Mentor Magazine: Issue 2, 2024

WELCOME

FROM THE REGISTRAR

TOURS AND OPEN DAYS

The best way to experience Mentone Grammar is to visit our vibrant campus and speak with our students, staff and community. You can do this by attending a School Tour or Open Day event, or by booking a private tour with our enrolments team.

ENROL TODAY

We will be delighted to answer any questions you have and support you in making the right decision for your family.

Mentone Grammar is experiencing unprecedented demand with extensive wait lists. Please ensure your child is registered on our wait lists, including siblings of current students or children of alumni.

To register your child on our ELC to Year 10 enrolment wait lists, please visit our website: www.mentonegrammar.net/apply-now

We look forward to welcoming you to our community.

PERNILLA EKLUND ALLAN

REGISTRAR

Phone: +61 3 9584 4211

Email: enrol@mentonegrammar.net

Website: www.mentonegrammar.net

Alice in Wonderland Junior Play 2024. The Madhatter and Dormouse in action on a sellout night in June.

GREENWAYS CAMPUS 03 FROM THE PRINCIPAL 26 28 29

LIBRARY NEWS VISUAL ARTS TECHNOLOGIES PERFORMING ARTS WINTER SPORT 08 09 12 14 16 18 42 FROM THE CHAPLAINS LEARNING & TEACHING WELLBEING MARY JONES EARLY LEARNING CENTRE EBLANA CAMPUS RIVIERA CAMPUS THE MENTONIANS ASSOCIATION 24 FROGMORE CAMPUS 06 FROM THE DEPUTY PRINCIPAL 20 BAYVIEW CAMPUS 02 FROM THE CHAIR

We acknowledge the Bunurong people of the Kulin Nation as the Traditional Custodians of the lands where Mentone Grammar now stands and recognise that these have always been places of teaching and learning.

We pay respect to their Elders past and present and acknowledge the important role Aboriginal and Torres Strait Islander people have played and will continue to play in our country.

FROM THE CHAIR

As we commence the start of a new century in 2024 under Principal Andy Müller, we have embraced this exciting chapter in our School’s history, and as a Board we are delighted with such a positive transition. This new era of leadership brings fresh perspectives, bold ideas, and innovative ways of thinking that are shaping our strategic vision for the future, which you can read more about in Andy’s message.

At the Board level, we remain committed to the highest standard of governance and ensuring we have the right people who possess the capability, depth, and breadth of experience necessary to navigate the challenges and opportunities ahead. Following a considered selection process, we have recently welcomed two new Board Directors, Natalie Burrows and Tony Sheumack who will support our drive to ensure Mentone Grammar continues to set the benchmark for outstanding coeducation.

Many of you will already know Natalie as a current parent and recent past President of our Parents & Friends (P&F) group. Natalie brings a wealth of commercial experience with a focus on strong governance to achieve strategic goals. Natalie will add additional depth to the Board, bringing expertise in strategic management together with high level risk and governance as well as digital knowledge and skills.

Tony is a highly respected educator and has been a visionary leader having successfully led Beaconhills College as Principal for 25 years. He has been actively involved in educational leadership throughout his career and has held a number of board positions across both the Anglican and Independent schools’ networks. In addition to his educational acumen, Tony brings a deep understanding of governance responsibilities having served on a number of not-for-profit boards and his expertise in facilities development will be a considerable asset as we actively reinvest in the future of our School.

Investment includes attracting and retaining the best quality staff and delivering an outstanding educational experience from the ELC through to Year 12. This also includes the development of a new facilities masterplan for all our locations that will allow for the careful consideration of the current and future needs of our community and the efficient use of our finite resources.

As a community, we are filled with a strong sense of purpose to prepare our students for their future as adaptable, creative thinkers and leaders who can thrive in an environment of continuous change. We are enthusiastic about the possibilities that lie ahead and remain focused on ensuring Mentone Grammar continues to grow as a leader in education, always striving to be the best we can be for our students, our staff and our community.

I thank you for your continued support and commitment to our School.

ROSS JOBLIN CHAIR

Mentone Grammar is fortunate to be served by a voluntary Board of professionals and business leaders who are committed to the advancement of education and passionate about our School.

MENTONE GRAMMAR SCHOOL BOARD OF DIRECTORS RISK AUDIT & FINANCE COMMITTEE

Ross Joblin (CHAIR)

Rev. Kevin Pedersen

Troy Riley

Amanda Codila

Kylie Watson-Wheeler

Sally Buckley

Natalie Burrows

Tony Sheumack

Attendees

Andy Müller – Principal

Jarrod O’Neill – Deputy Principal

Scott Butler – Director of Business

Troy Riley (CHAIR)

Ross Joblin

Natalie Burrows

Attendees

Andy Müller – Principal

Jarrod O’Neill – Deputy Principal

Scott Butler – Director of Business

Julie Aarons – Finance Manager

Yana Hall – Director of Risk and Compliance

STRATEGIC VISION 2025 – 2030

FROM THE PRINCIPAL

Mentone Grammar’s current Strategic Plan ‘expires’ at the end of 2024. In January, the Executive Team agreed that a key project for 2024 was the creation of a new Strategic Vision. It was also agreed it should be collaborative in terms of what informed its content and in its creation. The Executive Team adopted the term, ‘Vision’ rather than Plan, to recognise the dynamic nature of the future, as opposed to the relative certainty of years past.

Typically, a Strategic Plan provides clear direction for an entity’s projects, processes and operations – it is not a ‘to do’ list. It ensures that the entity’s leadership utilises the resources at hand (human, facilities and financial) in a prudent manner, that actions are aligned to the overall direction of the entity and that it creates a synergy in operations and leadership.

In essence, our Strategic Vision addresses four questions:

1. Who are we?

2. Where are we now?

3. Where do we want to get to?

4. How do we get there?

PROPERTY COMMITTEE

Rev. Kevin Pedersen (CHAIR)

Ross Joblin

Tony Sheumack

Attendees

Andy Müller – Principal

Jarrod O’Neill – Deputy Principal

Scott Butler – Director of Business

Andrew Baillie – Property Manager

The answer to the fourth question; how do we get there? are the Strategic Projects that align to the Vision. These are constant works in progress and can change as the environment in which we operate changes.

Hence, our Strategic Vision is an articulation of ‘what our future could be’ identifying our desired destination without locking us into a specific pathway or plan of action to get there.

The 2025 – 2030 Strategic Vision is the culmination of nine months of work by the Executive Team, in consultation with our community and interrogation, assessment and approval by the Board of Directors. It promises to guide us in continuing to evolve Mentone Grammar as a school:

• providing a contemporary and progressive education that prepares our students for their future,

• that respects our history and traditions, and recognises the strength of our community, and

• whose business elements operate efficiently and effectively, utilising our resources prudently.

BOARD NOMINATIONS COMMITTEE

Amanda Codila (CHAIR)

Ross Joblin

Kylie Watson-Wheeler

MENTONE GRAMMAR SCHOOL FOUNDATION BOARD OF DIRECTORS

Geoff Ryan AM (CHAIR)

Simon Appel OAM

Peter Royston

Troy Riley

Kylie Watson-Wheeler

Attendees

Andy Müller – Principal

Jarrod O’Neill – Deputy Principal

Scott Butler – Director of Business

Whilst the School’s operational areas may be obvious, the futurefocused, Strategic Vision within that framework must be different from today’s version if we are to prepare our young people for an everchanging future, the specifics of which we don’t really know.

Something that came through strongly in the Community Survey that was completed by over 1100 students, staff, parents and alumni in May this year was the importance of Mentone Grammar remaining true to who we are. ‘Who we are’ has not changed and is clearly articulated in our Vision, Mission and Values.

Vision: Develop resilient young people with a wide range of skills, interests, and attributes to find their place in an ever-changing world, through a leading educational environment which challenges and motivates within a caring community.

Mission: Provide our students with a dynamic learning environment in which well-resourced and committed staff lead engaging academic, wellbeing and cocurricular programs.

Values: Caring, Discipline, Endeavour, Integrity, Respect, Resilience, Service.

Hence, our Strategic Vision is a living document that will flex with changing environments and external factors that impact the School, whilst staying true to who we are.

In addition to the Community Survey, the Executive Team has researched future trends in education and society, partaken in multiple workshops and a residential retreat, and collaborated with colleagues to:

• distil and collate the survey feedback and our educational research into key themes,

• hone the skills we will need to deliver the Strategic Vision,

• professionally grow through leadership theory,

• provide us with management tools to ensure project success, and

• imagine beyond our current constraints to a place of ‘what could be’.

Nestled between current reality and where we want to be is the creative tension that arises from change. Change can be difficult as it often involves loss... loss of current situation, of past input, of what is known, of prior effort and material gain. That sense of loss brings with it grief and that emotional response is the physical reaction to change that many people struggle with. Harnessing the emotions of loss and grief, results in the tensions of change being something that can produce highly creative possibilities in systems that are so inter-woven that change seems almost too complex to consider.

As vision becomes reality we have to rethink the future, aligning what we now know to be reality with what our previous view was and so refocus or reconceptualise what the future looks like. The ability to reflect ‘in action’ is important in enabling the School to grasp opportunities that align to the Vision, as they present themselves. Letting go of ‘having to know’ and ‘having to have the answer’ and being adaptable and flexible in this dynamic world, content to continually evolve our future view are invaluable skills. We need to adopt the sort of growth mindset we expect of our students as we navigate that which we do not yet know or have not yet mastered. In doing so we can unlock potential and enhance the capacity to create. As adults who are life-long learners, we need to be curious, courageous and compassionate, listening to understand rather than to respond.

As a result of this approach and growth mindset, the Strategic Vision will ensure an evolution of Mentone Grammar’s education, not a revolution. The Strategic Vision will be launched in January 2025; however, in the interim, the five Strategic Focus Areas are:

• Engaged and Empowered Learners

• Healthy and Holistic Development

• Compassionate and Connected Community

• Aligned and Integrated Operations, and

• Responsible and Sustainable Futures

On behalf of Mentone Grammar I thank everyone in our community who has been involved in the creation of our 2025 – 2030 Strategic Vision. Upon its launch in January, I hope you will be as excited by the possibilities it brings as the School is.

ANDY MÜLLER PRINCIPAL

A COLLABORATIVE STEP FORWARD

FROM THE DEPUTY PRINCIPAL

The Mentone Grammar Reconciliation Action Plan (RAP) commenced late in 2015 with a dedicated committee of senior staff, past students, and an Indigenous member of our community. Through consultation of staff and students across all campuses, Mentone Grammar’s first RAP was presented to and accepted by the School Board and was duly registered with Reconciliation Australia in early 2016.

The goal of the RAP was:

• ‘To educate, inspire and enable all members of our community to contribute to reconciliation and break down stereotypes and discrimination.’

• ‘To achieve greater understanding of our Aboriginal and Torres Strait Islander population, culture, and history in the hope that this will lead to a more united and fairer country for all Australians.’

• ‘To educate our community about various Aboriginal and Torres Strait Islander people who have shaped Australian history.’

The RAP was divided into three sections: Relationships, Respect and Opportunities and, after eight years of this RAP and with an increased focus on Child Safe Standards around greater understanding of Aboriginal culture, it was prudent this year to audit its success and reflect on ‘where to’ next with Reconciliation.

REVIEW

As part of our commitment to Reconciliation, the Bunurong Land Council Aboriginal Corporation recommended to the School Executive, the services of Shawn Andrews from Buneen Consulting, to review the School's RAP and cultural competency. Shawn had been developing a new system to enhance schools’ understanding and connection with Reconciliation and was eager to partner with a school willing to invest time and effort into a comprehensive cultural audit.

As Shawn put it; he needed to find a school that was open to trying new methods and understand that the delivery of Reconciliation programs would be fluid throughout the audit process. A plan to audit the success of the RAP and the School's cultural competency was designed and included surveys, open-ended one on one meetings with School Executive, teachers and the Board Chair, along with many classroom visits, all conducted with an Indigenous-led, openminded, and organic approach. This process, combined with the audit data, provided unique insights into a new solution: the development of a school-specific Cultural Safety Framework that built upon the successes and lessons from the original RAP.

In July this year, Buneen Consulting delivered its report and recommendations to the School Executive that summarised the findings of the review into Indigenous engagement and education at Mentone Grammar and provided recommendations with regards to our next steps in Reconciliation.

KEY FINDINGS

1. Desire for Deeper Indigenous Connection: Both students and staff at Mentone Grammar express a strong interest in building a deeper connection with Indigenous culture.

2. Knowledge Gaps and Deficit Perspective: There was some evidence of gaps in understanding among some students and staff regarding Indigenous culture, often viewed from a ‘deficit perspective’. The need for comprehensive and positive representations of Indigenous history and contemporary life was recommended.

3. Professional Development: The findings found the necessity for further professional development of teachers to ensure that lesson plans are culturally appropriate and relevant.

4. Cultural Framework and Curriculum Integration: The establishment of a Cultural Framework is crucial for embedding Indigenous perspectives into the School’s operations and curriculum.

5. Student and Staff Engagement: It was recommended that in leading our next steps towards Reconciliation, we need to create a committee of staff, students and community members to oversee these recommendations.

6. Creating relationships with local Indigenous communities: Building upon the strong ties we have with the Lilla community in Central Australia and to have more local connection.

7. Learning from the successes of the original RAP. This also includes goals that were not achieved, so that we can be better equipped to achieve our new aspirations.

NEXT STEPS

In 2025, a committee of students, staff and external supporters will be formed to review and enact specific recommendations of the report, but to also look more globally at what an inclusive school looks like. Feeling included is a goal we have for all staff and students regardless of race, religion, ethnicity, gender, sexuality and alike and so this committee will look at our inclusive practices so that all people feel safe at Mentone Grammar. Critical to this is the respect and understanding of difference. We cannot force an opinion or perspective on others and must always understand that within each classroom there will be different backgrounds and perspectives which must be heard and respected.

Our responsibility is to commit to having a team of dedicated members of our community to oversee what being inclusive means; not to push any agenda, but to educate our students broadly about seeing people for who they are, understanding their similarities and differences and treating everyone with respect and kindness so that they may feel included and safe.

JARROD O’NEILL DEPUTY PRINCIPAL

THE STORY OF OUR ARTWORK

We are very honoured to share our special Firsts sport top design created by sisters, Vera and Sadie, proud Luritja Elders, from the Lilla Watarrka Community in the Northern Territory, with whom Mentone Grammar is proud to have a long-standing partnership.

The idea behind this design is communities and connection.

CIRCLES ARE USED TO REPRESENT THE MANY REMOTE COMMUNITIES IN CENTRAL AUSTRALIA. THE BLUE REPRESENTS THE SIGNIFICANCE OF WATER TO BOTH LILLA AND MENTONE.

IN ABORIGINAL ART, CIRCLES REPRESENT A MEETING PLACES AND GROUPS OF PEOPLE. THE CONNECTING LINES ARE USED TO REPRESENT A SHARED CONNECTION.

THE TOP CIRCLE (LEFT) REPRESENTS LILLA, WHICH CONNECTS TO THE MG CIRCLE (RIGHT). THIS HIGHLIGHTS A SHARED CONNECTION THAT WILL REMAIN FOR YEARS TO COME.

AT A LARGER SCOPE, THE LAND ITSELF IS THE MEETING PLACE, AS SHOWN BY THE INNER CIRCLES ENCOMPASSED BY THE LEAVES

FROM THE CHAPLAINS

CHANGE AND CONTINUITY

At a recent reunion of past students, I had the opportunity to take a group on a tour of their old school. As we walked through the grounds, they looked for familiar landmarks from their time as students. A common cry was –“this has changed!” They took great delight in finding a familiar place.

We visited the new Bayview Campus building and precinct which has been open less than six months. As we walked through the corridors the Mentonians looked appreciatively at the modern learning spaces. We then headed up the stairs to the rooftop garden. Their aminated conversation ceased as the group descended into a reverential hush as they took in the impressive view out to the bay. As they took in the result of the biggest building project in the School’s history, they were seeing a landscape that was at the same time familiar and yet different from when they were at school.

Schools by their very nature are places that are constantly changing. New students are welcomed, and students are farewelled as they move on to life beyond school. Schools can be said to live out the maxim ‘no person enters the same river twice’.

Would the students who commenced at our School, over a hundred years ago, recognise anything of their school today?

Other than Frogmore House, St Augustine’s is probably the only building that has stayed the same over the past century. Every other aspect of our School has changed radically and remarkably. What makes our School the same place it was when it began?

Amidst the constant change of school life, what is it that helps ensure its continuity?

Sometimes you are reminded of change in powerful ways such as when past students come back on site and see firsthand how much the buildings have changed. The photos that are shown at reunions remind those who gather of the passage of time. One photo in particular caught my eye last year. It was from 1957 and was of our students digging the hole for the new School pool. Seeing this photo at a time when our School was engaged in a major building project, the idea that students would be involved in this in a practical, hands-on way was truly mind blowing.

The Christian Church has changed remarkably in 2000 years since its founding. Yet Jesus’ desire to bless and serve people is still at the heart of what the church is all about. Our School was founded out of St Augustine’s with the intention of being a blessing to the wider community, not just to those who were learning within it. This desire to be a blessing and to serve hasn’t changed in over 100 years. We still seek to offer the best education we can, and we also maintain an emphasis on helping every student be the best that they can be.

When I attend the annual Friends of Frogmore lunch, I often ask our older Mentonians what makes our School the same place today as it was when they were a student many, many years ago. They often talk of the intangibles, the feeling of the place, the care, the unchanging ethos. They refer to inspirational staff who made a profound impact upon their lives. It can be summed up in the often-cited quote from the classic Australian movie The Castle ‘it’s the vibe of the thing’.

Looking out from the rooftop garden on the top of the new Bayview building, Mentonians look out at a view that they never were able to appreciate when they were students. It’s a vista that takes in all the changes that Mentone as a suburb has undergone in recent years. And yet they can still see ‘the wave beats search the shore’. They can still appreciate that while the externals may have changed, the heart and soul of the School that they knew so well remains the same. The School that made such an impact on their lives is still impacting young people and enabling them to be all that God created them to be. We can still say a heartfelt ‘amen’ to the line in our School Prayer:

‘…show us the satisfaction of serving one another, and of building cheerfully together a school which will be the best that we can offer in your service.’

REV. ANDREW STEWART SCHOOL CHAPLAIN

LEARNING ANDTEACHING

WHAT’S NEW … AND NOT SO NEW

AI ACTIVE UNITS

AI (Artificial Intelligence) is only as effective as the purpose determined for it and should not be used to replace but enhance learning and teaching.

In classes across a range of subject areas, bespoke AI active units have been trialled to help students find accurate and relevant information while also testing AI’s ability for feedback and as a tutor. Suggested prompts were provided for students and they also had the opportunity to review the quality of these prompts or suggest new ones. By using Microsoft Copilot, students were provided with references and links to where the AI was gathering the information from, and they had been trained in recognising accurate and inaccurate sources and content. Students were required to build a bibliography and were asked to discuss and explain why they think a link or source should be considered trustworthy.

In the past, students would have had to complete a large number of individual searches to find information. By using the prompt here, in Copilot, they were able to gather accurate evidence on all the relevant animals in a single response. Copilot could then be queried for more detail on specific organisms and how they connect, for instance, in a food web.

Can you list something unique about each of these animals? Antarctic fur seal, Leopard seal, Southern elephant seal, Antarctic krill, Blue whale (baleen whale), Cape Petrel (birds), Sperm whale (toothed whale), Mackerel icefish (fishes)

Scan or click the following QR codes to see some examples of student task pages.

(Thanks to the Science Department for their work in this space, and particularly Sarah Bof, for her resources and efforts in building these AI units of work.)

STUDENT DIGITAL LITERACY

With the ever-expanding platforms and developments in technology, students must have a high level of technical ability and digital literacy. Over the past year, in conjunction with the Tech Ninjas student group, Mr Welsh has been developing modules that train students in basic requirements with technology but also help them advance their problem-solving skills, so that they are better equipped for the boundless growth in this space. Delivered through mentor sessions and online components, students have built their skills and proven their knowledge by completing quizzes and tasks. In trialling this program, we plan to improve our student induction while also developing a badging and certificate system to make sure that all students have the required digital skills for their schooling and beyond.

LESSON AND CONTENT RECORDINGS

Now that we have settled into the new Bayview Campus building, it’s time to start testing out some of the more advance features available in each classroom. Staff have begun working in small groups to record content with the aim of building video resources to support student learning in different forms. AI is being trialled to summarise content and create chapter links so that students can quickly jump to a relevant point or problem without having to navigate a large video for a single item. This is an exciting opportunity as we strive to provide high quality and engaging curriculum that can be used in dynamic ways, year on year.

TOM CHRISTIANSEN

HEAD

OF DIGITAL LEARNING & INNOVATION FOUNDATION – YEAR 12

THE SHIFT TOWARDS PHONICS IN VICTORIAN SCHOOLS

Earlier this year, the Victorian Government announced that Systematic Synthetic Phonics (SSP) would become a mandatory teaching method in all primary schools starting in 2025. This decision aligns with the latest research into early literacy education and emphasises the explicit teaching of letter-sound relationships (phonics) from Foundation to Year 2 for a minimum of 25 minutes each day.

In February 2024, the Grattan Institute released a report titled, The Reading Guarantee. Within this report, the Institute highlighted the need for 'a strong focus on phonics-based decoding skills in the early years. Students also need a knowledge-rich curriculum to build the vocabulary and background knowledge that are critical for successful reading comprehension all through school’.

SSP is a structured and evidence-based method that teaches children to read by focusing on the sounds (phonemes) that letters and letter combinations represent (graphemes). The process begins with phonological awareness, where children learn to recognise and manipulate sounds in spoken language before introducing letters. This includes activities like identifying

rhymes and counting syllables, which are essential for developing reading and writing skills. In English, the 26 letters of the alphabet are represented by 44 distinct sounds (phonemes) which can be represented by an individual letter (graph) or combinations of letters like digraphs and trigraphs.

The shift towards this method aligns with global research showing that explicit phonics instruction is highly effective, particularly for young learners. Mentone Grammar has begun successfully integrating elements of this approach, reaping its benefits through teacher instruction and reading and spelling programs that actively engage children in the learning process.

The Grattan report states, ‘Research on reading has also shown there are six key sub-skills needed for proficient reading: oral language, phonemic awareness, phonics, fluency, vocabulary and comprehension’.

Students in the early years in Eblana use decodable texts for reading instruction and take-home books. We have moved away from the use of 'predictable texts' alone, which can promote 'guessing' rather than 'decoding' of unknown words when reading. Students are taught spelling using the SMART Spelling program from Foundation to Year 4. This program focuses on the relationship between letters and sounds, with an explicit and intensive element of the program delivered in Foundation. Teachers also use the Heggerty Phonemic Awareness program which provides structured explicit and systematic phonological and phonemic awareness lessons that are completed as a whole class daily.

Throughout Literacy lessons, teachers continue to draw students’ attention to the connections between letters and sounds and the importance phonics knowledge plays in all aspects of their learning.

Our Learning Enhancement teachers use a variety of explicit instruction programs throughout their intervention classes with Eblana students. They work alongside classroom teachers to assist students requiring further consolidation of skills.

The introduction of systematic phonics at an early age provides a solid foundation for all future learning. Phonics is crucial as it helps children develop systematic decoding (sounding out) and encoding (spelling out) skills that ensure that even the most complex words can be broken down and understood, preventing students from falling behind in literacy.

Phonics learning continues to be beneficial beyond the early years of schooling, particularly as students move into more advanced literacy tasks in secondary school. As reading demands increase in later schooling, students must decode more complex and unfamiliar words, especially in subjects like science, history, and literature. Strong phonics skills enable students to break down multisyllabic words into manageable parts, improving both reading fluency and comprehension. Moreover, phonics helps with spelling accuracy and vocabulary development, which are critical as students progress into the senior years where written assessments play a significant role.

As we continue to embrace this significant shift towards the SSP approach, we look forward to seeing the positive impact on our students’ literacy journey.

SHEREE SMITH

EBLANA LITERACY COORDINATOR

I could not be prouder of the efforts of our mentors and mentees. Our younger students attend the sessions ready to learn and full of questions for our older mentors. Our mentors dedicate time out of their busy Year 9 and Year 10 schedules to introduce challenging mathematical concepts, developing resources such as worksheets and PowerPoint presentations to assist them in their teaching.

PEER MENTORING – A BIG SUCCESS!

To support the learning of our highly able young mathematicians, this year Mentone Grammar has implemented a student-led mentoring program in which gifted mathematicians from Years 9 and 10 provide fortnightly mentoring to Eblana and Riviera students. Mentors work with their mentees to introduce advanced mathematical concepts, provide assistance with Maths competition projects and inspire a lifelong love of learning.

The benefits of peer mentoring include development of knowledge and skills, provision of individualised instruction and development of leadership skills.

We congratulate this year’s mentors – Alice F, Reny Z, Kristof B, Ashmay C, Edric N, Elin K, Henry G, Lilly M, Natalie N, Skye M, Sophie S and Tristan G on their fabulous efforts!

KATE WRIGHT

HEAD OF ENRICHMENT PROGRAMS

KINDER TO YEAR 12

WINTER WELLBEING

Over the winter months, our focus on student wellbeing becomes increasingly vital. Through this season, we highlight the importance of self-care, developing friendships, and the value of checking in with one another. While self-care is essential for individual wellbeing, fostering genuine connections with friends and community can enhance our overall mental health.

During the colder months mental health can be affected. Encouraging students to engage in healthy routines helps them manage stress and fosters resilience. However, as we prioritise our own wellbeing, we must also remember the significance of being a good friend. Checking in on peers can make a significant difference in their lives, creating a network of support that enhances everyone’s wellbeing.

In an era dominated by screens, it’s also vital to encourage students to put down their mobile phones and engage with their environment. Being present allows for deeper connections and enriches our experiences, both individually and collectively.

Our winter wellbeing events were designed to promote these values: Celebrating Pride Week with guest speaker Lucy Thomas from Project Rockit and our Cross Country run in June was a fantastic opportunity for students to engage in physical activity while celebrating diversity and inclusion. Events like this not only promote physical health but also strengthen community bonds, showcasing the power of coming together.

Wellbeing team.

In July, Ysafe hosted a cybersafety session for students and staff, focusing on responsible online engagement. By addressing the challenges of digital life, we emphasised the importance of balancing online and offline interactions, reinforcing our commitment to fostering genuine friendships in real life.

During International Friendship Week shortly after, students across the campuses came together to create friendship bracelets. Our emphasis was on giving rather than receiving, building connections, kindness and the importance of supporting one another. This initiative brought students together, encouraging them to forge new connections and celebrate existing friendships.

In August, we welcomed Nic Newling for a parent/community night focused on mental health awareness. His presentation, ‘When MentalHealthGetsPersonal–aninsidelookatsupportingyoung people’ , provided valuable insights into supporting young people’s mental health, fostering a community dialogue that focused on sharing, listening and working together for positive change.

In September, on R U OK? Day, we promoted the importance of checking in with one another. This initiative encourages everyone to reach out to their peers and ask how they are feeling and genuinely listen. It’s a simple yet powerful reminder that a caring question can open the door to meaningful conversations.

As we head towards the end of the year, let’s commit to nurturing self-care, cultivating friendships, and actively engaging with one another. Together, we can create a supportive environment where everyone feels empowered to thrive.

BRIDGITTE ROBERTS HEAD OF STUDENT WELLBEING/PSYCHOLOGIST

FOSTERING OUR STAFF WELLBEING

At Mentone Grammar, the wellbeing of our staff is also a top priority. We believe that a healthy, happy, and wellsupported staff community is essential for creating a positive and productive educational environment for our students. To help support our staff, we have invested in varied health and wellbeing initiatives that include a variety of speakers, programs and events all designed to promote health and wellbeing among our staff.

On our professional learning days, we invite industry experts to speak on a range of topics. These sessions are designed to provide our staff with valuable insights and practical advice that they can apply in their personal and professional lives.

Most recently, we hosted speakers who specialise in sleep health, offering tips and strategies to improve sleep quality and manage sleep disorders. Understanding the importance of mental health, we also hosted sessions on mindfulness and meditation, helping our staff to develop techniques to reduce stress and enhance their overall mental wellbeing.

Financial wellbeing is another critical aspect of our program. Through our partnership with PayWise, we provided a financial advice session on salary packaging which aims to help our staff manage their finances effectively and plan for a secure future.

To promote physical fitness, we have also offered Pilates classes and beach walks on our professional learning days, which are not only a great way to stay fit but also help in reducing stress and improving flexibility and posture. Throughout the school year our staff also have access to regular gym sessions and access to our Aquatic Centre for a morning swim.

Along with our in-house physiotherapy services, we recently included on-campus skin check appointments to ensure our staff are aware of their skin health and to take preventive measures before the summer months.

At Mentone Grammar, we are committed to fostering a supportive and healthy work environment. By investing in our staff’s wellbeing through diverse and engaging initiatives, we aim to create a community where everyone can thrive.

Thanks to Pinnacle Health Group for looking after us: Workplace Skin Checks | Pinnacle Health Group

Melo Calarco – Pinnacle Performance Club

Samuel Eddy – Pinnacle Performance Club Stay well.

MENTONE GRAMMAR PEOPLE & CULTURE TEAM

Staff enjoying a lunch hosted by Greenways Café students.

MARY JONES EARLY LEARNING CENTRE

LEARNING FOR LIFE

The Mary Jones Early Learning Centre (ELC) plays a crucial role in nurturing the youngest learners within our community. With a focus on child-initiated and teacherinitiated inquiry-based experiences, our ELC fosters a love of learning by embracing play-based everyday activities. Recognising the diversity and uniqueness of individual learners, our ELC champions its educators who work diligently within the parameters of the National Early Years Curriculum. Our teachers continuously seek innovative methods to challenge children and enhance their understanding of the world around them.

INTEGRATION OF TECHNOLOGY IN EARLY LEARNING

The ELC has recently introduced interactive whiteboards, which have become an integral part of the children’s learning experience. These boards are not only used for teaching e-safety to three and four-year-olds but also as tools for research, writing, and higher-level learning. Additionally, iPads are employed to facilitate numeracy and literacy lessons. This technological integration aligns with the Early Years Framework and school policies, ensuring that children are equipped with the skills to navigate and utilise technology effectively from an early age.

SUSTAINABILITY PRACTICES

Sustainability is a core focus at the ELC, with children actively participating in the maintenance of vegetable and herb gardens throughout the centre. Parents are encouraged to use the herbs as needed, fostering a sense of community and shared responsibility. During snack and lunch times, children are taught to sort waste into compostable and non-compostable items, feeding worm farms and learning about waste management. These practices instil a sense of environmental stewardship and sustainability from a young age.

LEARNING THROUGH INCURSIONS

The experiences of our Kinder 4 students was enriched through an incursion by Little Woodworkers. This hands-on activity not only allowed children to create a take-home piece but also imparted knowledge about sustainable practices related to wood. The children learned about the origins of wood, the importance of trees, and the necessity of caring for the environment. This incursion helped children connect their everyday wooden items to broader environmental concepts and practices, including paper recycling at the ELC.

EXPLORING IDENTITY AND DIVERSITY

In both Kinder 3 and Kinder 4, children have been exploring their identities. The K4 class has delved into the human body, including the skeleton and organ systems, while the K3 class has focused on emotions and emotional regulation.

These explorations help children understand what makes them unique, including where they were born, family customs, and languages spoken at home. The thematic exploration extended to the Olympics, where children discussed different parts of the world, flags, and various sporting events. This global perspective was facilitated by the interactive whiteboards, allowing children to access and learn about different cultures and sports.

THE MINI OLYMPICS

Taking advantage of the Olympic year, the ELC organised its own Mini Olympics. This event allowed every child to participate, regardless of ability, fostering a spirit of inclusivity and encouragement. The Mini Olympics served as a practical application of the children's learning, providing them with an opportunity to engage in various sporting activities and cheer on their peers. This event highlighted the importance of participation, teamwork, and mutual support.

The Mary Jones Early Learning Centre exemplifies a holistic approach to early childhood education. By integrating technology, promoting sustainability, encouraging hands-on learning experiences, and celebrating diversity, the ELC provides a rich and supportive environment for young learners. The combination of these practices ensures that children develop a strong foundation in various essential skills, preparing them for future academic and life challenges. Our commitment to fostering a love of learning, environmental awareness, and a sense of community is reflected in our innovative and inclusive practices.

Our little learners continue to surprise us every day.

PETA STUBBS DIRECTOR OF

THE MARY JONES EARLY LEARNING CENTRE

EBLANA FOUNDATION - YEAR 4

OUR LITTLE LONG WALK

In the Australian Curriculum, students develop intercultural understanding as they learn to value their own cultures, languages and beliefs, and those of others. Intercultural understanding involves students learning about and engaging with other cultures in ways that recognise commonalities and differences, creates connections with others and cultivates mutual respect, stimulating students’ interest in the lives of others.

It cultivates values and dispositions such as curiosity, care, empathy, reciprocity, respect and responsibility, openmindedness and critical awareness, and supports new and positive intercultural behaviours. Though all are significant in learning to live together, three dispositions:

• expressing empathy,

• demonstrating respect, and

• taking responsibility

have been identified as critical to the development of Intercultural Understanding in the Australian Curriculum.

The Australian Curriculum has emphasised learning Aboriginal history and Aboriginal culture to engage all students in reconciliation, respect, and recognition of the world’s oldest continuous living cultures. Promoting Aboriginal education is beneficial in terms of helping students develop the understanding of cultural differences and respect for diversity.

Aboriginal and Torres Strait Islander culture has existed in this land for around 50,000 years. The uniqueness of these cultures and the wisdom and knowledge embedded in them, are things to be highly valued by all Australians.

1. Koorie and all Aboriginal people are entitled to respect for their culture.

2. Exposure to, and engagement with, Koorie and other Aboriginal and Torres Strait Islander cultural heritage will enrich all Australians and strengthen our unique identity.

National Reconciliation Week, held every year from 27 May to 3 June, is a time for all Australians to learn about our shared histories, cultures, and achievements, and to explore how each of us can contribute to achieving Reconciliation in Australia.

To acknowledge National Reconciliation Week, the Eblana students participated in a ‘Little Long Walk’, in collaboration with the Essendon Football Club. Students learnt about the significance of Reconciliation Week and former footballer, Michael Long’s Long Walk, which celebrated its 20th year anniversary this year. Each year the Long Walk concludes at the MCG where the Essendon and Richmond Football Clubs play in the Dreamtime match.

On Wednesday 29 May, Eblana students wore yellow to School as one of the vibrant colours of the land – the sacred ochre that First Nations people have used for generations. Yellow is about deep connection to Country and to the earth, it is the centre of the flag, which also represents the sun as the giver of life. Yellow is also the colour of Children’s Ground which was perfect as the Eblana students provided gold coin donations on this day for The Children’s Ground Approach, raising $374. This organisation supports Indigenous children and families with the aspiration that Indigenous children be given the chance to be ‘thriving- engaged in life, brimming with laughter, pride, confidence and opportunities’.

The ceremony began with Eblana students hearing from Essendon Football Club representative, Jack Peris, before completing their very own ‘Little Long Walk’ carrying the club’s official ‘Long Walk’ banner and some of their own handmade ones. This was a wonderful acknowledgment and experience for all involved, thank you to the Eblana community for supporting this wonderful initiative.

JESS RICHARDS HEAD OF EBLANA

SPRINGTIME IN THE GARDEN

It has been a busy time for the Eblana Green Team as we collectively spring into spring!

This new 2024 Green Team has been enthusiastic around the Eblana Growing Green Initiative, showing a keen interest in the Magic Garden, which is flourishing following the combination of rain and sunshine received over the winter months.

During May, the group explored new partnership opportunities with two members of the Bayview Sustainability Team joining our students to assist with planting their winter vegetables including peas, radishes, silver beet and a mixture of herbs. It has been exciting to see these partnerships come to fruition, building the collective impact of the Green Team, across year levels and campuses.

During August the students were getting their hands dirty preparing the beds in the Magic Garden ready for spring planting.

This involved weeding, mulching, feeding the soil with our homegrown worm tea and harvesting the citrus from the lemon and orange trees.

Prepare yourselves for Eblana to get a whole lot more colourful in the coming months following the team’s decision to plant more flowering plants to support the pollination of our apple, pear and citrus trees. The importance of pollinators will be studied in Library lessons in Term 4 during Australian Pollinator Week from 9 – 17 November. The plan is to have a selection of flowers and vegetables so we can attract bees and other pollinators that are vital for a healthy ecosystem.

The group is also growing the Waste Free Wednesday program where classes receive points for lunch boxes with minimal packaging. It is our aim to reduce the amount of waste in Eblana by educating students to pack their food in reusable containers.

BELINDA MCKINDLAY

EBLANA TEACHER LIBRARIAN

RIVIERA

YEARS 5 & 6

RIVIERA – BEYOND ORDINARY!

In Riviera, our Years 5 & 6 campus, students are presented with numerous opportunities to foster engagement and collaboration. Riviera offers an environment that supports academic, social, and personal growth. Students can participate in a diverse array of cocurricular sports, engage in competitions such as the Maths Talent Quest, Science Talent Search, and Ethics Olympiad, and take part in well-designed excursions that connect the curriculum to real-world experiences. At our heart, is a community of learners dedicated to mutual support and the pursuit of excellence and which learning is beyond ordinary.

Beyond the classroom, Riviera students have the opportunity to be part of different clubs that cater to their interests and talents. Whether they want to improve their fitness, challenge their minds, or express their opinions, we have a club for them. Our running, swimming, and debating clubs are offered before school, giving students a wide variety of opportunities to start their day with energy, enthusiasm, and engagement. These clubs also help students develop skills such as teamwork, leadership, and resilience, which are essential for their future success. We believe that learning is not limited to the curriculum but extends to the whole person.

Another favourite Riviera program that enriches our students’ learning and wellbeing is our inter-school sports competitions. Throughout the year, our students can compete against other schools in sports, such as football, cricket, netball, and soccer. These competitions help our students develop their physical skills, fitness, coordination, and social skills, such as communication, cooperation, respect, and resilience. Our students have shown great sportsmanship and teamwork, as well as impressive results. This year, our boys’ basketball team will go through to the divisions in Term 4, after winning all their matches in Term 3. Our girls AFL team did incredibly well in the regional finals, placing 3rd overall. Our Aerobics teams have had fantastic results with teams making it through to Nationals, competing on the Gold Coast. We are very proud of our students’ achievements and dedication to sports, and we look forward to supporting them in their future endeavours.

Another highlight in Riviera is our vibrant music program, which allows students to explore their creativity and passion for music. Students can choose from a range of instruments, including percussion, strings, and woodwind, and learn from experienced, qualified teachers. Students are also offered private music lessons to develop their skills and join various ensembles and bands that perform at School events and competitions. Music is a fun and rewarding activity and a powerful way to enhance cognitive, social, and emotional development. In Riviera, we nurture our students’ musical talents and help them discover their potential.

Riviera is a place where students can go beyond ordinary learning and discover their passions, talents, and potential.

Sitting alongside Music in the Arts is our performing arts program which encourages students to express themselves and develop their confidence. Early in the year many of our students auditioned for our annual Junior Play, which this year was Alice in Wonderland. The play was a wonderful opportunity for students to showcase their talents, work with costumes and props, and have fun with their peers. Students can also take centre stage to perform at our ‘Cre8tive Dance’ showcase. The showcase is a collaboration with professional choreographers who teach our students original routines and help them polish their skills. Performing Arts is an integral part of Riviera’s culture, and we are proud of our students’ achievements and enthusiasm. A particular highlight at a campus level is when they perform for us at an assembly – showcasing their skill and passion for their peers. In Riviera, we have endeavoured to make learning engaging and relevant. Where possible, excursions that connect to the curriculum to real-world issues and challenges are explored. This year, the Melbourne International Film Festival (MIFF) to see director Damon Gameau’s latest movie, ‘Future Council’ . The film follows eight children on an epic adventure across Europe in a school bus powered by biofuel. Their mission was to better understand the planet’s predicament, explore solutions and, most importantly, take the conversation from the streets, into the boardrooms of some of the world’s largest polluters and influential companies. This inspiring and rollicking journey resulted in the children forming a ‘Future Council’ to advise and influence the world's most powerful companies on their decisions that impact nature. It was a coming-of-age journey that dared to imagine a brighter future. This experience aligned with our Global ChangeMakers program, which aims to raise awareness and foster responsibility among our students.

Future Council was very much about the kids and their voices. It showed me that kid’s voices are extremely important in shaping our future. Paige

One of the things I loved about Future Council was a company they visited called Faith in Nature. This company gave nature a seat on their company board to ensure all their plans and decisions considered nature. This excursion was such fun and a great experience to see some amazing global citizens. We even got to meet two of the children in the film, CC and Joaquin. Summer

I think that if I was able to join Future Council, I’d bring these things to the table: I’d think about sea waste and deforestation – diversity is one of the things that makes Earth so vibrant and exciting. I’d also think about packaging and make sure that everything would be renewable – waste is a huge concern and landfills around the world create huge amounts of pollution. Will

Riviera is a place where students can go beyond ordinary learning and discover their passions, talents, and potential. Through our academic, cocurricular, and experiential programs, we provide an environment that fosters engagement, collaboration, and creativity. We celebrate our students' achievements and support their growth as learners and individuals.

MARY CRAVEN

ANGELA O'CONNELL HEAD OF RIVIERA DEPUTY HEAD OF RIVIERA

BAYVIEW

YEARS 7 & 8

When I was at school, Indigenous Australian culture and history was absent from the curriculum. Even today we often witness a deficit discourse in the media. But I am very pleased that the rich and diverse Indigenous culture and history is now an important formative part of our Bayview students’ experiences. For our Years 7 and 8 students, developing an understanding of this culture is crucial, not only for their education but for promoting a sense of respect and connection to country. Through their day-to-day studies and immersive experiences like their Learning Journeys, students gain a profound appreciation for the significance of land in Indigenous communities.

Central Australia, with its stunning cultural landmarks, serves as a vital learning ground. For Year 7s our trip to Kings Canyon, Uluru, Kata Tjuta and Lilla is more than just a camp. It is a true Learning Journey. They are opportunities for students to connect with the stories, traditions, and spiritual beliefs tied to these sacred sites.

At Uluru, students learn about its significance as a living cultural landscape, a place where Dreamtime stories intertwine with the physical world. Engaging with local Anangu park rangers enriches their understanding, as they share insights into the land’s history, ecology, and the traditional practices that have sustained it for thousands of years.

Closer to home, places like Shoreham and the Grampians also offer valuable lessons in connection to country. Shoreham, with its coastal beauty, invites students to explore the intricate relationships between Indigenous peoples and marine environments. Through beachcombing and environmental studies, they learn about sustainable practices and the importance of caring for the land and sea.

For our Year 8s the Grampians’ rich tapestry of Indigenous history comes alive. Here, they discover the interconnectedness of all living things and the importance of stewardship, reinforcing the idea that looking after the land is a shared responsibility.

Each Learning Journey is designed to emphasise respect for country, encouraging students to engage with Indigenous perspectives on land management, conservation, and community relationships. This holistic approach allows them to reflect on their own connections to the environment and inspires them to be mindful custodians of the land.

By integrating these experiences into their curriculum, our students not only gain knowledge about Indigenous Australian culture but also develop empathy and respect for its complexities. These formative experiences are hopefully encouraging a generation that understands the importance of connection to country, paving the way for a future built on mutual respect and understanding.

At Uluru, students learn about its significance as a living cultural landscape, a place where Dreamtime stories intertwine with the physical world.

From the physical world and connection to country, we also recognise that our Bayview students are spending a considerable portion of their life online. It is crucial for us to support them in staying safe and making responsible choices in the online world. This is a topic constantly revisited in our Mentor groups, but also supported by ySafe, a leading Australian organisation dedicated to promoting safety and well-being for young people in schools. At the start of Term 3, ySafe completed age-appropriate workshops with our year 7-9 students, focusing on digital safety, mental health, and resilience. They also supported our staff and parents, to create supportive learning spaces and empower young individuals to navigate challenges in today's complex world. By fostering open conversations about safety and well-being, Ysafe aimed to equip youth with the tools they need to thrive, ensuring they are informed, resilient, and prepared for the future. Our students know they always have a teacher to come to, should they feel uncomfortable with something that has occurred online. Often this is a Mentor or a member of the Bayview leadership team. However, as a parent I know it is also important that children feel the same at home. Some key takeaways that I gained from the student, parent and staff sessions with ySafe that may help parents, include.

• Maintain open communication: Create a safe space for kids to share their experiences, concerns, and questions without fear of judgment or punishment. Your child needs to know they can come to you if they are concerned.

• Keep yourself updated on the latest online trends, apps, and social media platforms kids might be using.

• Be involved in their online world by occasionally checking their social media profiles and discussing what they find interesting or enjoyable online.

By fostering a supportive and informed environment, we can help our adolescents navigate the online world safely and responsibly.

DAN NEWTON HEAD OF BAYVIEW

SCARLETT’S STORY

Hi, I’m Scarlett and I am in Year 7. I have been playing didgeridoo for about three years. My family is lucky to have Murrundindi Hunter as a close family friend. He is the Ngurungaeta, Head Man and Elder, of the Wurundgeri Tribe.

About three years ago, we went to my grandparent’s house. My grandfather had a didgeridoo that Murrundindi had given him. We all had a turn trying to blow the didgeridoo and I was the only one who could get a sound out of it. My grandfather told Murrundindi and he offered to give me lessons.

In the past, women have not been allowed to play didgeridoo, but Murrundindi asked some of the Elders in the Northern Territory for permission for me to play. They said that more people needed to play the didgeridoo as it heals the land and that the land needs a lot of healing. Since then, I have had the privilege to have many lessons with Murrundindi and have been able to play with him at Healesville Sanctuary. I also played with him at the Mentone Grammar Centenary Concert. Since then, I have been asked to play at several School events.

Murrundindi has told me some of the Dreamtime stories and about his people’s relationship with the land and different animals. When I play, I feel very calm and connected to the land. I try to incorporate some native animal sounds into my playing.

I most enjoy the didgeridoo when I’m playing with Murrundindi because he inspires me to learn and become better. I hope to have many more opportunities to play with him in the future.

When I play, I feel very calm and connected to the land.

GREENWAYS YEAR 9

As we reflect on what has been a tremendous year of growth and opportunity for our Greenways community, we are filled with pride at the remarkable growth each student has made. This year has been marked by innovative learning experiences, meaningful community engagement, and a growing commitment to sustainability that has inspired both students and staff alike. Each challenge faced has served as a catalyst for personal development, empowering students to embrace their potential and envision their futures with confidence. The skills and resilience students are developing during this transformative year will undoubtedly shape their paths ahead, equipping them to navigate an everevolving world. As we look forward, we are excited to see how these experiences will continue to impact their journeys, fostering a generation of agile, thoughtful, and compassionate young people.

Learning opportunities within the Greenways program are designed to empower students to become resilient and adaptable citizens in an

ever-changing world.

Learning opportunities within the Greenways program are designed to empower students to become resilient and adaptable citizens in an ever-changing world. Through a diverse range of experiences – such as collaborative projects, real-world problem-solving, and community engagement – students face challenges that require them to constantly adjust and think critically. These experiences foster a growth mindset, encouraging them to embrace setbacks as valuable lessons that contribute to their personal development. By navigating uncertainties and collaborating with peers, students learn the importance of empathy and adaptability, essential skills for the modern landscape. Additionally, reflective practices integrated into the curriculum allow students to evaluate their experiences, promoting self-awareness and emotional intelligence. Ultimately, these opportunities shape their maturation process, equipping them with the resilience needed to thrive in an unpredictable future while nurturing their capacity to lead with confidence and compassion.

The forward-thinking initiatives offered within the educational space for Greenways learners emphasise sustainability and environmental stewardship, preparing students to be proactive global citizens. Innovative programs, such as our experientialbased Learning Journeys, immerse students in the outdoors, teaching them about ecosystems and biodiversity while promoting environmental awareness. Additionally, technology plays a key role, with students using digital tools to research sustainable practices, collaborate on community projects, and share their findings with peers. By prioritising these initiatives, Greenways cultivates a learning environment that not only imparts knowledge but also instils a sense of responsibility toward the planet, inspiring students to become active participants in creating a sustainable future.

Within the classroom, Greenways learning opportunities are increasingly enriched by progressive digital learning and technology integration, fostering an engaging and dynamic educational environment. With access to interactive platforms and online resources, learners can delve into personalised educational pathways, tailoring their experiences to align with individual interests and strengths within their academic program. By embracing these technological advancements, the program in Greenways not only prepares students for future academic pursuits but also cultivates a sense of curiosity and adaptability in an ever-evolving digital landscape.

This year’s interstate Learning Journey program enabled students the opportunity for Indigenous community immersion; offering a rich tapestry of experiential opportunities that served to deepen understanding and appreciation of Aboriginal and Torres Strait Islander cultures. Through guided tours led by Indigenous elders, groups explored ancient traditions, storytelling, and connection to the land, gaining insights into practices such as bush tucker and traditional art forms. Workshops in weaving, painting, and music provided hands-on experiences that honoured cultural heritage while fostering respect and collaboration. By immersing themselves in these experiences, students not only enriched their own perspectives but also contributed to the ongoing preservation and celebration of Indigenous cultures across Australia.

The Greenways Café program is continually evolving in their commitment to sustainability, embracing a range of innovative initiatives designed to minimise environmental impact while enhancing the customer experience. From carefully managing inventory to reduce food waste to actively promoting our zero-waste initiatives, the Café team plays an important role in spreading our message of sustainability. Customers are encouraged to bring a reusable cup, and throughout the program they consistently practise energy conservation by turning off unused appliances and optimising water usage. Such practices not only enhance the Café experience for participants but also fosters a deeper connection between our team and the environment, inspiring both staff and students to prioritise sustainability in their daily lives.

Thus, as we approach the end of the year, we eagerly anticipate the opportunity for students to showcase their learning both in and out of the classroom, at our upcoming Gala evening. This culmination of their hard work and creativity, will be a celebration of their achievements, highlighting the diverse skills they have developed throughout the year. From interactive presentations and art exhibitions to community service projects and sporting achievements, students will have the chance to share their insights and innovations with peers, families, and the wider community. This showcase not only allows students to take pride in their accomplishments but also foster a sense of belonging and collaboration as they engage with one another's work. We look forward to witnessing their growth and enthusiasm, reinforcing the value of experiential learning and the impact it has on their educational journey.

JULIE JAMES HEAD OF GREENWAYS

FROGMORE YEARS 10 - 12

GUEST SPEAKERS MAKING AN IMPACT

A great guest speaker doesn’t just share knowledge; they ignite passion, inspire dreams, and empower students to see beyond the classroom and into their future potential.

As our Year 12s prepare for their final exams, it is an ideal time to reflect on the year so far, in particular the numerous opportunities Frogmore students have had to grow, beyond the classroom. At Mentone Grammar we are dedicated to providing our students with a rich and diverse range of learning experiences. One way in which we achieve this is by inviting guest speakers to share their expertise and insights.

Guest speakers bring a wealth of knowledge and experience, enriching the learning environment and inspiring our students to connect outside of the classroom. They introduce new perspectives and broaden our students’ understanding of the world. By making connections between classroom learning and real-world applications, students begin to see the relevance and importance of their education from a new perspective. This exposure fosters a culture of curiosity, creativity, and innovation.

This year, several presenters have greatly informed and shaped our students’ understanding, broadening their horizons and providing inspiration for personal growth.

BIANCA CHATFIELD: ACHIEVING YOUR GOALS

Early in the year, we invited netballer Bianca Chatfield to address our students. Bianca, one of the youngest players to debut for the Australian Diamonds at just 18 years of age. She made a name for herself as a tough defender and a respected leader in women’s sport. Despite facing tough times, she enjoyed great success, winning both gold and silver medals at the Commonwealth Games and numerous premiership victories and awards. Bianca spoke about the importance of self-confidence, self-worth, and leadership, inspiring our students with her energy and enthusiasm. Students gained a deeper understanding of the importance of finding their passion, navigating the fear of change, and setting themselves goals.

LUCY THOMAS: EMBRACING DIVERSITY AND INCLUSION

We were thrilled to welcome Lucy Thomas, CEO of PROJECT ROCKIT, to speak to our students. Recognised for her outstanding contributions to youth and anti-bullying initiatives, Lucy has received honours from UNICEF, the global Family Online Safety Institute, and an Order of Australia Medal. During her visit, Lucy shared her inspiring story, emphasising the importance of embracing diversity, promoting inclusivity, and celebrating individuality. Her engaging presentation highlighted the critical role of empathy, resilience, and positive action in creating a safe and welcoming environment. Lucy’s message resonated with our students, empowering them to make a positive impact in their own lives and the lives of others.

PAT CRONIN: INSPIRING RESILIENCE AND PERSEVERANCE

We were honoured to welcome the Pat Cronin Foundation to speak with our Year 10 students. In this powerful presentation, students heard the real and relatable story of Pat Cronin, a young man whose life was tragically cut short by a ‘coward punch’. The session delved into critical themes of choices and consequences, the impact of actions, and strategies to defuse conflict. Students learned about the importance of empathy, resilience, and positive action, and were encouraged to reflect on their own choices and consider the far-reaching consequences of their actions. The session also provided practical strategies for managing anger and defusing conflicts, helping students develop the skills to navigate challenging social situations safely and responsibly. We hope that Pat’s story and the insights shared by the Pat Cronin Foundation inspire our students to make better choices and contribute to a safer, more compassionate community.

Additionally, in 2024, we have had several other guest speakers who have informed our students on topics such as consent and sexual relationships, effective study techniques and career pathways.

Mentone Grammar will continue to welcome guest speakers, providing powerful role models for our students. These speakers inspire our students to pursue their interests, explore their passions, and offer valuable advice and guidance to support personal growth.

JASON MANN HEAD OF FROGMORE

‘YOU

ARE THE CEO OF YOUR OWN LIFE’

Embedded in the memorable experiences our VCE VM students have had this year, has been the many opportunities for meaningful discussions about the importance of diversity, acceptance, and inclusion for individuals living with disabilities. This learning journey has emphasised the value of understanding and embracing differences, fostering a supportive community for all.

The class was excited to have Peter Ogunyemi from WheelTalk as a guest speaker. Peter shared his inspiring personal story of living with a disability and his incredible journey to becoming a paralympic basketball player. His experiences ignited thoughtful discussions about the significance of inclusion and helped dismantle common misconceptions surrounding disabilities.

Following his inspiring presentation, Peter led our students in an interactive wheelchair basketball workshop. This hands-on experience challenged them to navigate the court in wheelchairs, providing a profound insight into the physical and mental determination required in the sport. Many students expressed newfound respect for wheelchair basketball players and a deeper understanding of the challenges they face on and off the court.

This initiative not only enriched our students’ knowledge but also encouraged them to advocate for inclusivity within their own communities. We are grateful to Peter for his impactful contributions and look forward to continuing our journey towards fostering an inclusive environment for everyone.

LIBRARY NEWS

FOR THE LOVE OF READING

The Mentone Grammar Libraries have had another busy year as we continue to build vibrant learning hubs that foster a love for reading, critical thinking, inquiry and literacy in an ever-evolving digital age.

Our libraries are more than just a place to borrow books; we offer digital resources and services as well as comfortable spaces for quiet study, collaborative learning and wellbeing activities. The library staff are always available across both libraries to assist with research, recommend books, and support students in their learning journey.

Our libraries champion the importance of the essential relationship between reading ability and academic success by encouraging reading for leisure through literature promotion, and our School library programs.

We have had another record year of reading across both libraries with our library programs from ELC – Year 8 ensuring that students are regular readers with access to a broad range of resources, across a variety of mediums. While physical books are still the most preferred form, we continue to see our Wheelers ePlatform increase in popularity, particularly the use of Audiobooks and Immersive Reader. Many users enjoy reading via the ePlatform as they can connect with resources from home and alter the font, spacing and background colour to their reading preference.

The senior library celebrated Library Lovers’ Day this year and encouraged students to post a note sharing why they ‘loved’ the library. The highlights included the welcoming staff and environment, great range of books and comfortable spaces to read and relax. Term 1 saw us launch our Mentone Reads campaign which highlighted the reading habits of six members of the Mentone community (staff and students) across the term. Our community loved seeing the speed, quantity and variety of our chosen readers each term.

We celebrated the Children’s Book Council of Australia’s Book Week in August this year with author visits from Mark Smith, Davina Bell, George Ivanoff and Katrina Nannestad. Eblana again participated in the Indigenous Literacy Foundation’s Great Book Swap, we held our annual book parade and in-school book fair for Eblana and Riviera students and a crime/murder mystery scavenger hunt in the GFL. Students across the Eblana and Riviera campuses were invited to participate in the 2024 Premier’s Reading Challenge and it was incredible to see many not only completing the challenge, but reading beyond the required number of books.

Discovering Wheelers ePlatform with Ms Schravemade.

Mentonian and author George Ivanoff (Class of 1985) inspiring Riviera students to read, read, read!

DIGITAL SPACES

Our digital offerings across both libraries continue to evolve as we offer the community access to resources at the click of a button, regardless of their location. In addition to our Wheelers ePlatform for eBooks and audiobooks, we offer access to our library catalogue digitally for users to rate, review and reserve physical resources. We have also added a number of online databases and newspaper subscriptions to assist students in finding reliable and academic resources for research from home or their classroom, including EBSCO, The Age and World Book Online. This year we introduced Libpath Research Guides as an option for teachers to assist their students with accessing quality research online. Libpaths are curated by Library staff and provide links to digital resources, wider reading to support units being studied, as well as guides to effective searching online and how to reference sources correctly.

For more information about Libpath Research Guides please visit our website.

INNOVATIVE PROGRAMS

Our library programs in the senior school aim to champion the progressive development and transference of future-proof skill development and implement high impact digital and information literacy programs to improve user outcomes and academic success. In Year 8 Library lessons this year, we have promoted the development of information literacy skills through the examination of a wide range of information sources, including: AI tools, physical publications, social media posts, news publications and websites. We have focused on how information is created and used online and developments in AI; in particular, the range of applications available for use, how data is collected and presented and the ethical considerations around using AI tools. Students have learnt to recognise scenarios where AI can assist them in their learning using Microsoft Copilot, as well as how to spot misinformation and disinformation. Students were encouraged to consider how they can transfer the use of these information literacy skills across disciplines to enhance their learning.

Mentone Grammar libraries continue to thrive as dynamic learning environments that nurture a passion for reading, critical thinking, and digital/information literacy. Our commitment to providing diverse resources, both physical and digital, ensures that our community have access to the tools they need for academic success and personal growth. As we look to the future, we remain dedicated to evolving our library spaces and programs to meet the ever-changing needs of our community, fostering a lifelong love of learning in every library user.

KATHRYN SCHRAVEMADE HEAD OF LIBRARIES

Book Week fun for everyone.

VISUAL ARTS

In the lead up to exams our VCE Visual Arts students are making the most of their opportunities both on and off campus.

BONITA CARZINO ON A LIFE IN MEDIA

In an inspiring and engaging session, Melbourne-based cinematographer Bonita Carzino visited our Year 11 VCE Media class to share her wealth of knowledge and experience in the film industry. With a passion for storytelling through visuals, Bonita shared her various production techniques, including camera angles, lighting, and visual composition.

Bonita discussed the diverse career pathways available in the field of media, emphasising the importance of networking, internships, and continuous learning. She shared her personal journey as a young filmmaker, highlighting how her early experiences shaped her career and offered practical advice on building a portfolio and gaining industry experience.

As the students near their final year of study, Bonita provided invaluable tips on how to navigate the challenges of Year 12. She encouraged them to stay organised with their folio designs, manage their time effectively, and maintain a balance between academic responsibilities and creative pursuits. With her engaging anecdotes and practical insights, Bonita inspired our Mentone students to pursue their passion in Media while preparing for the exciting opportunities that lie ahead in their educational and professional journeys.

A VISIT TO THE MUSEUM OF AUSTRALIAN PHOTOGRAPHY (MAPH)

VCE Visual Arts students recently embarked on an inspiring excursion to the exhibition ‘Built Photography’ at MAPh. This captivating showcase featured the work of 16 artists who explore photography as a physical construction. From cut and torn photographs to elevated and mounted 3D elements, the exhibit transformed the typically flat medium into a dynamic visual experience.

Unit 2 Art Creative Practice students engaged in thoughtprovoking discussions with the gallery’s education staff. They delved into the ideas and meanings behind the works, gaining valuable insights into the creative process.

Unit 4 Art Making and Exhibiting students enjoyed an exclusive ‘behind the scenes’ tour from the head curator of the gallery. They witnessed firsthand how photographic artworks are meticulously cared for and stored. But the highlight? A private close-up viewing of Max Dupain’s iconic photograph ‘Sunbaker’ (1937).

MICHELE GILL HEAD OF VISUAL ARTS

TECHNOLOGIES

PRODUCT DESIGN AND TECHNOLOGIES

This year has seen an exciting progress in Product Design and Technologies, inspiring students to break free from tradition and celebrate their skills in creativity. Starting in Year 7, students embark on a journey of innovation with projects like designing Passive Speakers, where they merge cutting-edge technology with traditional workshop techniques. This hands-on experience continuously encourages speculative design thinking that helps explore innovative possibilities beyond current conceptions. The subject has experienced impressive growth, particularly in Year 9, where we continue to see a genuine interest from our students opting for our two elective courses. These electives include designing model bridges with Computer Aided Design (CAD) software and laser cutting, as well as creating custom LED lamps; all while refining vital workshop skills and project management techniques.

As students transition into Year 10, they step into the roles of designer and maker, engaging in the creation of unique furniture pieces inspired by the bold and distinctive 1980s design movement, ‘Memphis’, as an aesthetic catalyst. Due to the growing interest in product design, a new elective, Industrial Practices, will begin next year, focusing on further honing a range of industry-based digital and manual manufacturing skills.

In Year 11, the VCE curriculum becomes more demanding, guiding students through the entire design process from initial concept to final prototype with a strong emphasis on ethical and historical design. They sharpen their skills in both manual and digital realms while managing projects, all in preparation for the culminating challenge in Year 12.

Year 12 represents the culmination of a student’s journey in Product Design Technology. This is where they synthesise all their knowledge and skills into a final project, designing and crafting a product of their choice. For many, this project serves as a launching pad for further studies and careers in related disciplines.

Overall, this year has been a remarkable exploration of discovery and innovation. By equipping students with contemporary manufacturing skills, Product Design Technology fosters flexible, forward-thinking problem solvers. By merging imagination with practicality, this subject encourages students to become transformative agents where the future demands both creativity and functionality for a range of industries.

FOOD STUDIES

This year in Food Studies saw students gain essential culinary skills, mastering the preparation of a variety of wholesome dishes in the Creativity Centre kitchen. Fundamental principles of kitchen hygiene and safety are emphasised in the introductory courses, along with the core tenets of The Australian Dietary Guidelines, enabling students to create nutritious meals within an hour. Creativity flourishes through the design process, highlighted by Year 8’s cake topper projects and Year 9’s healthy food options.

Year 10 embarks on an exploration of Australia’s rich culinary landscape, examining the myriad influences that have shaped contemporary Australian cuisine. Students delve into both traditional and modern Indigenous Australian foods, experimenting with fusion recipes that they prepare and savour. The concepts of hunger, appetite, and satiety take centre-stage as Year 10 students investigate the workings of the digestive system. Additionally, they tackle the imaginative task of designing and cooking their own personalised meals.

Year 11 students investigate the entire food journey, from farm to table. They enjoy immersive experiences on local foreshore visits, sampling Indigenous foods while learning about the rich history of Indigenous Australian culture. Their understanding of food science and its practical applications deepens as they confront topics like food sovereignty and security, culminating in the creation of ready-made meals for their busy teachers.

Year 12 students examine the digestive system in greater detail while discovering foods that enhance mood and support a healthy gut microbiome. They investigate the social and emotional significance of food in our lives and analyse current trends in Australian consumption. As they explore the Australian Food System, they confront challenges related to food security and sustainability. By the end of their journey, they not only possess excellent cooking skills but also a comprehensive understanding of food origins, equipping them to be positive food ambassadors for future generations.

DIGITAL TECHNOLOGY

Our Digital Technology students are at the cutting edge of the digital world. In a time when digital fluency is crucial, our comprehensive program for Years 7 to 12 equips students with the skills and insights necessary for thriving in a tech-driven society.

In Years 7 and 8, students are diving into the principles of cybersecurity to protect their personal information online, while also mastering the basics of computing, software, hardware, and web design. They have ventured into the realm of robotics with Sphero RVR robots, learning about essential robotics concepts, sensors, and programming. This exploration leads them to the thrilling world of drone technology, where they develop piloting skills, understand flight mechanics, and examine various applications in different industries.

Year 9 students engage in the exciting process of game development using GameMaker Studio. They learn about game mechanics, animation, and sound design, enhancing their creations to improve the overall gaming experience. Additionally, they develop their own digital animations, progressing from basic techniques to more advanced methods in Adobe Animate CC.

Year 10 Robotics encourages creativity through hands-on building and programming with the Elegoo robot. Students explore the history of robotics, potential career paths, and fundamental electronics, including Arduino programming. As they prepare for VCE, Year 10 Digital Technology students refine their web development skills with HTML, CSS, and JavaScript, while also mastering data management and analysis using spreadsheets and Excel. They collaborate on game development projects, taking ideas from concept to completion, and investigate networking and cybersecurity issues in small business environments.

Our VCE Applied Computing and Software Development students enhance their expertise through customized learning paths designed for advanced learners. They delve into computer science, data analytics, networking, cybersecurity, and various programming languages, including HTML, JavaScript, and PHP, equipping them to tackle real-world digital challenges beyond the classroom.

In an era where digital transformation is everywhere, those skilled in digital literacy are well-positioned to lead the way, driving innovation, progress, and meaningful change in society.

ANTHONY BACON HEAD OF TECHNOLOGIES

A DAY IN THE CREATIVITY CENTRE

PERFORMING ARTSLIVE ON STAGE!

It has been another busy season in the Performing Arts! We celebrated Term 3 with dance, jazz, plays and concerts.

Featuring all our large ensembles and many of our small ensembles, the Winter Concert showcased an impressive body of work that authentically represented what our Music department has covered so far this year. From pieces exploring the Murray River to Beetlejuice, all students had an opportunity to engage in a variety of repertoire, storytelling and coming together as a community.

The Junior Play, Alice in Wonderland, once again drew in audience members from far and wide and gave our younger students an opportunity to explore a variety of themes, including change, time, curiosity and authority versus rebellion.

Our Eblana Instrumental Concert was once again a roaring success, a sellout show that featured all our young musicians from Foundation to Year 4. Our Cre8tive Dance crew also wowed audiences across two evening shows, exploring contemporary, jazz and hip hop styles.

ALICE IN WONDERLAND

A chilly Term 3 was celebrated through several annual Performing Arts events, starting with the Jazz Cabaret. Exploring the theme of ‘weather,’ our Senior Jazz Ensemble, Froggers, performed two hours of jazz standards, all revolving around our weather theme. Each piece featured a different Frogmore vocalist, some instrumental soloists and highlighted Cat’s Meow, our Senior Vocal Ensemble.

Our annual school production, Grease, was the first ever Mentone Grammar production to sell out across four evening shows. With auditions commencing in the first few weeks of Term 1 this year, Grease was a mammoth effort with almost three full terms of rehearsals, including weekends and after school on Tuesdays and Wednesdays, as well as the cast of 50 plus students organising their own rehearsals across the holidays. This ensured the highest possible quality and skill was showcased. The mentoring that is facilitated across the year levels through cocurricular programs such as these, not only instils a lifelong appreciation of the Arts within our Mentone Grammar community, but additionally fosters creativity and collaborative skills that will transfer through to all facets of life beyond school.

Term 3 also saw the introduction of instrumental music soirees, showcasing students who engage in private music tuition through the School. We enjoyed listening to some of our string and brass students, as they demonstrated repertoire that has been explored as part of their individual music lessons. It was also fabulous to have our parents onsite for this relaxed event, in the interests of seeing what their children have been able to achieve as part of our Instrumental Music program. On the same evening, our annual Woodwind Concert was a huge success, with performances from over 40 students. This event once again gave students involved in both the Instrumental Music program and our Ensemble program and opportunity to showcase what they have been covering throughout the year so far. In the same week, our concert bands competed in the Victorian School Music Festival at the Hawthorn Arts Centre. Students have been working towards this throughout the course of the year and enjoyed playing music and competing alongside other young musicians from schools across Victoria.

Looking ahead to Term 4, we are by no means starting to wind down! We kick off the term with a number of VCE Music recitals and drama performances, as students in Units 2 and 4 prepare for their final performance exams. Shortly after our Ensembles Concert will feature many of our Year 12 performers and all our large ensembles. This will be the final concert for many of our

Year 12 students and we look forward to celebrating all their achievements throughout their performing arts journey.

November brings much excitement! Our Opera Showcase from Mentone Grammar’s Amadeus Opera Company will perform, In the Footsteps of Mozart: A Journey through Genius. Our opera program engages students in a timeless artform of immeasurable substance, complexity, beauty and, perhaps most importantly, fulfilment. The Amadeus Opera company currently consists of secondary-school aged students who are in the process of developing their crafts.

The stage will then light up with our junior production of Matilda, featuring students in Years 5 – 8. This has taken a tremendous amount of work to put together and we are very much looking forward to seeing the culmination of talents from our middle school students on stage. From there we look forward to our Rock Band showcase and finishing the last day of school with our annual Service of Lessons and Carols at St Paul’s Cathedral.

We thank you for your continued support of our Performing Arts program. Our community’s commitment to our cocurricular programs allows us to ensure our students have every possible opportunity for success within the Arts.

SACHA POLLARD DIRECTOR OF MUSIC

EBLANA INSTRUMENTAL CONCERT

JAZZ CABARET

CRE8TIVE DANCE

WINTER CONCERT

SPORT WINTER HIGHLIGHTS FROM

The anticipation of the winter season of sport always brings a mix of excitement, confidence and hope that this will be ‘the year’. For some teams, they came very close but for two of our squads, they reached the pinnacle in their chosen sport. Once again, our girls were supreme in bringing home two cups in both Cross Country and Athletics.

The success at senior level is always predicated on the ‘long game’ of steady development through the junior ranks and we were pleased to see the commitment and joy for sport building from Year 7 up, despite some cold Saturday mornings at Keysborough and beyond. From the lessons learnt from a close defeat to the excited celebrations of a win, it has been a pleasure to see both the camaraderie and team spirit along with the individual growth of some outstanding athletes. Most importantly, whatever the level, all players wearing a Mentone Grammar uniform displayed great sportsmanship, win, lose or draw.

In April, we were very proud to present our winter teams’ captains with the School’s unique Indigenous jerseys. During Reconciliation Round all players wore them to promote and acknowledge the symbolic connections we all share.

This winter our teams competed in the following sports: Aerobics, AFL, AFLW, Athletics, Badminton, Basketball, Cross Country, Hockey, Netball and Soccer.

AEROBICS

With an enthusiastic squad of 80 competitors, Amelia L and Kiyomi R led the teams through many energetic early morning training sessions in preparation for the year. In Term 2 the teams had a very successful preliminary competition followed by the State Championships, where they had four State Champions, six second placings and two third placings, all of whom qualified for Nationals. In Term 3, 13 teams travelled to the Gold Coast to compete in the national competition. It was an exciting experience for the students, and all performed to the best of their ability on the biggest stage.

Although not everyone came home with a medal, the teams did Mentone Grammar proud and came away with experience and confidence to take them into next year. Congratulations to all for the hard work and commitment required to this achieve in this competitive sport.

AFL & AFLW

The boys’ First XVIII team had a competitive season, despite challenges with injuries both in game and with season-long setbacks to key players. The team had strong victories over Marcelin, Peninsula and Camberwell, underlining their ability to compete at the top level. In a thriller, the opening match saw a 6-point loss to Assumption in a game that could have gone either way.

The depth in the junior program promises a bright future for Mentone Grammar football. Congratulations to MVP Niall H, runner-up Harvey B and Captain Ben S in third place.

ATHLETICS

Congratulations to our athletes who participated in the AGSV Athletics Championship at Lakeside Stadium in September. Our girls’ team reigned supreme again, winning its fourth consecutive premiership! The boys’ team also fought hard with a podium finish, securing third place.

On the day, runner Matilda W (Year 9) broke two AGSV records in the 800m and 1500m.

Thank you to Year 12 Captains, Lily P and Oliver F, along with ViceCaptains Ava B and Benjamin S, for their outstanding leadership both on the track and in the field. The team produced 37 wins on a day that was both wet and windy. Congratulations to all for wearing the Mentone Grammar colours with pride and spirit.

The girls’ AFLW squad was competitive all season, with the ladder position not reflective of just how close they really were. They lost three matches by a goal or less and had two wins of 97+ points, highlighting the growing potential of the players. Winning three of their last five matches will hold them in good stead for season 2025.

Congratulations to MVP Chloe S, Runner-up Lily P and Erin S in third place.

BADMINTON

This season was Mentone’s first time competing in the Firsts competition and our boys enjoyed the challenge of competing against more experienced opponents.

Every match that was played was hard-fought and the boys showed strong resolve, troubling even the best opponents of other schools.

Captain Alan J and Vice-Captain James W displayed strong leadership both on and off the court and proved to be a challenge for other schools’ top players. James also earned the team’s first victory in the final game of the season against Camberwell. They also represented the AGSV in their match against the APS team, contributing towards their victory. Our badminton program will continue to evolve and improve with experiences such as these. Congratulations to MVP Alan J and runner up James W.

BASKETBALL

The girls’ team finished the season with a 5-5 record, securing 5th place and narrowly missing the finals. Early wins against Yarra Valley, showcased the team’s potential. However, tough losses to Carey and Haileybury – especially the one-point thriller against Haileybury, where a last-second foul decided the game— demonstrated areas for growth.

The girls remained focused and resilient and finished the season with victories over Assumption, Geelong College, and PEGS, highlighting their ability to rebound and compete against strong opponents.

With 13 members of the First Squad returning next season, the team is poised to continue its development and build upon the foundation laid this year. Congratulations to (shared) MVP winners Bailey D and Yasmin I.

CROSS COUNTRY

It was another successful year for our Cross Country teams. Our girls’ team achieved their sixth consecutive premiership with an outstanding performance, while the boys’ team finished impressively in third place overall.

The success of the cross-country teams was driven by exceptional team unity, dedication during training, and standout performances in weekly races.

Notably, Matilda W excelled throughout the season, winning every round and earning the AGSV Girls’ Individual title. Lulu S secured 3rd place in the senior girls’ AGSV overall and demonstrated significant improvement by finishing in the top 5 on a weekly basis. Brothers Oliver and Tom S also delivered strong performances, with Oliver securing 3rd place in the AGSV Year 11 boys and Tom winning the Year 8 boys’ category.

The girls’ premiership win, and the boys’ third-place finish reflect the hard work of everyone involved. Congratulations to MVP Matilda W, runner up Lulu S and 3rd place Taylor H.

Our hockey team had a spirited season, narrowly missing out on finals qualification. In a crucial final round match, they faced Yarra Valley, needing a victory to secure a finals berth. Despite their courageous efforts, the team fell short, losing 2-4. This result, however, did not dampen its passion and pride.

The team faced adversity head-on, particularly after a seasonending injury to their captain, Mayukh B. Despite this setback they showcased their spirit and continued to deliver commendable performances. Key players such as Ed H, David H and Caleb R stepped up, making significant contributions throughout the season.

The team's ability to remain competitive and cohesive under pressure was a testament to their determination and team spirit.

Congratulations to MVP Ed H, runner up David H and 3rd place Caleb R.

HOCKEY

NETBALL

The commitment and enthusiasm displayed by the girls were truly commendable, making it a memorable experience for everyone involved.

From the very first training session, the girls arrived with excitement and determination. Their positivity and encouragement for one another fostered a supportive environment, While the scoreboard may not have fully reflected the effort and progress made throughout the season, it is important to acknowledge the growth in both individual and team performance.

As we reflect on this season, we are incredibly proud of the girls and the culture they have created. Their journey has been one of friendship, growth, and resilience, and they have set a positive example for future teams to follow. Congratulations to MVP Kate Mc, runner up Jessica S and 3rd place Elly K.

SOCCER

After weeks of training and preparing, the soccer girls made their early morning frosty journey to the Yarra Valley. The girls were eager to set the standards and expectations for their season and ultimately displayed why the girls of Mentone Grammar’s are a force to be reckoned with.

As the girls developed, so did their competition. Despite some difficult losses, they were determined to continue breaking boundaries and striving to be the best players they could be.

A turning point in the season was against the top-rated Ivanhoe Grammar. Both teams were neck and neck on the ladder, fighting for a position within the top 4. The scores at half time were level at 1-1. The fight continued until the very end, when a late penalty was given and ultimately secured the victory for the girls.

The support the girls showed for each other, the camaraderie and their love for the game helped them in challenging the higherplaced teams to the final minutes of each game. Each player should be thrilled with their performance throughout the season. Congratulations to MVP Amelia B, runner up Rosie M and 3rd place Zahra J.

The boys’ soccer team had a dominant season, finishing on top of the regular standings. Their strong form continued into the finals, where they faced Marcellin in the first final. Needing only a draw to advance, the match ended 1-1, sending Mentone into a home grand final against Trinity. Despite tricky conditions including strong winds, the final was an entertaining, high scoring match. Unfortunately, the Mentone boys were unable to overcome Trinity’s offensive power, going down 2-6 in a shoot out.

Dimi R was a standout player, winning the AGSV golden boot for his impressive goal-scoring performances. Although the grand final result was disappointing, the team can look back on a fantastic season, knowing that they were a great squad while representing Mentone with enormous pride. Congratulations to MVP Dimi R, runner up Alexander I and 3rd place Nic B.

BRENTON

SANDERSON DIRECTOR OF SPORT

THE MENTONIANS CONTINUING THE ASSOCIATION

TMA COMMITTEE

FROM THE PRESIDENT

As we move into Spring, it’s a great time to reflect on some of our recent events and successes from across our Mentonians community.

Early April saw TMA co-host the much anticipated Community Golf Day with the Parents & Friends group at Spring Valley Golf Club, a new venue which offered great facilities for an enjoyable day on the green.

Our Friends of Frogmore Lunch in June was a fantastic event, filled with connections, shared memories, and community celebration. This year, the lunch included presentation of the 2024 Tony Drinan Medal, awarded to Professor James Oxley (Class of 1970) for his outstanding work in the field of mathematics (see page 46 for details).

TMA COMMITTEE

PRESIDENT

Jonathan Ponnusamy (2010)

VICE PRESIDENT

Georgia Ahern (2011)

SECRETARY

Taylah Woods (2011)

TREASURER

Gavin Lindsay (1982)

COMMITTEE MEMBERS

Joshua Burt (1989)

James Commerford (2022)

Cameron Dunkerley (1986)

Mike Durack (1967)

Ivan Eaves (1966)

Jono Ling (2008)

Katherine Sawford (2013)

Gustaf von Zweigbergk (2020)

ALUMNI & DEVELOPMENT

MANAGER

Dorianne Spiteri

We must also congratulate our 'Golden' Mentonians from 1973 and 1974 who celebrated their 50 Year reunion at Woodlands Golf Club. Read more about this special event on page 45.

The Mentonians Association AGM was held in July, and it’s great to see many members remain on the Committee. I would like to acknowledge Rob Sinclair (Class of 1976) who has stepped down after many years of service. Rob has been a valuable member, not only for his insights and participation but also as our resident expert photographer! We want to thank Rob for the enormous contribution he has made. We also farewelled Mark Pearman (Class of 1982) and Andrew Oxland (Class of 1989) whose support has been invaluable over the past 12 months. Harrison Dart (Class of 2020) has also stepped down, but we are delighted he will remain connected as the driving force behind Panther Productions. Our sporting clubs continue to thrive and enjoy success on the field, with strong participation and results. A big shout out to the Mentone Panthers, who achieved a recent milestone Grand Final win against De La Salle in the VAFA. Congratulations to all involved in our sporting community!

It was great to see many Mentonians across the year levels attend our September reunions which you can read more about on pages 48 - 49. As we move towards the end of 2024 and our remaining TMA events, it is important that we acknowledge and pay our respects to those who have passed away recently including Mentone stalwart, Jan Drinan whose loss was felt deeply by our community. Our thoughts and prayers are with all those who have lost loved ones.

Finally, I want to thank everyone who completed the recent Alumni Engagement Survey which will help to shape the future of our alumni program to better support and engage with our community. As always, I encourage you to stay connected with your classmates and the Mentonians community and I look forward to reconnecting with many of you at our upcoming events.

JONATHAN PONNUSAMY (CLASS OF 2010) PRESIDENT

The Mentonians Association is excited to launch the Young Mentonian of the Year Award to acknowledge, encourage and promote the positive achievements of Mentonians, 35 years of age and under.

This Award recognises young Mentonians who are making a difference in the community in Australia and/or overseas through outstanding contributions within their professional field or through their passions. One award will be presented annually at the Mentone Grammar Founders’ Day Service on 3 March 2025. Recipients will receive an Award Certificate and $2,500 from TMA to support their endeavours.

Applicants can self-nominate or be nominated by a member of the Mentone Grammar community. The selection panel will consider each nominee’s achievements over the past year, their ongoing contributions and other recognitions. Anyone having a positive impact on the community may be recognised. Nominate today!

Nominations close at 5.00pm on Saturday 30 November 2024.

For full details of the award and eligibility criteria visit: mentonians.mentonegrammar.net

TMA CLUB NEWS

MENTONE PANTHERS

Fresh off Premiership glory in 2024, don’t miss your chance to join the Panthers pack in 2025! Mentone Panthers welcomes all Mentone Grammar 2024 school leavers to come on board, continue the friendships formed at school and play the sport you love.

A Victorian Amateur Football Association (VAFA) club for over half a century, the Panthers are planning to field teams in 2025, in the Under 19’s and Senior Women’s competitions.

Founded as the Old Mentonians Football Club (OMFC) in 1968, it was established by a group of school leavers keen to stay in touch with friends and continue their football journey together. In 2024, the OMFC was reimagined as the Mentone Panthers, with the core group committed to giving current and future generations the same experience.

MENTONE SOCCER CLUB 2024 SEASON

This season has been a landmark year for our soccer club, marking our first campaign in Men's State League 4 after last year’s promotion. Across all levels, our men’s teams have shown resilience, growth, and a determination that sets a solid foundation for future success.

team.

Not only did we successfully get a team back on the field in our first season, but the Panthers were also victorious with Premiership success! A thrilling win over De La Salle, in front of a crowd full of Mentonians, emphasised how important this Club is to so many, and we enthusiastically welcome members from across the community, both Mentonians and non-alumni alike. Live, love, play Mentone footy – join the Panthers pack today! For more information visit: mentonepanthersfootballclub.com

JOHN THOMPSON PRESIDENT

Seniors: In their debut season, our Men’s Seniors battled through a grueling winter schedule to secure the Club’s position in the league with 7 wins from 20 games so far, avoiding relegation. With a few games left, the team is determined to finish strong and carry this momentum into the next season. The future looks bright as we aim to build on this year’s experience and continue our upward trajectory.

Reserves: The Reserves embraced a season of growth and learning, dealing with a high turnover of players, a youthful squad, and frequent team changes to support our Seniors. While the results were mixed, the real victory lies in the foundation laid for the future. The team’s young talent and new additions have shown flashes of potential that promise a stronger, more cohesive side next season. This year has been about building, and we’re

excited to see how these experiences will pay dividends in the coming years.

Thirds: The Thirds delivered a standout season, winning 14 of 17 games and securing a top 2 finish. With just a single game left to play, they narrowly sit in second place by just three points and are comfortably ahead of third place by 13 points. This incredible run, in a season where only two teams truly competed for the title, stands as one of the best performances by our Sunday sides in recent memory. No matter the outcome, the Thirds’ season has been a triumph and a testament to the dedication and spirit of the team having only played two seasons together.

Fourths: Our newest addition, the Fourths, joined the same league as the Thirds in their inaugural season. They faced challenges with player availability but consistently showed grit and determination, solidifying their position and laying the groundwork for a more stable team next year. This first season has been about perseverance, and the team is ready to build on this experience and come back even stronger and more competitive than before. We are thrilled to announce that our Mentone Junior program is generating a lot of excitement, with over 80 juniors participating across age groups ranging from four to nine years!

2024 Premiership

Many thanks to Tom Donnell, and his hard-working ground staff at Keysborough and Mentone Grammar for providing a really good pitch for us to compete on each week. As with every sporting club there are many volunteers who contribute to the overall success of a club and to you, we say THANK YOU!

Looking ahead, our Club is excited to continue growing and developing our men's teams, and we are thrilled to explore re-engaging in the Women’s State League competitions in 2025. With renewed focus and energy, we look forward to expanding our presence and providing more opportunities for our community to get involved.

As we close this season, we celebrate the progress made and eagerly anticipate the future. Together, we’re building something special – onward to an even brighter 2025!

For more information visit: mentonians.mentonegrammar.net/ clubs/soccer-club/

CAMERON DUNKERLEY (CLASS OF 1986)

MENTONE HOCKEY CLUB

The Mentone Hockey Club has had a huge year, with 15 of its 33 teams fighting their way through to the finals. Our U16 Girls, Womens 35+ and Men’s Vic League Reserves teams secured the Premiership with our Mens 50+, Under 12 Boys, Open SE Mens teams finishing runners up.

The Club had some notable individual achievements too, with Joshua Burt (Class of 1989) going to his third Olympics – Paris as the Technical Delegate for Hockey, whilst former Mentone Hockey Players Dan Bell and Matt Guise Brown represented South Africa for their second Olympics.

Tegan Boucher, Jamie Zimmerman and Emma Leighton were selected in the Australian Indoor Squad. The Mentone trio helping to secure a 2-1 series win over New Zealand, qualifying Australia for the 2025 Indoor World Cup.

Anton Serrahima was part of Mentone’s 2023 Premier League squad and was selected in the Spain U21 team, his performance helping Spain to secure the 2024 U21 EuroHockey Championship.

Mentonians, Gracie Geddis (Class of 2019) and Zara Geddis (Class of 2023), along with Shauna Mitchell, Emma Leighton, Nicole Amiet and Jessie Dean, were selected in the 2024 Hockey Club Melbourne Squad with Gracie Geddis, Zara Geddis, and Emma Leighton named in the HC Melbourne team.

Forty-one of Mentone’s talented Juniors, Seniors and Masters were called upon by Hockey Victoria and School Sport Victoria to represent Victoria in Australian National Championships, they include:

TMA EVENTS

Under 21’s: Zara Geddis (Class of 2023) and Shauna Mitchell

Under 18’s: Lauren Anderson

Country XI: Evan Douglas

Under 16’s: Lauren Anderson, Jayana Ingram, Matt O’Brien, Leroy Rockman, Charlie Hamilton (Coach), Tom Wigg (Physio), and Cheryl Weaver (Manager), Lachlan Robinson (National Umpire).

SSA Under 15’s: Charlotte Maddison and Jack Forbes

Under 14’s: Nicole Anderson, Luke Callander, Liam Moss, Keenan Trinidade, Fraser Boyle and Aiden Joist

SSA Under 12’s: Elvis Phillips and Tim Holland (Class of 1984, Coach)

Women’s Masters: Jackie Jones, Jacqui Willmore, Sam Dobrich, Corrinne Bowen, Linda Smith, Kim Trezise and Karen Becker.

Men’s Masters: Gurbinder Singh, Grant Robinson (Class of 1994 playing Coach), Mark Evans (Class of 1990), Adrian Rigg, Bary Gray, David Mead, Jason Back, Robert Campbell (playing Coach), Ian Campbell (Manager), David Callander (Coach), Craig Edmonds, Roderick Tansey (Staff, playing coach)

Amazingly, for the first time in the Club’s 47-year history, The Mentone Hockey Club had a representative at every National Hockey tournament.

It has certainly been a highly successful year for the Club. There is no doubt the success of 2024 will help set the Club up for a big year in 2025.

For more information visit: mentonians.mentonegrammar.net/ clubs/hockey-club/ JOSH BURT (CLASS OF 1989)

Left: Men’s Victorian League 1 Reserves Premiership (The Club’s Second XI). Middle: Under 16 Girls’ Premiership.

B.

Right: Women’s Pennant

Above: Soccer Yellow shirts – Thirds.

Left: Soccer Blue shirts – Fourths.

THE

MENTONIANS SPECIAL EVENTS

GOLDEN REUNION

On Saturday 15 June 2024, the Golden Reunion brought together Mentonians from 1973 and 1974 for a night filled with nostalgia and joy.

Despite the chilly evening, the beautiful Woodlands Golf Club exuded warmth as the open fire crackled, complementing the sense of camaraderie and creating a cozy ambiance. The elegant and picturesque surroundings added an extra touch of grandeur and offered the perfect backdrop for this special gathering.

The event was attended by a diverse group of alumni, with many travelling from distant locations to join the gathering. Among them from the Class of 1974 were, Greg Witherow who made the remarkable journey all the way from Perth via Uzbekistan, Chris Stafferton from Tasmania, and Alan Lawler from Ballarat.

Mentone Grammar Principal, Andy Müller addressed guests, reflecting on the School’s incredible journey and emphasising how the current achievements are built upon the solid foundations laid by past generations. Looking ahead, he shared an inspiring vision for the future, expressing confidence in the continued development and success of the School.

President of the Mentonians Association, Jon Ponnusamy (Class of 2010) also warmly welcomed everyone, expressing deep appreciation for their presence, and extending heartfelt gratitude for their role in shaping the School’s history and future.

Amidst the clinking of glasses and the sound of cheerful conversations, the atmosphere was electric with the excitement of reconnecting with long-lost friends. Smiles and warm greetings were exchanged, as the bonds of friendship were rekindled.

The Golden Reunion event was a testament to the lasting connections forged during those formative years. It was a night filled with cherished memories, laughter, and the joy of being in the company of dear friends. As the evening drew to a close, the alumni departed with hearts full of gratitude and a renewed sense of camaraderie.

This Golden Reunion event will be etched in their hearts forever, serving as a reminder of the lasting friendships and shared experiences that have withstood the test of time.

FRIENDS OF FROGMORE & TONY DRINAN MEDAL

On Friday 14 June 2024, over 120 guests enjoyed the annual Friends of Frogmore lunch dedicated to our ‘vintage’ alumni who graduated 40+ years ago, together with long-serving past staff and special friends of the School.

TMA President, Jon Ponnusamy (Class of 2010) welcomed the group. “As we sit and share our Mentone stories, we are reminded of the invaluable lessons, the friendships forged, and the experiences that have shaped our lives.”

Principal Andy Müller talked about the start of his journey and the strength of the Mentone Grammar community. He paid tribute to the many people, including those present at the lunch, who have helped build a strong foundation to support the development of each new generation as the School looks to the future.

He also spoke about the new Bayview Campus building and precinct and guests watched a video presentation from Mentonian Tony Collins (Class 1966) (mentonians. mentonegrammar.net/tonycollins) who with his wife Karen, chose to support the project through a generous gift.

Guests were also delighted to hear from two of the School’s current Head Prefects, Amali V. and Will S. who spoke of the importance of a shared history and leadership as a collective responsibility. “Just in the same way you have left a lasting legacy for us, we hope to do the same for future generations.”

School Chaplain Andrew Stewart honoured the memory of those in the School’s community who have passed away and delivered a prayer of blessing and thanks before guests enjoyed a delicious lunch.

TONY DRINAN MEDAL AWARD

This year, we were also excited to award the 2024 Tony Drinan Medal at the Friends of Frogmore lunch. This is TMA’s highest honour awarded each year to a past student who has achieved outstanding success, bringing honour to the School and service to the community. Jon welcomed past medal recipient Peter Royston (Class of 1967) and took the time to acknowledge “Jan Drinan who has been a wonderful supporter of this award and of the School for over 40 years”.

Postscript: We are very sad this was the last School event that Jan attended (see page 55 to learn more about Jan's special bond with Mentone Grammar).

PROFESSOR JAMES OXLEY (CLASS OF 1970) ANNOUNCED WINNER OF THE 2024 TONY DRINAN MEDAL.

James is a distinguished mathematician who graduated as Dux of the School in 1970 before pursuing a PhD in Combinatorial Geometry at Oxford University. He has been a Professor of Mathematics at Louisiana State University (LSU) for 40 years, specialising in matroid and graph theory. With over 130 published papers, James has made significant contributions to the field and mentored numerous doctoral students. Professor Oxley’s dedication, expertise, and impressive academic record make him a deserving recipient of this award, honoring his old school and acknowledging his remarkable career.

Living in the US, James was unable to attend, but we were delighted to welcome his cousin Mary Carter to receive the Medal on his behalf. Jon also acknowledged classmate Julian Cheeseman (Class of 1970) for nominating James.

Jon shared a Zoom interview he had with James to gain a deeper understanding of the impact of his life’s work. Many in the room also nodded and laughed as James spoke fondly about his favourite teachers and his own Mentone memories.

VIEW VIDEO OF JAMES OXLEY mentonians.mentonegrammar.net/jamesoxley

As the lunch drew to a close, many guests chose to explore the new Bayview Campus building and precinct, led by the 2024 School Tours Captains, Emma E. and Darcy H. (Year 11).

All in all, it was a wonderful day.

Mary Carter accepting the Tony Drinan Medal with Dorianne Spiteri and Jon Ponnusamy.

Past parent and renowned artist, Geoff La Gerche with his iconic Boat painting.

A NIGHT TO REMEMBER: 2018 & 2019 REUNION

On the evening of Friday 13 September 2024, the Sky Bar at Hotel Brighton buzzed with excitement as around 70 Mentonians gathered to celebrate their five and sixyear reunion.

As guests arrived, they were welcomed with warm smiles and enthusiastic hugs. Old friends quickly mingled, engaging in animated conversations that flowed effortlessly. The energy in the room was high, as everyone seemed eager to reconnect and relive the joys of their school days. Stories about their time at Mentone Grammar spilled out, each tale accompanied by laughter that echoed around the room.

Throughout the evening, groups formed as Mentonians recounted their favourite moments from school. One group reminisced about hilarious mishaps on camps and stories of the unforgettable sporting and House events, where team spirit and friendly rivalries created lasting bonds.

In one corner of the room, a few alumni gathered to discuss their favorite teachers and the impact they had on their lives. They spoke of late-night study sessions and the friendships that blossomed over shared assignments. It was clear that their time at Mentone Grammar had laid the groundwork for the successful lives they had built since graduation.

As the evening wore on, the energy shifted to a lively celebration. DJ Alice had the vibes going with her saxophone playing and a mix of classic tunes that got everyone moving. As the night ended, ‘old friends’ exchanged contacts, promising to stay in touch and not to wait so long for their next gathering. The warmth of the evening lingered in the air, and it was clear that friendships had been shared and rekindled.

As our Mentonians left, they carried a sense of nostalgia and a commitment to maintain the special bonds that formed during their time at Mentone Grammar.

A JOURNEY THROUGH TIME: 1998 – 2014 REUNION

At the same time our five and six year graduates were kicking up their heels in Brighton, Mentonians from the Classes of 1998 to 2014 gathered at school for a memorable reunion event, celebrating milestones ranging from 10 to 26 years since graduation. This gathering not only marked a significant occasion for the attendees but also served as a poignant reminder of the continued bonds created during their school years.

The event kicked off with guided tours of the campus, allowing Mentonians to rediscover the familiar grounds that shaped their foundational years and wondered at the changes that have transformed Mentone Grammar over the years. From new facilities and updated classrooms to revitalised outdoor spaces, the campus has evolved significantly, reflecting the growth and progress of the School community. This is especially true of the new Bayview Campus building and precinct that has transformed the southern side of our School. Many marveled at the extensive indoor and outdoor facilities including light-filled state-of-the-art classrooms, collaborative breakouts spaces, quiet study rooms and beautiful landscaped gardens and play spaces… not to mention the rooftop terrace with an incredible view!

As the sun set, excitement built for the cocktail evening ahead. Attendees were welcomed to the Function Centre with warm smiles, laughter, and the unmistakable energy of shared memories. In a heartfelt speech, Principal Andy Müller recounted the School’s journey and emphasised the importance of community and connection. Andy’s words resonated deeply, reminding everyone of the values instilled during their time at Mentone Grammar.

This reunion served as a beautiful tapestry of reflection, reconnection, and celebration, binding generations of graduates together. Whether it was the Class of 1998 celebrating 26 years or the Class of 2014 marking their 10-year milestone, each story added another layer to the rich history of Mentone Grammar.

As the evening drew to a close, Mentonians left with not only fond memories but also a renewed sense of pride in their alma mater and the lasting friendships formed within its walls.

Visit the TMA website and take a look at our 2024 event gallery: mentonians.mentonegrammar.net/publications-gallery/ photo-gallery/

FROM THE ARCHIVES

A HALF CENTURY FOR ‘KEYSIE’

Since its founding in 1923, Mentone Grammar has aimed to educate the whole person, striving to achieve the lofty ideals of both academic excellence and sporting achievement. Like Australia’s success in the recent Paris Olympics, cementing our reputation as a powerful sporting nation, sport is a proud tradition at Mentone woven into the fabric of the School, with generations of students embodying the enduring Mentone sporting spirit.

At a fundamental level, sport is vital to students' holistic development, enhancing physical fitness, mental wellbeing, social skills, and academic success. It relieves stress, boosts self-esteem, and builds confidence, while fostering teamwork, communication, and leadership. Sportsmanship teaches fair play, respect, and resilience, helping to form lifelong healthy habits and connections essential for personal success.

Given these benefits, sport remains an integral part of the curriculum including compulsory Saturday sport for students in Years 7 – 12. To support this, the School has invested significantly in sporting facilities over the years, from the Venice Street oval that hosted the first cricket match on 1 March 1923 and successive swimming pools that have nurtured many winning teams, including the 2024 girls Premiership swim team, to the Sports Centre that serves as a central hub, and the new Bayview multipurpose gym, these facilities have continually enhanced our sports program. However, for generations of students, sport at ‘Keysie’ has left an enduring memory of their school days. The first ‘old’ Keysborough Playing Fields in Cheltenham opened in 1967 led by Headmaster Keith Jones, who recognised that the lack of facilities was seriously hampering the School’s sporting program, especially given Mentone’s inclusion in the Associated Grammar Schools of Victoria (AGSV).

In 1974 a land development company made an attractive offer to the School for the Cheltenham site and land for the ‘new’ Keysborough site on Springvale Road was acquired in 1975. This site has played a fundamental role in the sports program for nearly 50 years and remains home to successful ‘Mentonian’ sporting clubs including soccer, hockey and cricket.

Forward to 2024 and the end of another season of winter sport when on any given Saturday over 1600 students from Years 7 – 12 participated in a range of sports including AFL/AFLW, badminton, basketball, cross country, hockey, netball and soccer, with around 950 students playing across our Keysborough site.

Keysborough Playing Fields, 1975.

OMCC Premiership Team, 2024.

While ‘new’ Keysie approaches its half century having served the School well throughout that time, we have evolved from a school of around 900 boys in 1975 to a vibrant coeducational community of over 2,000 students today. This growth compels us to consider the future of our sporting program and changing community expectations. We must also ensure that our facilities cater to the needs of all players, and most importantly adhere to the highest child safety standards.

Looking ahead, support from our entire Mentone Grammar community will be crucial in sustaining and enhancing these facilities. While the School’s immediate plans focus on implementing several small improvements, a future capital campaign centered on Keysborough will be essential to ensure our facilities can meet the evolving needs of our community. This will help create an inclusive and welcoming space to inspire our students and alumni, and where our community can unite, celebrate the joy of sport, and nurture the Mentone spirit for years to come.

HISTORY IN MOTION FIELD OF DREAMS

WHERE LEGENDS PLAY

Cyril Biss Oval was named after this former Board Member who served for 26 years and was instrumental in the School’s decision to relocate to ‘new’ Keysborough. Cyril’s dedication to the philosophy of striving for excellence through hard work and determination was evident at every turn as he ensured the continued growth and development of the School. His legacy lives on with the naming of the Cyril Biss Oval at Keysborough in 1988 to honour his life and achievements.

Shane Warne Oval was dedicated in the School’s Centenary year to recognise international cricketing hero, and iconic captain of the Mentone Grammar First XI in 1986 and 1987, Shane Warne AO (Class of 1987). In 2023, around the oneyear anniversary of his tragic passing, the School was incredibly proud to name the main match oval at Keysborough in memory of this true legend of the game.

John Peers Tennis Centre was named in honour of Australian tennis champion, John Peers (Class of 2006). John and his teammates dominated AGSV Tennis during his six years at Mentone Grammar, winning five Premierships, with John captaining the victorious team in his final year. He has continued to find success on the world tennis circuit with over 30 doubles titles including two Grand Slams and Gold at the recent Paris Olympics with partner Matt Ebden and Bronze with Ash Barty at the Tokyo Olympics in 2021.

With land scarce and Mentone Grammar struggling to find a sporting facility, parent Jack Corrigan stepped in during 1962, offering to sell part of his family farm at below market value. A Parents' Association Fete in October raised the £4,000 deposit, and the School secured 48 acres of the Corrigan estate. Under the watchful eyes of grazing cattle in the adjacent paddock, staff member, Don Ingram (Class of 1955) together with fellow cricket enthusiasts from the OMCC and several country boarders with building skills, spread soil, mowed the grass and laid a concrete pitch in time for the 1963-64 cricket season.

In 1966, further work began on developing the front 28 acres of the site, creating three ovals (for cricket and football), three hockey fields (two doubling as a fourth cricket ground) and practice wickets. A rifle range, athletics area, and curator's compound were added later. Clay from the water reservoir was shaped into banks around the grounds, and several trees were

successfully planted. The first inter-school football match was played against Ballarat College in June 1967.

‘NEW’ KEYSBOROUGH

In 1972, the School sold 20 undeveloped acres of the original 48-acre site for a significant profit. However, rapid housing development around the site changed the rural feel. Fortunately, less than two years later, the School received another offer for the remaining 28 acres. Before accepting, a new location had to be found that was the same distance from the School with timeless rural surroundings, and inexpensive! Several locations were rejected before 35 acres of rural land abutting Southern Golf Club and Braeside Park were found. An adjacent 5-acre lot provided road access, and the purchase was finalised in 1975. Extensive landscaping preserved and enhanced the parkland feel, with 4,000 trees and shrubs planted, and ‘new’ Keysie was ready for the 1977 season. Fast forward 47 years and ‘new’ Keysie has retained its beautiful rural feel and remains a mainstay of our sporting program.

Mixed Hockey, 2023.

Cyril Biss (second left) at ‘Old’ Keysborough, 1966.

Shane Warne (second left) and members of the 1987 First XI.

Opening of the John Peers Tennis Centre, 2023.

Laying the turf wicket, 1966.

Head Groundsman Jack Lyall rolling the wicket, 1967.

Reconciliation Round, 2024.

THE MENTONIANS MENTONE MEMORIES

A PLACE TO CALL HOME

MAX SIMMONS (CLASS OF 1957)

When Max Simmons’ mother accepted a job as a resident assistant nurse in the Junior School, Mentone Grammar not only became Max’s school but also his home.

Born in the farming community of Nhill in western Victoria, Max’s early childhood was spent moving across Victoria following his father’s postings as a police officer. When he was seven years old, his mother went for a job interview at a school which would ultimately determine the course of Max’s life. At the end of the interview, Mentone Grammar Principal, J.J. Thorold, presented Max with a school cap and pendant, a gesture which enabled Max to lay the roots for his future and form a meaningful and profound connection with the Mentone community.

WHAT WAS IT LIKE LIVING AT SCHOOL?

I lived at the School for 10 years. My mother and I were in the old Junior Boarding School on Warrigal Road and then moved to 104 Como Parade when that was built. I had my own room there and that was home for me. In the school holidays I worked for the boss [J.J. Thorold], and he taught me about photography, electronics, electrical wiring and how to fix houses. He was basically my father in those times.

WHICH TEACHERS INFLUENCED YOU MOST?

The one I remember most of all was Tom Williams, a beautiful man. He used to say to me, “If ever you're in doubt about anything, think of what your mother would say”. Don Stewart was a pretty feared science teacher but from the minute I met him, I knew I wanted to be an industrial chemist. There were people like Austin Ivy, who I corresponded with over the years, and certainly for me, J.J. Thorold, the boss.

DID YOU PURSUE YOUR LOVE OF CHEMISTRY AFTER SCHOOL?

Yes, I enrolled in night school and completed an Associate Diploma of Advanced Industrial Chemistry and Mathematics. I worked in the textile industry until it went belly-up in the ‘70s. Then I went back to university, re-qualified and started a new career as a psychologist, of all things.

HOW DID YOUR TIME AT MENTONE GRAMMAR SHAPE YOU?

A great deal over the years that I was living here. There was this wonderful playing area, this great school, some fairly spectacular teachers. I had to share my mum with 45 other kids, but they didn't have their mothers there, so that was just part of growing up in this world. We were given every opportunity and an independence of mind. And, of course, very good memories.

Max Simmons with fellow Intermediate, Leaving and Matriculation students, 1953.

View Max’s Mentone Memories video

LIFE-LONG CONNECTION

JANE GRIBBLE PAST STAFF MEMBER (1981–2007)

From helping her mother at Mentone Grammar fundraisers as a young girl, to a 27-year career supporting students to reach their full potential, Jane Gribble has a deep and profound connection with the Mentone Grammar community – one that she naturally shared with her two sons.

Jane joined the Mentone Grammar Staff in 1981 as Assistant to the School Counsellor. In this role she astutely recognised that students would benefit from more formal support in planning their post-school pathways. Determined to provide a meaningful and high-quality service, Jane undertook studies in careers counselling and ultimately established the Mentone Grammar Careers Office. Her strategic acumen and dedication earnt her a place on the School Executive.

WHAT ARE YOUR FAMILY CONNECTIONS WITH MENTONE GRAMMAR?

My mother was at one stage secretary of the Mothers’ Association, and I used to help as a child with the white elephant stall. My brother went to Mentone, all the way through Senior School, and my two sons came here also. My husband's cousin, John Gribble, was actually the architect for the Senior School library and various other areas in the School.

HOW DID YOU BUILD CONNECTIONS WITH THE STUDENTS?

Initially, my office was down next to the Headmaster's garage! I persuaded them to move me closer to the students so that I could interact with them more easily. I used to do community service like [helping with the Drama program]. I looked after the costume

side, helping at rehearsals and so forth. Seeing the wonderful talent of the students that you don't see on a daily basis, when suddenly you realise that they can sing beautifully, they can act, and they forget about all the other things around them – that was a fantastic experience. I really enjoyed it.

WHAT DOES MENTONE GRAMMAR MEAN TO YOU?

Mentone Grammar formed a really important part of my life, and my family's too. From my parents being involved, my brother being here, and then my two sons. I've had a long involvement with the School. It's something I look back on, and if somebody said to me, ‘Why would you have stayed for 27 years?’ I stayed because I loved my job. And I loved being here as part of the School. That would be my answer. I always enjoy coming back for reunions and speaking with so many of my former students.

If you have a great story to tell about your time at Mentone Grammar as a student or staff member, special memories of classmates, teachers or colleagues, or want to keep us up to date with what’s going on in your career and special events in your life, we would love to hear from you. mentonians.mentonegrammar.net/memories

Zac Reark (Class of 1989), Bronte Reark (Class of 2019), Bridgitte Roberts, Matthew Gribble (Class of 1989), Jane Gribble and Judy Beazley at the Centenary Book Launch and Art Show.

Jane Gribble with members of the ‘Oliver’ cast and crew, 2006.

Jane Gribble and students, 2003.

View Jane’s Mentone Memories video.

THE MENTONIANS

VALE

The Mentonians Association records with sadness the passing of the following members of the Mentone Grammar community. Our thoughts are with their families and friends.

ALAN MCKENZIE

(CLASS OF 1965)

6 JULY 1947 – 5 JANUARY 2024

We mourn the loss of Alan Mckenzie, who joined Mentone Grammar in 1957 as a Year 7 student and left a lasting impression on the School community. A talented tennis player, he earned half colors and played on the first team, showcasing his competitive spirit and dedication.

Graduating in 1965 after completing Year 12, he continued to inspire others, including his brothers, Ross McKenzie (Class of 1969) and Stephen McKenzie (Class of 1972), both of whom followed in his footsteps at Mentone.

Alan will be remembered fondly for his contributions, camaraderie, and the joy he brought to those around him.

Labore et Honore

ALAN HOCKING

(CLASS OF 1972)

20 MARCH 1954 – 25 APRIL 2024

It is with a sense of loss; we announce the passing of Alan Hocking, who began his educational journey at Haileybury College before transferring to Mentone Grammar in 1970 as a Year 10 student.

Although his time at Mentone Grammar was brief, leaving in 1971, he made a meaningful impact on those who knew him during his studies. Alan will be remembered for his enthusiasm for learning and the friendships he fostered during his school years.

His spirit and contributions to the School community will be cherished by all who had the pleasure of knowing him.

Labore et Honore

COLIN MCGILL (MASTER EMERITUS)

14 AUGUST 1953 – 9 JULY 2024

We were deeply saddened by the passing of beloved former teacher Colin McGill. With 29 years of dedication, he profoundly impacted countless students, particularly in science and mathematics and was honoured as a Master Emeritus upon his retirement in 2016.

Colin was also a skilled football coach and Officer of Cadets. His inspiring journey through health challenges is documented in his book, ‘The Phoenix Rises: A Story of Survival’.

Colin's loss is deeply felt in our community. We extend our condolences to his family and loved ones, hoping his memory brings them comfort.

Labore et Honore

JAN DRINAN

19 JUNE 1953 - 2 AUGUST 2024

Our community was devastated by the loss of Jan Drinan who has been a friend and supporter of Mentone Grammar for over 40 years, both as a past parent and through her late husband Tony (Class of 1968) who served the School with distinction for 26 years. Since 2001, Jan has been awarding the Tony Drinan Medal, created by TMA in his memory, to honor exceptional Mentonians who have excelled in their professional fields, emulating Tony’s own accomplishments.

We extend our heartfelt condolences to Jan’s extended family and friends, including partner Greg, daughter Hayley and sons Aaron (Class of 1997) and Troy (Class of 1994). Jan will forever remain in our hearts.

Labore et Honore mentonians.mentonegrammar.net/vale-jan-drinan

THE MENTONIANS

KEEP IN TOUCH

There are many ways that you can stay connected with fellow alumni through The Mentonians Association, as well as the broader School community.

We welcome your comments, suggestions, stories, and active participation. Attend one of our reunions or special events, join a sporting club, become a Tutor for current students, join the School’s coaching team, or attend one of the incredible student performances. We would also be more than happy to organise a private tour of the School or discuss other ways for you to get involved with The Mentonians Association or the School.

THE MENTONIANS CONTACTS

ALUMNI & DEVELOPMENT MANAGER

Dorianne Spiteri

E: thementonians@mentonegrammar.net

T: +61 3 9584 4211

Visit our website for all the latest news and events and don’t forget to update your details and/or share your Mentone Memories with us! mentonians.mentonegrammar.net

thementonians

Mentone Grammar @the_ mentonians

TONY DRINAN MEDAL

As a perpetual memorial to an exceptional Mentonian and to recognise the accomplishments of former Mentone Grammar students, the prestigious ‘Tony Drinan Medal’ is awarded each year to a past student who, in the opinion of the Selection Committee, has achieved outstanding success, bringing honour to the School and service to the community.

Nominations are now open for the 2025 Award.

If you have any questions, please contact the Alumni & Development Office (details above).

To view our past recipients please visit: mentonians.mentonegrammar.net/ celebrating-mentonians/mentonian-awards/the-tony-drinan-award/

COMMUNITY CONNECTIONS

Mentone Grammar has a vibrant and welcoming community of parents, alumni, friends and partners who provide an extended network of opportunities and support to the School.

OPEN DAYS & SCHOOL TOURS

Great opportunity to explore our School if you are interested in enrolling your child.

NOTE: Places are limited so all prospective students must be registered on our waitlist. Apply early to avoid disappointment.

Open Day Saturday 22 March 2025 9.00am – 12.00 noon All campuses

For the latest information on our Open Day and School Tour dates please head to our website mentonegrammar.net/enrolment/ school-tours-and-open-days/

PRIVATE TOUR

If you would like to arrange a Private Tour, please contact the Enrolments Team on:

T: +61 3 9584 4211 E: enrol@mentonegrammar.net

CAMPUSES & FACILITIES

In addition to the School’s main campus in Mentone, we operate additional facilities that extend the educational offering of our School.

R. M. Sykes Shoreham Camp Marine Parade, Shoreham

Keysborough Playing Fields 756-768 Springvale Road, Keysborough

ARCHIVES CENTRE

For all historic Mentonian donations please contact:

Kerryn Van Der Merwe

Records and Archives Manager

T: +61 3 9584 4211

E: kerrynv@mentonegrammar.net

KEY CONTACTS

For all School and campus contacts, please visit our website: www.mentonegrammar.net

Mentone Grammar

Mentone Grammar @mentonegrammar

Mentone Grammar

THE MENTOR

PUBLISHED BY MENTONE GRAMMAR

63 Venice Street, Mentone 3194

T +61 3 9584 4211

W www.mentonegrammar.net

E enquiry@mentonegrammar.net

ABN 87 616 069 977 CRICOS 00323C

EST. 1923

Editor Jen Blackburn

Design Mark Hudson, Mosaic Studios

Print Eastern Press

PARENT GROUPS

Parents & Friends (P&F)

Being involved in P&F activities is a great way to connect with other Mentone families. The P&F also offers two special interest groups: Mon Ami for new families to Mentone/Australia and Dads@MG.

P&F main contact

E: pandf@mentonegrammar.net

Mon Ami

E: ruberus@mac.com

Dads@MG

E: hayden_j_mcnamara@yahoo.com

MENTONE AQUATIC

Swimming programs are designed by Olympians Toby Haenen and Andrew Lauterstein who share a love and passion for swimming focused on fairness, consistency and progression.

T: +61 3 9581 3288

E: info@mentoneaquatic.com

Cnr Como Parade West & Lucerne St, Mentone

Mentone Aquatic @mentoneaquatic

Don't forget to mark all our special Centenary events into your diary, and book early to avoid disappointment.

CONTRIBUTORS

With special thanks to: Ross Joblin Chair Andy Müller Principal Dorianne Spiteri & Katya Dunham TMA Editors

Anthony Bacon, Margeaux Ballardie, Peter Bratuskins, Mary Craven, Tom Christiansen, Pernilla Eklund Allan, Michele Gill, Jane Gribble, Hunter Griffin, Julie James, Steph Kinnear, Garrett Kinchington, Monique Lawrence, Library Staff, Jason Mann, Belinda McKindlay, Scarlett Patterson (Year 7), People & Culture Team, Sacha Pollard, Jonathan Ponnusamy, Dan Newton, Angela O’Connell, Jarrod O’Neill, Jess Richards, Bridgitte Roberts, Brenton Sanderson, Kathryn Schravemade, Max Simmons, Sheree Smith, Andrew Stewart, Peta Stubbs, Kerryn Van Der Merwe, Ben Wolstencroft, Kate Wright and Danny Yardis.