study of History, Junior Secondary Students take part in hands-on activities that delve into past through a mixture of archival research, artefact examination and historical role-play. To support student learning, the History team has prioritised connecting students with experts in the field who can provide perspectives that bring historical concepts and periods to life.

At the start of Year 7 students work together to examine a variety of objects from MLC’s archives, such as a school diary from a student in 1935, and examples of the school uniform over the years. Students have a lot of fun exploring these objects while simultaneously building their understanding of historical concepts and skills. It’s also a fantastic way for those students new to MLC learn more about the history of the College and to start to build connection to the MLC community and traditions.

Later on in the year, Year 7 students examine historical artefacts in their Ancient Australia Unit, which forms part of a semester-long study of Ancient History. MLC is lucky to work closely with Murrundindi, Ngurungaeta (head man) of the Wurundjeri people, who leads students through an incursion that focuses on exploring Ancient Australian artefacts. Murrundindi shares objects that were used by First Nations people in Australia over 60,000 years ago, bringing the topic alive. Students can touch and feel the objects and are encouraged to discuss and speculate about what the object was used for at that time it was crafted. After some time spent predicting, students then ask questions of Murrundindi about the actual use of the objects, which include artefacts such as a spear thrower, possum cloak and grinding stones.

In the Year 8 History course, the challenge in teaching a unit on Medieval Europe is how to bring the topics alive in an Australian school. This year the solution was to develop an immersive incursion, allowing students to rotate through four different activities that provided insights into aspects of daily life in Medieval Europe. As a result, students experienced a session focused on arms and armour, having the chance to duel with their classmates and learn more about who fought, how and why. The costume and lifestyle session saw students dress as members of different social groups, giving them an understanding how clothing was one of the ways that people were identified within the feudal system. Another station highlighted different games that were a part of Medieval life, while the final rotation provided insights into the role of music and dance, with students exposed to a range of instruments and trying out some Medieval dance moves. By enabling students to get hands on with their learning, these incursions bring the subject of history alive for our students.

“Seeing all of these unique relics of the past that each told their own captivating story is almost like time travel”.

– Lily (Year 8)

Year 7 students Nan and Celia examining artefacts during the Ancient Australia incursion hosted by Murrundindi.

Year 8 students engage in a mock sword-fight during the Medieval Europe incursion.

Engaging with the outdoors

MLC Kindle intentionally encourages connection and belonging by bringing children closer to nature.

In May 2023, MLC Kindle re-opened Yetta, their transformed outdoor play space where students can now reap the benefits of outdoor play no matter the weather.

In 2024, the connections to the environment continued to strengthen, with the renaming of MLC Kindle class groups to reflect the flora that are endemic to the region and that the children are likely to encounter in their daily lives.

The updated outdoor areas now offer more natural play spaces, with a recyclable water pump, a digging patch, and a yarning circle. There are areas for private play, and a retractable roof to enjoy the outdoors in all weather. This flexibility encourages Kindle students to encounter nature as part of their learning every day and provides options for individual and group activities that balance child-initiated and adult-supported learning experiences.

“Back in 2018/2019, our two-year research project was initially developed to explore whether an abundance of synthetic surfaces was limiting opportunities for children’s learning,” says Kristen Myers-Tapim, Director of MLC Kindle. What we discovered was the ways in which outdoor play enhances learning and development. Children hold a deep passion for nature.”

Murrundindi, the Ngurungaeta (head man) of the Wurundjeri people, also provided insight into Indigenous culture and expressed his hope that children would be encouraged to cultivate connection and develop custodianship for their outdoor environments.

“What emerged from the research was the catalyst for us to adapt our Outdoor Curriculum, incorporating greater opportunities for play experiences through encounters with nature. The interruptions of COVID meant that while we were able to action our research and transform our written curriculum and practice, the subsequent resultant transformation of our outdoor spaces was somewhat delayed.”

Since the re-opening of Yetta, Kindle children have embraced the outdoors in all weather. In the Dianella classroom, children have a strong interest in and preference for outdoor play. Engaging in outdoor experiences during autumn, winter, and early spring

presents a wealth of distinctive exploration and education opportunities. “When given a choice of indoor or outdoor play, most of the children will choose to be outdoors in Yetta,” says Jessica Clarke, Team Leader of the Dianella Classroom.

“Each season brings its own special encounters, making it crucial to wholeheartedly embrace outdoor play in any weather to foster children’s holistic growth.

Each season, the Dianellas are able to explore a new range of natural flora and fauna to forage, including olives, mushrooms, and some insects we haven’t seen in Yetta in the warmer months. The children can also continue to create connections with the outdoor environment.”

Reflecting the transformation in the learning environment, MLC Kindle recently developed new identities for each group of children in their care, and now students are welcomed to class groups of Grevillea (6 weeks-18 months), Murnong (18 months – 3 years), Dianella (3 years), and Woorike and Melaleuca (4 years). The names were decided by the community, who voted on options including Woi Wurrung language names of indigenous flora endemic to the Wurundjeri lands on which MLC Kindle is situated. Murrundindi then clarified the pronunciation of each of the chosen names with students and staff. The new names allow the children to develop a strong sense of belonging and connectedness to their environment as well as giving a sense of identity for MLC Kindle.

Bringing research to life

A comprehensive research project undertaken by MLC Kindle staff in 2018 and 2019 explored learning in the outdoors and resulted in the redevelopment of both the Kindle curriculum, teaching and learning practices, and its environments, including the outdoor play area. The Yetta upgrade was supported by a Victorian Government Building Blocks Grant for Early Childhood Refurbishment and Playground Upgrades.

Grevillea Dianella Murnong Woorike Melaleuca

Finlay and Xavier embrace the Autumn air as they encounter the digging patch.

Tiddeman House timeline

Tiddeman Boarding House has been at the heart of MLC since our founding in 1882. Here, we explore its history as a timeline, mirroring the artwork recently installed in the entry hall to the original building.

1889

Cara Fitchett creates the annual tradition of the Boarders’ Birthday Night, saying: “we cannot keep up with 81 birthdays separately, but why not have one birthday celebration which shall include everyone”. The inaugural party is held in the dining room, with floral décor and a 3 tier cake.

1906

The College Prefect system was introduced, with two boarders among the five girls elected. In the 1930s, the first Boarding Prefects were appointed, with Wing Prefects added in 1941.

1938

A multi-year extension project is completed to create additional accommodation, as well as a new dining room in a more central location.

1882

MLC is founded and the Boarding House’s West Wing opens for 16 students from ages 7 to 18 years old. By the end of the year, MLC has 111 students.

1885

The East Wing, Tower, and Fountain were completed, and Tiddeman House has become a renowned example of Academic Gothic architecture style. The lower eastern corner of the building, ‘The Residence’, becomes home to Principal Rev Dr Fitchett, his wife Cara, and their six children.

1898

Ada Fitchett, niece of Rev Dr Fitchett, took over from Margaret Tiddeman as Lady Superintendent of the boarding house.

1939–1945

Tiddeman House remained open during both World Wars. Boarders were subject to food rations and practiced air-raid drills, taking cover in the trenches built around the school. In WW2, the roof was painted in camouflage to avoid being a target in anticipated air raids.

2023

MLC re-introduces weekly and short term boarding options for day students in Years 7-12. This is a return to historical practice; when MLC opened in 1882, weekly boarding was available for students to reduce travel time or whose parents were to be absent for long periods.

2004

The Residence is vacated by the Principal’s family for the first time since founding. After a period as Administration Offices, in 2022 it became the home of the Director of Boarding and her family.

1959

Tiddeman House became its own house group alongside Berry, Cato, Fitchett, Krome, and Nevile. The House, whose colour was red and their mascot a monkey, was disbanded in 1979.

1969

MLC’s largest-ever cohort of Boarders is in residence at Tiddeman House, with 156 students enrolled in boarding.

1988

The inaugural edition of the Boardercreated yearbook magazine ‘Borderline’ is published.

1992

The building is officially named after Margaret Tiddeman, the first Lady Superintendent of Boarding (1882-1898) and the first President of the Old Collegians’ Club, which was founded in 1904.

2017

Tiddeman House is renovated with new common rooms, a family-style kitchen in Lower Tower and a light and airy space in the Sun Room. Bathrooms were modernised and air conditioning is installed!

Learning leadership through Education Outdoors

MLC’s Education Outdoors program allows students to experience a range of settings and activities while learning more about themselves, how they relate to others, and how they connect to their community while experiencing their environment in new and unique ways. Importantly, students also undertake ageappropriate challenges in developing life and outdoor skills.

As they grow older, the carefully planned program supports students to gain a greater understanding of themselves and helps them develop adaptability that allows them to move between different settings and communities. While the eight-week Marshmead residential program in Year 9 is the culmination of MLC’s official Education Outdoors program for all students, many continue to refine the skills, qualities, and knowledge gained through participation in opportunities in Years 10, 11, and at the end of 12.

Outdoor Education elective

In Year 10, students have the option of our bespoke semesterlong Outdoor Education elective unit, which extends the student’s knowledge and understanding gained in Education Outdoors programs at Banksia and Marshmead. This course builds on students’ personal perspectives of their relationship with the outdoors, adventure, and leadership. Students engage in exploring the cultural and social impact of Connection to Place while developing an understanding of experiencing awe and wonder. Importantly, students build the foundations of adventure planning, including managing risk and understanding the driving factors behind adventure seeking.

The end of Year 10 sees further exciting opportunities, with all students invited to consider applying to student leadership positions that see them attached as Peer Mentors to a Year 7 or 8 Mentor Group for their Year 11 year or to take on the role of Outdoor Leader attached to a Year 6 class for the duration of the class’s Banksia expedition.

Year 11 Peer Mentors

Two Peer Mentors are paired up with each class/mentor group for the year. For those placed with Year 6 or 8, the Education Outdoors component is conducted at

MLC’s Education Outdoors program focuses on age-appropriate development in four key areas:

1. Personal Development (self)

2. Connecting with communities (relationships)

3. Environment and sustainability

4. Skill development (living and outdoor skills)

MLC Banksia in Semester 1, as Year 11’s travel with their younger student mentees on their five or six-day Banksia expedition. Peer Mentors to Year 7 do not travel with their Mentor Groups as these trips take place in Semester 2 when academic commitments take priority.

A two-and-a-half-day training program at the start of the year prepares Year 11 Peer Mentors with an overview of their responsibilities. Their two main roles in supporting learning sessions, activities, and wellbeing are to:

– act as a role model and source of encouragement for younger students

– to support staff in providing an educational, fun, and safe environment

Peer Mentors are considered valuable members of the leadership team whilst at MLC Banksia and are encouraged to get the most from their involvement by setting goals focused on the development of leadership and mentoring skills during their preparation program.

The Year 7 and 8 Peer Mentors begin their connection with the younger students at the beginning of the year and are a regular part of the wellbeing program. In the lead-up to their Banksia program, the Year 8 Peer Mentors are involved in the important preparation phase. The Banksia trip is one part of the program, and following Banksia, they continue their involvement with their paired Mentor Group throughout the rest of the year. The position requires a great deal of commitment and responsibility, and students need to be well organised so as to plan how they will meet their school and extra curricular responsibilities while away while also fulfilling the responsibilities of the role.

Banksia Program Assistants

Since 2003, MLC has offered placements for two post-Year 12 MLC students to work at MLC Banksia for a year as Program Assistants. This unique opportunity provides invaluable life experience and workplace skills, living and working in a small and supportive community as they support Year 7 and 8 Banksia programs and assist staff in leading MLC Marshmead expeditions.

Open to all Year 12 students, the positions have an annual formal recruitment process for those interested in extending their outdoor education experience and leadership learning through a unique gap year opportunity.

Alexandra Galvin (2022) supports current students in an outdoor skills activity at MLC Banksia.

How humility is a woman’s superpower International Women’s Day

At this year’s Old Collegians’ Club celebration of International Women’s Day, guests were privileged to hear from Old Collegians Lucia Cade (1984), Chair of the MLC Board, and keynote speaker, Dr Clare Looker (1998), Victorian Chief Health Officer.

The stage of the James Tatoulis Auditorium was the perfect setting to bring together Old Collegians spanning 70 years, from the Class of 1950 to the Class of 2022.

During the evening, Lucia and Clare encouraged the audience to be authentic, embrace and share one’s strengths and weaknesses, and raise each other up through guidance, support, and mentorship. Guests were tasked with identifying their superpower, and Clare highlighted humility as a potential superpower for women, emphasising how it links to self-awareness and can cultivate an environment of openness and curiosity, ultimately enriching our experiences and relationships.

“I think being authentic and humble not only makes the path much easier for yourself, but also for other staff and particularly girls and women around you. I think humility is one of women’s superpowers and I think it brings a richness to women,” said Clare.

“... humility is being self-aware, it’s knowing your strengths and weaknesses, but it is also constantly asking ‘how can I do this better?’”

Clare also challenged conventional views on success by reflecting on her personal journey to her current leadership role within public health, noting that life is a work in progress and reflecting that success often stems from taking leaps of faith. “My journey since leaving school has been wonderfully winding; its been a bit serendipitous and, at times, pretty

unexpected. Some of the best professional decisions I have made have been a bit of a leap of faith. Sometimes I had to steel myself, not always a confident leap, but I walked through those unexpected doors that have opened in front of me.”

Highlighted through the evening was the importance of valuing diversity among women and their viewpoints, which can stem from culture, religion, ethnicity, sexuality, or any aspect of our individual identities. Clare stated, “When you feel included and have equal opportunities, you feel a sense of belonging, relevance, and empowerment. This has a lasting impact.” For Clare, MLC was a place where she experienced this sense of belonging. Clare expressed gratitude for her MLC education, which nurtured her curiosity and provided leadership opportunities. MLC taught her to believe in herself and bring her whole self into every situation - lessons she still draws on today.

This year’s Old Collegians’ Club celebration of International Women’s Day was a resounding success, with Clare and Lucia inspiring and challenging attendees. Through events such as this, the MLC Old Collegians’ Club continues to strengthen connections that were first laid at MLC, creating a supportive environment for all our alumnae.

Lucia Cade (1984) Chair, MLC Board. Dr Clare Looker (1998), Victorian Chief Health Officer and Dr Alex Waddell (2010), President of the OCC (2022-2023)

Staff spotlights

Meet four of our inspirational staff bringing perspectives and enthusiasm that enhance the lives and MLC experiences of students.

Deb Jarvis Head of Senior School

It may be hard to believe today, but Deb didn’t plan on becoming a teacher after Year 12. “Originally my plan was to study Osteopathy due to my love of anatomy and physiology and interest in optimal human function. “Teaching emerged as I went through university, and I continued to work as a Personal Trainer in my first few years of teaching as I was invested in helping people, young and old, to feel competent in their physical ability, while also improving their mental and social health.”

Luckily for us, Deb discovered that she loved life as a teacher and the opportunities it provided her to make a difference. “Health Education enabled me to support more young women to better understand themselves,” says Deb.

Deb also credits other educators for fuelling her passion for teaching, particularly within leadership roles. “I was fortunate to take on a range of leadership role within my first school, including Head of Sport and Director of Staff Development. These opportunities, combined with my love of learning, led me to undertake a Master of School Leadership at Monash University.”

Today, Deb is focused on Year 11 and 12 students. “I love working with older adolescents. It is a privilege to provide support and care through this important stage of their lives.” This drive to best support Senior School students also led to additional study. “The importance of wellbeing led me to further study in a Diploma of Positive Psychology and more recently, a Master of Applied Positive Psychology at Melbourne University. Positive Psychology focuses on how to harness and amplify the good in our lives, rather than focusing on the deficits, laying down strong foundations for a great adult life.”

“I feel privileged to be in my current role as it has combined several of my passions, supporting young women to understand their competence and worth, wellbeing science in education, connection, and belonging.”

Miranda Gazis Director of Student Wellbeing P-12

Miranda has enjoyed many highlights over her 18-year career in education. “One highlight was leading a comprehensive Wellbeing Summit for students from Early Learning Centre (ELC) to Year 12,” says Miranda. “The insights gathered are now being used to drive future wellbeing programming, encouraging students to reach their highest potential.”

“It has become my vocation to support girls in their learning, growth, and wellbeing,” says Miranda, who views joining MLC as the culmination of her career journey so far. I was drawn to MLC because of its commitment to holistic education and proactive well-being initiatives.”

Miranda’s interest in wellbeing stems, in part, from her academic background. “I initially considered a career in psychology and my interest in understanding human behaviour and mental health led me to explore various career paths within that field.”

A passion for working with young people and making a direct impact on their lives, combined with her love of literature and reading, guided Miranda toward education.

“Teaching English provided me with a unique platform to connect with students, helping them not only master the language but also understand and express complex human emotions and ideas.”

Miranda’s experience as an English teacher, however, emphasised to her the importance of wellbeing in education. “I have seen firsthand the impact that a strong wellbeing program can have on students’ lives. I was particularly impressed by MLC’s proactive approach to student wellbeing, which aligns closely with my own beliefs about the importance of early intervention, support systems, and fostering a sense of community and belonging,” says Miranda.

“I wish for all students to develop a sense of self efficacy, self-worth, self-acceptance, and genuine sense of identity. I hope to make a valuable contribution to the wellbeing landscape at MLC and work within this community to foster an environment where students feel safe, supported, and empowered to reach their full potential.”

Vicki Dede

Director of Music P-12

Vicki left sunny Queensland behind to take up the role of Director of Music. “The chance to lead such a large team of dedicated and passionate music educators, performers and talented students made the move completely inspiring and an absolute no-brainer. But ask me again after winter about the move from Queensland!”

For Vicki, it’s all about pursuing her love for music education. “For me, music is the answer to all of life’s riddles. Highquality music education is a critical component of a wellrounded education and should be introduced early in a child’s schooling, as we do here at MLC,” she says.

Happily, Vicki found her passion for music early when she picked up the violin at age five. “I was encouraged to play the violin all through my school years and my violin teacher even let me use her violin to play on when the family budget wouldn’t stretch to buying me a new violin.”

Vicki was later accepted at the Queensland Conservatorium of Music straight from school and majored in both Violin and Voice. “One of the greatest memories I have was the Brisbane Expo, when the city really came to life, and we were constantly performing.”

“I continued playing professionally for a number of years and was a member of a jazz group, a classical string quartet and a group we called ‘Barocka’ where we played classical music with a beat – we were ahead of our time and quite the innovators.”

Around the same time, Vicki started teaching in a school to support her professional performing career. “That was the start of finding my absolute passion and belief in the importance of music education.”

“It has been a great joy in my life to affect so many students, teachers and families in such a positive and impactful way and I look forward to leading and supporting all the Music students and families here at MLC.”

Molly Murphy Indigenous Programs Coordinator

Molly holds the belief that learning, and the love of learning, is a lifetime process. “Growing up in Eltham and Hurstbridge, attending Eltham High – arts, music and sport were the driving force for myself and my social circle,” says Molly.

With her love of learning, Molly followed her heart through various qualifications and callings, before finding her place in education. “I teach Year 9 Civics and Interdisciplinary Studies through the Year 10 Entrepreneurship and Social Enterprise course and the Year 11 VCE Core program. I have undertaken a few degrees, and I am onto my fourth now - a Master of Information Studies: Librarianship.”

In her post-school years, Molly also spent time working in video and record stores and embarked on a career in pop cultural journalism – writing for two different outlets on live music and video gaming. “This led me to be heavily connected to community concerns and advocacy,” says Molly.

Molly finished her teaching degree in 2014 and commenced teaching at Braybrook Secondary the following year, taking time off in between teaching roles to have her two children Oliver (8) and Hazel (6). “As an educator, I became heavily involved in First Nations programs, and the framework of my educational career included prioritising Aboriginal and Torres Strait Islander perspectives and learning,” says Molly.

But Molly never imagined she would end up at an all-girls’ school, having attended a non-uniformed public, co-ed school herself. “All my previous teaching experiences were from government co-ed schools,” says Molly. “When attending the College for the first time, I was amazed by the thoughtful conversations and the sense that there were opportunities here to grow and develop.”

“I love my role as Indigenous Programs Coordinator as it allows me to connect with students, particularly through the studentled club, Connecting to Country, which enables staff and students to engage with Indigenous culture, people, and issues in an informed, respectful, and meaningful way and continue to learn about, learn from and learn with First Nations people.”

The power of an all-girls school in promoting physical literacy and sport

Most girls do not engage in enough physical activity to support their health and well-being. However, all-girls schools, with their unique environment, are best placed to tackle this issue.

Physical education and sports are crucial for a young person’s holistic development. Regular participation in team and individual sports, fitness, and physical activity offers numerous benefits, including improved concentration, better social behaviour in the classroom, increased self-confidence and self-worth, and reduced stress.

In the context of all-girls schools, the significance of these activities is amplified. All-girl schools provide a distinct and nurturing environment that cultivates physical literacy, enabling students to excel both physically and mentally.

A physically literate individual can leverage their integrated physical, psychological, social, and cognitive capabilities to promote health and fulfilling movement. This comprehensive development is vital for long-term health and well-being. However, data from the Australian Institute of Health and Welfare (2021) reveals a concerning trend: many girls in Australia are not participating in adequate physical activity, which can have lasting health implications. All-girls schools, with their unique environment, can effectively tackle this issue.

Research shared by the International Coalition of Girls’ Schools shows that girls overwhelmingly prefer all-female PE classes and sports. This preference is rooted in a sense of comfort and the absence of self-consciousness about body image and attire. When girls participate in single-gender PE classes, they are free from the pressure of competing against boys, which can reinforce negative stereotypes and diminish their enjoyment of physical activities. This is especially important considering that concerns around body image and low self-esteem are significant barriers to girls’ participation in sports and physical activities.

For Emma Griffin, Head of Physical Education at MLC, inclusive and supportive PE classes are a defining part of an all-girls’ education. “Girls’ schools are uniquely positioned to tailor their environments, curricular and co-curricular offerings to best suit girls and young women,” says Emma. At MLC, the focus is on creating a nurturing and empowering environment for physical education and sport. Michael Jenkins, Director of Sport at MLC, states, “We strive to provide an environment where girls feel confident and

enthusiastic about participating in sport. By eliminating the pressures associated with mixed-gender activities and creating an inclusive, welcoming and fun environment, we allow our students to develop their skills and passion for physical activity in a supportive space. This is vital for maintaining or increasing their activity levels”.

The benefits of an all-girls school environment extend beyond just the comfort and preference for all-female classes.

The 2018 Australian study, Hands Up for Gender Equality, identified three activities that predict self-confidence if students participate in them regularly: travel, team sport, and participation in leadership roles and leadership development. All-girls schools have an advantage over co-educational environments in both team sports and leadership roles.

“In an all-girls school, 100% of the opportunities are for girls, all the leadership roles are for girls, and girls across the College have positive female role models to look up to. Older girls and alumnae take on sport coaching roles for younger students and provide much needed encouragement,” says Emma.

Reports by the Australian Council for Health, Physical Education and Recreation (ACHPER Victoria) emphasise that involving girls in the design and delivery of sports and physical activities boosts their confidence and empowerment.

It’s also essential to consider co-curricular activities that resonate with girls’ interests. Offering diverse options can attract more participants than only traditional competitive sports. This is one of the reasons that MLC introduced the Health and Fitness program. “The Health and Fitness

program offers students more fitness options, in direct response to student feedback, within the safety and convenience of their school environment. We now offer yoga, Pilates, spin, and strength and conditioning classes on campus. These have been well attended since we launched the program; we currently have an average of 450 girls turning out each week,” says Michael.

Ensuring that school grounds and facilities are inviting and accessible during holidays provides a safe and familiar environment for girls to engage in physical activities, promoting continuous engagement throughout the year.

The positive impact of an all-girls school on physical education and sports is evident. By addressing barriers such as body image concerns, low confidence, and gender stereotypes, these schools create an environment where girls can flourish.

It is crucial to continue supporting and developing these inclusive and empowering spaces, ensuring that every girl can become a physically literate person, equipped for a healthy and fulfilling life.

This is why the construction of a new Physical Education and Sport Precinct announced earlier this year will mark a significant milestone in MLC’s history. This bold project is a comprehensive approach to health, participation in physical exercise, wellbeing and sporting excellence – the scope of which will set a new bar for independent girls’ schools in Australia. We look forward to showcasing this in development in future editions of The Star magazine.

The importance of physical activity for young people cannot be overstated. With the current trend of insufficient physical activity among girls, the role of all-girls schools equipped with the facilities that girls desire and need becomes even more vital. By creating environments that cater specifically to girls’ needs and preferences, we can pave the way for a healthier, more active future for girls.

Introducing the MLC Board

In January, we were delighted to welcome Lucia Cade (1984) as the new Chair of the MLC Board.

Lucia brings a wealth of governance experience and an alumnae perspective, ensuring that MLC continues to thrive and excel as one of Melbourne’s finest independent Prep to Year 12 day and boarding schools for girls and a leader in co-educational Early Learning.

Alongside Lucia, we are pleased to introduce our dedicated Board Directors, a dynamic mix of new and existing members. Each director volunteers unique skills and insights, united by a shared commitment to MLC’s values and vision.

We sat down with Lucia to better understand what drew her to return and give back to MLC in this way:

I loved my time at MLC as a student. I have great friends, remember inspirational teachers, received a terrific education, and was involved in many additional activities. I liked the variety of pursuits with a variety of people; it set me on a path of becoming involved in things beyond just doing my “day job”, which has characterised my professional life. So, when the opportunity arose to nominate for the board, I said yes.

So far I have most enjoyed the people! The board is a terrific group, who bring a relevant mix of experience and perspective. The teaching and support staff of the school are really impressive. They have such a passion for what they do, enthusiasm for pursuing excellence, and a holistic mindset that is focused on helping each girl individually be the best they can be. I really enjoy working with Julia Shea and her team in this way.

MLC Board Directors

Lucia Cade (1984)

MLC Board Chair, Alumna and experienced nonexecutive director with a professional engineering and commercial background.

Anna Coniglio (2000)

Alumna, soon-to-be current parent and an experienced technology leader and STEM advocate with a deep understanding of the intersection between innovation and education.

Dr Amanda Green

Current parent and an accomplished people executive and Board Director with significant expertise in employee experience, culture and transformational change.

Grant McCabe

Past parent with significant experience in digital operations, climate transition, strategy, change management, and largescale transformation.

Julia Shea

MLC Principal and leading advocate for all-girls education with extensive experience in education in a single-sex setting, a background in maths and science, and a track record of driving educational excellence.

Abi Cleland

Current parent with extensive global experience in strategy, mergers and acquisitions, digital and running businesses and Board Director for leading ASX companies.

Dr Susan Dickinson

Education leader and immediate former Principal of Loreto Mandeville Hall

Toorak, member of the Education and Strategy Board for MACS, and a Director of Pathways.

Gabrielle Lim (2008)

Alumna, Old Collegians’ Club Past President with experience as an entrepreneur, advisor and banking specialist to the not-for-profit and institutional sectors.

Carmel Mulhern

Current parent with experience in the financial services, superannuation, telecommunications, media, technology, and manufacturing industries. Board Director in the areas of medical research, AI, and ethics.

Layce Renee Vocale (2007)

Alumna, Alumnae

Ambassador for MLC’s Indigenous Scholarship program with over 10 years of experience in corporate services, project management, and construction.

To find out more about our Directors and Governance, go to www.mlc.vic.edu.au/about-us/ leadership-and-governance/

Adam Watson

Current parent with experience in industrial and manufacturing sectors and in critical infrastructure. Has served on several subsidiary and joint venture boards in Australia, the USA and India.

Parents’ Association update

A thriving community

By John Fergusson, President, MLC Parents’ Association

Building parent connections strengthens the MLC experience for everyone.

Active participation in the Parents’ Association not only cements the partnership between the parent community and the College, but it also supports our community to develop friendships that they take with them when their daughter finishes her educational journey at MLC. As a parent of two – soon to be three – Old Collegians I can attest to the importance and longevity of some of my own connections that first started when attending parent events at the College as my daughters began their MLC journey.

All MLC parents are automatically members of the PA, able to take part in a wide array of events as well as offer their expertise and support through numerous volunteering opportunities. This year, the PA Executive Committee has been proud to further initiatives that support our parents to connect with each other. This has included:

– Launching official WhatsApp groups for Year Levels, Class Groups in Years 5, 6 and 7, Marshmead Groups, and Boarding families. We currently have more than 2,200 numbers registered in 44 different groups.

– Year Level Liaisons across P-12, as well as Class Reps, moderate the WhatsApp groups and have arranged 42 parent get-togethers or parent-student activities

– Major events have included the Welcome Garden Party, Lunar New Year Celebrations, Year 12 Formal, Beef and Burgundy Dinner, Parents Breakfast for Mother’s Day, and Choirs and Canapes. Next term, we will reintroduce the Women Inspired Evening, as well as host the Year 11 Social and the Winter Cabaret.

– 11 Special Interest Groups support important activities across the College, such as the JSPC Year 6 Snack Shop Roster, the Rowing, Kayaking, and Snow Sports seasons, and music fundraising. To date, they’ve organised 43 events this year!

None of this would be possible without the support of our parent community. Although supporting the PA can be as simple as paying your annual levy and joining a WhatsApp group, I encourage you to become an active participant and, if you can, find a way to become one of our 274 parent volunteers. In this way, you become part of the long and proud history of parent involvement at MLC.

Every year we welcome a new cohort of parents – and farewell our graduating families. Whether your daughter joined the College this year or 10 years ago, I encourage you to make your annual voluntary contribution of just $60 per family, join our WhatsApp groups, and make plans to attend one of our many events so that you, too, can enjoy the warmth of the MLC community experience.

Current parents can stay up to date with PA activities, events and volunteering opportunities by logging into the myMLCfamily parent portal: www.mymlcfamily.net/parents/

Lunar New Year celebrations are organised by the International Parents’ Group

The annual Welcome Garden Party on Saturday, 3 February is a joint MLC and PA initiative

Bi-annual Beef and Burgundy dinners are always sold-out; the 24 April event welcomed guest speaker Dr Emma West

The long-running Deaf Integration Support Group welcomed Maggie Sandles (2020) to their first meeting of the year on 23 February

Silver Stars Rowing Club Special Interest Group supports our rowers at events such as Head of Schoolgirls Regatta

Foundation news

Introducing the new Chair of the MLC Foundation

We warmly welcome Old Collegian, Past President of the Old Collegian’s Club and current Board Member, Gabrielle Lim (2008), as the incoming Chair of the MLC Foundation. Gabrielle is an experienced non-executive director, strategic advisor and entrepreneur having worked with organisations in finance, not-for-profit, technology, tourism and hospitality. She is passionate about championing women and girls and an advocate for the transformative power of education to change lives.

Message from the Chair of MLC Foundation

Gabrielle Lim (2008)

After serving as a past Stakeholder Member, past President of the Old Collegians’ Club and current Board Director, it is my privilege to now lead the MLC Foundation, supporting

The Impact of Giving in 2023

It is our generous donors that truly sustain and transform our College programs, scholarship offerings and facilities. Here is a snapshot of what we achieved together.

1,075

Number of donors and 470 new donors

the College in its mission to provide young women of today and tomorrow with exceptional educational opportunities within a world-leading environment.

As I take up this position, I would like to acknowledge the significant contribution of my predecessor, Claire Rogers, in leading the MLC Foundation over the last few years. Claire has been a dedicated volunteer and member of the MLC community and brought to the Foundation her depth of experience as a leader and fundraiser and champion for women and girls.

I encourage all members of the community to consider how you can support the Foundation in empowering our students to emerge as citizens the world needs, equipping them to lead with confidence. So much has been made possible by the generous contributions of the MLC community, and I know that together we can achieve so much more.

As a scholarship recipient myself, I am one of many alumnae who may not otherwise have had the opportunity to receive such an outstanding education as the one I received at MLC. My own experience informs my belief in the transformational impact of education and has driven my commitment to giving back to the College community. In these pages I share with you the stories and impact of two former students whose lives were also transformed by your support.

Please join me in making a personal donation to this year’s Annual Giving Appeal, which has been launched in recent weeks. The Annual Giving Appeal focuses on providing Means-Tested Scholarships to enable deserving and talented students from Melbourne, rural and regional areas, and Indigenous communities to enhance educational opportunities for those in need.

$1,937,659 Donations for the benefit of current and future students

Where your donations have made a difference

$1,251,325 For Means-Tested Scholarships through our Scholarship Fund

$632,534 For enhancing learning and wellbeing environments though our Building and Library Funds

$53,800 Through a gift in a Will

9 new Means-Tested Scholarships

2 Student facilities enhanced for learning and wellbeing thanks to the support of Donors

Health Centre Nevile Building Year 10 Learning Hub

Annual Giving Appeal

We extend a warm invitation to join our 2024 Annual Giving Appeal, where your contribution will directly broaden the horizons of students who, without it, might not have the chance to experience the exceptional education MLC offers. By giving together, we ensure our students have the best possible learning environment to inspire them to be citizens the world needs. Our individual capacity to give may vary but

Meet our past scholars

Claire Lewis (2018)

Claire joined MLC in Year 7 on a Means-Tested Scholarship and is about to complete a double Arts and Law degree, majoring in French, at Monash University.

“MLC was the place where I was able to cultivate my passions, embrace my love for learning, and experience new opportunities in a rewarding educational environment,” says Claire. I am very grateful to the school, particularly my engaging and attentive teachers as well as the donors who helped me have this experience. Attending MLC was pivotal not only in how well I succeeded in VCE and, therefore, what course I could undertake at university but also in developing those soft skills that have been important in jobs and university.

I am very excited to finish my degree and start making progress in my career,” says Claire, adding, “I try to embody MLC’s inclusive values and compassion in everything I do including in volunteer roles and the legal workplace where I deal with sensitive matters. I also try to live by exploring with courage, including prioritising new career opportunities and travel experiences.”

While Claire dreams big about her future as a lawyer and the possibility of moving to Paris, she acknowledges that she would not have been able to attend MLC without a scholarship.

it is our participation and involvement that really matters –that is what makes the difference. You play a pivotal role in enriching the educational experiences of MLC students. Your contribution supports deserving scholarship students like Claire Lewis (2018) and Ingrid Winata (2021), who share their inspirational stories of the profound way in which the opportunity to attend MLC has enriched their lives.

Please make your personal donation to help us fund more scholarships. Thank you.

Ingrid Winata (2021)

Ingrid Winata (2021) began at MLC as a JOZIL Scholarship recipient in Year 7 and went on to study biomedicine at the University of Melbourne. She hopes to enter postgraduate medicine in 2025.

“My parents and I applied for a scholarship at MLC because the school valued academic excellence in addition to emphasising a well-rounded approach to education,” says Ingrid. “We loved the idea that I’d be surrounded by capable big sisters whose behaviour and achievements I could emulate.”

Within a short time of starting at MLC, Ingrid had both career aspirations and a keen interest in co-curricular activities. “A great deal of learning happened in our co-curricular activities, and I participated in a wide range of activities with the encouragement of my peers or teachers. The fact that MLC had a program for almost every one of my many and varied interests was immensely exciting to me.”

The benefactor of Ingrid’s scholarship, Dr Joan Wilkinson AM (1945, deceased), also played a pivotal role in shaping her hopes and dreams. “I wrote two letters to Dr Wilkinson .... I received lovely, considered responses where she was happy to read about the opportunities I’d received from MLC and encouraged me fervently to pursue medicine.”

“I hope more students are able to benefit from such a scholarship and I thank current and future donors for creating such opportunities for the students of tomorrow.”

Alumnae stories

Hon Mary Wooldridge (1984)

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

I first came to MLC as a 3-year-old in kindergarten, with two older sisters also in Junior School, and was lucky enough to undertake my entire schooling at MLC.

In Middle and Senior School, I threw myself into everything – all the House and school sports, debating, music, as well as my studies. I never felt there was something I couldn’t or shouldn’t do or try because I was a girl.

MLC helped me develop a love of ideas, the confidence to try things, to know sometimes things wouldn’t work out but that was fine, and to gain a perspective broader than myself. Probably the most important aspect was the wonderful group of friends I developed. We are still a tight-knit group 40 years on.

Applying for a Rotary Exchange in Year 11, and being backed by Head of Middle School, Jean Prest, was a critical juncture for me. The year in Canada, between Year 11 and 12, opened my eyes to the world. That experience was critical in setting me on a path of passion for social policy reform.

Georgina Ryan (2017)

I am grateful to MLC for teaching me the importance of balance and maintaining a diverse range of interests. I was devoted to Krome and earned my Gold House colours in Year 12.

This lesson has stayed with me since leaving MLC and throughout my studies at the University of Melbourne, where I pursued a Bachelor of Science, a Diploma in Mathematical Sciences, and a Master of Science (Mathematics and Statistics) in applied mathematics. My research is in the field of fluid mechanics, using maths to model how fluids and solids interact. To unwind from my days doing maths, I play soccer with the Melbourne University Soccer Club.

I was honoured to be awarded the 2024 Commonwealth Bank John Monash Scholarship, alongside 15 other Australians based on our leadership potential in our fields. The scholarship will fund my DPhil in Mathematics at the University of Oxford.

Throughout my career, I aim to advocate for the inclusion of underrepresented groups in mathematics, particularly young women, LGBTQIA+ individuals, and people with

Each career role I have had has drawn on the knowledge and skills of all the ones before. As Minister for Mental Health, Community Services and Women I was responsible for Government funded services supporting some of Victoria’s most vulnerable children and families and led a reform agenda to assist people to move out of the cycle of disadvantage.

I am particularly proud that, as Minister responsible for vulnerable young people, I drove the establishment of a school, Parkville College, inside our Youth Justice and Secure Welfare Services.

Now, as CEO of the Workplace Gender Equality Agency, a Commonwealth Government statutory agency, I work to ensure all people are equally respected, valued and rewarded at work. For too many, this is still not their experience. Publishing each employer’s Gender Pay Gap for the first time earlier this year, was an important milestone in that journey.

disabilities. My experience organising national secondary school programs with United Nations Youth Australia will be invaluable in pursuing this goal. At UN Youth Australia, I held various positions, including National President (2021), Chief Education Officer (2020), and Victorian Secretary (2019).

Currently on a mini gap year until I leave for Oxford in September, I have been volunteering on a number of projects including organising a series of events at the University of Melbourne for International Women in Mathematics Day, aimed at encouraging and supporting women, trans, and gender diverse math students.

In the future, I will focus my research on solving interdisciplinary problems for experimentalists and industry experts, leveraging my undergraduate studies in physics and chemistry, while maintaining a balanced approach to life, just as MLC taught me.

Maggie Sandles (2020)

Going to MLC was a significant moment for me, as I live with Usher syndrome — a genetic condition that causes profound hearing loss, delayed gross motor development, and deteriorating peripheral vision.

I have type 1C, which also involves loss of balance. It does take a lot of effort to walk in a straight line. It is a disability that makes daily living a bit more complicated, but I would not be where I am if I did not have it.

My disability was not a barrier to taking part in MLC life fully. I felt both supported and challenged to learn and grow, and established life-long friendships.

Looking back, it was remarkable how MLC allowed me to find the space and support to pursue new activities that enhanced my wellbeing and personal development. In particular, the rowing program was pivotal in helping me to find a place at MLC and to make the most of the opportunities on offer.

Lavinia Barker (2021)

I came to MLC in 2010 as a Year 1 student –my sister was set to join the Junior School, one look at the playground and I was also sold!

My experiences in IB Physics and Chemistry were the foundation of my love of science –these were definitely challenging courses, but the dedication of my teachers made me so excited to learn and demonstrate my knowledge.

Other experiences at MLC that helped shape me were the many ways in which I was involved in the music program as a percussionist, including leading the Drum Line in Year 12.

After graduating from MLC in 2021 as an IB Diploma student, I came to Rice University in Houston, Texas, excited to continue playing percussion with Rice’s Marching Owl Band (MOB), where I play cymbals while dressed up as a MOBster.

At Rice, I’ve dabbled in many different majors but am ultimately pursuing a Bachelor of

I’m now studying science at the University of Queensland, but I credit MLC with providing me with the skills and confidence to selfadvocate and to ask for what I need to overcome barriers.

Having excelled in rowing while at school, I now compete as a para triathlete (vision impaired category) and plan to represent Australia in the upcoming Paris 2024 Paralympic Games.

Since graduating, I’ve also had an enlarged version of one of my artworks unveiled at a Melbourne construction site. This piece, which stands six metres high, was commissioned after winning a national art competition by Deaf Children Australia. I wouldn’t say I’m artistically inclined, but it has been an amazing experience.

I will take any opportunity that spreads awareness of my condition or of anyone with disabilities. I want to show others with a disability that nothing can stand in their way.

Science in Mechanical Engineering thanks to Rice University’s rocketry club, Rice Eclipse. In the club, I built my own small rocket, which flew 500 metres high, and in the past year, I have led the development of a rocket engine that will fly to 10,000 metres in the Spaceport America Cup. It was through the club that I learned about the NASA Pathways program.

NASA Pathways is a program where students alternate between studying and working full-time at a NASA centre, contributing to advancing human spaceflight as an intern. I applied for the program in 2023 and was accepted to work for NASA at Johnson Space Center. I’m so lucky to work in my dream position.

My biggest achievement since graduating has been proving to myself all the things I’m capable of. Aerospace engineering, in particular, is an extremely male-dominated field, but as I advance in my career, I hope to show more girls that engineering is absolutely a career path they should consider.

Photo by NASA

Art-led spaces

Multiple spaces around the College continue to come alive with inspirational artworks thanks to the creativity of our MLC community and the dedication of the Art and Design Department staff and students.

A thriving hub for creativity

Originally named ‘Wentworth’ MLC’s Art House is a Victorian Italianate-style villa built in 1889. Purchased by MLC in 1967 it was first used by Senior Students as a common room before becoming home to Art and Design classes. Today, in addition to upstairs studio spaces for senior art students, the downstairs rooms are now used by Year 9 Art Printmakers and the front room is home to our much-loved printing press, donated to MLC by renowned Australian painter and printmaker, Fred Williams OBE.

In November last year, Stacey Coenders, College Archivist, and Sue Horacek, Art and Design Teacher and Exhibitions and Events Co-ordinator, began collaboration on a historical display in the Art House. “Sue had a vision to transform the old kitchen space into a display and wanted to use the resources available from the MLC Archives to showcase the house’s historical context,” says Stacey. “The Archives were able to provide a full history of the house from when it was first planned and built, all the way through to its use today by MLC.”

Marshmead Farmhouse Kitchen installation

The Kitchen display was installed for the start of the 2024 school year and includes an enlarged image of the Marshmead Farmhouse wood stove at the back of the hearth, providing a link to the Year 9 experience for Year 9 Art students who use the building during their three terms in Kew. At Marshmead, historical MLC crockery and furniture fill the Farmhouse, forming an inspirational museum used

for both sketching and reading while students are on the eight-week residential program. Sue has replicated a similar assemblage in the kitchen to encourage still-life sketching.

College Collection continues to inspire

The installation was followed by the launch of the MLC Collection Exhibition in April, which was displayed in the Common Ground Exhibition Space in the Principal’s Administration building until 7 June.

MLC’s Collection of Art consists of over 200 artworks by emerging and established artists from varied historical and cultural contexts and is a valuable resource used to support teaching and learning in MLC’s academic curriculum. Now in its fifth year, the annual MLC Collection Exhibition features student and staff work that directly responds to selected pieces from the MLC Collection, with diverse meanings and messages allowing the creation of connections across the College and across generations of artists.

This year’s Art and Design Prefect, Ellie Robinson-Hauge, led a team of 39 artists who offered interpretations of selected Collection works.

“It was an honour to continue a tradition that values the internal and external artists. Additionally, it was fantastic to see people from all year levels coming together for a shared interest in art; a testament to the welcoming nature of the Art Department at MLC,” says Ellie.

The MLC Collection Exhibition has been running since 2019, when the then Art and Design Prefect Clem McNabb invited 23 students and staff to exhibit their own artworks that responded to works from the MLC Collection. Prefects Clara Yuen, Connie Zou, Joy Mei, and Zoe Chen continued the initiative from 2020 to 2023.

The original Wentworth Villa, pictured here in 1915, is now the Art House.

Students in front of the Art House in 1992

The historical display in the Art House kitchen

‘Forest and Chair’, colour reduction lino print by Lacey Williams, Year 9 Art 2024

‘Mirror’, rubbing on tissue paper by Angela You, Year 9 Art 2024

Generations of connection

Old Collegians’ Club update

By Alex O’Keefe (1999), President, Old Collegians’ Club

It is with immense pride that I step into the role of the 99th President of the MLC Old Collegians’ Club (OCC), in its 120th year. Since its inception, the OCC has been a vibrant community of MLC alumnae, where we connect, reminisce and forge enduring bonds from our MLC days. My vision is to strengthen the relationships between us, and with the College, so that we can continue to benefit and enjoy the opportunity of connection and continue to nurture our network of over 25,000 exceptional MLC alumnae.

With this position comes the opportunity to welcome a dynamic cohort of eight new OCC Committee Members:

Wei Jia Chen (2005)

Helen Koehne (Thomas 1995)

Lucy Lam-Po Tang (Elliott 1993)

Kate McCardel (Westmore 1991)

Sienna McRae (2023)

Alice O’Connor (2023)

Catrina Rowe (Hunter 1994)

Adrika Sri Bawan (2013)

Already this year we have held several wonderful community events. Our International Women’s Day event , featuring keynote speaker Dr Clare Looker (1998), Victorian Chief Health Officer, was a resounding success. Dr Looker’s inspiring insights about her experience in public health and medicine resonated with the nearly 150 alumnae from an array of graduating years who were in attendance to mark IWD 2024.

Additionally, our recent Chapel Service and Lunch provided a moment for reflection and friendship. Lyn Greenall (Quinton 1960) beautifully led the service, with Megan McLaughlin (1980) delivering the message; I thank them for generously leading this most cherished service. Elizabeth Adnams OAM (McLeod Elsternwick 1947–1957; Kew 1958), the guest speaker at lunch, is a steadfast advocate for Girl Guides and inspired us to reflect on how we can all contribute to the benefit of women, regardless of age.

I am delighted to share that our Mentoring Program continues to flourish, now in its third year. With a remarkable 67% increase in registrations compared to last year, the program underscores our commitment to fostering meaningful connections and empowering alumnae.

If you have a vision to empower women and enact positive change, I encourage you to explore the Val Kerr Fellowship Grant . This is an opportunity to make a difference, with up to $10,000 in funding available for a not-for-profit initiative. Applications close at the end of June, so don’t miss out on this opportunity. To find out more scan the QR code below.

Lastly, I take immense pride in celebrating the achievements of those OCC members who were recently named in the 2024 Australia Day Honors in January. This year, six remarkable individuals from various fields were rightfully recognized for their outstanding contributions. You can read about them in the Community Notices section of The Star.

For the latest updates and information on all things MLC OCC, I invite you to connect with us on our social media platforms. Follow us on Facebook @MLCOCC and Instagram @MLC.OCC to stay engaged and informed.

Old Collegians’ Club 2024 Events

2024 Val Kerr Fellowship Grant Program Applications Close 30 June 2024

To find out more, scan the QR code:

OCC Celebration Event Thursday, 12 September 6.30–8.30pm

OCC Annual Golf Day Monday, 14 October From 8am

To find out more about these events and to book scan the QR code or visit: www.trybooking.com/ eventlist/mlckewalumnae

OCC President Alex O’Keefe (1999)

Choir of Old Collegians at the 2024 Chapel Service

Reunions

At each reunion, the clock turns back as alumnae gather to celebrate long-lasting friendships formed during their years together as students at MLC. Laughter, chatter, and warm hugs abound as reunion participants reminisce about their school days and share the stories of their lives since walking through the Krome Gates, whether it was one year ago or 80 years ago.

Thank you to each alumna who attended their reunion; we were overjoyed to welcome you and to witness the connections you value so dearly. Here are a selection of photos from the seven reunion events that have taken place since our last magazine was published.

Class of 2022 – 1 Year Reunion: Wednesday, 4 October 2023

Silver Circle Reunion Classes of 1920-1962: Saturday, 7 October 2023

Class of 2008 – 15 Year Reunion: Thursday, 19 October 2023

of 1969 – 55 Year Reunion: Saturday, 2 March 2024

Class of 1974 – 50 Year Reunion: Saturday, 16 March 2024

Class

Upcoming 2024 reunion dates

We are looking forward to welcoming the following alumnae groups to their reunions in the coming months. Please join us if you can!

25 Year Reunion – Class of 1999 Thursday, 20 June, 12–3pm

15 Year Reunion – Class of 2009 Friday, 28 June, 6.30–8.30pm

35 Year Reunion – Class of 1989 Friday, 19 July, 6.30–8.30pm

45 Year Reunion – Class of 1979 Saturday, 10 August, 12–3pm

40 Year Reunion – Class of 1984 Saturday, 24 August, 12–3pm

1 Year Reunion – Class of 2023 Wednesday, 2 October, 6.30–8.30pm

Silver Circle Reunion – Classes of 1940–1963 Saturday, 12 October, 12–3pm

30 Year Reunion – Class of 1994 Thursday, 17 October, 6.30–8.30pm

To find out more and to book scan the QR code or visit: www.trybooking.com/eventlist/ mlckewalumnae

Class of 2019 – 5 Year Reunion: Thursday, 11 April 2024

Class of 1964 – 60 Year Reunion: Saturday, 20 April 2024

Community notices

Australia Day Honours

We celebrate the Old Collegians who were recognised in the 2024 Australia Day Honours. We congratulate them on their outstanding dedication and service in various fields.

The Honourable Lara Giddings (1990) was appointed an Officer of the Order of Australia (AO) for distinguished service to the people and Parliament of Tasmania, and to the community.

Helen Murray (Pyke 1957) was appointed a Member of the Order of Australia (AM) for significant service to the community, particularly as a social worker and educator.

Marriages

The Honourable Dr Sharman Stone (Bawden 1968) was appointed a Member of the Order of Australia (AM) for significant service to the people and Parliament of Australia.

Evelyn Halls (1989) received a Medal of the Order of Australia (OAM) for service to sports administration and to fencing.

Yvonne Panagacos (Kominos 1968) received a Medal of the Order of Australia (OAM) for service to the Greek community of Melbourne.

Helen Walker (Price 1980) received a Medal of the Order of Australia (OAM) for service to women through a range of roles.

We extend congratulations to the following community members.

Brigitte Bui (2009) married Jake Lawson on 17 November 2023. Guests included friends from the Class of 2009, Christine Long, Pauline Long, Amelia Barker, Lucinda Hills, Sophie Rasmussen, Rebecca Holmes, Karen Du, Laura Robson and Susian Teh.

Cath Devine (1995) married Paul Smeaton on 30 March 2024, in Palm Cove, Queensland.

Senay Kurtulus (2015) married Haydin Bekir on 13 May 2023. Guests included sisters Sibel Aliu (Kurtulus 2009) and Emel Gulum (Kurtulus 2010), cousins Mihriban Odza (Kurtulus 2007) and Leyla Hyssoli (Kurtulus 2011) and friends from the Class of 2015 Celine Abdalian, Daina Kyriacopoulos and Dhishani Selvaratnam.

Claire Southwell (2009) married Thomas Lalor on 11 November 2023. Bridesmaids included sister Laura Berenholtz (Southwell 2006), and friends Lucy Gates (Prowse 2009) and Kath Duncan (2009). Guests included Claire’s grandmother Noela Fagan (Parks 1951), Bonnie King (2009) and Emma Adams (2009).

Ying Wu (2010) married Zehuan Geng on 21 December 2022. Guests included Eva Wu (2010) and Kate Yang (2013).

Community notices

Births

We extend congratulations to the following community members.

To Jess Allison (2001) and Aaron Puls, a daughter, Layla Allison-Puls born on 18 November 2023.

To Wei Jia Chen (2005) and Wilson Lee, a daughter, Amelia Lee born on 4 October 2023. A sister for Benjamin and niece for Yunn Shin Chen (2006) and Yunn Li Chen (2011).

To Ailsa Cheung (2005) and John Warren, a daughter, Matilda Warren, born on 12 August 2023. A sister for Zoe Warren. A niece for Ada Cheung (1997) and Rhoda Cheung (2001).

To Samantha Daly (2006) and Jessica Daly, a son, Alexander Daly born on 7 March 2024. A grandson for Chris Daly (Morris 1975), great nephew for Roslyn Leach (Morris 1977), Sharon O’Connor (Morris 1981), and Vicki Stoneham (Morris 1982).

To Rebecca Halse (2007) and Stephen Peake, a daughter, Sophie Grace Peake born on 15 September 2023. A niece for Laura Halse (2003).

To Kate Lawlor (Green 2009) and Dan Lawlor, a son, Colby Lawlor, born on 3 December 2023. A brother for Brodie Lawlor and nephew for Eleanor Green (2012).

To Anna-Sophia Lazarou (2004) and Bryan Esser, a son, Austin Kenneth, born on 19 December 2023. A nephew for Phillipa Booth (Lewis 2006).

To Vivien Li (2005) and Tyron Herrmann, a daughter, Emma Herrmann born on 28 April 2023.

To Simone Maccar (2008) and Zak Gravas, a daughter, Olivia Gravas born on 10 October 2023. A sister for Sebastian Gravas (2021) and niece for Stefanie Maccar (2005).

To Clare Newman (1999) and Sarah Fullerton, a son Theodore (Ted) born 27 March 2023. Brother for Jack and nephew for Fiona Feenaghty (Newman 1998).

To Margaret Rodgers (2000) and Abe Wheeler, a daughter, Eve Whitney Wheeler Rodgers, born 4 December 2023.

To Lisa Targett (2008), a son, Elio John Targett Bolding, born 21 June 2023 in London.

To Amelia Webster (2011) and Edward Arnold, a daughter, Ruby Arnold born on 25 November 2022.

To Ying Wu (2010) and Zehuan Geng, twin daughters, Dana Dui Wu and Tuji Ling Geng, born on 29 July 2023.

Deaths

We extend condolences to the family and friends of the following community members.

Gweneth Faye Archer (Dunstan 1942) died on 29 March 2024. Sister of Joan Bradbury-Flint (Dunstan 1940, deceased). Grandmother to Amelia Cassidy (1997).

Anne Bachelard (Webster 1947) died on 23 September 2023.

Lyndel Baldwin (McClean 1969) died on 21 January 2023. Sister of Bronwyn Sproule (McClean 1967).

Jillian Bartley (Morrison 1966) died on 20 October 2023. Sister of Noelene Woodhouse (Morrison 1966, deceased).

Helen Margaret Bird (Pope 1961) died on 28 March 2023. Daughter of Joyce Pope OAM (Tyzack 1934), sister of Lynette Pope (1973), and niece of Thelma Simpson (Tyzack 1939).

Mavis Cam (Vine 1943) died on 25 January 2024. Sister of Betty Holt Bird (Vine 1945).

Beryl Challenger (1947) died on 21 November 2023.

Shirley Coles (Robb 1942) died on 27 November 2023.

Rosemary Courtier (Horton 1957) died on 20 November 2023. Mother of Julie Courtier (1983).

Olivia Guinane (1995) died on 15 October 2023. Sister of Jessica Nooney (Guinane 1998).

Ian Herbert (Staff 1968–1987) died on 9 March 2023. Father to Meryl Herbert (1981).

Helen Suzanne Hillas (1964) died on 4 December 2023. Great granddaughter of MLC Headmaster Otto Krome (19061917).

Elizabeth Hreinsson (Willis 1967) died on 26 November 2023. Daughter of May Willis (Innocent 1919, deceased). Sister of Evelyn Plozza (Willis 1954).

Joan Ikin (Willis 1948) died on 25 October 2023. Sister of Joy Hearne (Willis 1947, deceased).

Beverley Johnson (Figgins 1948) died on 18 October 2023. Sister of Alison Roberts (Figgins 1944, deceased) and Roma McNab (Figgins 1946, deceased). Aunt of Sue Watkins (McNab 1970).

Judy Jones (Jewell 1971) died on 30 August 2023.

Anne Kindred (Shilston 1947) died on 19 December 2023.

Patricia (Trish) Leigh (Staff 2008–2009) died on 10 December 2021.

Judith McQuie (Hooper 1958) died on 12 September 2023. Sister of Helen Ward (Hooper 1961).

Frances Mackenzie (Jerrett 1946) died on 9 February 2024.

Margaret Newton (Todner 1946) died on 11 September 2023. Sister of Gladys Mill (Todner 1939, deceased).

Kate O’Keefe (1993) died on 7 December 2023. Sister of Alex O’Keefe (1999).

Catherine Orme (Cook 1952 MLC Elsternwick and Kew) died on 13 August 2017. Catherine was past President of Cato College. Sister of Verna Cook (1950, deceased MLC Elsternwick and Kew), aunt of Sarah Orme (1984) and greataunt of Catherine Orme (2017).

Elaine Rickards (Goyne 1948) died on 18 December 2023.

Rosalie Saleeba (Adams 1956) died on 6 November 2023. Sister of Caroline Boyle (Adams 1962), Jillian Thorpe (Adams 1964), Miriam Castles (Adams 1969). Cousin of Rosemary Grant (Adams 1960), Christine Gosbell (Adams 1963). Aunt of Brooke Eastwood (Thorpe 1990).

Robyn Sheppard (Patterson 1968) died on 22 February 2024. Sister of Wendy Fletcher (Patterson 1970) and Jenny Artis (Patterson 1974).

Valerie Stirling (Read 1960) died on 8 September 2023. Sister of Joan Burford (Read 1962, deceased).

Joan Szeto (Chan 1945) died on 7 May 2023. Sister of Rosemary Kay (Chan 1942, deceased) and Margaret Chan (1947, deceased).

Yvonne Tregear (1964) died on 29 September 2023. Sister of Denise Frandsen (Tregear 1960) and Lynette Johns (Tregear 1966).

Joan Katherine Webster OAM (1946) died on 19 February 2024. Mother of Katherine Seppings (1976) and Claire Seppings (1979).

Margaret Williams (Marfleet 1947) died on 17 September 2023. Mother of Jacqueline Brooks (Williams 1975; Staff 1976-1978) and Deirdre Fennessy (Williams 1977). Sister of Barbara White (Marfleet 1940). Niece of Constance Hickey (Golding 1917). Cousin of Margaret Edgington (Golding 1953).

Tributes

MLC mourns the passing of the following members of our community.

Judy McKenzie, former Vice Principal and Head of Senior School between 1984–1999 died on 31 October 2023. During her time at MLC, Judy was responsible for many new initiatives. In 2005 Judy endowed the establishment of the Judy McKenzie Award for Independence of Thought, which is awarded to a Year 12 student.

It was a combination of Judy’s leadership and commitment, especially in the Senior School, her love of literature and her ‘value of a young enquiring mind’ that led to the Year 12 Judy McKenzie Reading Room being named in her honour in 2010.

Judy was a highly respected and active member of staff who made an impact on the lives of MLC students. She will be remembered for her curiosity, constant pursuit of excellence and extensive knowledge of the English language.

Dr Judy Mitchell AM (Staff 1979–1987; 1992–1994) died on 9 September 2022. As the inaugural Director of Special Education (as it was then known), Judy was committed to inclusive education and left a lasting impact on MLC.

Judy’s commitment to the learning needs of all students led to the establishment of specialised, individualised and generalised opportunities, in particular for those who were deaf or hard of hearing. Her vision for these students to learn via various communication methods, including Auslan, was groundbreaking and her specialist team worked in integrated classrooms, benefiting all. Her enthusiasm encouraged students, parents, and staff to use creative approaches to empower students to achieve their potential.

In addition, Judy held positions as Teaching and Program Coordinator, Director of Research for Middle School, and Acting Head of School. Judy was also pivotal in developing MLC’s curriculum.

Stanton Sharman , past parent and benefactor of the Angela Sharman Memorial Music Scholarship died on 9 April 2024. In 1994 he established this scholarship to commemorate the life and love of music of his daughter Angela Sharman (1985 deceased) who died in 1986. He shared a deep love of music with his late daughter and was a strong believer in the power of access and education.

Share your news with the MLC community

We welcome the submission of Community Notices from all our alumnae. To learn more and to submit a notice, please scan the QR code or visit mlc.vic.edu.au/communitynotices

Stanton will be missed by many scholarship recipients who, without his support, would not have been able to attend MLC and the exposure that such opportunities provided to them.

Reverend Wesley Trigg , past MLC Chaplain 1967–1977 died on 23 April 2024. Father of Jocelyn Wilson (Trigg 1972), Stephanie Trigg (1975) and Fiona Trigg (1978).

Reverend Trigg’s whole family was involved with MLC. Wesley was the first Chaplain under Principal Reverend Ron Woodgate, his three daughters attended the school, and his wife, the late Una Trigg, taught Religious Education, History and Geography at MLC and became Head of the Lower Middle School during his tenure.

Wesley was a dynamic leader who enjoyed the pastoral aspect of his role, supporting and counselling staff and students, especially the boarders. Wesley loved his time at MLC and will be remembered fondly by staff and students for his great capacity for support and friendship.