Kilvington News Winter 2020

news

TEACHING, LEARNING AND CARE AT KILVINGTON > Academic Excellence and Beyond > Fostering Wellbeing in the Junior School > Rolling Out Remote Learning > Virtual Mentoring and Pastoral Care

WIN T E R 2 0 2 0

> New Sport Centre

>Inside

4 Principal’s Message

6 Academic Excellence and Beyond

12 Teaching, Learning and Care at Kilvington 26 School Highlights 32 Community 36 Alumni Highlights 41 Donors and Supporters 42 Key Dates for Your Diary

2 Leila Road, Ormond Victoria 3204 Telephone: (03) 9578 6231 Facsimile: (03) 9578 3378 Email: enquiries@kilvington.vic.edu.au kilvington.vic.gov.au CONTRIBUTORS We would like to thank all members of the community who have contributed articles and information for this edition of KNews.

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JON CHARLTON, PRINCIPAL Our staff and students transitioned successfully to a new remote learning platform; a new way of teaching and learning for all, and one that opens up all sorts of possibilities for the future.

> Principal’s Message connections; a sense of belonging and calm; dusting off neglected hobbies and discovering new ones.

The Impact of Remote Learning

‘Not for our own, but others’ good’ … never has the School motto been put to such a test!

With the devastating bushfires at the start of the year, and the rampant spread of the COVID-19 virus since – these unprecedented times have called each one of us to consider the needs of others before our own, in ways unimaginable until now.

As we begin to see some light at the end of the tunnel from the impact of one of the worst global pandemics since the Spanish Flu in 1919/20, I reflect on some of the unexpected, but positive outcomes along the way.

With COVID-19 impacting our every move due to self-isolation, we have seen families spending more time together as they exercised, created, played and worked as a unit … in fact, never have I seen more family cycling groups pass by my home!

Suddenly, this simplified existence has born fruit that few imagined: deeper

Many folks have rediscovered the value of community. I have been so inspired by our Kilvington community which embraced our motto, and stepped up to this extraordinary challenge with fortitude and compassion.

Our staff and students transitioned successfully to a new remote learning platform; a new way of teaching and learning for all, and one that opens up all sorts of possibilities for the future.

We asked our parents, students and staff to provide feedback via surveys on how they navigated and coped with remote learning. The response was overwhelmingly positive – a real testament to the can-do attitude of our community.

We’ve seen the 21st century skills that we incorporated into our Character Initiative Framework – adaptability, optimism, resilience and empathy – embraced and applied.

Adapt and Survive Businesses, through necessity, have had to ‘pivot’. Across industries and countries, companies repurposed their production and R&D capabilities to support the fight against COVID-19.

For example, high-end fragrance brands switched from producing perfume to making hand sanitiser; industrial companies invested in hygienic masks production; luxury hotels became quarantine centres; gin distilleries created disinfecting alcohol; and struggling automotive companies found a new lease of commercial life by

producing urgently needed medical devices such as ventilators.

We’ve seen organisations of all sizes act with generosity: health funds delaying the annual increase to premiums; paid television services extending their product offering at no cost to support families in self-isolation; and banks offering lower interest rates and flexible repayment plans.

Those with a culture of creativity, innovation and integrity have successfully adapted to these unnerving times, and will therefore likely survive. These are the skills our young people will need to flourish in the future. While IQ and EQ are critical, so is AQ (Adaptability Quotient).

When it comes to individuals, those with high AQ: • keep an open mind, so they see the world with fresh eyes and remain open to possibilities.

• keep an open heart, so they can try to see any situation through another person’s eyes.

• keep an open will, letting go of identity and ego to sit with the discomfort of the unknown.

Furthermore, those with a high AQ tend to be motivated by curiosity and widely explore the world around them. Adaptable students and employees develop and seek diverse skill sets and information, knowing that it will better prepare them to handle the unknown events of the future.

As our road to recovery starts to take some form, with perhaps our greatest challenge yet to come, it is community, kindness, strength and courage that will enable us to move forward as the best version of ourselves.

References: World Economic Forum and Forbes.com

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> Academic Excellence and Beyond Congratulations to our 2019 Dux, Elisabeth Yeo, and to the entire Class of 2019. Well done!

9.5 VCE OTHER Exceptional Results %

44.5% MONASH

We were delighted with the Class of 2019 VCE results, which placed Kilvington in the top 20 schools in the State, a marvellous achievement.

This was one of the best results in the School’s history – a testament % SWINBURNE to our students’ hard work and dedication throughout the year, and the outstanding support and mentoring provided by our teaching staff.

12.5

Here is a brief overview: • Our Dux, Elisabeth Yeo, achieved an outstanding ATAR of 99.75. % DEAKIN • 7% of our students were in the top 1% of the State (achieving an ATAR of 99 plus) % UNIVERSITY • 16% of our students were in the top 2% of the State (achieving an ATAR of plus) OF98 MELBOURNE

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17.5

• 36% of our students were in the top 5% of the State (achieving an ATAR of 95 plus) • 52% of our students were in the top 10% of the State (achieving an ATAR of 90 plus) • The median study score was 36.

• Perfect scores were achieved in English, Further Mathematics, Geography and Computing: Informatics.

Class of 2019 Tertiary Course Destinations The most popular destinations were: • 44.5% to Monash University • 17.5% to The University of Melbourne • 16% to Deakin University • 12.5% to Swinburne University • 9.5% Other

9.5% OTHER

44.5% MONASH

12.5% SWINBURNE

Class of 2019 Tertiary Course Offers In 2019, 74 of the 75 students (99%) lodged preferences with VTAC, and all received an offer: • 57% of students received their 1st preference.

• 78% of students received their 1st or 2nd preference.

• 88% of students received their 1st, 2nd or 3rd preference.

The range of courses offered was also broad and diverse, reflecting our students’ different interests and talents: • 23% of students chose Design, Music and Technology.

• 23% of students chose Law, Society and Culture.

• 21% of students chose Health and Medicine.

• 20% of students chose Natural and Physical Sciences.

• 13% of students chose Management and Commerce.

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23% DESIGN, MUSIC

AND TECHNOLOGY

16% DEAKIN

23% LAW, SOCIETY

17.5% UNIVERSITY

AND CULTURE

13

%

OF MELBOURNE

Outstanding NAPLAN Results Our 2019 NAPLAN results were once again consistently high across the year levels (Year 3, Year 5, Year 7 and Year 9).

MANAGEMENT AND COMMERCE

YEAR 3

YEAR 5

YEAR 7

YEAR 9

Mean

Mean

Mean

Mean

State

447

516

552

587

Kilvington

498

561

597

641

State % DESIGN, MUSIC Kilvington

435

487

523

558

433

521

553

598

State

428

506

548

Kilvington

437

535

599

State % Kilvington MANAGEMENT

454

507

546

577

484

561

609

636

State

421

507

562

599

Kilvington

468

547

620

Area Reading

21% HEALTH

AND MEDICINE

20% NATURAL AND

PHYSICAL SCIENCES

Writing

23

Spelling

Grammar and Punctuation

13 Numeracy

AND TECHNOLOGY

AND COMMERCE

585 23% LAW, SOCIETY

AND CULTURE

627

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>A cademic Excellence and Beyond

Q & A WITH OUR 2019 VCE GRADUATES

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Jack Kirkham – Student of Character Tell us a little bit about yourself.

Where and what are you currently studying?

I studied at Kilvington from Years 7 to 12.

In 2019, I had the honour of leading the School as Kilvington’s School Co-Captain.

After graduating in 2019, I am now studying Medicine at Monash University.

What was the biggest highlight of your time at Kilvington?

Year 12 School Camp was a definite highlight for me. It allowed us to forget about the pressures of Year 12 for a week

and get closer as a year level. Participating in School musicals such as Grease and Bye Bye Birdie were also among some of my other favourite experiences.

What do you think it was that enabled you to achieve such a great result at School?

Maintaining a healthy balance between School, sport and a social life was extremely important for me. I didn’t let schoolwork impact my ability to catch up with friends or play footy on the weekends.

Having these outlets allowed me to be more focused when the time came to get my head in the books.

What did you find most challenging and how did you deal with this?

The most challenging aspect of the Year 12 experience was the continual pressure of looming SACs throughout the year. I sometimes found it difficult to rid myself of the feeling that the SACs and assessments were piling up, and that I didn’t have control over them. When I felt like this, I tried to put everything into perspective and take each assessment one at a time; not worrying too much about SACs further down the track. Breaking it up in this way made them feel more manageable.

Do you have any advice for students studying their VCE? Year 12 may sometimes feel like a competition between your peers; however, when the end-of-year exams roll around, the better the cohort does as a whole, the better your individual results will be.

Especially in the age of COVID-19, be sure to reach out to your peers to offer help, support, and a person to study with. In these difficult times, many students across the state will be completing very minimal work. Make the most of this advantage, and continue to work hard right throughout these quarantine periods, gaining the edge that will pay off come exam time.

Sarah Godfrey – Performing Arts Tell us a little bit about yourself.

Where and what are you currently studying?

I am currently studying a Design and Media Communications double degree at Monash University. I have chosen to specialise in both film studies and public relations and communication design; so I’ll get to study beautiful films, design cool posters, and learn about how design and media influences the world around us. Also, something I hope to delve further into in my media communication degree is how to adopt a more environmentally friendly lifestyle.

What was the biggest highlight of your time at Kilvington?

Participating in School productions from Years 10 to 12 was definitely one of my main highlights. Being a quieter student in my younger years, I felt that productions allowed me to find that inner confidence that had me interacting with other year levels and making lifelong friends!

Having the opportunity to play several female leads allowed me to challenge both myself and my performance skills, which among such talented teachers and supportive friends had me striving to constantly improve while also having the time of my life!

What do you think it was that enabled you to achieve such a great result at School?

My teachers were absolutely amazing, and so dedicated to helping me improve and learn to the best of my ability. Being able to meet up with them one-on-one outside of scheduled class time was so beneficial as I was able to discuss ideas and ask specific questions related to my personal work progress.

I found that getting involved in cocurricular activities gave me the much needed time to relax and focus on something separate from my classes.

It provided me with creativity and passion that I could utilise throughout my subjects.

What did you find most challenging and how did you deal with this?

Despite having co-curricular activities, I still definitely struggled with handling the pressure of Year 12. I found that I was very anxious about my SACS and maintaining good results throughout the year. Having to work on two folios was also very time consuming, especially since I can be a crazy perfectionist when it comes to art and design. I did, however, manage this stress and pressure by talking with my friends and connecting with them. Knowing that I wasn’t alone, and was in fact sharing the experience with others, helped me get through the Year 12 journey.

Do you have any advice for students studying their VCE? My advice would be to soak up every painful and joyful moment of VCE as it is the time in which your year level and teachers come together; making memories that will be treasured for life! Staying organised and having a plan for each week saves heaps of time, especially in terms of allocating equal amounts of study across all of your subjects. Don’t hesitate to ask questions and meet with your teachers; it brings them so much joy when you make the effort to see them outside of class, and I found that I made the most progress after the small one-on-one sessions.

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>A cademic Excellence and Beyond > Cat Linehan

Elisabeth Yeo – Dux Tell us a little bit about yourself.

Where and what are you currently studying?

As a recent graduate from high school, the way I would currently describe myself is as a very curious, and slightly lost young person, studying Science at the University of Melbourne. I managed to secure a spot in a graduate degree package so I can pursue my ultimate goal – which is to become a vet! I’m very passionate about animal welfare and environmental issues, and I hope to be able to make a tangible difference through my career in the future.

What was the biggest highlight of your time at Kilvington?

Forming connections with my peers and teachers was an invaluable element of my time at Kilvington. Moving into the big, wide world of tertiary study, and leaving the familiar environment of School, has made

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me profoundly appreciative of the amazing students and teachers at Kilvington. To be around others who build us up, who care for us, and who know us deeply; this is what we should each strive for.

Kilvington provided me with countless opportunities to engage in the brilliant culture of kindness and sincerity that is innate within the School. What stands out to me now is undoubtedly the experience of being surrounded by friends during co-curricular activities, School events, and in my leadership roles.

What do you think it was that enabled you to achieve such a great result at School?

I believe that to succeed academically in VCE, you must approach your goals holistically. It wasn’t just the incredible and knowledgeable teachers, and the long hours of study that helped me get

an ATAR I was proud of; in fact, it was a multi-faceted journey that was drawn out over a few years. Not until I felt comfortable socially, emotionally and physically, could I begin to thrive in the academic sphere of VCE studies. Focusing completely on studying will not produce the best results.

Rather, discovering the things that energise you and encourage you to persevere is the key to giving yourself the boost you need to knuckle down when you need to!

What did you find most challenging and how did you deal with this?

Naturally, each new season of the VCE journey brings fresh challenges that require a different set of skills to deal with each time. While it was an inevitability of the final years of School to face a revolving door of obstacles, it felt immensely overwhelming to be constantly bombarded with new difficulties just as I had resolved one.

The ability to successfully deal with this challenge came with practice and the establishment of a good support network.

I sought help from teachers and friends who always had my back, and from recent graduates who had helpful advice; and I tried to plan and study ahead of time.

Ultimately, handling the constant waves of challenges will become easier once you equip yourself with tools to cope with stress as you experience it, and find ways to get ahead of the curve.

Do you have any advice for students studying their VCE? Take time to get to know yourself better.

Allow yourself some distance on a regular basis to reflect and breathe; getting too caught up in the VCE game will only lead to an accumulation of stress and the dreaded feeling of being burnt out.

Study effectively; a short period of time but often – that’s the arrangement that worked best for me. Plan out your time well and give yourself room for balance (including very directed, specific study period planning!)

And lastly, savour it all. It will be over before you know it; which will be a relief … but you will look back on it all with fondness, so try and enjoy it, and be present.

Angelina Vadolas – STEM Tell us a little bit about yourself.

Where and what are you currently studying?

I am currently studying a Bachelor of Engineering at Monash University.

Throughout high school, I had no idea what I wanted to study after graduation.

I honestly left my choice until the week before the VTAC preferences were final.

The thought of choosing a course for the sake of choosing one, instead of taking the time to consider which option would be best for me, was definitely among the top ten thoughts that stressed me out (alongside thoughts regarding VCE or the next SAC or assignment). I kept tossing up between architecture and engineering, and after many pro/con lists, I believed I would forever regret not taking a chance on engineering.

What was the biggest highlight of your time at Kilvington?

The comforting thing about Kilvington was the sense of safety and family. There was always someone checking up on us;

making sure work was being completed by the due date, or just inquiring about how we were outside of School. I feel this definitely heightened my experience of high school, and gave me the room to embrace life and the opportunities I was given.

What do you think it was that enabled you to achieve such a great result at School?

While I did enough to feel satisfied regarding my workload (enabling me to get the result I wanted), I also felt it was important to do enough to stay sane throughout the year. If that meant taking one or two days off studying per week, and doing something for my own personal growth, then that’s what I would do. Being able to achieve a high enough score to be accepted into my preferred course was always a priority, but maintaining a steady mental health was weighted just as equally.

What did you find most challenging and how did you deal with this?

The teachers aren’t lying when they say VCE is tough – it is for sure. Every now

and then I would receive a test mark back which I wouldn’t be too proud of.

Sometimes this would give me the extra motivation to aspire for more, but other times it would agitate me or make me feel stupid. So I definitely had to work hard on focusing on the moment, and on the future, instead of dwelling on the past.

Using constructive criticism from teachers and friends to aid my studying process helped me to build a better mindset regarding studying.

Do you have any advice for students studying their VCE? Enjoy your final year of high school! Only after my VCE journey did I learn how important it is to cherish friends and family throughout this challenging chapter in life.

Of course it is important to work hard and develop significant skills such as selfdiscipline and self-motivation, but it is just as important to have fun doing things you love and being around the people you love.

Work and fun should be equally prioritised in my opinion.

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Character Education – A Core Pillar in our Early Childhood Program LYN PEWTRESS, ELC COORDINATOR

> Teaching, Learning and Care at Kilvington 12 Kilvington News

Character education in early childhood is an educational movement that supports the social, emotional and ethical development of young children. It is a proactive effort by all educators and communities to help students develop important core ethical values (recognising what’s right) and performance values (doing what’s right).

Such values include honesty, caring, diligence, fairness, fortitude, responsibility, perseverance, creativity, critical thinking, and respect for self and others.

Here at the Kilvington ELC, character education is an important feature of our program, interwoven into all our daily interactions and activities. We believe that character education can provide long-term solutions to moral, ethical and academic issues that are of growing concern to our future and society – never needed more than in the current pandemic climate.

For early learners, it takes practice to become familiar with their feelings and the outcomes of their actions. They need time to try and find the best match for their feelings and actions; what will work for them and the community that they live in. Young children need opportunities to explore these concepts in their play and through secure relationships.

Within our program, each day offers

opportunities for teachers to ‘seize the moment’, with scenarios that confront character development. Concerns with politeness, honesty, diversity and sharing are only a few of the many situations that we encounter as early childhood educators.

We help children to understand the importance of these attributes by forging meaningful connections in their lives; setting fair and clear guidelines; accepting their feelings; showing respect for their ideas; helping them to develop competence; and modelling respect in our interactions with them and those around us.

In addition, we may intentionally teach a character trait within our program. For instance, during National Harmony Day which champions the theme of ‘everybody belongs’, the ELC Marine Group took the opportunity to highlight the occasion by discussing important themes related to diversity, and participating in activities that celebrated each child’s individual uniqueness. Their message – everyone is different, which makes everyone special.

Character education is far more than a good moral education. It is about nurturing a whole person to contribute and live well by example in society, and in its infancy, is forged by a supportive education in the early years program.

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>T eaching, Learning and Care at Kilvington

Here are some quotes on Growth Ladders from our Year 6 teachers and students.

Joe Hewitt, Teacher The Growth Ladders have equipped students with a tool which allows them to self-reflect and set goals. Engaging with the Growth Ladders in class has led to rich discussions in which students have identified their current skills and developed strategies to move their learning forward.

Fostering Wellbeing in the Junior School SEBASTIAN EARLE, HEAD OF JUNIOR SCHOOL

Michael Cirillo, Teacher It was a powerful experience collaborating with the Junior School staff to create Growth Ladders based on ‘Collaboration, Communication and Creative Thinking’.

In the classroom, the use of Growth Ladders as a feedback

Junior School Growth Ladders – A Visual Learning Tool

The THRIVE Program One of the ways we foster wellbeing in the Junior School is through our THRIVE program which runs throughout the school week.

As part of THRIVE, students are explicitly taught soft skills through the medium of several different social and emotional learning programs. These include You Can Do It; Resilience; Rights and Respectful Relationships; and Health which is part of the Australian Curriculum.

Our social and emotional learning programs are taught through dedicated lesson times that fit in with each class’s timetable. Walking into a classroom during THRIVE learning time, an observer might see a class teacher conducting circle time and discussions, role plays, targeted activities and group work. In addition to this dedicated teaching time, GEM time (Gratitude, Empathy and Mindfulness) runs in Junior School classrooms every day after lunch as a complimentary program to THRIVE. Over the past few years, Kilvington has

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partnered with The Resilience Project to assist students to build their character strengths and explore the concepts of gratitude and empathy. GEM time allows students time to reflect and to practise mindfulness through the use of gratitude journals and guided mindfulness activities.

Despite the current uncertainty, teachers in our Junior School recognise the high importance of maintaining connection and creating a sense of belonging within our community.

While the THRIVE program could not run in its traditional classroom setting during the lockdown and quarantine period, teachers in the Junior School strove to prioritise new and interesting ways of connecting with students.

Some of these ways included social and emotional surveys and check ins; video chats and conversations; the virtual sharing of pets and hobbies; creative sharing spaces; emails and phone calls home; and targeted social and emotional learning lessons.

According to John Hattie, Professor of Education and Director of the Melbourne Education Research Institute at The University of Melbourne, teacher feedback and student self-estimates of their own performance ranks among the highest influences on achievement in school-aged children.

In recognition of these influences, this year the Kilvington Junior School introduced student ‘Growth Ladders’ for interdisciplinary skills including creativity, communication, collaboration and critical thinking. This innovative and exciting approach to teaching and learning is the result of a Junior School Professional Learning project that was completed throughout 2019.

The Growth Ladders are a visual learning tool displayed in each classroom that requires students to self-assess their skills and place themselves on a continuum. Students then read the skills they need to master to progress along the continuum. Explicit and simple steps allow students to become autonomous learners, increasing their own agency across interdisciplinary skills.

The Growth Ladders also provide an excellent framework for students and teachers to collaborate and have an authentic discussion, in a low-risk environment, about a student’s abilities and future goals. This partnership is both powerful and nurturing, and reflects Kilvington’s school values. Our students are at the centre of these learning conversations, and become more metacognitive as they are required to think about their own learning.

tool encourages students to understand that their abilities can grow, and that their efforts lead to growth. Students are able to view their successes relative to their prior performance, track their learning growth, and visualise how they can improve with the ‘move me on’ advice, allowing us to provide feedback to feed forward.

Isla Tucker I find the growth mindset charts very useful as they help guide me to being a better collaborator which makes learning with my peers super interesting. I like to use these charts to take my collaboration skills to the next level!

The Growth Ladders have helped inform planning, and teachers are now more equipped to differentiate across interdisciplinary skills.

Previously, catering for individual needs in areas such as communication, creative thinking and collaboration was not easy. The ladders have supported the School to have a consistent approach across year levels.

While the introduction of Growth Ladders occurred during an unorthodox semester due to COVID-19, the School has already seen some positive outcomes. Over a short time, the students have become more open to feedback which has led to them ‘self-estimating’ more accurately. They have become empowered in the learning process and have progressed along different areas of the interdisciplinary continuum.

Academic outcomes across subjects such as Mathematics and English have also been positively influenced by the Growth Ladders.

Ava Takle I find the Growth Ladders very helpful. Throughout the year we have been able to look at the ladders and check our progress, so we can improve on certain subjects. They have enabled me to take notice of where I need to improve in subjects, and what I am capable of achieving.

Bailey Case I found the Growth Ladders very helpful because you could just walk up to the poster on the wall and get some good advice from it whenever you needed. I think it can make a big difference to our collaboration skills.

Roderic Willim This chart is very useful for knowing what level you are at for a particular skill during a certain time of year; then each day you try to get better and improve on that skill, then aim for the next level.

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>T eaching, Learning and Care at Kilvington

Rolling Out Remote Learning at Kilvington KIRSTY WATTS, ACADEMIC DEAN OF TECHNOLOGY AND ELEARNING

As news spread that all schools across Australia might potentially shut down due to the COVID-19 virus, Kilvington sprinted into its first day of remote learning trials.

Our first step in transitioning to remote learning – ensure that technology works at home! On 19 March, our teachers prepared themselves, and taught their first-ever virtual lessons from home.

By the time we heard of the official shutdown of schools during the Term 1 school holidays, we felt confident we could deliver the Kilvington curriculum remotely.

Our key focus: continue to provide high quality learning for every Kilvington student in every year level, while considering the wellbeing of our whole community.

The second step in our remote learning plan was to ensure all our students had access to the technology they required.

Fortunately, our Years 3 to 12 students already had their own personal iPad and/or laptops. We handed out classroom devices to our Prep to Year 2 students, and we were ready to go! … well … as ready as we could be given the circumstances ...

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Application of Technology Programs For student-teacher interaction,virtual classes and large-group virtual gatherings, we used the Microsoft Teams program.

Teachers also provided real-time evidence on learning and feedback through Microsoft OneNote, which proved especially helpful in the Junior School. They were able to easily collect homework and provide individualised support to students, who in turn could store their texts, sketches and even hand-written notes in one place, accessible and shareable at any time.

Students and teachers successfully used many other programs, sites and applications such as Padlet, Quizlet, Education Perfect and Virtual Reality over this time period.

Virtual Community Engagement We were also able to engage our wholeschool community during this period by running a variety of live events and catchups: online chapel services; year level meetings; School and House Assemblies;

School-wide quizzes and fitness challenges; remote counselling offered by our psychologists; remote career planning with our Careers Advisor; regular Mentorstudent check-ins; Mentor Group sessions involving an exciting and creative array of both student and Mentor-led activities; as well as PFA social events such as the Mother’s Day Online Bingo.

Co-curricular clubs were also reimagined with the use of Microsoft Teams; whereby students introduced a collaborative virtual writing club, a knitting club, and even a cooking club! Virtual debating replaced the normal Debating Club, and music ensembles morphed into a remote experience to continue engagement with the practice of music.

Challenges with Remote Learning The transition to remote learning was naturally not without its challenges.

On group video calls, it was difficult to identify who was speaking each time; and teachers and students were also not able to all view each other. The ‘opportunity to see friends face-to-face’, is what most of our students said they most looked forward to about going back to School!

Further, with just one trial day, and one planning day to prepare us for the shift from face-to-face teaching to learning from home, our teachers were not given much time to properly adapt to the situation. However, they responded brilliantly, and rose to the occasion regardless. Staff Professional Learning Sessions continued to be delivered using Microsoft Teams, and a collaborative team effort in sharing successes in this environment ensured continued success.

‘In today’s rapidly changing world, people must continually come up with creative solutions to unexpected problems. Success is based not only on what you know or how much you know, but on your ability to think and act creatively.’ michael resnick

Benefits from Remote Learning Our community has been required to problem solve, not only the technological issues, but also the lack of social interactions during this time period.

Remote learning certainly provided our Kilvington community with an unexpected problem, but also gave us the opportunity to creatively adapt to the current climate.

One of the key benefits that has resulted from remote learning is increased problemsolving and independent learning. Senior students are almost ready to move onto university courses where they will be required to be more self-sufficient in their learning and organisation. This experience will see a far more independent cohort of students graduate from Kilvington in 2020; who will transition to university life with greater ease.

While it’s still early days, we are planning to embrace our newly learned digital skills when we go back to our physical classrooms. We have made such an enormous shift in the way our lessons are delivered, and these are beneficial changes, regardless of the environment.

Our next step is to assess what the positive additions have been, and to plan to continue their use in the future.

Teams Remote Learning / Working Statistics • 17,828 – Meetings Organised • 59,033 – Chat Messages • 10,597 – Group Calls • 4,234,316 – Audio Time (Minutes) • 130,952 – Meetings Participated • 14,336 – Post Messages • 6,246 – 1:1 Calls • 392 – Teams • 202,599 – Channel Messages • 4,039,003 – Video Time (Minutes)

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>T eaching, Learning and Care at Kilvington

What Did Our Community Think of Remote Learning?

− Junior School Xander Fotiou, JS Technology Leader As an active person, I find being stuck at home hard … especially when we are on screens all day.

Normally my day is filled with conversation and fun. Now it’s quiet; and about listening to a

Teacher Lizzie Bush, Dean of JS Curriculum and Operations Junior School students and teachers have been very excited to engage with Microsoft Teams as part of their remote learning practice. Students have joined their teachers, along with their

screen. But eventually these times will be over, and we still have FaceTime and phone calls to keep in touch with our friends.

We can also all adapt, and even have fun during this time!

The fun of watching videos and links makes it less of a bad time because our teacher makes it a mystery. Overall, School at this point isn’t the best, but I don’t think School won’t ever not be fun.

classmates, for a regular series of ‘check-ins’ for their core learning instructions and specialist lessons. It has been a wonderful opportunity to gain insight into students’ families; allowing us to meet siblings and pets, see some beautiful gardens, and even meet grandparents! Students have shown great resilience and creativity with this new approach, and we are very excited to see what the term ahead brings.

Parent Thank you so much to the teachers and the Kilvington team (including the IT team) for organising smooth schedules and check-ins with students throughout the day. I very much appreciate all the hard work and patience put in to make this happen. Teachers and students seem to be adjusting to remote learning very well despite the minimal hiccups. Keep up the amazing work Kilvington!

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Senior School Year 8 Student I believe it’s just me personally, but I do prefer online learning.

I am less stressed. I have more time since I don’t need to travel from home to School and vice versa. I feel more in control of my day, and I feel happier. I think I am finding learning easier and better, and not needing to wear full uniform is a blessing too.

Overall, I am very happy with this remote learning platform.

Kyle Patocs, SS Technology Leader I was sceptical when I first heard about the move to virtual classrooms. But to my surprise, I found online school to be a rewarding experience. When I log on, I still feel as if I am part of the Kilvington community; with Mentor sessions held every day where we get to catch up with our Mentors, and School assemblies live-streamed for us to watch on a Friday.

Online classes have been conducted well, with teachers utilising the share-screen and whiteboard features to help explain new content to the class as well as to help answer any questions that we might have.

Teachers have also used different techniques to help us to learn better, such as splitting us up into smaller groups so they can answer questions individually.

Personally, however, I do feel that working in a real classroom can’t be matched by online learning. Overall, this online learning experience has been an interesting and great experience.

But when all of this is over, I am looking forward to the day that I walk back through the School gates ready to go back to normal school life.

A Year 12 Perspective on Lockdown LUKE KIOSOGLOUS, YEAR 12 It’s 8am I can still sleep in a little longer.

Beats waking up at 7am. I don’t even walk to School anymore; School comes to me.

I am still having the same toast for breakfast as I have for years, but now I can enjoy it in the mornings and savour each bite. Isolation is so calm ... instead of rushing halfway across the School from Chemistry to English, my next class is a mere two clicks away. I could get used to this.

Yet, for all the calm, there are intense bursts of stress; the tests that count towards our end-of-year results, known as SACs – we must now do online. As if worrying about preparing for them is not enough, now I have to make sure I follow the ever-changing rules of online SACs. All Year 12s have to do these tests digitally, which by virtue of being online, makes one of the most stressful parts of Year 12 even more intense.That’s not to say that I am overwhelmed. In fact, quite the opposite.

While SACs are particularly stressful, being organised is more important to me than ever, knowing what I need to do and how to do it is what keeps me grounded, and adds some semblance of normality to these peculiar times. To relax, I sit by the fireplace with my dog. At least, while stuck at home, I can be with my family and enjoy the ‘medieval television’, as my dad likes to call it.I may only live a few kilometres from most of my friends, but we have never been further apart.

All the digital connections cannot replace the once daily physical connection we had. Texting and FaceTime at lunch cannot replace a game of cards while chatting, where a winning move would be accompanied by laughter and smiles.

While my friends are only a few button presses away, it is hard for me to remain connected in the same way I once did.

This is the longest period since the first meeting at School when I arrived in Year 7 where we haven’t talked face-to-face. My 18th birthday, instead of being surrounded by friends, will be a quiet event with my household. This is disheartening as I was looking forward to spending time with my friends, and I can’t help but feel as though I have lost a part of the Year 12 experience.

I expected Year 12 to bring me and my friends together, as we savoured our last year of Secondary School and the transition into adulthood. Instead, we can’t study together, can’t party together and we might not even graduate together. At the start of this year, as a Year 12 cohort, we were encouraged to work together as a group to succeed. Now we are isolated from each other. Study groups, where we collaborate with each other, is a challenge during isolation. I fear that without learning with my friends, I might not do as well in the end-ofyear exams as I would otherwise.

I worry about my ATAR because I learn better face-to-face. I hope I can still get into the engineering course I am aiming

for. For me, the most challenging aspect of these times is the uncertainty. When will exams be? Will Year 12 even finish this year? How do I get my driving hours?

These concerns add to the stress. But I think both my peers and I, with the support of our teachers, are quickly becoming resilient and adaptable. Yes, we have struggled to adjust to the impact on both our education and socialisation, but we have bounced back from the initial stresses of digital learning.

It is hard to learn online, and digital tests are stressful, but we are resilient and can overcome this. Staying connected with each other, and looking out for one another, is especially important during these times of isolation. We cannot let our last year of Senior School be a lonely one. While we are now more prepared to face a digital future, change comes with challenges, and we must support each other through it.

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>T eaching, Learning and Care at Kilvington

Jesse Thompson, Year 12 ‘Music has been an increasingly important aspect of school life and staying sane in these challenging times. I have found that it has been fantastic in bringing routine and normality, motivating me to get through the school day.’

Diya James, Year 6 ‘I am really grateful to be part of this lovely virtual choir, and I love how we can all sing together though we may be on mute!’

Ben Churilov, Year 11 ‘I found the transition to online lessons and ensembles smooth and manageable. For me, I find it extremely helpful to work in sectionals (for orchestra and stage band) as I can discuss ideas and specific parts more efficiently with my peers.’

Henry Duncan, Year 6 ‘I think it is awesome that even though we are at home we can still sing together.’

A New Time for Music MELISSA GREGORY, ACTING ACADEMIC DEAN OF PERFORMING ARTS With schools across Victoria undergoing unforeseeable closure, we were prompted to act and implement online resources and platforms to support student learning at home.

But how do you effectively include Performing Arts into an online learning program? How do you recreate an interactive environment that replicates a performance space, and provide remote instruction for choirs and instrumental Music programs?

At Kilvington, we did just that. We provided an opportunity for students to continue to learn, collaborate and build on the essential skills of music.

We implemented several strategies to ensure our students received a valuable music education during this remote learning period, and both staff and students embraced the challenges of this very different looking program.

Parent, Year 12 ‘The benefit of co-curricular activities such as music is unquestionable in the current climate, and if it can be managed logistically online, I believe it is a responsibility of all schools to attempt to continue to provide them. Providing opportunities for students to connect outside the academic program is crucial to overall health and wellbeing.’

Smart Music, a free web-based practice tool for music education, has been the key platform for our instrumental music ensembles.

Kilvington’s choirs explored different ways to conduct and interact with students in a rehearsal platform, including virtual choirs and silent rehearsals. Two of our choirs, Kilvington Krooners and Klefs, explored the capabilities of virtual choirs.

Silent rehearsals for our choirs have also been a great way of conducting a rehearsal with absolute focus and intensity of music making, while providing a true sense of connection between the director and the students.

While all of our Music staff have embraced new methods of connecting with and providing a well-rounded and quality music instruction for our students through our remote learning platform, we certainly embraced the opportunity to return to the classroom with our students.

Darko Kolosov, Head of Strings ‘The students have relished the connection with their musical colleagues; finding the playing opportunities to be a welcome break from their on-screen classes. The sense of pride and joy in creating music has given them time to use their imagination and self-expression.’

Christopher Higgins, Woodwind Teacher ‘Smart Music has been an invaluable resource for the stage band. Students have been able to continue working on a broad range of music, and practising with the recorded tracks allows

Jesse Thompson, Year 12 ‘The Music Program has been great in that it allowed me to see others outside of my year level and feel connected to the larger School community. While I cannot say that it is normal to have a singing lesson or take part in choir at my desk, what I can say is that music has been more important than ever before’

students to hear what is possible in an ensemble.’

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>T eaching, Learning and Care at Kilvington

Dee Broughton, Dean of Wellbeing – Year 7

Philip Thiel, Dean of Wellbeing – Barrett House

Our friendships and connections play a critical role in our happiness.

Friendship provides people with companionship and affection and creates a space where we can feel valued and cared for.

During the quarantine period, our Mentors and Deans of Wellbeing regularly shared ideas that helped both themselves and the students in their Mentor Group cope, survive and thrive in their new experience.

The pastoral care of our students in the current climate certainly posed its challenges, but it also drove us to be resourceful and to problem-solve so that we could continue to effectively carry out our roles.

While I missed the daily contact I normally have with the Year 7 students – like saying hello to them at their lockers in the morning, or seeing them around the School – I knew that this situation was temporary, and it wouldn’t be long till the corridors were again bustling; the playgrounds filled with sounds of joy and laughter; and the classrooms buzzing with excitement for learning.

The word ‘mentoring’ implies a mutual relationship in which individuals practise learning together. While the ‘mentor’ holds more experience and expertise than the ‘mentee’, there is the possibility of both sharing knowledge and doubt; strength and vulnerability.

Effective mentoring relies on building strong connections between staff, students and parents, and our Mentors have always been committed to knowing each student; knowing their interests, strengths, weaknesses, and academic goals and outcomes.

Then 2020 dealt a massive global curveball – COVID-19.

Certainly, as Kilvington teachers mentored remotely, part of their role was to guide students to express difficult emotions and sometimes unanswerable questions, encouraging the kind of reflection and growth that takes patience, time and trust to build.

Jonathan Williams, Dean of Wellbeing – Year 8

School Virtual Mentoring and Pastoral Care System MATT BRINSON, HEAD OF SENIOR SCHOOL Kilvington has a wonderful reputation as a school that provides quality care to all students, with our pastoral care system ensuring that all our students are personally connected and individually known.

The core idea of pastoral care is to support each student, promote selfconfidence in a happy and warm environment, and work closely with families to ensure that each child will flourish. The pastoral care at Kilvington consists of mentoring, guiding, monitoring and nurturing the students under our care.

Here are some thoughts from our Deans of Wellbeing on the Kilvington Mentoring Program during the quarantine period.

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The shift to a new Mentoring and Pastoral Care System in 2020 saw each student in Senior School continue to be part of a Mentor Group with a Mentor Teacher.

However, the number of Mentor Teachers doubled this year, and Mentor Groups were now year-level based; consisting only of 10 to 12 students (except at Year 9, where the format of the new Impact Program allows for larger groups as it facilitates student and teacher connections integrated within the Program).

The new structure allows Mentors to form deeper connections with students, and be able to closely monitor their academic, social and emotional wellbeing.

The key role of our Mentors is to know and value each individual student and create an environment that promotes a culture of connectedness: checking in with each student regularly and having individual conversations to determine social, emotional, academic status and home life. Our Mentors understand the strengths, weaknesses, passions and interests of their students.

Smaller Mentor Groups provide a place for connection, comradery, competition and fun. It was the highlight of my term to drop into Mentor Groups, and to see the diverse and unique cultures emerging within each one. During ‘Minute To Win It’, a combined competition between students from Years 8FE1 and 8FE2, some serious rivalries quickly emerged!

While we all adjusted to a very different Term 2, this was an important way of promoting participation, sharing ideas, encouraging each other and having fun. All the Deans of Wellbeing can’t thank the Mentors enough for their creativity, flexibility and genuine care for our students. We have been so impressed by the resilience and flexibility of our students and congratulate them on overcoming many of the initial challenges of the transition.

Nicola Whitfield, Dean of Wellbeing – Burman House Research after the SARS pandemic in Hong Kong in 2008 found that residents in Hong Kong experienced increased social connectedness, which offset the negative mental health impacts of the pandemic. During this time of reduced physical interaction, event cancellations and intense media coverage, we were committed to helping maintain connections with others.

At Kilvington, Senior School Mentors continued to meet regularly with their students, both collectively and individually, to reduce isolation and help them to stay connected. Mentors spent time working incredibly hard to maintain student connectedness and belonging in a number of ways.

Daily 10-minute Mentor check-in sessions were a regular catch up, and one that I enjoyed calling into; seeing the different activities that each group was running. These included singing ‘Happy Birthday’ virtually, quiz sessions, and sharing photos of pets.

All the Deans of Wellbeing also had a weekly meeting with their Mentors to discuss any wellbeing issues or concerns that arose, and, in addition, Mentors continued to have one-on-one check-ins with individual students in their Mentor Group.

We ensured larger groups stayed connected beyond the classroom. In addition to Mentor Groups, we held whole-school Assemblies, including an Anzac Day Service, House Assembly meetings, Year level meetings, whole-school sport challenges and co-curricular group sessions.

Mentors came up with wonderful ideas to stay connected with each other: crazy hair or hat day; asking ‘what are you grateful for?’; learning and sharing a new skill; participating in a myriad of competitions; and even holding mindfulness sessions. Some groups had set up a roster of student-led activities. Many of the creative and interesting Mentor activities led to a few laughs together, and may even create a fun new tradition at School!

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>T eaching, Learning and Care at Kilvington

Here are some from reflections from students regarding their experiences from Lift Off Week, held in Term 1.

Launching the Year 9 Impact Program JASON MOLONEY, DEAN OF WELLBEING – YEAR 9 Year 9 is a critical juncture in a student’s educational journey. It is a time of rapid mental and physical development and desire for independence – a time when they look to parents, teachers and peers to help shape their attitudes, perspectives and character.

At Kilvington, we have seen that with the right programs and support, students embrace challenges with purpose and confidence. This is why, with much anticipation and excitement, we launched the new Year 9 Impact Program during Early Commencement in 2019, and continued it with great success during Term 1 of 2020.

The Impact Program is designed to be a holistic and unique program that gives our students the knowledge, skills, values and attitudes to help them thrive at School and beyond. It runs in parallel to the core Year 9 curriculum and co-curriculum program and also includes Health, Wellbeing, Respectful Relationships and Mental Health.

The Program has been delivered at various CBD locations; Monash University in Clayton; Kilvington; and remotely during Term 2, as students and staff adapted to the complexities posed by COVID-19.

During a busy Lift Off Week in February, students had valuable time to build 24 Kilvington News

connections, establish a collective vision for the year ahead and delve into current social issues facing Melbourne.

The cohort was able to do this practically by taking part in a number of elective workshops in and around the city, some of which involved handing out blankets to the homeless; cooking; eating together; playing sport with disadvantaged youths and refugees; and singing with The Choir of Hard Knocks. Students also practised empathy and engaged in conversation at each workshop.

Evening meals were held at various social enterprises to highlight the link between social issues and business skills, and to give students the opportunity to share delicious meals with friends. The group also completed their first-aid training with Hero HQ (earning themselves a certificate), enjoyed a fun time ice-skating and explored the sites of Melbourne.

Each Friday during Term 1, students travelled independently to the CBD where Monash University led the new ‘It’s Everyone’s Business’ component of the Program, with students learning business literacy and the skills required to create and develop their very own social enterprise in small groups. They were then further immersed in social issues through

afternoon workshops held at organisations such as the Big Issue.

‘It’s Everyone’s Business’ will recommence in Term 3, with the focus of Term 2 being health and wellbeing and initiatives aimed at having a positive influence on others.

We were excited to inspire Year 9 students during their remote learning, and used the experience to take part in weekly online modules devised by trained psychologists to enhance wellbeing and student performance. All students took part in interactive lessons to improve engagement and learning, and each received a certificate upon completion.

The cohort also contributed to an ongoing ‘Kindness Project’ to positively impact communities hardest hit during these times. Students researched the effects on various community sectors and decided on a community that most interested them, before strategically planning and implementing their meaningful idea to make a positive difference.

Students also spent time on Fridays reflecting on their own wellbeing; developing and exploring tools that could improve their own mental health; and engaged in a Mentor Group Physical Challenge each Friday.

Choir of Hard Knocks

Cubbies Playground

Breakfast Club

RHEA SANJANWALA, YEAR 9

ROHAN SUBBARAYALU, YEAR 9

NIKIA TUCKER, YEAR 9

The Choir of Hard Knocks was an irreplaceable experience! Our group had the opportunity to interact and sing with people experiencing homelessness and disadvantage. They sang for us and taught us a warm-up which was a lot of fun!

We gradually got to know the people better and had meaningful conversations which really helped us to get a new perspective on homelessness and disadvantaged people. Amidst all the difficult life situations, the Choir gives people an opportunity to find a new purpose in life and to find happiness in small things.

I chose the Cubbies Elective for the Year 9 Lift Off Week. This involved playing with less advantaged kids between the ages of six and 13 at a playground right next to their school in Fitzroy called Cubbies Playground. Though the kids we met were slightly shy at first, after a few minutes we were all chatting away!

Flynn and I started with playing soccer against a handful of them, which ended up leading into playing ‘capture the flag’.

The kids were all really enthusiastic and looked like they were having a blast!

What I really liked about the whole experience was that the kids led the activities. The elective provided me with an insightful perspective on the issues faced by less advantaged children and young adults, and overall was a very inspiring experience.

Breakfast Club is a program run by the Brotherhood of St Lawrence, which provides food to disadvantaged children and their families. As Year 9 Kilvington students, we were provided the opportunity to chat with the Breakfast Club children and to play some card and board games with them in a relaxed environment.

Serving the children food and chatting with them was really insightful. It was particularly interesting to get an insight into the differences between our lives.

While there were differences, we also had so much more in common!

Collectively, we noticed one strong similarity between most of the Breakfast Club kids and our Kilvington students – the love of TikTok. This reaffirmed that they are just normal kids who face challenges we don’t have to think about in our everyday lives.

The experience for me was eyeopening, and one that will stay with me for a long time.

> School Highlights

International Women’s Day Morning Tea

French Language Exchange Program LUCIE DICKENS, ACADEMIC DEAN OF LANGUAGES For five weeks during the 2020 summer holidays, some of our French Language students from Years 10 and 11 were given the opportunity to take part in the Individual Exchange Program with our French sister school – Saint Joseph La Salle in Toulouse.

The trip was an excellent opportunity for our students to immerse themselves in the French culture, consolidate and greatly enhance their language skills, and experience a lifestyle that is very different to that of life here in Australia.

Opposite is an account of the trip from one of the students who participated in the exchange trip.

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Charlotte Glassel, Year 11 When we arrived in Toulouse, we were immediately welcomed by our host families, who instantly made us feel at home. After a day of rest (to recover from jetlag!), we were taken to our first week of classes. While some of us dreaded being back at school during our summer holidays, we were all appreciative of the opportunity to experience education in a foreign country.

Following this came two weeks of Christmas holidays.

It was during this time that we were treated to such excursions as the traditional Winter Night Markets in the centre of the city. We were also exposed to authentic French Christmas celebrations while surrounded by our host families and friends – this made the experience even more enjoyable.

The holiday break also featured visits to destinations outside of Toulouse – including Paris, London, the Pyrenees, Madrid and Rome. These experiences were a highlight for many of us during our stay and gave each of us an even broader experience of European culture.

The final two weeks of our trip consisted of two more weeks of school. We were very pleased to see how much we had already progressed in our second language ... many of us felt that we were able to understand everything that was being taught during classes.

The end of our exchange brought many tears to our eyes. None of us wanted to say goodbye to this incredible experience or to the people we had met.

Steph Darvell, Charlie Haldezos, William Douglas and I would like to thank our host families and everyone else involved in making this experience as amazing as it has been. We strongly recommend this exchange program to any Kilvington language student and hope that they get as much out of it as we did.

Merci Beaucoup!

On Friday 6 March, two of our School leaders, Kaitlyn Truong and Bridie Linehan, organised a morning tea in celebration of International Women’s Day (IWD). Our School Psychologist, Sally Kenney, was invited to speak at the event.

After providing context of the history and purpose of IWD, Sally spoke about the social and financial disadvantages still faced by women in Australia today.

Students were encouraged to work together and support each other to identify and challenge stereotypes and discrimination, to stand up to harassment and be strong in asserting their rights to have a voice in their world. They were reminded that their strength is in their unity and that, to quote Maya Angelou, ‘each time a woman stands up for herself, she stands up for all women’.

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> School Highlights

Global Politics Forum Incursion EMILY SHALLESS, YEAR 11 On May 18, the Global Politics Forum were lucky enough to have a Q&A session with Liberal MP Tim Wilson, member for Goldstein. We had the opportunity to quiz him about his daily life as a politician and his duties as a member of the various committees he’s part of. He clarified the Federal government’s plans for the economy in a post-COVID-19 world, and the way that the virus is impacting our economy today.

It was a valuable experience, and we all learnt something new about Australian politics.

Quill Awards at the Press Club Andrew Moore, Year 11 On Friday 6 March, I had the opportunity to attend the 2019 Quill Awards at the Press Club. On the night, my role was to present each of the trophies/ awards to journalist and news presenter, Alicia Loxley, as she presented them to the recipients.

Through this experience, I got to meet some of Australia’s most influential journalists. It was an amazing night; moments such as Bruce McAvaney’s standing ovation when he won the lifetime achievement award, and when Michael Wilson was awarded the Gold Quill for his photo ‘the Kick’.

It was a really worthwhile experience. Through it I learnt a lot about all the work that goes on behind the scenes of the newspapers and news programs

Trisha Matthews, Year 11 The best of Victorian journalism was celebrated on Friday 6 March at the Quills Awards dinner held at the Melbourne Press Club.

It was amazing to realise the amount of work taken to produce a report, not only from journalists or TV presenters, but also from photographers and other behind-the-scenes workers.

The highlight for me was meeting Anne Connolly from the ABC who won The Graham Perkin Australian Journalist Award for her investigations in the aged-care sector.

It was a rewarding evening, and I am grateful that I had the opportunity to attend!

Royal Commonwealth Society Event DEE BROUGHTON, TALENT DEVELOPMENT AND ENRICHMENT COORDINATOR On February 11, I had the pleasure of attending an awards evening with the Royal Commonwealth Society (RCS) – Victorian Branch at ‘The Gables’ in Malvern East with four students.

Year 8 students, Zak McKinnon, Adhvik Bala-Aiyer, JY Oon and George Hiladakis (former student), and their parents, grandparents and friends attended to see them receive awards for their 2019 submissions in the Queen’s Commonwealth Writing Competition.

This writing competition was established in 1883 and the RCS receives thousands of entries from young people all around the world every year. The School has entered students’ writing for many years now and enjoys a positive relationship with the RCS. We look forward to many of our students participating this year!

Other students who received awards (but weren’t in attendance) were Maria Wang, Anthea Diplaris, Sarah Yeo, Aidin Skinner and Milly Eyres.

we read and watch every day.

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> School Highlights

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Kilvington Makes a Splash!

Senior School House Swimming

Balaclava Swimming Carnival

The annual Senior School House Swimming Carnival was held at GESAC pool on Thursday 20 February.

All House Carnivals focus on House spirit, participation and fun – along with some friendly, and at times, serious competition. So it was great to see students compete and give their all for their House, whether it be traditional swimming and novelties events, the paper plane competition, or the coveted House Cheers!

Special congratulations to the House winners: • Years 7 – 9 Cup – Barrett • Years 10 – 12 Cup – Burman • Aggregate Cup – Barrett • House Cheers – Barrett

On Friday 21 February, 32 Years 3 to 6 students competed in the Balaclava Swimming Carnival against other Balaclava District schools. Many of them committed to before school training sessions, and it was pleasing to see how much they had improved from the sessions.

Kivington finished 4th overall and also won the Population trophy, which is the best result we’ve ever had! Congratulations to the many other students who won ribbons on the day, it was a great team effort.

EISM Division 1 Swimming Annual Carnival Well done to the Kilvington Swimming Team which placed 4th overall in the EISM Division 1 Swimming Annual Carnival held on 4 March. We were very close to 3rd place, highlighting the terrific Kilvington effort – our ‘best ever’ result!

This was an awesome team achievement, especially considering the size of our School in comparison to much larger and more populated schools, many of which have their own swimming pools, and as such train all year round for these events.

Congratulations to all the girls and boys involved, with their many individual and relay highlights!

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> Community

Everywhere you look, you will find acts of kindness around the School. Some are big and some are small, but every act has a positive impact on its recipient.

HOPE – Humans of Purpose and Empathy JACQUI GOLDENBERG, COMMUNITY SERVICE PROGRAM DIRECTOR The Kilvington community truly lives out the School’s motto – Not for our own, but others’ good. Everywhere you look, you will find acts of kindness around the School.

Some are big and some are small, but every act has a positive impact on its recipient.

In early January, when our State was ravaged by bushfires, Kilvington sought a way to assist a devastated community.

Academic Dean of Visual Arts, Ms Busuttil, designed beautiful koala keyrings and bag tags which were then printed on School laser printers. The bag tags were a big hit in the Junior School and sold out faster than our printers could produce them.

The money raised was used for a local business in Mallacoota, Victoria, to put on a Morning Tea for staff and students at Mallacoota College.

Once again, we undertook Cut for a Cause to raise funds for the Asylum Seeker Resource Centre (ASRC). While our official event was postponed, many students took the opportunity to cut their hair at home and we managed to raise a total of $6,610!

This event was particularly aimed at Year 9 students, who have been visiting the ASRC as part of their Impact Program to see first-hand the valuable work it does.

Deepthi Vasudevan, in Year 9, cut more than 40cm of her hair, which was donated to the Australian Alopecia Areata Foundation. Deepthi’s motivation for cutting her hair was ‘for all of the kids who go to school in fear of being teased.’

Brothers Sahil and Ankush Mendiratta, in Years 9 and 12 respectively, both cut their hair at home. Sahil said his motivation was ‘to give back to others and help those less

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fortunate than I am.’ Hunter Lee, also in Year 9, cut his hair at home with a simple belief that he wanted ‘to help the asylum seekers at the ASRC in Footscray.’

The Cut for a Cause program was inspired by a local resident, who lost her hair to Alopecia as a seven-year-old, and has been running at Kilvington for the past nine years. Although the causes we have helped have been varied, the generosity of the students who choose to cut their hair has never wavered.

We look forward to a big food drive for the ASRC foodbank later in the year with donations of all those extra cans of tuna and rolls of toilet paper that we stocked up on in recent months.

Each May, we host a Cancer Council Biggest Morning Tea and this year was no different. Well, just a little different … the Year 8s jumped on board to join the Staff and created a virtual communi-tea! Year 8 families enjoyed morning tea made by their children at home and together we shared images of our favourite cuppas and cakes.

In Term 3, we hope to see the return of our beloved Daffodil Day creation in the Junior School. In September, we shall run Connor’s Run ‘Run your way, any day’. The year will conclude with a tribute to Year 10 student Lachie Cook who passed away in 2019 and a fundraiser for the Juvenile Diabetes Research Foundation.

Kilvington students are truly people of purpose and empathy, and we will continue to educate students about the charities in which we are involved and make sure we contribute to these charities in a meaningful way.

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> Community

Q & A with PFA Members How Did You Come To Be A Volunteer?

From the Parents and Friends Association KIRSTEN BROOKS, PFA PRESIDENT It wasn’t the start to 2020 any of us scripted or desired. The pace and extent of change in our communities has been somewhat overwhelming.

But as is our way, the Kilvington community has risen to the challenge. I am impressed, and not at all surprised, by the support among us.

Our community’s positivity and perspective has been grounding, and it has been reassuring to see our community members popping up in other community spaces as organisers, conveners and contributors. Thank you for keeping an eye out for each other, and beyond.

The example you demonstrate holds our students and community in good stead.

Throughout the quarantine period, our CSRs continued to organise activities of introduction and connection, and to connect cohorts with online chats, updates and correspondence.

The Secondhand Uniform Shop team, Foodbank cooks and event organisers also enjoyed busy and productive starts.

To our staff, leaders and Board of Directors, thank you for your tireless work to help in our transition, and to rally students in their learning, and your ability to stay focused and calm. It was heartening, as always, to watch the Kilvington community members positively influence and support each other, no matter what the challenge.

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Kirsten Brooks The lines between work, family and volunteering have always been blurred for me. I grew up in a family that gave their time and shared their skills without thought of reward, time of day, inconvenience or personal cost.

For a community to be strong, adaptive and to survive, contribution of these things was seen to be essential. People mattered regardless of background, culture or difference; there was always something to be learned from others, and the rewards were like nothing else. I have volunteered in many countries I have lived in and visited, generally around education and development, always about people. I get much more than I give.

I volunteer to remind others, and myself, that we are adaptable, positive, tenacious, resilient, strong, capable, flexible, and that we care about the experience of others.

What Makes Me A Volunteer?

The 2020 Recipients of the Glen Eira Volunteer Recognition Awards share their thoughts on being a volunteer: Mandy McDonald Like many parents, you tend to get involved in activities that your children participate in – whether that be in or out of school. During our 10 years at Kilvington, I have shared the duties of Social Class Rep with some awesome parents; had fun coordinating stalls at numerous fairs; and helped out at various activities and events. Outside of School, life is busy with swimming, lifesaving and netball.

As a young girl, and even now, I watch my own mother, who is now in her 70s, volunteer for numerous organisations: schools, the church, the opportunity shop and sporting clubs. She does not fear responsibility; she welcomes it. She’s my role model for getting involved.

So instead of sitting at the sidelines, I choose to get involved in club activities ranging from fundraising to organising events to acting as team manager. I also take goods on a regular basis to St Kilda Mums and Foster Care Angels.

A huge plus for volunteering within the Kilvington community is that I get to learn from others and meet inspiring role models; these are people I wouldn’t necessarily have access to in my job. It has been great to observe dynamic people in action, develop wonderful friendships and have laughs along the way!

Marnie Turner My volunteering contribution to the community is through Kilvington (my children’s school), and sport.

I am thankful to have had the opportunity to see firsthand how simply amazing the Kilvington volunteer army is, and how each individual contributes to make the School and its community so great. I couldn’t wait to get involved, even in my own small way, as I truly believe that each tiny contribution makes our world a better place.

I want my kids to know the value of being connected to the community, particularly through school and sport – and not forgetting to mention, gain the opportunity to learn new skills, meet new people and gain some friendships along the way!

Justine Bradley I feel very privileged and a bit embarrassed to have been nominated for an award for my volunteer work at Kilvington Grammar.

I have worked with many other people who are an inspiration to me, all doing bits and pieces; some a few hours a week or month, and others much much more than that. It gives me great satisfaction to be able to help out in an environment where I know any effort I make is appreciated.

I also get a lot of personal enjoyment out of the time I spend volunteering.

Volunteering is a prime example of how many people putting in a small amount of time and effort can collectively achieve great things.

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To build a community of former students who enjoy and contribute to Kilvington’s rich culture of connection, relationships and care.

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L - R : D iane Matthews, Rosemary Sparkes a n d Ly nne Stronell

>Alumni Highlights

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Walsh Club L u n c h a t C a f é V i c

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This year we established a Kilvonian Committee. Our first meeting, which was held in March, was an opportunity to share ideas with like-minded past students who love Kilvington, and who are keen to keep everyone connected and engaged with the School.

Our members are: • Ann Cleghorn, Class of 1977 • Julie Scott, Class of 1982 • Rebecca Zolotareva, Class of 1992 • Sarah McSwiney, Class of 1999 • Sarah Lim, Class of 2003 • Camilla Fiorini, Director of Marketing and Development (Staff) • Deb Duce, Community Relations Officer (Staff) You may have noticed our mission statement at the beginning of this article.

To build a community of former students who enjoy and contribute to Kilvington’s rich culture of connection, relationships and care.

It was agreed at the committee meeting that this is an accurate representation of what we aim to build on going forward for our Alumni.

L-R: Geraldine McGrath and Helen Phillips

L - R : B renda Upton, Jill Bailey and Sandra Bar nard

Walsh Club It was lovely to see so many familiar faces and to welcome several new members to our Walsh Club in early March.

Over 20 Kilvonians who finished School up to and including our class of 1970 enjoyed a lovely lunch with plenty of reminiscing, poring over yearbooks, and catching up on what everyone had been up to over the years.

Special thanks to Rosemary Sparkes (Stait), class of 1958, who made a special trip from her home in Sydney to be with us on the day.

Our next Walsh Club gathering is planned for Friday October 9 in our new Sport Centre at Kilvington.

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Other items discussed included: • Breakfast industry-specific networking events such as STEAM, finance, health, sport etc.

• Kilvonian groups, such as a running and a singing group (not at the same time!)

• Fundraising opportunities • Keeping us up-to-date with births, deaths and marriages • Child friendly events • Archiving • Kilvington Centenary Celebrations in 2023.

We will be looking at various ways to get these initiatives up and running. Please contact Deb Duce at duced@kilvington.vic. edu.au with any suggestions, updates or to get involved.

As we go to print, we are hopeful of hosting our regular reunions at no cost in the second half of this year and look forward to seeing the following cohorts at their respective reunions then.

40- and 45-Year Reunion (Peer Group 1980/1975) Friday 24 July, 6.00-8.00pm. Kilvington Grammar, Sport Centre.

30- and 35-Year Reunion (Peer Group 1990/1985) Friday 21 August, 6.00-8.00pm. Kilvington Grammar Sport Centre.

Class of 2019 Catch Up Thursday 27 August, 4.00-6.00pm. Kilvington Grammar VCE Centre/Treehouse.

Kilvonian Konnections (All Peer Groups) Friday 11 September, 6.30-8.30pm. Kilvington Grammar Sport Centre.

50 Year Reunion (Peer Group 1970) Thursday 8 October, 6.00-8.00pm. Kilvington Grammar Sport Centre. This event is the evening prior to the Walsh Club Lunch, and we would love to see the class of 1970 at both events.

Walsh Club (Peer Groups >1970) Friday 9 October, 12.00-2.00pm. Kilvington Grammar Sport Centre.

20- and 25-Year Reunion (Peer Group 2000/1995) Friday 16 October, 6.00-8.00pm. Kilvington Grammar Sport Centre.

5- and 10-Year Reunion (Peer Group 2015/2010) Friday 23 October, 6.00-8.00pm. Kilvington Grammar Sport Centre.

Book online at http://alumni.kilvington.vic.edu.au/alumni-events/ or contact Deb Duce at duced@kilvington.vic.edu.au.

Please note dates and venues are subject to change.

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> Alumni Highlights

Conversations with a Kilvonian CARLA PURCELL, CLASS OF 2004 Tell us a little bit about yourself.

I graduated from Kilvington in 2004 and went on to study Commerce/Law at Deakin University. After finishing university, I worked as an Employment and Industrial Relations lawyer before moving to Sydney to work as an Industrial Relations Manager at Qantas.

While at Qantas, I realigned my career trajectory, and moved into operations and people management as Qantas’ Head of International Terminal at Sydney International Airport.

Most recently, my husband and I relocated back home to Melbourne where I am currently the Director of Passenger Service Delivery (Operations) at Yarra Trams. I oversee the day-to-day operation of the Melbourne tram network, and am responsible for 1,800 people including all drivers and customer service staff.

What is your favourite memory of Kilvington?

Being outside the structure of the classroom and being involved in the various swimming, athletic, cross-country and netball teams!

Specifically, my fondest memory is from my final year during the GSV Athletics Carnival; anchoring the Kilvington 4x400m relay team alongside my sister and two other Kilvington Alumni (who, in a very strange turn of events, I am now related to via marriage ...).

While we didn’t win the race, it was amazing to be part of the final race of the Carnival and to share the experience with my sister while my time at Kilvington was coming to a close.

Did you end up where you expected you would when you finished school?

Not at all. I had never contemplated a career in operational management when I was at School, but then again, I didn’t truly understand the opportunities that were available.

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Studying law wasn’t my initial goal either, it was an ‘add-on’ to economics. Having said that, I absolutely love where I’ve ended up, and the indirect way in which I got here. By following the opportunities which presented themselves along the way when they interested me, I’ve ended up in a place which is better than I could have expected at the end of Year 12.

What has been your biggest career highlight so far?

The introduction of self-service check-in at Sydney International Airport. This was revolutionary at the time and changed the way in which customers travelled.

No longer did they need to queue up for long periods waiting to check-in, but now could check-in, change their seat, drop their bag and be on their way within 90 seconds. From a customer perspective, it meant that customers could spend more time shopping or enjoying the lounge experience, and away from the stresses of an airport check-in hall.

What have been some of the biggest challenges you’ve had to face throughout your career?

The COVID-19 crisis, which has disrupted the world in 2020, has been one of my greatest challenges. In my current role, I am responsible for the safe operation of the Melbourne tram network, which includes the many people who work to provide a safe and reliable service every day. Public transport is an essential service and relied upon by many to gain access to medical providers and essential amenities, but public transport workers are not immune.

We need to keep our people safe so that they don’t fall victim to this virus, which enables them to keep operating Melbourne’s trams. This delicate balance of our responsibility to our employees, while also meeting the needs of the wider community, presents innumerable

difficulties. Not to mention the significant financial impact that the crisis has caused.

While at the time of writing this, we are a long way away from being through this crisis, I am proud of the way that we are supporting our people and the wider community.

What advice would you give to others who might be faced with similar obstacles?

It goes without saying, but I sincerely hope that this pandemic is not something that any of us will see again in our lifetime. My best advice is to ensure that you do not get overwhelmed in the face of uncertainty and seek the skills and expertise of those around you.

You do not need to do it alone, and it is important that you communicate often, with purpose and authentically. No person is an expert on everything, and being able to seek the advice of others allows you the support you’ll need in the face of a crisis. In recent times, we have had to be prepared to adapt and adjust plans regularly and keep up with the changing situation, and being able to lean on other people’s knowledge and abilities has enabled me to stay on top of my responsibilities.

How did what you learn at Kilvington help make you the person you are today?

While at Kilvington, I was involved in many sporting teams, and I was also the Fethers House Captain in Year 12. Being involved in many co-curricular activities, in addition to my studies, helped me to develop valuable leadership and time-management skills that laid the foundation for the roles I have held since.

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> Donors and Supporters We would like to acknowledge and thank those people who made generous donations to Kilvington from November 2019 to June 2020: Mr Abbott & Ms Pezzaniti Mr & Mrs Alderton Mr & Mrs Allison Dr & Mrs Bala Mr & Mrs Ballester Mr & Mrs Barnes Mr Bath & Dr Hubber Mr & Mrs Batsilas Mr & Mrs Bekas Mr & Mrs Blackmore Mr & Mrs Blair Mr Broughton Mr & Mrs Burgoine Mr Canobie & Ms McSwiney Mr & Mrs Cetrola Mr Chaudhary & Mrs Narwal Mr Chen & Ms Zhao Mr Chen & Ms Wang Mr Chen & Mrs Zhai Mr Chen & Mrs Han Mr Chen & Mrs Lin Mr Chen & Ms Zhang Mr Chen & Ms Zheng Mr Cheng & Ms Li Mr Cheung & Ms Lin Mr & Mrs Chiba Mr & Mrs Chow Mr & Mrs Cliffe Dr Close Mr & Ms Connolly Mr Cui & Mrs Cheng Mr Cui & Mrs Xu Mr Cuthbert Mr Dai & Mrs Zhang Ms Dang & Mr Kham Mr Dang & Mrs Nguyen Mr Deacon & Mrs Deacon-Huezo Mr & Mrs Deacon Mr Dehne & Ms Dempsey Mr & Mrs Di Paolo Mr Dillon-Shallard & Ms Elliott Mr Durrell & Ms Elliott Mr & Mrs Dymos

Mr & Mrs Fifoot Mr & Mrs Fortune Mr & Mrs Frangoulis Mr Geng & Ms Li Professor & Mrs Glazebrook Mr & Mrs Godfrey Mr Goodwin & Ms Chan Mr Haldezos & Mrs Layhe-Haldezos Dr Halpern & Dr Barkley Mr & Mrs Harran Mr He & Mrs Li Mr Heine Mr & Mrs Hikima Mr Hoerner & Ms Dwork Mr Huang & Mrs Zhou Mr Huang & Mrs Kong Mr & Dr Hughes Mr & Mrs Huynh Mr Jackson-Lyng & Ms McNamara Mr Jayaram & Mrs Choudhury Ms Jennings Mr Jiang & Mrs Zhang Mr Johns Mr Johnson & Ms McMahon Mr & Mrs Johnston Mr & Mrs Jorgovic Mr Kalaitzidis & Ms Diamantidis Mr Kan & Mrs Song Mr & Mrs Kandyliotis Mr & Mrs Kennedy Kilvington Parents’ & Friends’ Association Mr & Mrs King Mr Kiosoglous & Ms Simpson Mr & Mrs Knight Mr & Mrs Kokosoulis Mr Krischock & Ms Pope Mr Krivonos & Ms Grinberg Dr & Ms Kwon Mr & Mrs Lamba Mr Laughton & Ms Hatz Mr Le & Mrs Dang

Mr & Mrs Lear Mr & Mrs Leicester Mr Leonard & Dr McIntyre Mr & Mrs Lewis Mr Li & Ms Zhao Mr Li & Ms Tai Mr Lian & Mrs Zhang Mr Liang & Mrs He Mr Lin & Ms Shi Mr Lin & Ms Lay Mr & Mrs Linivker Mr & Mrs Linklater Mr & Ms Lister Mr Liu & Ms Xin Mr Liu & Ms Zhou Mrs Liu Mr Liu & Mrs Song Mr Liu & Ms Ding Mr Long & Ms Guo Mr Low & Ms Yeo Mr Luk & Ms Tse Mr Ma & Mrs Zheng Mr Ma & Ms Wang Ms Macgowan Dr Mammen & Dr Lal Mr Manley Mr & Mrs March Mr & Mrs Martin Mr Mascitti & Ms Mascitti-Meuter Dr Mathew & Dr Thomas Mrs McDonald & Mr McDonald Mr & Mrs McKenzie Mr McKinnon & Ms White Mr Michaelson & Miss Fujiwara Mr & Mrs Middleton Ms Middleton Mr Milano Mr Mills & Ms Piper Mr & Mrs Moffat Mr & Mrs Moore Mr & Mrs Moy Ms Mulligan Mr & Mrs Newton

Ms Nguyen Mr Northey & Ms Spry Mr & Mrs Nuth Mr & Mrs O’Connor Mr Oon & Ms Loo Mr Ostojic & Mrs Catherina Mr & Mrs Owen Mr Paddle & Ms Borenstein Mr Papadopoulos & Ms Van der Geest Mr & Mrs Parry Dr Pearce Mr Perera & Ms Shan Mr & Mrs Perry Mr & Mrs Prosser Ms Pun & Dr Chen Mr Qu & Ms Sun Ms Quinn & Mr Quinn Ms Rahman Mr Ren & Dr Wang Mr & Mrs Roper Ms Rudik & Mr Rudik Mr & Mrs Russell Mr & Mrs Sammut Mr & Mrs Sanderson Mr & Mrs Sanos Dr Sathianathan & Mrs Osowicki Mr & Mrs Scambler Mr & Mrs Seligmann Mr & Mrs Shalless Mr Shao & Ms Sun Mr & Mrs Sherman Mr Shi & Ms Mao Mr & Mrs Simonfi Mr Song & Ms Ma Mr & Mrs Stamenos Mr & Mrs Starr Mr Gates & Mrs Steele Mr & Mrs Steiner Mr & Mrs Stevens Mr Stuckey & Ms Garcia de la Banda Dr & Mrs Tatford

Mr Teegala & Mrs Hatti Vijay Kumar Associate Professor Tesch & Dr Corbould Mr & Ms Tighe Dr & Mrs Turner Mr & Mrs Turner Ms Umanskaya & Mr Volpert Mr & Mrs Vella Mr & Mrs Volakakis Mr & Mrs Wadhwani Dr Walker & Ms Araki Mrs Wang & Mr Gu Mr Wang & Mrs Mochizuki Mr Wang & Ms Lu Mr Wang & Ms Luo Mr & Mrs Ward Mr & Mrs Warden Mr Webb & Ms Toomey Mr Weng & Ms Zheng Mr Westaway & Ms Denisenko Mr Wiesner & Dr Camm Dr Wimalasundera & Mrs Nammuni Mr Wong & Ms Wan Mr & Mrs Wotherspoon Mr Xia & Mrs Jiang Mr Xu & Ms Huang Mr Yan & Mrs Li Mr Yang & Mrs Liu Mr & Mrs Yatsuzuka Ms Yu Ms Yu & Mr Wei Mr Yu & Ms Deng Mrs Zemaryalai & Mr Naqebullah Mr Zhao & Ms Li Mr Zhao & Ms Wei Mr Zhao & Ms Shi Mr Zhou & Mrs Lu Mr Zhu & Ms Xia Mr Zhu & Ms Zhang Mr Zhu & Ms He Mr Zolotarev & Mrs Zolotareva Dr Zuk & Ms Fowler

Thank you to the following generous individuals and organisations for their time and donations of goods and services to support our fundraising efforts and community events: Artist Photography Bob Stewart Bounce Buxton Bentleigh Classic Cinema Elaine Lim Orthodontists Glen Eira City Council M & M Rug Shop Monash Aquatic & Recreation Centre Museum Victoria My Little Tribe Photography Ormond Dental Rosstown Hotel The Enchanted Maze Gardens The Langham Melbourne Velissaris Photography

Louise Adamson Jessica Alderton Megan Andrew Jenny Araki Kristina Blanksby Kirsten Brooks Carolyn Bruce Justine Clark Julie Connolly Lou Cooper Heather Davey Simone Di Felice Zoe Ding Tania Duncan Michelle Dunstone Karin Elliott Annie Fitzgibbon

Carrie Fowler Lisa Friedland Lou Graham Serena Gray Andi Herman Alex Hopley Andree Hubber Carly Hughes Natalie Jorgovic Jacinta Knight Felicity Lewis Lili Liu Greer Lucas Birgitta March Briohny Marshall Mandy McDonald Sarah McLean

Wendy McManamny Wendy McMillan Sarah McSwiney Megan Moore Olga Moraitis Lanka Nammuni Sarah Newton Sasha Osowicki Maggie Pascoe Justine Piper Genevieve Prosser Anna Pummeroy Gerri Redgwell Josh Rocks Tracey Russell Georgie Scambler Nadia Seifen

Ada Shi Meikhaela Spooner Belinda Steiner Susie Stephenson Melinda Tassone Shruthi Teegala Debbie Thompson Marnie Turner Joanne Turner Sally Vanston Girija Wadhwani Ying Wei Christina Welsford Lisa White Karen Wynter Li Zhang W inter 2020

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> Key Dates for Your Diary July TUESDAY 14

Term 3 Commences

FRIDAY 30

40 & 45 Year Reunion

August FRIDAY 7

Annual Music Concert Recording Register for the link here: https://trybooking.com/BKCSG

FRIDAY 21

30 & 35 Year Reunion

THURSDAY 27

Class of 2019 Reunion

MONDAY 31

Kilvington Writer’s Festival

September TUESDAY 1

Father’s Day Stall

TUESDAY 1 – FRIDAY 4

Kilvington Writer’s Festival

FRIDAY 4

Father’s Day Breakfast

THURSDAY 10

Open Morning

THURSDAY 10

PEP Talk – Cyber Safety

FRIDAY 11

Alumni All-Peer Event

FRIDAY 18

Term 3 Concludes

October MONDAY 5

Term 4 Commences

THURSDAY 8

50 Year Reunion

FRIDAY 9

Walsh Club Lunch

MONDAY 12 – FRIDAY 16

VCE Art Exhibition

FRIDAY 16

20 & 25 Year Reunion

TUESDAY 20

Year 12 Valedictory Day

WEDNESDAY 21

ELC Concert

FRIDAY 23

5 & 10 Year Reunion

TUESDAY 27

Open Day

November MONDAY 2

Mid-Term Break

TUESDAY 3

Melbourne Cup Public Holiday

TUESDAY 24

PFA AGM and Volunteer Thank You Evening

MONDAY 30

Celebration Night

December TUESDAY 1

Year 6 Graduation Assembly

TUESDAY 8

Junior School Christmas Assembly

TUESDAY 8

Term 4 Concludes

Due to COVID-19 the above events in 2020 may be subject to change.

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2 Leila Road, Ormond Victoria 3204 T (03) 9578 6231 | F (03) 9578 3378 | E enquiries@kilvington.vic.edu.au kilvington.vic.edu.au