St Catherine's News - Spring 2018 by St Catherine's School

Incorporating the Old Girlsâ&#x20AC;&#x2122; Bulletin SPRING 2018

Leadership

Senior School

Staff Profiles

Dear Mrs Moor

Women In Leadership

Curriculum

Wellbeing

08 ELC

Junior School

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“If you want something in life that you have never had, you will have to do something that you have never done.” – MRS MICHELLE CARROLL, PRINCIPAL

St Catherine’s News Spring 2018

the teacher takes a genuine interest in each student as an individual, helps foster self-esteem and inspires them to be the best they can be. In an article from Teach.com titled Teachers Change Lives – Teachers Make a Difference, it was stated that

From the Chair of Council Here we are at Term 4 with VCE Exams, Speech Night and the end of the school year fast approaching. The new Barbreck is now occupied by our precious students and wonderful teachers who are developing the next generation of St Catherine’s girls, and the beautiful Village Green is taking shape. Over the break I was reflecting on my memories of school and in particular, some of the great teachers who had a significant impact on what I chose to pursue when I left school. One in particular, my Year 12 Geography teacher, had such a profound and motivating impact on me that I went on to study Geography at university and achieved honours in my arts degree in addition to my law degree. We have all had great teachers that we can remember, maybe one or maybe more than one, but what actually makes a teacher great? The answer to this question will vary for each person, but one common theme seems to be that

“It is not an exaggeration to say that a great teacher can change a student’s life. There are an endless amount of great teacher stories that attest to the benefits of a strong relationship between an educator and pupil.” The article went on to say that “By forging strong relationships, educators are able to virtually affect every aspect of their students’ lives, teaching them the important life lessons that will help them succeed beyond term papers and standardised tests.” St Catherine’s has many great teachers, both past and present, but one who I would like to acknowledge as a shining example of a great teacher is Head of the Junior School, Mrs Alana Moor, who as many of you will know, is retiring at the end of the year. Many of the girls and parents who I have spoken with over the years speak with affection for and hold such fond memories of Alana. She is a great educator who is caring, engaging, warm and inclusive and has always endeavoured to develop a special relationship with every student. This is most evident at Year 6 Graduation night where Alana provides a summary of each girl, their interests and something that is special or unique arising from their relationship. It is always a memorable night. Thank you Alana for all that you have done for St Catherine’s and our girls. You are a shining example of a “great teacher” and I hope that many more St Catherine’s teachers follow your path in the years to come. Ms Jane Hodder Chair of Council

From the Principal Through his analogy of the portraitpainting of Mona Lisa, Professor of Career Education and Development at Australian Catholic University, Jim Bright, brilliantly articulates the very notion of learning. Undoubtedly, if you want something in life that you have never had, you will have to do something that you have never done. Take a step. Of course, we generally do not like doing things differently and students of all ages can be reluctant at times to even take one step. For teachers, reframing the feeling of discomfort as a positive signal requires students to feel comfortable with the messiness of learning because this is when the brain starts to do its work – creating growth and the potential for new connections of our neural pathways. Thus, encouraging students to be patient with their own development and to enable their understanding that the more they can engage, the better they will become as thinkers and learners. One of my great pleasures this year was to undertake study at the oldest institution of higher education in the United States, Harvard University, established in Boston in

LEADERSHIP

TAKE A STEP “Every great achievement in life follows the same formula. Take a step. Repeat. Mona Lisa? Dab of paint. Look at the model. Dab of paint. Each step is similar but not exactly the same. If Leonardo da Vinci had simply repeated exactly the same brush stroke over and over, we would not have the woman with the enigmatic smile, rather we would have a very tall overpainted blob on an otherwise blank canvas.”

1693. During this time, I was inspired by the words of renowned Harvard Graduate School of Education Professor David Perkins. Perkins utilises his childhood baseball experience to develop a core set of principles and concepts for educators. In Red Sox Nation (and using a resonant sports metaphor), he refers to the challenges in taking one’s game up a notch. First, ‘playing without the home field advantage’ and second, ‘playing the hidden game’. ‘Playing without the home field advantage’ refers to the transfer of knowledge from one context to another. Some information transfers are more easily made than others. For example, once you know how to hit the ball in the confides of a batting cage, you are more easily able to strike at the home plate but it is much more of a stretch to relate the Civil War to the current tensions in the Middle East. In baseball, algebra, or anything else we learn, there are richer, more layered aspects requiring interpretative analysis for students to deeply understand the topic they have been taught. ‘Playing the hidden game’, as suggested by Perkins, scrutinises the data of batting averages yet also serves

to ignite the passion in students to learn beyond the surface curriculum; this can be aided by two questions: “What do you see is going on? What do you see that makes you think so?” These questions can spark discussion about a work of art but also about a scientific process, a political speech, or any number of other classroom experiences that can draw learners into the game of inquiry and invite students to ‘take a step’ into the more complex, deeper learning. Inspired by the now iconic New York statue, Fearless Girl, the Year 12 student leadership theme this year has been one of encouraging St Catherine’s girls to be courageous, brave and bold with all their endeavours. Being comfortable with being uncomfortable. To take the step. It is about being willing to take risks, to fail, to admit that you are afraid, to ask for help, and above all to persevere, regardless of discomfort or fear. The world young people will enter is transforming at blinding speed. A combination of globalisation and technological innovation means many jobs will disappear while new jobs will be created.

The only thing we can confidently predict is that citizens of the future will experience constant and ongoing change throughout their working lives. It will be a future filled with discomfort, challenge and change. Ensuring young people have the strength and resilience to take on the unknown, master the new, fail and try again will be essential. This edition of St Catherine’s News provides an account of St Catherine’s girls who are ignited by a passion to learn and encouraged to take a step. It also provides an insight into the dedication and professionalism of the St Catherine’s staff who engage students each day to lift their performance and encourage them to realise that it is a good thing to feel uncomfortable. When you feel uncomfortable, it means you are moving forward and exploring new territory. To get comfortable with being uncomfortable will allow our students to find out how far the journey can take them. Mrs Michelle Carroll Principal Bright, J. 2018 Formula for success starts with one step. The Sydney Morning Herald.

St Catherine’s News Spring 2018

MRS MOOR “Alana will leave an indelible imprint on her work colleagues and the students who have had the privilege to pass through Barbreck during her leadership. She has brought a quiet dignity and grace to the position, coupled with a commitment to best educational practice and a desire to provide the best education for our students. I have no doubt she will take with her a great sense of pride in the achievements of all the girls under her care and guidance. Alana, I will miss your genuine warmth and unwavering support, you will be dearly missed by your colleagues and by our wonderful Barbreck children and families.” – MRS MICHELLE CARROLL, PRINCIPAL

“Alana has been an intrinsic part of my time at St Catherine’s as an exemplary professional colleague who I have worked with for over a decade. My most endearing moments with Alana have revolved around the significant role she has played in the learning journey of my daughter, Grace. Alana has been involved with Grace since ELC, now in Year 11, Alana has been a key part of Grace’s growth to the young woman she is today. Assisting her constantly when she was in a wheelchair in Year 2 after her operation, encouraging her to start singing lessons which established her love of the performing arts. I will never forget her care and attention to Grace and our family throughout this challenging time.” – CERI AND GRACE (YEAR 11) LLOYD

“I cannot put into words what Mrs Moor means to me. Whenever I’ve had a problem, she is there to listen and help me find the right answer. Mrs Moor has always made me feel proud of myself, congratulating me for even the little things that I have achieved. Mrs Moor has taught me that it is okay to have different viewpoints as well as the importance of showing respect, both for myself and for others. Mrs Moor is one of the most understanding, caring, wise and funny people that I have ever met, and will always hold a special place in my heart.” – CHARLOTTE UPTON (YEAR 6)

“We first met Alana on her very first day in 2007 and our first impressions were of a kind, gentle and intelligent woman. Alana has a great love of young people and holds a strong belief in the power of education. An inspiration to students and parents alike, her strong values, genuine spirit, belief in the fundamentals of education and respectful friendships are evident to all. Never a dull Assembly, her good humour and encouraging and entertaining life lessons ensured a remarkable ability to capture every student’s attention and interest. Alana, we would like to thank you for all you have done for our family.” – LISA, JOHN, EMILY (’09), JONATHAN (’11), KATE (’13), ANNABEL (’15) AND SARAH (YEAR 12) STEVEN

“I count myself incredibly lucky to have known Mrs Moor for the past 10 years, and to have shared a relationship that has continued well beyond my time at St Catherine’s. Mrs Moor has helped me navigate several pivotal decisions in my life, mentoring and sharing her wisdom and guidance. Repeatedly, she has demonstrated that her consideration for students extends well beyond the academic realm and into other equally important aspects of our lives. Mrs Moor is an inspirational Principal, leader and educator, and set an outstanding culture which will endure her departure. I will be forever grateful for Mrs Moor’s mentorship but above all friendship.” – ALEXANDRA KENT (’14)

“The trust and faith that Alana has in me and knowing that I always have her support has meant the most in the ten years that I have worked for her. To use a sporting analogy, renowned AFL coach Tom Hafey was referred to as a ‘players’ coach’. His players respected him and gave it their all for him. In a similar way, Alana is a ‘teachers’ principal’ who inspires her staff to perform their best every day. She is a brilliant leader and a wonderful friend who has made a positive impact on many young people.” – MR TOM CREBBIN, JUNIOR SCHOOL HEAD OF PHYSICAL EDUCATION

LEADERSHIP

Women in Leadership “Little girls with dreams become women with vision.” – Anonymous Leadership opportunities can be found in organised

Familial

FEMALE LEADERSHIP Personal IDENTITY

activities, professional opportunities and within the classroom.  The contextualisation of women in leadership, can be seen in the

Societal

Construction of Leadership

creation of the female leadership identity, which is the combination of the constructs of leadership in the following areas:

School

FAMILY | SOCIETY | SCHOOL | PERSONAL The construct of leadership, in each of these areas is seen in the social and cultural transference through words and actions. The school construct of leadership is seen within the opportunities and activities students participate in by encouragement, engagement, experience, programs and within the classroom. The personal construct of leadership in young women is often considered by young people as ‘popularity and friendship’, rather than leadership opportunities taken through experiences. The familial construct of leadership can be reflected in the family’s cultural understandings being role modelled in the home. Allowing the shared responsibility of chores and pocket money to be equal for daughters and sons can go a long way to ensuring our daughters see themselves as potential leaders. Research into family constructs reveals chores around the home are often subject to gender bias. The son is given the task of mowing the lawn, while the daughter does the washing or the dishes. Interestingly, the so-called harder job

of mowing the lawn is given more money than the household chores. It is easy to see, in this scenario, how the gender equity imbalance can begin early in the lives of young women. Archard, Morda and Waniganiyake, in their paper titled Teachers’ Roles in Building Students’ Leadership Identity, (2017), noted, “The extent to which the early formation of leadership potential can create or reinforce gendered assumptions is strongly aligned to the beliefs and attitudes towards women in a given society. Moreover, these societal ‘norms’ can impact on girls’ ability to fulfil leadership roles during their childhood as well as throughout their lives.” As teachers, we are intentional in our language around developing independent young women. Professor Waniganiyake’s research highlights how leadership and identity can be affected by a combination of factors, including gender, culture and class.   St Catherine’s regards leadership as an integral part of a girl’s education.

Female Leadership Framework: Developing adolescent girls as future women leaders through the formation of a Female Leadership Identity – Archard (2013)

During Years 9 and 10, students are given the opportunity to develop their leadership skills by studying for their Leadership Diploma, a qualification unique to the School. The Diploma encourages students to step outside their comfort zones and become involved in new and different activities. Students must successfully complete a list of criteria which includes developing positive relationships, involvement in mentoring programs, community service and environment programs, performance and public speaking, outdoor education and being a positive role model. Students also have the opportunity to refine their leadership skills through participation in the Student Leadership system. In the Junior School, the Barbreck Council meets each fortnight and is chaired by the Junior School Captains. Senior School students can nominate for several Senior Office Bearer roles, including Co-School Captains in Year 11 and School Captain and Vice-Captain in Year 12. Encouraging our students to have an opinion, speak up and have a voice, is ensuring they are not silent by the long-standing societal expectations of women, gradually changing in our world today. We are all responsible, as parents, teachers and peers, in breaking down the inequity of female leadership and opportunities that exist in society.

Mrs Gina Peele Director of Student Programs

St Catherine’s News Spring 2018

Assessment & Measurement I N E D U CAT I O N effectiveness of a teaching and learning program within a school. They can also create great anxiety for those participating, and of course, for their families. There has been considerable media coverage about the National Assessment Program – Literacy and Numeracy (NAPLAN) and the difficulties in comparing the written tests with those that have been done online. Questions have also been raised about the validity and reliability of NAPLAN. Some of these concerns are well-founded, others not so much. Assessment and how a school goes about the task of measuring student learning is very complicated and yet, quite simple at the same time. During 2018, all St Catherine’s School teachers have been focussing on assessment. In particular, staff have been developing clarity around learning intentions for classes, identifying specific success criteria and creating assessment rubrics which can be used to identify student progress across desired learning continuums. I recently wrote an article for The Blue Ribbon about ‘turning points’ in a school. In particular, I discussed the important decisions students make in their school journey, such as the subject selection process, end of year exams, and most importantly the Year 12 VCE Exams. I included a piece written by an anonymous principal about the importance, or not, of exams. End of year exams have been a staple of schools for a long time. On one level, they serve as a functional mechanism to help determine who can go on to tertiary education. Exams, if designed with care and expertise, also serve to identify the learning of students and the

The School’s Pedagogical Coach, Miss Kristy Forrest, has been leading our teachers in rethinking and refining the assessments we use to ensure they measure the learning in students we wish to see develop. For example, we strive to ensure our students become clear and effective writers. It is essential that teachers and students are clear about the characteristics of what outstanding writing looks like and what a weak piece of writing looks like. Identifying the criteria by which judgements can be made is critical if teachers are to support students in progressing their learning. On 20 August, St Catherine’s staff were privileged to hear an address from Professor Geoff Masters AO, CEO of

the Australian Council for Educational Research. Professor Masters challenged our teachers to think about what effective assessment looks like and in turn, use assessment to measure the learning growth of all students. Critical questions such as, “What do my students know after today’s class which they did not know before? What are the strengths and weaknesses in my class and how does each individual girl learn best? How can I, as a teacher, adjust my teaching to improve student learning based on the previous assessment task?” At St Catherine’s, we are continually questioning and modifying what we do. Effective assessment design is a significant function teachers carry out on a daily basis. The creation and administration of quality assessments provide a clear road map for teachers and students alike. Professor Masters wrote the National School Improvement Tool, which we have been using at St Catherine’s. In it he states, “Clarity about what students are expected to learn and be able to do, high expectations of every student’s learning, explicit teaching of skills and content, individualised attention as required, and timely feedback to guide student action are key elements of the school’s push for improved teaching and learning.” When schools have high quality assessments, accompanied by high quality teaching, measurement of student growth becomes a relatively straightforward exercise. In turn we can then ensure we deliver the highest quality learning experiences for our students. Mr Robert Marshall Director of Teaching and Learning

LEADERSHIP

THE CPR OF RESILIENCE Resilience is the ability to draw upon the strengths within yourself, and around you, to flexibly respond to life, while remaining true to yourself and creating positive relationships with others. – Andrew Fuller EMOTIONAL INTELLIGENCE AND RESILIENCE Emotional intelligence and building resilience are the two key areas of focus in the weThrive: Wellbeing @ St Catherine’s program in partnership with Swinburne University. As part of the Girls Talk: Raising Confident, Courageous Girls Parent Seminar series, psychologist and author Andrew Fuller delivered a presentation titled, Building Resilience, on 27 August 2018. Andrew discussed the latest research data from Resilient Youth Australia and provided strategies to develop a more resilient mindset in children and teenagers. Andrew noted that emotional regulation is the greatest indicator of success in life. He emphasised the interrelationship between emotional intelligence and improved resilience, validating the combined focus of the weThrive: Wellbeing @ St Catherine’s program. The School’s partnership with Swinburne University’s Emotional Intelligence Research Unit over the past four years has seen AristotleEI, a suite of programs developed by Swinburne to help students improve emotional intelligence competencies in the classroom, delivered to several of our year levels. Swinburne’s research

reveals that improved recognition, understanding and regulation of emotions contributes to improved resilience through greater self and social awareness. This relationship between emotions and thought processes has been a strong focus of the Year 4 weGrow Wellbeing program where students have gone on to create visual representations of positive and negative emotions through Storm Cloud Me and Blue Sky Me. The CPR of Resilience advocates that a resilient mindset is created when children feel Connected, Protected and Respected. CONNECTED A “sense of belonging and attachment is the foundation stone of resilience,” says Andrew. The importance of connection is recognised in the Year 7 weBelong, Year 8 weConnect and Year 9 weEngage components of our weThrive: Wellbeing @ St Catherine’s program. Andrew believes that families can foster a strong sense of connection and belonging by maintaining family rituals. Experts agree that these associations promote positive mental health in young people. PROTECTED A sense of safety and a home and school environment of care and security is crucial to establishing a sense of autonomy. It is important, however, to note that providing safety does not necessarily mean cocooning young people from experiences that will help them build resilience. Andrew recommends that parents guide their children to solutions rather than solving issues for them. Making mistakes is a crucial part of developing resilience as they provide the road map for better decision-making, persistence and academic buoyancy.

RESPECTED Andrew notes that, “the perception that your family, friends, school, community and country respect you as a person is a powerful predictor of belonging and resilience.” He urges parents to include children and teenagers in important decision-making so they feel respected and involved. He also noted that many young people do not feel that adults listen to them and encouraged parents to ask, ‘So what’s going on for you?’ Andrew Fuller offers a range of resources for parents including How Parents Can Help Students in The Senior Years of School and Ten Hints for Creating Resilient Families. Ms Merran O’Connor Director of Student Wellbeing Andrew Fuller, 2018 www.andrewfuller.com.au

St Catherine’s News Spring 2018

Developing Confidence & Self-Esteem IN YOUNG CHILDREN Children with a strong sense of self-worth feel competent to cope with the basic challenges of life and feel worthy of success and happiness. It is for these reasons that a child’s learning must be underpinned by positive self-esteem and a sense of self-confidence. “Self-esteem is feeling good about yourself. Good self-esteem helps children try new things, take healthy risks and solve problems. It gives them a solid foundation for their learning and development.” – Raising Children Network, 2017 For children, self-esteem comes from knowing that they belong to a family and community that values them. It is important that they are connected to people as this gives them a sense of place. It also gives them the opportunity to relate to others. A child’s self-esteem can be nurtured through their relationships. Educators at St Catherine’s Early Learning Centre work towards developing the child’s self-confidence and selfesteem. This is done by encouraging the children to have a go and try new experiences, and by celebrating their successes. We believe that the children are competent and capable, and therefore provide them with the scope to become independent, have their own experiences, think for themselves, take considered risks and make their own decisions. By encouraging the children with their independence and empowering them to make their own decisions, their confidence will begin to grow. Developing a positive attitude to learning and thinking is essential. Children need to develop a ‘can do’ attitude where they are willing to have a go and try new experiences. This is how they learn. Participation is about effort, persistence and improvement. Persistence will help them to develop ideas about their own capabilities while creating a strong selfconcept. It is also important for children to celebrate the experience purely for the enjoyment that it brings.

ELC

Coping with upset and disappointment is a part of life. This is something that young children must develop the strategies to cope with. As educators, we can do this by prompting the children to think about other ways of doing things or encouraging them to try again. The children begin to understand that their upsets and disappointments can be used as a learning opportunity. This positive mindset helps to build up the childâ&#x20AC;&#x2122;s confidence and develops resilience. It is important to acknowledge and celebrate the childrenâ&#x20AC;&#x2122;s achievements. This can be done by recognising the effort and determination that they have put into a particular task or learning a new skill. This positive feedback helps the child to feel good about themselves. It is also important to acknowledge qualities such as kindness, tolerance and empathy as this reinforces to the child how important such character traits are. The importance of self-esteem cannot be underestimated. It affects a childâ&#x20AC;&#x2122;s behaviour and their thoughts. It changes how you feel about yourself and affects your confidence. If we want to build happy and successful young learners, then we must first start with their self-esteem as this sets the foundation for a lifetime of successful learning. Ms Sarah Bethune Early Learning Centre Coordinator

St Catherine’s News Spring 2018

OPENING DOORS To the future of education

FI R S T DAY I N T H E N E W BARBRE C K Barbreck is futuristic, famous and friendly Barbreck is very white Barbreck is very nice Barbreck is calm Barbreck is quiet Barbreck is... AMAZING!! P OL LY M OIR ( Y E AR 3 )

The final week of Term 2 was both busy and exciting in the Junior School as we prepared to close the doors on the existing Barbreck building for the final time. During that week, all students and staff were invited to tour the new Barbreck building and explore all that it has to offer for learning and teaching. Excitement was palpable as the girls walked towards the building. Principal Mrs Michelle Carroll greeted the girls at the doors and was quickly enchanted with the wonderful reactions to the new learning environment. Conversations and exclamations of sheer joy filled the air as students walked through the building in awe. Comments

ranged across a wide use of descriptors such as ‘awesome’, ‘bright’, ‘huge’, ‘spectacular’, ‘comfortable’ and ‘fresh’. Such joy echoed throughout the three levels as each area was discovered. The STEM (Science, Technology, Engineering and Mathematics) Lab, Language Lab and Library & Resource Centre captivated students as they made their way through the building. Their delight was a privilege to observe. ‘Look at that’ was a common exclamation between friends. Our first day in the new Barbreck building on Wednesday 18 July could not have come quickly enough for us. Students

and parents eager to view the building excitedly gathered in the new forecourt. Upon entry, everyone experienced the new classrooms and learning areas. The outstanding work completed by staff in setting up classrooms in such a short time frame was acknowledged by everyone who entered Barbreck. The bell rang at 8.30am and the School quickly settled into routines and practices all ready for the new learning environment. All of this occurred effortlessly and seamlessly. The transition from one Barbreck to another had occurred. The students achieved so much in the first two weeks in the new Barbreck.

JUNIOR SCHOOL A MAZING, HAPPY & MODERN Big and bright, a dream come true Joyful, calm, quiet, outside fun noise Inside learning A wonderful place to be MIE T TA BAR R ING TO N ( Y E A R 3 ) The Year 4 students held an ‘Open Afternoon’ for all parents to view their ‘Wax Museum’. Their History studies into early explorers culminated in a dramatic presentation representing a specific explorer and their travels and achievements. The operable wall between the Year 4 classes provided a wonderful and large area for showcasing their excellent work. Parent Teacher Interviews also occurred, with parents thoroughly enjoying their interviews held in the spacious classrooms with their daughter’s classroom teacher. Preps could not wait to celebrate 100 Days of Prep on 2 August. Few classes have had the memorable opportunity to commence school in one building, now demolished, into a brand new one. Mrs Alana Moor Head of ELC and Junior School

MY FIRS T WALK THROUG H New is nice Each room is big Wide space Big school Awesome building Respectful kids Beautiful walls and classrooms Real – I can’t believe it! Excited Careful – we need to look after this building SCA R LETT S TEVE N S O N KOTS OS (YEAR 3 )

MY N E W S CHOOL Shiny, new and clean Modern and big Amazing and different Silence and chitter chatter FL E UR AN G E N E N T ( Y E AR 3 )

St Catherine’s News Spring 2018

Literacy at the Heart of Learning “The more that you read, the more things you will know. The more that you learn, the more places you will go.” – Dr Seuss

It is not uncommon for children who have been avid readers all through primary school, to become completely reluctant readers when they become teenagers. English teachers often report that, at parent teacher interviews, parents bemoan the fact their child ‘never reads any more’. Part of this is most certainly due to some of the more obvious factors that come with the onset of adolescence – emotional changes, the need to fit in with their peer group, the increased use of social media and time spent online, and the increased academic workload. Dr Margaret Merga, a Senior Lecturer in the School of Education at

Curtin University, argues there is also another factor: a phenomenon known as ‘expired expectation’. That is, the idea that once the skill of reading has been acquired, there is a withdrawal of expectation that it is something you would do simply for pleasure. We are all aware of the benefits of reading, particularly the benefits of reading for pleasure. Increased literacy, improved educational outcomes, an increase in empathy and a greater sense of general wellbeing. Indeed, many students report feeling calm and less anxious when reading a book they love.

SENIOR SCHOOL

But if the desire for reading has been lost, how do we get it back? Dr Merga believes there are five things parents can do to encourage their children to read: Keep reading aloud to your kids – until they tell you to stop Choose books they like – do not dismiss what they like as shallow Limit access to electronics – interestingly, this includes ebooks Make time and space to read – get a reading routine going Be a role model – make the time to read yourself And what are we doing? The St Catherine’s Library Service is fortunate to have two qualified teacher librarians on hand who work every day to put the right book in the right child’s hands. We are also genrefying our fiction collection, making it easier for students to pursue titles in the genre they love. Often book selection at a library can be a daunting process – there is a lot of choice! We have found that marking certain titles (both physically and on our digital catalogue) as belonging to a certain genre or style of book, can make a world of difference to the book selection process. The Barbreck Library again celebrated National Simultaneous Storytime in May. This event provided students with the opportunity to read and share stories at the same time as many people in libraries all around the nation. This year, the Nicholas Library has been host to the Thursday Morning Book Club. A group of 10 students from Years 7 to 9 have been keenly discussing books, genres, characters and narrative structures. It is fantastic to see such keen readers so passionate about books and reading. These students are some of our best readers and are hugely influential in terms of titles purchased for the Library. We have also enjoyed the opening of the new Junior School Library in July which has become home to many of our students during recess and lunch. Ms Kathryn White Head of Education, Resources & Information Centre

“Something magical happened. We’ve been working together, and caring about things, and feeling alive.” POLLY BAKER, LEAD FEMALE CHARACTER, CRAZY FOR YOU.

The witty one-liners, toe-tapping melodies, complex choreography and timeless message of ‘be yourself’ made Crazy For You an audience favourite across the globe. The energy and enthusiasm of our cast certainly maintained the essence of optimism and fun demanded by the script.

The characters of cowboys from Nevada, Follies dancers from New York and dance directors from Hungary made for hilarious, larger than life performances. The cast of triple-threats tapped, waltzed, jigged and shimmied their way through dance numbers while belting out Gershwin harmonies, accompanied by our brilliant band. The students in the technical and backstage crews were just as impressive, creating the magic of theatre with slick scene changes and deft lighting and sound cues.

Based on the 1992 novel written by Ken Ludwig, the musical is set in the 1930s and retains the same charm of a musical from Broadway’s golden age. The songs were composed by the Gershwin Brothers in the early 20th century, with the aim of combating the depression of post-war and post-gold rush economic hardship.

Everyone who contributed to the success of the show should be extremely proud of their efforts. I would like to acknowledge the tireless work of our production team, comprised of our brilliant Performing Arts staff and VCE Theatre Studies students. Mr Tim Collins as Music Director, Ms Kathryn White as Choreographer, Mrs Caroline Morrison as Costume Manager and Mr Leigh Olsson as Conductor, all went above and beyond in their roles to ensure this production was one of our best.

The production process started in April 2017, when we selected the musical and secured the rights. Auditions took place in November 2017 and this was followed by 11 weeks of rehearsals.

It was a joy to see such a talented and creative group of students and staff not only share a clear vision, but demonstrate the professionalism and passion to create high quality theatre.

The culmination of this hard work was enjoyed by three enthusiastic audiences in April 2018, with one performance being so hot it set off the fire alarm.

Mr James Brown Head of Performing Arts

CULTURAL CENTRE Year 8 students had the opportunity to immerse themselves not only into a full outback camping experience, but to take in the beautiful scenery and learn about Australia’s unique and special Indigenous culture as they participated in St Catherine’s inaugural Central Australia trip.

We departed Melbourne early on Sunday 29 April and arrived in Alice Springs at lunchtime following a brief stop-over in Adelaide. We were greeted at the airport by our tour operators who wasted no time showing us the sights of Alice Springs. Over two days we visited the School of the Air where we participated in a televised lesson, the National Pioneer Women’s Hall of Fame and HM Gaol and Labour Prison, the Royal Flying Doctor Service and Anzac Hill. We also encountered some new and interesting reptiles at the Reptile Centre. From Alice Springs, we travelled to Wallace Rockhole where we toured local landmarks, participated in an Indigenous art activity, tasted damper and learnt about bush medicines. The next stop was Kings Canyon where students had the opportunity to walk the 6km rim. We enjoyed learning about the geological history of the Canyon and taking in the sights of the awe-inspiring scenery. We were introduced to the local Indigenous culture which began with a smoking

ceremony and included a demonstration of hunting techniques, identification of bush medicines and seeds, an explanation of the roles of women and men, and a demonstration of how to locate and cook witchetty grubs. Our last stop was Yulara where we spent two nights exploring Uluru and Kata Tjuta. At Uluru, we visited the Cultural Centre, explored various sites around the perimeter of the rock, enjoyed a bicycle ride and watched the sun set over Uluru. We walked through the Kata Tjuta domes and to the viewing platform. A highlight for some of our students was ‘singing’ at the Kata Tjuta lookout with spectacular scenery in the background. There were many highlights over the six days and the students fully immersed themselves in the experiences of the program including becoming very adept at putting up and packing up tents, and packing their bags and sleeping mats in pitch darkness.

“The highlight of the camp for me was the bike ride around Uluru. I feel proud that I can now say I have ridden all around Uluru. Although I may have been a slow bike rider, I think I enjoyed it even more as we could all just take our time and have a good look at the environment,” said Lara Thorn.

“I enjoyed the cultural experience walk because I got to learn a lot of new stuff like that you can find witchetty grubs in a special bush and that you can eat it raw or fried! They say it tastes like egg with lots of butter,” said Jeneath Wong.

St Catherine’s News Spring 2018

TOP BLOGS Showcasing the expertise of our outstanding educators, our blogs are an ever-increasing means to inspire ideas, creativity and innovation in future-focused education.

Sustain the Dance with Conversation Just like dancing, conversation between adults and children must be sustained by both parties. Many of us will fondly remember the enjoyment of being read to and sharing books with family members when we were young. I have very happy memories of hearing stories repeatedly, and ‘reading’ along with my parents well before I could read myself. If you have ever read Green Eggs and Ham, you will no doubt always remember the rhythmic refrain, “I do not like green eggs and ham. I do not like them Sam I am.” Stories such as The Digging-Est Dog, A Fish Out of Water and The Red Balloon were amongst my favourites. At the time, I enjoyed the stories in their own right but as I played with words and engaged in valuable talk, my vocabulary was effortlessly growing. Just as we notice more detail as we watch a movie for the second or third time, each time the stories were re-read to me, opportunities to learn new vocabulary multiplied. One of the long-standing conclusions in educational research is the strong connection between vocabulary knowledge and reading comprehension. Put simply, the more words we know, the more we are able to understand what we are hearing or reading.

There are many ways to assist your child to build vocabulary. Read to, and with, your child often. Have fun telling stories. Enjoy jokes with your child. Take time to explain and ask questions. Solve problems together. Try prompting your child’s own contributions with openended questions (who, what, why, how) which extend and add structure to the child’s sometimes limited responses. Tell ‘memory stories’ that are rich, full and comprehensible. Recall events with your child; “Do you remember when…”, “You will not believe…”, “I still laugh when I think of…” are rich day-to-day fodder. Remember that diverse environments will provide different language experiences. At St Catherine’s we use a variety of techniques to build vocabulary according to the age and stage of individual students. Word lists are routinely compiled by staff and students in all areas of the curriculum and new vocabulary and definitions are revisited numerous times over a number of sessions to allow students to verbalise these new words. Dr Todd Risley, the co-author of the research study Meaningful Differences

in the Everyday Experience of Young American Children, believed talking as much as possible to children about anything and everything is important, but stated it is even more critical that we require as much language use as possible in return. He described conversations as language dancing; using the dance as a metaphor because both parties must interact and sustain it. As the dance progresses it becomes increasingly complex, just like a conversation. Talking to children matters. Go ahead; share memories, reminisce, and sustain the dance. Mrs Chris Hogan Barbreck Extension and Learning Support Teacher Geisel, T. S (Seuss). (1960) Green Eggs and Ham. New York: Random House. Hart, B. and Risley, T. (1995) Meaningful Differences in the Everyday Experiences of Young American Children. Brookes Publishing Company, Inc. Palmer, H. and Eastman, P.D. (1961), A Fish Out of Water. New York: Random House. Perkins, A. and Gurney, E. (1967), The Digging-Est Dog. London: Harper Collins Children’s. Lamorisse, A. (1957), The Red Balloon. London: George Allen & Unwin.

LEADERSHIP

Teenagers & Their Music Look around the streets, on public transport and sometimes around schools and you will see many young people with their headphones in their ears listening to music. Year 9 students at St Catherine’s School are encouraged to consider how music can change negative feelings into better alternatives. While many teenagers are totally consumed with their music, there are some health benefits to their music habits. Research has found there are positive associations between music engagement and psychological health and wellbeing for adolescents (Miranda & Gaudreau, 2011). More specifically, listening to music allows people to regulate their emotions and moods and achieve a comfortable level of arousal (Chin & Rickard, 2013). Two emotion and mood regulation strategies are reappraisal and suppression. Reappraisal techniques are those where a situation is altered to change its emotional impact. While suppression techniques create a change in the behaviours and physiological aspects of an emotional experience. Studies have found reappraisal techniques are related to better physical health and psychological wellbeing (Gross & John, 2003).

So the challenge is to teach teenagers, whose brains are still developing, to regulate their emotions using different regulation strategies. The Year 9 weEngage Wellbeing @ St Catherine’s Program incorporates sessions on the use of music for emotion regulation. The Program builds on from research findings that indicate positive moods make it easier for students to feel good about themselves and helps them broaden their ideas for actions (Saarikillo & Erkkilã, 2007). Students also learn about the importance of understanding their own emotions and the benefits of recognising difficult emotions and moods in themselves, as well as in others. The sessions commence with discussions about positive and negative emotions and some of the behaviours that reflect their different feelings. Students are encouraged to think of alternative emotions to negative feelings and learn how music can change those negative emotions into better alternatives. There is also some discussion about certain events which can trigger specific emotions and moods and how they could alter those situations.

Studies have also found a teenager’s favourite music is associated with positive emotions (Saarikillo & Erkkilã, 2007). For this reason, the session examines different genres of music and music tracks and the types of emotions they can elicit, with students discussing and collaborating about the music of choice for certain situations. Students leave the sessions with music choices and suggestions that can assist them in regulating their emotions and moods. I am sure they will find them very useful now and into the future. Ms Fiona Ganino-Day Head of Year 9, Psychology Teacher Chin, T., & Rickard, N. S. (2014). Emotion regulation strategy mediates both positive and negative relationships between music uses and well-being. Psychology of Music, 42(5), 692-713. Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. Journal of personality and social psychology, 85(2), 348. Miranda, D., & Gaudreau, P. (2011). Music listening and emotional well-being in adolescence: A person-and variable-oriented study. Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 61(1), 1-11. Saarikallio, S., & Erkkilä, J. (2007). The role of music in adolescents’ mood regulation. Psychology of Music, 35(1), 88-109.

St Catherine’s News Spring 2018

B A R BR EC K

Bringing Learning to Life

STEM Lab Inspiring Learning The purpose built STEM (Science, Technology, Engineering and Mathematics) Lab in the new Junior School building has been a ‘game changer’, providing students with a dynamic learning space where creative and critical thinking are at the forefront of their learning. As students enter the room, they immediately switch their thinking hats on and prepare to be questioners and risk takers. From the moment they take a seat on the colourful rug, they come together to explore the world around them. The space, very carefully thought out, is flexible for the diverse range of learning needs. With open shelving, enabling easy access to materials and

digital equipment needed for learning, and large bench style seating promoting communication and collaboration, student learning is meaningful. Several quiet spaces allow students to withdraw and reflect upon their thinking. The flexible seating arrangement means that learning occurs in the moment. The linoleum floors and sinks have been an essential part of the transformation as students understand that it is a space to make a mess and get to the core of learning. From creating terrariums to having robot races, the open plan room enables learning to be transformative and accommodates all learning needs.

The STEM Lab highlights the importance St Catherine’s School places on developing STEM capabilities in our students. We are building for the future, with girls that will be equipped with the necessary skills to combat and revolutionise the changing landscape beyond their schooling. The new STEM Lab is just the start of their learning experience. Who knows, we may have the next botanist who will discover a drought resistant wheat or a biochemist creating a cure for cancer in our Junior School. Their learning starts here. Miss Alyssa Flint Barbreck STEM Teacher

BRINGING LEARNING TO LIFE

More Than Just a Language Lab The Dreaver Language Lab is a bright, welcoming space where students can immerse themselves fully in the French language. When students see the French posters, flags and activities upon entering the Language Lab, they are aware of the fundamental expectations of the program: we speak French together and we support each other to improve our language skills. Barbreck students have embraced the new Language Lab and worked hard to adapt to the new space. They show enjoyment in knowing that they have a place in the French classroom, that they know where everything is and that the routines of the classroom will be upheld during every lesson. Our rules help students respect and support each other as they approach oral and written tasks.

Students have enjoyed the variety that the Language Lab offers. Each week, students can learn and practise new vocabulary and conversation skills, write original sentences and dialogues and perform them using the camera and green screen. During their weekly visits to the Language Lab, students from the Banksia and Wattle Early Learning Centre Rooms are exposed to the French language through activities, games and puppets. The new interactive screen creates an engaging learning experience where students can use the drawing feature to make authentic sentences and practise grammar points. From a teaching perspective, providing instructions about classroom objectives and activities has become much clearer with the use of this device.

There is ample storage space for both student workbooks and teacher resources which has assisted the learning dynamics in classes by providing an orderly and routinedriven environment where students know where things are, and what is expected of their learning. The large windows provide lots of natural light which helps to create a positive mood, particularly in the mornings. For true and meaningful language-learning to occur, it needs a dedicated space where immersive experience can take place. The Dreaver Language Lab provides this space, free of classroom distractions and with many connections being built to French language and culture. Mr Andrew Gold Barbreck French Teacher

DONATED ARTWORKS INSPIRING STUDENTS

FROM THE ARCHIVES

St Catherine’s has been fortunate to receive several artworks documenting the intricate designs of Australian set and costume designer and St Catherine’s Old Girl, Ann Church (’41). The collection consists of 100 works on paper, two diaries and an array of 35mm slides. The vibrant gouache colours used to capture Ann’s ballet costumes reflect the colour schemes of the 1950s and 1960s. The diaries are filled with Ann’s sketches quickly done in biro amongst her shopping lists and notes. Among the collection were a range of non-performance items, including black and white photos of a Myer display and the head of a small hobby horse. The artworks were a donation via the Arts Centre Melbourne’s Performing Arts Collection which selected pieces for their own collection and the items that did not fit within their collection policy were gifted to St Catherine’s from Ann’s Estate. After completing her secondary schooling at St Catherine’s, Ann’s design career

spanned from the late 1940s to the early 1970s. She worked with a range of prominent Australian dance companies, including the National Theatre Ballet, Victorian Ballet Guild, Australian Ballet and the West Australian Ballet. She designed the sets and costumes for several renowned productions, including Les Belles Creoles (1949), Peter and the Wolf (1950), Swan Lake (1951) and Melbourne Cup (1962). The Head of Performing Arts at St Catherine’s, Mr James Brown, said the collection will enable students to develop a deeper understanding about the influence of costume and set design in the Performing Arts. “As part of the Theatre Studies syllabus, students have the option to design their choice of stagecraft areas, including set

and costumes for performance. Using the collection to show students real world examples of development from initial ideas to final designs will help students understand the importance of the creative process.” “We also have the opportunity to analyse the meaning behind the colour palettes, textures, materials, cut and shape of the costume designs and the way in which sets are able to communicate different contexts and meanings.” The collection will be kept in the School Archives and can be viewed upon request. An exhibition of the works is scheduled for 2019 at the School. Ms Melissa Campbell Archivist

TWENTY YEARS OF B O A R D I N G AT I L L AWA R R A On 7 December 1895, a small news item and advertisement appeared in the Mt Alexander Mail announcing the opening of a “day and boarding school” in Castlemaine. This establishment, known as Castlemaine Ladies’ College, opened on 4 February 1896 and was the beginning of the School now known as St Catherine’s. Student boarders have always been an integral part of life at St Catherine’s. The School’s first Principal, Miss Jeanie Hood, wrote in the earliest prospectus how it was important that “the health and comfort of boarders receive special attention”. This is still the case today as it was then in 1896. Over the course of the School’s history, boarders have resided at two other locations before taking residence in the current boarding house – the historic mansion ‘Illawarra’. Illawarra was originally built for Charles Henry James, a one-time grocer who came to be widely regarded as one of the first land boomers. The house had several owners over the years before it was eventually given to the National Trust of Victoria in 1966. In the late 1990s, St Catherine’s was rapidly expanding which gave rise to the need for additional classrooms and learning spaces. The Principal at the time, Miss Dorothy Pizzey AM with

the assistance of the School Council, successfully negotiated a 50-year lease over Illawarra with the National Trust. Under the terms of the lease, St Catherine’s was required to take responsibility for the refurbishment and maintenance of the mansion. The School enlisted the work of experienced craftsmen to restore the hall and major rooms in the style of the 19th century. The restorations were completed in time for the commencement of Term 2, 1998. The Governor of Victoria, The Hon. Sir James A. Gobbo, AC CVO QC officially opened Illawarra at a special ceremony on 18 May 1998. St Catherine’s hosted a morning tea on 18 May 2018 to celebrate the 20th Anniversary of Illawarra. Miss Dorothy Pizzey AM shared with guests the School’s journey of negotiating the lease with the National Trust. Former Heads of Council and past Captains of Boarding also attended. One of the original Illawarra boarders, Fiona Duthie (‘03), shared her memories of her time in the boarding house. A cake with 20 candles gave the opportunity for the current Boarding Captains to share in this important milestone of boarding at St Catherine’s School. Mrs Sue Collister Director of Boarding Services

St Catherine’s News Spring 2018

Jeanette Gunn has been a Maths teacher in the Senior School for almost 10 years. She is coach of the School’s water polo team and recently stepped down from the role of the Head of Year 12. 10 years. For three of those years she held the position of Head of Section for the Prep to Year 10 girls’ campus. For Jeanette, the most rewarding thing about teaching is the moment a student grasps a concept that they had previously struggled to understand. “Just seeing that they understand something is a nice feeling.” “I also like knowing you have developed a relationship where students feel comfortable to ask a question. It is really important in a subject like Maths that they communicate what they understand or what they do not understand.”

Miss Jeanette Gunn MATHEMATICS TEACHER She has a Double Major in Mathematics and a Diploma of Education from the University of Melbourne. Jeanette has juggled teaching while being heavily involved in Australian water polo since 1995. She was Manager of the Australian Women’s Water Polo Team at three Olympic Games, including the Beijing Olympics. Jeanette taught at Lauriston Girls’ School for 24 years and prior to that, she taught at Penleigh and Essendon Grammar School (girls’ campus), for

Jeanette believes building resilience in students is a challenge for teachers. “It is important that students understand that they may have some difficulty understanding certain concepts, but that means they have to keep working at it. It is that resilience of knowing, okay I did not get it right so what will I try next? You are not going to always get it right from the beginning.” Jeanette says the School’s greatest strength is the close and connected nature of the community. “This is assisted by our small class sizes. As a staff member, I like being able to talk to the girls and use their first name. At a bigger school, that is not as likely.” “The staff are another key strength. We are collegial and work well together well.” Outside of the classroom, Jeanette is a football fanatic and a keen Sydney Swans supporter. “My students know how much I love the Sydney Swans. They decorated the room in red and white at my farewell lunch for the role of Head of Year 12.”

MS SUE COOKE JUNIOR SCHOOL TEACHER Sue Cooke has worked at St Catherine’s for 37 years, but her association with the School first began when she attended St Catherine’s as a Year 1 student. She is currently a Year 3 teacher in Barbreck. A typical day involves implementing learning tasks designed to encourage an interest in learning and providing differentiated activities to allow for individual differences within her class. Witnessing the progress and growth of students under her care has been a career highlight for Sue. “I was so thrilled when one of my Prep students wrote Away in a Manger phonetically. It highlighted to me the incredible growth that students make over a year.” “I also enjoy learning about the journey of students I have taught and hearing how I have made a difference. One student told me she studied zoology because we had tadpoles in our Year 1 classroom.” She coordinates a range of co-curricular activities at St Catherine’s, including Write on Wednesday, Junior Joggers and John Macrae Visits, a program where groups of students play music for elderly citizens at the John Macrae Centre. Sue says moving into the new Barbreck building has been a highlight during her time at St Catherine’s. “Our new environment and learning spaces are fresh and inspiring. There is a wonderful feeling of pride, potential and opportunity.” Sue has a love of horse riding and has spent time cantering over the snow plains in Victoria’s High Country. “I love exploring new areas by horseback. Wherever I go for a holiday, I try to incorporate a horse-ride.”

S TA F F P R O F I L E S

MS CLAIRE DE CRESPIGNY ELC TEACHER

MRS MARY POULOS PA TO HEAD OF JUNIOR SCHOOL

MR CHRIS ZUCCALA FRENCH TEACHER

When Old Girl Claire de Crespigny joined St Catherine’s as a three-year old Early Learning Centre (ELC) teacher at the start of Term 3, it felt like she was walking back in time.

When Mary Poulos joined St Catherine’s 28 years ago filling a temporary role, she did not think for a moment that the School would become such an integral part of her life. “Little did I know back then that this special place would become so important and meaningful and I count my blessings ever since.”

Chris joined St Catherine’s at the start of 2018 as a French Teacher. He is also a Year 10 Form Room teacher and coordinator of the School’s Chess Club.

“It is like coming home. I feel like I am still walking into school with (some of) the friends I walked in with 25 years ago. The only difference is they are holding the hands of a little person.” Claire has a Bachelor of Early Childhood Education from Melbourne University and a Masters in Educational Leadership from Monash University. With over 20 years’ experience in early childhood teaching, she was Head of Wesley College’s ELC for 10 years and spent five years teaching at international schools in London and Singapore. A typical day for Claire involves feeling inspired by the imaginations of our three-year old students. “We spend time inside and outside exploring the world around us. I feel fortunate to have the task of setting up environments to spark the curiosity and interest of our youngest learners.” Claire believes the pastoral care approach of the School is its greatest strength. “There is a calmness to this School that I have not felt in any other school. I can feel the commitment from the staff to their students, and the love the girls have for their school.” On weekends, Claire enjoys taking her eight-month old son, Freddie, for walks around Melbourne. “Regardless of the weather, we rug up or apply sunscreen and walk. As we walk, we talk about the things we see as the seasons change: the birds, leaves and trees. It is peaceful and fun.”

In her role as Personal Assistant to Mrs Alana Moor, Head of ELC and Barbreck, Mary’s day begins early. She likes to have everything ready and organised before the students arrive. “Once the Barbreck doors open, my role tends to change a little. It takes on a life of its own as I assist staff, parents and students in their day to day happenings.” Mary has seen many changes over the years “The walls and desks are no longer a lovely shade of dusty pink and the weekly ‘Pink Sheet’ has become the online Blue Ribbon.” “Barbreck stood opposite the cold outdoor pool and the boarders resided on top of Campbell House.” Mary spirited the committee which negotiated the School’s first non-teaching staff agreement. “This has been a highlight for me during my time at St Catherine’s as this was a wonderful opportunity which spoke to my strong belief in equality and workplace satisfaction.” She believes St Catherine’s greatest strength is the respect shown by the School community towards other. “Each one of us, child, parent or staff, comes to this school with a range of strengths and special qualities. I feel that St Catherine’s truly understands this and therefore it is a place where every member of the community has a chance to flourish and thrive. I can honestly say that Barbreck lit a spark in me that has never diminished!”

Before joining St Catherine’s, Chris taught at Our Lady of Sion College in Box Hill for nine years and Parade College for three years. He worked in the insurance industry for 14 years prior to becoming a teacher. A typical day for Chris involves greeting his Form Room in the morning and teaching French to a variety of year levels throughout the day. He believes the biggest challenge of teaching languages, particularly French, is getting students to speak in the target language. “Many students are reluctant to move out of their comfort zone,” he says. “The biggest reward is overseeing students as they make the transition from being monolingual to being able to communicate fluently in a foreign language.” Witnessing the rapid growth of the Chess Club in a short space of time has been a highlight for Chris during his time at St Catherine’s. “It’s been a real positive seeing the keen interest that many students have shown in learning about the game of chess.” He believes that the strong work ethic of the students is one of the School’s greatest strengths. “St Catherine’s students work very hard to pursue their goals and the parents are very supportive of their daughters’ learning.” Chris is an accredited chess arbiter with the World Chess Federation and has an international rating as a chess player.

St Catherine’s News Spring 2018

DO YOUR BEST TODAY TO M O R R OW W I L L LOOK AFTER ITSELF Lily (Year 7) and Annabel Taylor (Year 5), commenced at St Catherine’s this year. Lily has already shown a keen interest in a range of sporting opportunities; in particular, tennis and hockey while Annabel has made a wonderful transition to St Catherine’s, developing a circle of friends who welcome her bubbly approach and compassionate actions. Old Girl, past School Captain and mother to Lily and Annabel, Melissa Sweetland (‘86) is Deputy Vice-Chancellor and Vice-President Engagement at RMIT University.

MELISSA What is the greatest lesson you have learnt from your daughters? Lily and Annabel inspire me every day. They are kind, determined, ambitious, thoughtful and importantly inclusive. While Lily is as competitive as the next person, she is a team player and she genuinely celebrates the success of others and looks out for others, even when it is at her own expense. Annabel is wise beyond her years and recognises the value in friendship above all else. What advice do you offer Lily and Annabel about their education and future career choices? I have always believed if you do your best today, tomorrow will look after itself. It is a philosophy I have encouraged in all that they do – I am more than happy to support them in any endeavour, all I ask is that they try their hardest. I really do not mind if they are not particularly

good, as long as they try and are supportive of those around them. I also believe being involved in sport from an early age is essential. It encourages teamwork and leadership, it helps children appreciate winning and losing and allows them to see the benefit of hard work. It also demonstrates that diverse skills are essential for success. What have been some of the biggest obstacles in your career and what advice would you give Lily and Annabel about overcoming similar challenges? The biggest challenge was returning to work after having the girls and the mother’s guilt that entailed. For every parent, that challenge manifests in slightly different ways – but the guilt and sheer exhaustion are challenges we all share. My advice would be to find a boss who believes in you – and who is grateful to you every day. Do not

stress about whether you work fulltime, part-time or not at all – as long as you are happy and your children know they are loved, they will be fine. How do you believe your career has influenced Lily and Annabel? I think they have seen the value of thoughtful leadership and the importance of a genuine team. In the role I enjoyed for the first 10 years of their lives, I had the most incredible CEO and a wonderful team – all of whom became an extension of our family. The girls became part of that team helping at events, fundraisers and appearing in collateral, they spent quite a bit of time in my office. What have Lily and Annabel achieved that are you most proud of? This year we have expected so much from them – they moved from a small country school to Melbourne. They had to make new friends, join a new hockey club, leave the farm and their pets

behind – and most difficult of all leave their Dad back on the farm while we spend most of the term in Melbourne. They have adapted, in fact flourished, better than we could have ever hoped. While the broader St Catherine’s community has been overwhelmingly welcoming, the girls’ determination to make the most of this opportunity has been key to their enjoyment. That said, most of all I am proud of their kind hearts and inclusive natures.

What do you hope to do when you finish school?

Why did you choose St Catherine’s for Lily and Annabel?

Lily: Mum has always reminded me to be organised and to do my best.

In all the schools we considered, academic excellence is a given, it is how that is wrapped up and delivered that matters most. St Catherine’s demonstrated the strong leadership and nurturing environment which were of utmost importance to me. I want my girls to grow up to be caring and inclusive in whatever they decide to do and St Catherine’s values align with that.

Annabel: Work hard and get your homework done before you relax. Also to treat others as you want to be treated.

Being an Old Girl, and the girls being the third generation at St Catherine’s, was an added bonus.

LILY AND ANNABEL What can you tell us about your mother’s work? Lily: Mum has always had a busy job, but the part I have liked the most is that she includes us where she can – we have helped out at charity events, trade shows, field days and even been in advertisements. Annabel: Mum has always worked in the kindest teams – they are really nice to Lily and I. Mum went back to work when I was really little. She told her boss she did not want to return, but he wanted her to so he suggested I come too. I do not remember it, but Mum told me that I went to work with her every day and even to board meetings. When she had to go away to a conference with her boss, he took his wife along to babysit me while they went to the meetings.

Lily: I really enjoy Maths and Art and would like to do something where I can use both – maybe architecture and interior design. Annabel: That is a long way away. For now, I just need to work hard so I have lots of choices. What advice does your mother give you about school and study?

What are some of the things your mother has achieved that you are most proud of? Lily: When Mum moved to Dad’s farm she had a new baby and did not know anyone. It was also the middle of the drought. She left her friends and family behind. That must have been really hard, but she turned the farm into a beautiful home for us, made lots of new friends and had many Melbourne friends and family visit. I am also quite proud that she was School Captain during her time at St Catherine’s. Annabel: Mum has always worked full-time, and she hardly ever misses our events. She seems to juggle a lot, but she has always said being a farmer’s wife was the toughest job. She is kind and always helping others, she is caring to everyone. What is the greatest lesson you have learnt from your mother? Lily: Try your hardest. The outcome does not matter, as long as you have done the best you can. Annabel: Be yourself.

St Catherine’s News Spring 2018

St Catherine’s Past Parents’ and Families Network continues to gain momentum with parents connecting regularly across past school year levels to maintain friendships and build on the shared experiences of our community. The Biennial Combined Past Parents’ Social Evening will be held on Thursday 25 October and will include a cocktail party to bring the whole past parent community together at the beautiful and historical Cranlana. This biennial event will provide an opportunity for all past parents to gather. If you would like to maintain a connection with the St Catherine’s community, please join us at Cranlana and tell your friends. An invitation will be emailed to all families but if your contact details have changed, or if you know someone who we may have lost contact with, please do not hesitate to let us know.

REMINISCING & GOOD TIMES CLASS OF 2015

CLASS OF 2010

Alison and Shaun Dennison generously opened their home to us in May for us to come together and enjoy a lovely relaxed catch up. A huge thank you to both for allowing us to enjoy a fabulous fun evening in such beautiful surrounds. It was lovely to see so many familiar faces and hear news of the girls and families.

Anna and John Field thank everyone who joined in the fun for our annual Drinks for the Past Parents of the Class of 2010. It was a lovely and relaxed evening with delicious food, good wine and lively conversations. Thank you to everyone who produced such a wonderful ‘grazing table’ at the kitchen island bench.

Amanda Thompson, Lisa Lightfoot, Shaun Dennison.

CLASS OF 2003 Chrissy (Condon ’76) and Andrew Skinner welcomed old friends to their house and celebrated 15 years since their daughters have left school.

Over the last six months, a number of generous families have opened their homes to host events for their year levels. This support creates a warm atmosphere and we would like to continue this tradition in the years ahead. We welcome anyone who would like to become more involved.

CLASS OF 2013

Sharyn Page, Nicky Markakis, Andrew Markakis.

Simon and Sophie Holloway (parents of Saskia) once again have hosted an event at their home to gather the close group of parents from this year group.

UPCOMING DATES

CLASS OF 2016

Class of 2014, Past Parents’ Drinks at the home of Deborah and Ross Middleton, Friday 12 October

Georgina (Stott ‘79) and Peter Leigh generously hosted the 2016 event with approximately 30 past parents attending. It was a very happy evening with a great mix of parents who enjoyed sharing stories about the journey their girls have taken since leaving school.

Albury Community Luncheon Sunday 21 October Class of 2018 Past Parents’ Farewell Morning Tea at Sherren House Drawing Room, Friday 19 October Biennial Combined Past Parents’ Social Evening Cranlana, Thursday 25 October Class of 2001 Past Parents’ Drinks at the home of Peter and Cally Bartlett, Thursday 31 October

Shaun Dennison, Warren Thompson, John Steven, Lisa Lightfoot, Lisa Steven, Amy Conti, David Lightfoot, Sharyn Page, Rebecca Gray, Nicky Markakis, Andrew Whan, Alison Dennison, Andrew Markakis, Amanda Thompson, Jamie Gray, Craig Hyland.

OUR COMMUNITY

A WINTER’S

Night

‘A Winter’s Night’ delivered many highlights, from the ethereal snow angels greeting guests, to the soft snow falling over the silvery dance floor. From the beautiful centrepiece cubes draped with maple, the hints of a winter’s night forest and midnight sky transforming the Hall, to the tones of Matty and Andrew belting out Calvin Harris to get guests onto the dance floor.

RUTH LANGLEY Luncheon

Memories of Moira Kelly AO I was most inspired and humbled to introduce Moira Kelly AO as our 2018 Ruth Langley Luncheon guest speaker. Moira was funny, engaging and with an extraordinary tale to tell, she was the last person to leave on the day with her little girl, Shahd from Gaza. Her unassuming stories about staying focused, getting things done and trusting her instincts, were entertaining and heart breaking. It is good to know we have a woman of such capacity and grace here, in Melbourne. Our Ruth Langley Luncheon is not however, just about the speaker. It is the opportunity to stop for a moment and enjoy the company of old and new friends. This year, 250 women gathered at Leonda By The Yarra – all talking, crying and laughing. For the Parents’ and Friends’ Association (PFA), it was a great occasion to build relationships within our Committee and to fundraise for our St Catherine’s girls. Our PFA Committee volunteers freely gave their time to plan and organise our luncheon, including the ‘wrap and chat’ which saw us come together for coffee and conversation as we wrapped 250 recycled shopping bags, as gifts. It is after all, the little things that turn an event into a significant St Catherine’s memory. In addition, each PFA member donated or secured one item for the Silent Auction or the Penny Raffle. A special thank you to all those wonderful families who donated or bought tickets and auction items on the day. Our net profit from the luncheon was just over $10,000. This will support our PFA commitment to provide $25,000 per year (for four years) to fund the construction of the Junior School Village Green playground. Additionally, we donated $2,000 to the Moira Kelly Creating Hope Foundation. Ms Ann McAllister PFA President, St Catherine’s School

The voices of Phoebe Hamilton (Year 12) and Charlotte Aston (Year 8) launched the evening and MC Rohan Sutherland kept our packed program moving. The night ran seamlessly thanks to our hardworking support crew. Dody Oliver Catering was fabulous in catering for 330 guests out of a temporary carpark kitchen and our wonderful donors supported our food and beverage service, ensuring we were able to deliver the highest quality food, wines and service. From our first sponsor, South Yarra BMW, who supported our sky high vision and every other sponsor and donor, our School Admin/ Maintenance teams, our fabulous Year 12 parents and fellow guests who spent their Saturday night with us, it is through the collective goodwill and generosity extended to our event and St Catherine’s, that just over $110,000 has now been donated to the Edna Holmes Centre for Science campaign. Mrs Liz Addison-Baker and Mrs Lisa Steven Co-Chairs, A Winter’s Night Committee

St Catherine’s News Spring 2018

Our bold dream F O R

S T

C A T H E R I N E ’ S

history. We have exceeded our initial goal of $3 million and are making great progress on reaching our final target of $3.5 million. We hope to achieve this target by the time we formally close the campaign at the end of the year.

“Our future’s bright, we’ll reach new heights” so concludes the Ode to St Catherine’s. Inspiring words, but with your support through the Her Future Begins Here campaign we are delivering on our bold dream for St Catherine’s girls and laying lifelong educational foundations for generations of women. The St Catherine’s School Foundation is grateful for your support for the campaign which has been one of the most significant philanthropic undertakings in the School’s

Bookmark her Future Christina and Andrew Herold, parents of Year 1 Barbreck student Eliza, have joined over 75 families from across the School community contributing to the Bookmark her Future art installation. “As children, story books created a special time of the day when our own parents stopped the rush and we could share precious time together – the tales of magic and adventure, the glorious illustrations, the rhythm of the spoken word, a delicious cacophony of sights, sound and imagination,” said Christina.

The Foundation’s annual report, the Impact of Giving Report 2017-18, is enclosed and provides a comprehensive report on the results of the campaign and our other philanthropic activities. Thank you to everyone, especially our 250 donors and 70 families who have contributed their first gift. It has also been wonderful to welcome over 100 new Foundation members – our most significant growth in membership for many years. In May this year, we announced a new initiative called Bookmark her Future to recognise the exceptional support of our community for the Junior School campaign. This initiative will be a colourful art installation in the new Barbreck Library and Resource Centre, featuring framed copies of muchtreasured family books. At the time of writing

“We selected Roald Dahl’s, Matilda as our book of recognition for two reasons. Firstly, Roald Dahl must always be read out loud – even to one’s self – so is the perfect story to share. The mere physicality of the language is simply delightful. “Yet the story itself is dedicated to every little girl struggling to find her place in this world... for we all feel alone from time to time, that we are the odd one out, we don’t quite fit in or belong... have faith, stay true, be kind. For it is our oddities that make us unique and bring contrast and colour into the world. A story of inner strength, resilience, a love of reading and triumph over adversity – what more could you ask for? “We did not quite anticipate how wonderful it would feel to contribute, even in a small way,

we have over 75 families, who have contributed over $10,000, to participate in this initiative.

In 2017, the School’s Annual Giving achieved its highest ever result and I am pleased to report that in 2018, we again received over $100,000 in donations. This will enable the School to complete its major capital works and offer scholarships for Indigenous and rural and regional students. This generosity is particularly timely as the School celebrated 20 years of boarding at Illawarra in May. Finally, I would like to extend sincere thanks to the organising committee of ‘A Winter’s Night’. It was an outstanding occasion bringing together our community, with the net proceeds exceeding $105,000. The funds will be put towards the major upgrade to the Edna Holmes Centre for Science Laboratories, which will help prepare our girls for 21st century careers in science and technology. Mr Wayne Kent Foundation Chair

to the new Junior School. To be firmly part of its future, as St Catherine’s is to Eliza’s.” If you would like to learn more about Bookmark her Future, please contact Sophie Gardiner in the Development and Community Relations Office on +61 3 9828 3948 or email sgardiner@stcatherines.net.au.

F O U N DAT I O N ST CATHERINE’S SCHOOL FOUNDATION

JEANIE HOOD SOCIETY Patron 1 ANONYMOUS Janet Hawkins OAM (Guest ’52) Patricia Ilhan & John Ilhan† Sarah & Bails Myer AC Carina & Douglas Reid Lady Southey AC (Myer ’45) Benefactor 3 ANONYMOUS Toni (Pierce ’67) & Martin Armstrong May & James Chen Jeannette Fraser† Rebecca & Jamie Gray Sonia & Wayne Kent Christina & Anthony Nicholas Annie & John Paterson St Catherine’s Old Girls’ Association (SCOGA) St Catherine’s Parents’ & Friends’ Association (PFA) Michelle & Harry Wang Gillian Ruan & Paul Yu

Trustee 2 ANONYMOUS Lloyd Bickerton Clare (Darling ’77) & Andrew Cannon AM Caroline & Philip Cornish Margaret Darling AM (Anderson ’39)† Barbara & Stuart Foley Pam (Wallace Smith ’54) & Graeme Fraser Neilma Gantner (Myer ’38)† Grenet Foundation Lisa & Jack Hennessy Mary-Louise & Christopher Leach Louise & Martyn Myer AO Lisa & John Steven Margaret Wallace Smith† Anne Waterhouse Chunxin (Tracey) Li & Xiaoqing Yao Fellow Julia (McKinley-Wilson ’69) & Warwick Anderson Rebekah & Lachlan Armstrong (’95) Pierce Armstrong Foundation Samantha Baillieu AM (Myer ’78) & Charlie Baillieu Gail & Jim Butler Astrida & Craig Cooper Anne Court (Lowry ’58) Sally & Phil Dreaver Anna & John Field Fiona & Andrew Fox Isabella Green OAM (Stokes ’58) & Richard Green Deb & Euan Gronow Bill Johnson Jane & Ian Mandie Erica & Peter Marriott Annabel (Plummer ’82) & Rupert Myer AO Fiona (Malley ’76) & Sid Myer AM Sandra (McIntosh ’62) & Stephen Nicholas Ting (Tina) Li & Ye Shao Kate & Stephen Shelmerdine AM Lindy Shelmerdine (’80) Anna & Bill Tymms Sandra & Achilles Tzelepis Jane Hodder & Murray Ware Senior Member 4 ANONYMOUS Nina (Kirby ’94) & Paul Aberdeen Alba & Nick Bernardo Deborah (Manos ’77) & Peter Berry Julia & Cameron Bertalli Sally Morrell (’79) & Andrew Bolt Jodie & Patrick Cody Marina & Anthony Darling Symone & Andrew Demetriou Carolyne & Graeme Devlin

Alexandra (Boynton ’76) & Gordon Dickinson Alison Eaves Robert Eaves Jane & John Edwards Lucy (King ’90) & Andrew Fortey Lyra & Marco Gattino Louise Lampard (’79) & Gavin Gleeson† Katy & Chris Gobel Suzie & Simon Gough Sally Clarke & Tim Gullifer Jane & Andrew Guy Sherene & Peter Guy Amanda & Richard Hamer Sam Hayward Lou & Anthony Heffernan Christina & Andrew Herold Miche Bonett-Horton & Ted Horton Ann (Pisterman ’64) & Tony Hyams Sally & Richard Joubert Vanessa (Heinze ’89) & Russell Keating Jenny Lempriere Marita & Jim Lillie Thea (Coltman ’51) & Ian Manson Judy Matear (Spry ’49) Sarah (Baillieu ’68) & Robert McKay Patricia McKenzie Alexandra Mayes (’80) Carole & John Middleton Kate & Mark Nilsen Erica Gill & Brendan O’Brien Julie-Anne & Dean Pagnin Lady Ramsay† Don Ravida Lucy Ravida Gill & Charlie Richardson Nathalie & David Shergold Margery Snowball (Hilford ’43) Judith Williams (Best ’39)† Samantha & Stuart Wood QC Member 6 ANONYMOUS Patti & Frank Ainalis Anna & Tom Alexiadis Desi (Kalfadellis ’87) & Manny Anezakis Jennifer & Logan Armstrong Louise & John Ayre Everard Baillieu† Caroline Balderstone (’87) Peter Balderstone Samantha (Pratten ’79) & Andrew Ballantyne Lyndal & Michael Barrington Mim & Michael Bartlett Meg Begg (Christensen ’61) Nicole & Ross Begley Peter Bennison Anthea (Gray ’79) & Stephen Bickford Annabel Bowden (Lewis ’80) Caroline (Purves ’63) & Stephen Brain Prue & Nicholas Brown Celia Burrell AM (Shelmerdine ’83) & Will Burrell AM Geraldine & Andrew Buxton Andrea Donaldson & Bruce Caine Sarah & James Cameron Wallace Cameron Meng (Sherrie) Zeng & Yi (Gary) Cao Belinda & Iain Carmichael Louise & Don Carroll Michelle & Justin Carroll Toula & Brett Chatfield Yini Huang & Weiwei Chi Rebecca (Mayes ’84) & John Clark Peter Clements Kate & George Colman Jocelyn Cooper (Bottomley ’44)† The Hon Andrea Coote Sarah & Andrew Cormie Jenifer & Stephen Cottrell Nicola (Foley ’83) & David Court Andrew Darbyshire Kristene & David Deague The Hon Linda Dessau AC Melissa (Nicholas ’82) & Dom Doyle Cathryn Eckersley

Jenny Elstoft (Latreille ’58) Sally & Mark Elstoft Douglas Engmann Jennifer & John Fast Jane & Scott Favaloro Mandy Catanach & Nigel Fish Sarah (Scambler ’93) & Andrew Foote Sarah & Lachie Fraser-Smith Sophie & Tim Gardiner Margaret & Adrian Gardner Gaby Tomkin & John Gdanski Maryanne & Dario Giannarelli Janet Gibson (Currie ’53) Kerry Gillespie Kate & Craig Gilmour Dr Julia Sher & Prof Ian Glaspole Jenny Proimos & Nicholas Glenning Lou & Philip Goodman Judy & Kevan Gosper AO Peta & Robert Gray Helen Rofe QC & Rowan Gregory Kay Sneath & Anthony Hall Taff (Watson ’81) & Will Hamilton Christine & Richard Harbig Fleur & Lars Heidenreich Dorothy† & Ian Hicks AM Liz Addison-Baker & Michael Hill Wayne Hinton Jane & Stephen Hiscock Annabel (Levy ’79) & Allan Holmes Roni & Gaby Hubay Karen & Graeme Hunt Crisoula & Naji Imam Gina (Shackell ’76) & Peter Israel Pamela Jacobson (Sallman ’44) Lisa & Martin James Kate & Mark Johnson Mandy Coupe & Peter Jurcevic Sue & Nick Karunaratne Sally Keating (Pinkus ’71) Alice Keilar Diana & James Kimpton AM Elizabeth & Jerry Koh Cathy & Peter Kudelka Lara Stocco & Shane Kyriakou Elizabeth Lane Sarah (Wilson ’73) & David Lawford Karen (Lim ’87) & William Lee Jill & Tim L’Estrange Alison Tarditi & Andrew Leyden Lin Lin Sally (Shelmerdine ’73) & David Lindsay Sarah & George Low Susan (Gawler ’64) & Ross Macaw Lisa & Stewart Macciolli Carey Baker-Mackie & Terrence Mackie Kirsten & Scott Mailer Niamh & Simon McCall Lelde & Peter McCoy Justin & Julie McNab Carol & John McQuay Rosemary & Roderick McRae Kathleen Mein (Rhys-Jones ’31)† Fiona Menzies (’87) Graham Menzies Shayne & Graeme Menzies Deborah & Ross Middleton Paula & Stuart Moir Philip Molyneux AM† Annabel Montgomery (Darling ’76) Jenifer Murchie (Paton ’53) Jane & Fraser Murrell Gill Myer (Woods ’72) Tony Myer Kerrie & Jamie Nasser Caroline & Gary Nattrass Anne (Harbig ’64) & David Neate Felicity & Michael Nettlefold P B Nicholas† Lisa Nicoll-Cooke (Nicoll ’63) Annick Houle & Stephen O’Connor Ginny & Michael Palmer

Tiffany-Lynn & Benjamin Pascoe Claudette Passon Hugh Paton Conny & Spiro Paule Margery Pierce† Dorothy Pizzey AM Irene (Crooke ’29) & Quintin Pollard† Catherine & Roger Poole Carrie & Dennis Price Meredith & Michael Pryse Avril (Goldstone ’46)† & Ian Rainford OAM† Cathy & Michael Ramsden Barbara Randall Stephen Randall Fiona & Scott Reinke Anni Grimwade (’79) & Tim Roberts Rachel & Peter Robertson Becky Hyde & Dale Rodgers Nadine & Jonathan Rosham Rowena (Williams ’87) & Nicholas Rudge Chrissy (Graham ’79) & Paul Ryan Katy & Chris Sadler Nicky Schooling & Ross Smith Gabby & Jason Scillio Katrina & John Shackell Laraine & Peter Sharr Holly (Tinsley ’89) & Jim Shergold Vivienne & David Showers† Robert Sinclair Sam Sinclair Jackie (Barnes ’77) & Greg Sitch Jennifer Sitch (Wilson ’77) Chrissy (Condon ’76) & Andrew Skinner Linda & Garnet Smith Dacre Smyth AO† Jane Song Catherine & Jonathon Sprott Anna & Clive Standish Vicki Standish Susan (Connor ’61) & Richard Stanley Amanda (Trumble ’69) & Bruce Stewart Catherine & Rohan Sutherland Jannie & Henry Tay Bob Taylor† Charles Tegner Monique Rosshandler & Ion Teska Elizabeth Thomas Vincent Thomas Rupali Kashyap & Arjun Thyagarajan Rebecca & Nick Turnbull Tatiana Drever Turner & Andrew Turner Blaan & Saverio Valmorbida Chirawan & Sunya Viravaidya Rowena Phillips & David Vote Lisa Walford Nicholas Walford Louise (Macdonald ’83) & Jonathan Walmsley Fiona (Kittson ’82) & Patrick Walsh Sylvia Walton AO Yumin Ren & Hui Wang Bei Song & Zhiqiang Wang Judith Ward Alison & Rod Watkins Sandra Meena & Brendon Watkins Jill Watson (Bazeley ’51) Penny Watson (’07) Prue Weber (Larritt ’62) Alvie & Stephen Webster Michelle Jablko & Paul Wegener Hualu (Lulu) Dai & Li Wei Jane & Richard Whiter William Wilson† Carol Haynes & Skipp Williamson Linda & Carrie Wong Xuan (Lisa) Weng & Wei Jun Wu Venetia & Stavros Yallouridis Hong Chen & Chun Yang Lisa & John Zeigler Cindy Yuan & Adam Zhang Joanna Sun & Joe Zhu

St Catherine’s News Spring 2018

A Word from the President Since taking on the role as President of SCOGA in December last year, I made a commitment to myself that I would dedicate my time and energies into the Association.

sum of $5,000 will be awarded to an Old Girl to assist in funding further study, a project and/or related travel. This award has been established to meet an aim of SCOGA, which is to support the professional development of Old Girls and to positively impact our community. The successful applicant will be announced at this year’s Speech Night in November.

REUNIONS

I had a vision of the direction for SCOGA, and with the help of an extraordinary committee, we set about laying down a number of big goals. I wanted us to focus on these goals and how we were going to achieve them. I would like to share with you what we have been up to.

STRATEGIC PLAN We have developed a St Catherine’s Old Girls’ Association Strategic Plan for 2018 – 2022. Our constitution has been segmented, and planning has been put in place to ensure we address all areas under our umbrella. It is wonderful to have a clear direction.

FELLOWSHIP The SCOGA Fellowship is such an exciting initiative. Launched in August this year, a tidy

Our wonderful reunions continue to attract fabulous numbers of Old Girls. These events are held close to our hearts as they are a reminder every time of the thread that binds us all.

PREP BAG TAGS From our oldest Old Girl last edition, to meeting our youngest this time around has been extraordinary. At the first assembly to be held in the new Barbreck building, I was thrilled to be able to present a gorgeous SCOGA bag tag to our newest St Catherine’s Girls. A momento which will be a reminder that they have been incredibly fortunate to start their education at a truly remarkable school.

BARBRECK RED STEPS With the opening of the new and incredibly impressive Barbreck, we are thrilled to see the completed installation of the ‘Red Steps’. A modern version of an important

tradition, we are excited that our substantial donation towards the Junior School project has produced such a wonderful ‘go to’ destination within the building. We wish to thank Mrs Michelle Carroll and her fantastic team, St Catherine’s School Council and School Committees who have been so wonderful and enthusiastic about the important role which SCOGA plays within our School community, and our development. We have many other new and exciting things coming up and an exciting time to be part of SCOGA, and we welcome Melissa Sweetland (’86) and Becky Simmons (’07) to our Committee. We also wish to thank Victoria Landale (’10) for her incredible service to SCOGA, and wish her well with her studies and career. I remind myself every day that the Old Girls who work on the SCOGA committee are volunteers. These women are professionals in their field who donate their time to benefit all those who have walked the corridors of 17 Heyington Place, and I wish to thank them all on behalf of all the Old Girls. You are all magnificent! Chrissy Ryan (Graham ’79) SCOGA President oldgirls@stcatherines.net.au

St Catherine’s Old Girls’ Association

Bag tag gifts for our Preps Earlier this year, I visited our oldest Old Girl. She is 104. 100 years difference in age from our oldest old girl and our youngest Prep girl. Recently I have been thinking a lot about my time at St Catherine’s and in particular about my time in Barbreck. In advance of the Preps’ 100 Days Assembly in July, I decided to work out how long ago I had my 100 days. Armed with a calculator, and a lot of sums, the number appeared on the screen – 19,080. 19,080 days ago I sat in the Barbreck hall. It was two buildings ago, but the uniform was much the same except we had to wear a school hat and gloves in winter, and a straw hat in summer.

When I was in Prep, we drank little bottles of milk every recess before we headed out to the playground to play on the old tram. We had monkey bars, swings, and slides. We traded swap cards, played hopscotch and elastics, and every afternoon we had nap time. St Catherine’s girls are extraordinary and very special. We have Old Girls who are vets, doctors, astronauts, artists, musicians, Olympians, politicians and charity heroes. St Catherine’s girls can be anything they want to be. There are 7,500 of us. Dreaming big and striving to be the best we can be in whatever we do. Last year SCOGA introduced a Red Steps badge that will now be given to all Year 6 girls who graduate from Barbreck. It was so well received, that we decided to do something special for the Prep girls from now on.

will be handing out these special tags to signify that those students started at St Catherine’s in Prep. I hope that every time you see a teddy tag swinging on a school bag, it will remind you how fortunate we all are to be St Catherine’s girls.

The SCOGA Committee found our Preps a very special present, a teddy bag tag. Each year, we

Chrissy Ryan (Graham ’79) SCOGA President

OAM Award for Old Girl Mrs Rosemary Syme (Farran ’56) was awarded a Medal of the Order of Australia (OAM) in the General Division in the recent Queen’s Birthday Honours for her significant service to the community through a range of organisations including the National Gallery of Victoria,

THE BULLETIN

Lyceum Club of Melbourne, the Australian Red Cross and the National Heart Foundation. We congratulate Rosemary on all the work she has undertaken for the community and for receiving this wonderful award.

St Catherine’s News Spring 2018

Barbreck A

The original Barbreck house was built by Duncan Love on two acres of land on the corner of Heyington Place and Torresdale Road in 1887. It was designed by the famous architectural firm of Reed, Hernderson & Smart, and named for Love’s Scottish heritage. The Scottish Barbreck was near the head of Lock Craignish on the west coast of Argyll. It was the seat of a branch of Love’s maternal grandmother’s family, the Campbell family. According to an expert in the Gaelic language, ‘barbreck’ means ‘speckled hilltop’ from ‘barr’, meaning ‘top’ or ‘hilltop’, and ‘breac’ meaning ‘speckled’. Love was said to be a keen gardener and the house was sited to make best use of a garden outlook. It was set well back into the

south-western corner allowing for garden views to the east and north. The main entrance gates were right on the southern boundary, and the original drive had a graceful curve to it, finishing in a traditional turning circle in front of the main entrance on the south side of the house. There was also a service drive coming in from Torresdale Road along the western boundary of the block and leading straight to the service wing on the house’s western side. A small gatehouse stood by the entrance. The two driveways were connected by a third that lay close to the house, leaving an area for the garden that was quote unbroken, except for a croquet lawn near the middle of the Heyington Place frontage. The original Barbreck was overwhelmingly red, built in the red brick English style with typically gabled roof and tall chimneys.

T O

R Y

In 1916 Duncan Love died and William, his elder son, continued to run the family business. He had never married and after his father’s death returned to live with his mother, although she later moved to another address. In 1924 Barbreck went the way of many properties in the Toorak area; the land was subdivided and a new house built on the northern section of the garden. A cypress hedge was planted along the new boundary between the two houses, and was allowed to grow undisciplined, eventually reaching an enormous height, shading the garden and blocking out the view. Barbreck began to take on an appearance of gloom and neglect. Virginia creeper was planted against its walls in an effort to lighten its mood.

St Catherine’s Old Girls’ Association

In November 1948 William Love, then in his seventies, sold Barbreck to St Catherine’s. The house was in run-down condition and the Health Department demanded substantial alterations. Mr Merritt, Honorary Architect to the School advised he “could have the work considered necessary, completed for the opening of Term 1, 1949 at a cost of approximately 300 pounds.” Initially Barbreck housed only the Kindergarten and Grades 1 and 2, but with the ever increasing pressure of student numbers, it was deemed essential that it should be expanded to take the higher grades as well. First, the old Breakfast Room was extended to create a new Kindergarten. In her Annual Report of 1952 Miss Davis said of it “The building of this modern, sunny classroom and accompanying sun patio were made possible by the generosity of the Old Girls.” In 1960-61 the first major step towards the second generation Barbreck was taken. Under the direction of architects Mockridge, Stahle & Mitchell, new classrooms and cloakroom facilities were built as an extension to its western side. Red brick was used to blend in with the old house. Then in 1972 the inevitable happened. Barbreck lost the fight against the ever-increasing number of students and

was demolished. The Hall went up in its place, along with the fondly remembered first Library with its tiered seating from which all students could look down on the book as it was being read at story time. Mockridge, Stahle & Mitchell were again the architects. In 1984 work started on the new library extension to the plans of Brian Dowling & Associates. This was followed by the erection of the fabric canopy over the main entrance, creating a giant porch and undercover play area. However, in the words of Brian Dowling, “The other major change in attitude to school buildings set within a residential streetscape context to preserve existing residential buildings wherever possible… Experience elsewhere suggests that the original house could well have been preserved and altered to fit in with the new Junior School accommodation.” The Junior School has retained the name Barbreck, in homage to the original house at 33 Heyington Place. St Catherine’s has a proud history of academic achievement, as evidenced by our exemplary alumnae and their achievements. Our alumnae proudly includes the first female Lieutenant Governor, Lady Southey AC, and the Governor

THE BULLETIN

of Victoria, The Honourable Linda Dessau AC, both of whom began their educational journey at St Catherine’s. Our new Barbreck has been built to better cater for a range of learning modes, premised upon flexibility. Opened in July 2018, the new building has the capacity to capture the needs of individual or small group work, team teaching and open shared space for collaborative program work. The building fulfils the School’s commitment to providing specialist learning areas, including the emerging field of STEM education. St Catherine’s students all know the palpable, positive energy that lives within the School, and this has been retained in the new Barbreck building. SCOGA is proud to have donated the Red Steps, an area of great nostalgia to those who knew the second-generation Barbreck building. It is our hope that the new red steps will bring many happy memories to the next generation of St Catherine’s Barbreck girls. With excerpts from Barbreck – A History by Sylvia Black (Meares ’62) from the Bulletin, May 2001

St Catherine’s News Spring 2018

OLD GIRL BEARS

COMMONWEALTH GAMES BATON Old Girl Clare Melnik (Miller ’66) was chosen to participate in the Queen’s Baton Relay in the lead up to the Commonwealth Games on the Gold Coast this year. Clare was nominated for her service to the Gold Coast community. She has volunteered for Meals on Wheels for 10 years, as well as at a local op shop. She has also hosted McGrath Foundation morning teas for many years. Clare carried the baton for a 250m stretch through the suburb of Paradise Point, Gold Coast.

“It was the most elating thing,” Clare said. “The locals came out and lined the streets, everyone was cheering from the sidelines. It was absolutely awesome.” Clare’s section of baton bearers included many people who have done great things for the community, and ended with a party in the local Runaway Bay Park. “It was a great celebration of the community. I still pinch myself that they chose me!”

Leading the

ROYAL WEDDING ORCHESTRA On Saturday 19 May, violinist Rebecca Chan (’96) led the orchestra for the wedding of the Duke and Duchess of Sussex at St George’s Chapel in the grounds of Windsor Castle.

The orchestra featured musicians from the BBC National Orchestra of Wales, the English Chamber Orchestra and the Philharmonia, of which Rebecca is the Associate Leader. The orchestra performed a number of arrangements by Sir Edward Elgar, Gustav Holst, Peter Warlock, Ralph Vaughan Williams and Sir Charles Hubert Hastings Parry. “I was very honoured and excited to be asked to lead the orchestra for the Royal Wedding,” Rebecca said. “It was a real thrill to be part of the event and the bride and groom were incredibly friendly, gracious and down to earth.”

Rebecca was Dux of St Catherine’s in 1996, and started a joint degree in Medicine and Arts at the University of Melbourne at just 15 years of age. She also studied violin at the Conservatorium, graduating in 2003. Rebecca has played as soloist with many of Australia’s major orchestras, including the Melbourne Symphony Orchestra, Adelaide, Tasmanian and Canberra Symphony Orchestras, Orchestra Victoria, Melbourne Chamber Orchestra and the Australian Chamber Orchestra. Rebecca is a Nil Magnum Nisi Bonum honouree. Emily Smith (’10)

St Catherine’s Old Girls’ Association

THE BULLETIN

REUNIONS TOP LEFT: 1988 Year Group – 30 Year Reunion Year Reps: Kayt Macdonald (Riches) and Nicolle McCurdy (Austin) TOP RIGHT: 2003 Year Group – 15 Year Reunion Year Rep: Leila Lee (Anderson) BOTTOM LEFT: 1993 Year Group – 35 Year Reunion Year Rep: Joanna Chamberlain (Grant) BOTTOM RIGHT: 1998 Year Group – 20 Year Reunion Year Rep: Kate Cooper (Olsen)

2019 Events & Reunions Monday 11 February 2019 SCOGA 2018 School Leavers’ Panel Friday 15 February 2019 10 Year – 2009 Tour 5.45pm, Drinks in Drawing Room at 6.15pm Susannah Guthrie – 0400 096 327 susannah.guthrie@gmail.com Date TBA Year Reps’ Cocktail Party Drawing Room at 6.30pm

Friday 22 March 2019 15 Year – 2004 Tour 5.45pm, Drinks in Drawing Room at 6.15pm Cynthia Sear – 0414 973 361 cynthia.sear@outlook.com

Friday 2 August 2019 20 Year – 1999 Tour 5.45pm, Drinks in Drawing Room at 6.15pm Georgia Hargreaves – 0411 105 100 georgia@hargreavesfl.com.au

Saturday 4 May 2019 30 Year – 1989 Tour 10am, Morning Tea/Coffee in Drawing Room at 10.30am Sophie Paterson (Nicholas) – 0438 710 927 sophie@adgpl.com.au

Friday 13 September 2019 50 Year – 1969 Tour 5.45pm, Drinks in Drawing Room at 6.15pm Prue Dobson (Cameron) – 0419 217 646 pruedobson@gmail.com

Friday 10 May 2019 40 Year – 1979 Tour 5.45pm, Drinks in Drawing Room at 6.15pm Louise Lampard – 0400 559 779 gleeson@netspace.net.au

Friday 11 October 2019 5 Year – 2014 Tour 5.45pm, Drinks in Drawing Room at 6.15pm Lucinda Davies – 0430 985 098 lucindadavies0@gmail.com Tess Price – 0400 986 327 tepri1@student.monash.edu

Friday 31 May 2019 PFA Ruth Langley Lunch

Friday 18 October 2019 Pre 1960 Luncheon Noon – 2.00 pm oldgirls@stcatherines.net.au Friday 15 November 2019 25 Year – 1994 Tour 5.45pm, Drinks in Drawing Room at 6.15pm Samantha O’Brien – 0408 444 817 sam@notatrace.com.au Saturday 23 November 2019 SCOGA Annual General Meeting 10.00am, Ballroom – Sherren House oldgirls@stcatherines.net.au Date TBA SGOGA Biennial Lunch Crown

St Catherine’s News Spring 2018 CURRENT STUDENTS OF ALUMNI

Next Annual General Meeting

Child

Mother

Camilla Aberdeen

Nina Kirby (’94)

Lara Anderson

Joanna Nicholas (’86)

Fleur Angenent

Emma Stanley (’97)

Susan Connor (’61)

Giselle Armstrong

Lachlan Armstrong (Old Boy ’95)

Toni Pierce (’67)

Saturday 24 November 2018, 10.00am

Ziabella Armstrong

Lachlan Armstrong (Old Boy ’95)

Toni Pierce (’67)

Axel Ashton

Eliza Peters (’98)

Lincoln Baker

Brooke Gronow (’00)

Summer Balla-Kellett

Mandy Balla (’86)

Zara Bongiorno

Felicity Miller (’87)

All Old Girls are most welcome to attend. Any member who would like to bring business before the AGM is required to give notice in writing to the Secretary no later than Saturday 27 October 2018.

Charlotte Brasch

Nicholas Brasch (Old Boy ’93)

Alexandra Brearley

Sara Luth (’85)

Isabella Bufé

Tracy Cedzich (’86)

RSVP by Friday 16 November to Phoebe Norman (Olsen ’95) oldgirls@stcatherines.net.au

Isla Burrell

Celia Shelmerdine AM (’83)

Willow Burrell

Celia Shelmerdine AM (’83)

Ellie Cacopardo

Christina Smith (’88)

Prudence Whitehead (’61)

Katie Cacopardo

Christina Smith (’88)

Prudence Whitehead (’61)

Annabel Calvert

Fleur McKay (’94)

Sarah Baillieu (’68)

Margaret Cox (’35)

Clara Calvert

Fleur McKay (’94)

Sarah Baillieu (’68)

Margaret Cox (’35)

Nina Clavert

Fleur McKay (’94)

Sarah Baillieu (’68)

Margaret Cox (’35)

President Chrissy Ryan (Graham ’79) | oldgirls@stcatherines.net.au

Lucy Campbell

Amelia Osborn (’86)

Elspeth Cannon

Clare Darling (’77)

Margaret Anderson AM (’39)

Vice-Presidents Deb Berry (Manos ’77) | Sarah O’Brien (’02)

Coco Christian

Sophie Shelton (’85)

Letitia Cole (’58)

Maroa Molesworth (’25)

Willow Clarke

Aiesha Cipriani (’94)

Milla Cohen

Susan Adamson (’90)

Pernilla Coleman

Kirsty Gilmour (’86)

Saskia Coleman

Kirsty Gilmour (’86)

Chloe Cooper

Sophie Richmond (’89)

Elizabeth Newman (’61)

Betty Lyall (’36)

The 97th AGM of the St Catherine’s Old Girls’ Association (SCOGA) will be held in the Ballroom, Sherren House. The meeting will be followed by morning tea.

SCOGA Committee

Honorary Treasurer Lucy Court (’11) Honorary Secretary Phoebe Norman (Olsen ’95) | oldgirls@stcatherines.net.au Bulletin Editor Emily Smith (’10) | OldGirlsBulletin@stcatherines.net.au Reunion Coordinator Sally Ahern (Watson ’74) | sahern@bigpond.net.au

Zara Cooper Elizabeth Newman (’61)

Grandmother

Great Grandmother

Louise Coltman (’54); Elizabeth Newman (’61) Betty Lyall (’36)

Millicent Cottrell

Constance Vanston (’22)

Scarlett Davis

Briely Trollope (’89)

Jessica Dobbin

Fiona Goldstraw (’90)

Helen Crankshaw (’59)

Harriette Dryden

Victoria Krauss (’92)

Prudence Spinney (’68)

Margaret Spinney (’42)

Maggie Dryden

Victoria Krauss (’92)

Prudence Spinney (’68)

Margaret Spinney (’42)

Sarah Fanning

Samantha St Hill (’87)

General Committee Victoria Dryden (Krauss ’92) | Virginia Edwards AM (Smith ’56) Nicolle McCurdy (Austin ’88) | Olivia Molesworth (Hocking-Brown ’13) Kristina Moussalli (’09) | Becky Simmons (’07) | Melissa Sweetland (’86)

Holly Farrer

Susie Cook (’93)

Madeleine Farrer

Susie Cook (’93)

Sophie Farrer

Susie Cook (’93)

Arabella Foote

Sarah Scambler (’93)

Margaret Drummond (’62)

Ex Officio Michelle Carroll (Principal) | Mackenzie Leyden (2017 School Captain) Georgie Sitch (2017 School Vice Captain)

Charlotte Fortey

Lucy King (’90)

Pamela Rome (’63)

Harriet Fortey

Lucy King (’90)

Pamela Rome (’63)

Olivia Fortey

Lucy King (’90)

Pamela Rome (’63)

School Council Nominee Kate Barber (’96)

St Catherine’s Old Girls’ Association CURRENT STUDENTS OF ALUMNI

THE BULLETIN

(All mothers, grandmothers and great-grandmothers are listed by maiden name)

Child

Mother

Grandmother

Great Grandmother

Child

Mother

Elizabeth Gorton

Sandra Court (’84)

Anne Lowry (’58); Sue King (’59)

Lynette Walkley (’34)

Chloe Nevins

Simone Willis (’91)

Sophie Gorton

Sandra Court (’84)

Anne Lowry (’58); Sue King (’59)

Lynette Walkley (’34)

Clementine Newton-Brown

Jane Forsyth (’88)

Zara Gracanin

Camilla Knowles (’89)

Eve Nicolas

Kate Arnott (’88)

Sienna Gracanin

Camilla Knowles (’89)

Meg Nixon

Helen Adams (’88)

Pia Graham

Marnie Aitken (’84)

Samantha Osborn

Nicole Schwarz (’85)

Meryanda Rowden (’55)

Lucy Gray

Penny Anderson (’87)

Abby Page

Kate àBeckett (’87)

Leigh Denham (’61)

Jessica Paterson

Sophie Nicholas (’89)

Allegra Paul

Francesca Hubay (’86)

Georgia Green

Isabella Stokes OAM (’58)

Lucy Green

Isabella Stokes OAM (’58)

Claire Hayne

Leslie Reynolds (’54)

Amber Hamersfeld

Natalie Bloom (’88)

Chloe Handbury

Georgina Seccull (’86)

Madeleine Hooker

Antoinette Walshe (’88)

Olivia Howitt

Michaela Grogan (’86)

Ella Johns

Susannah Chapman (’86)

Eloise Kewley

Sally Stonier (’78)

Emma Peele

Sophie Knight

Constance Vanston (’22)

Holly Landrigan

Margaret Guy (’89)

Amelie Lane

Lisa Tarasio (’95)

Violet Lazar

Stephanie John (’86)

Adelaide Lempriere

Diana Dougall (’57)

Katherine Lee

Karen Lim (’87)

Cassandra Lie

Kelly Clemenger (’80)

Sebastian Lincoln

Marita Batty (’96)

Sophie Lovell

Sarah Leahey (’82)

Pia Foley (’81)

Nina Portnoy

Jane Davis (’85)

Christine McKinleyWilson (’59)

Jill Cannon (’66)

Hollie Pringle

Marnie Ross (’92)

Victoria Jacobson (’65)

Scarlett Pringle

Marnie Ross (’92)

Victoria Jacobson (’65)

Edward Rice

Sophie Pelman (’97); Richard Rice (Old Boy ’88)

Claudia Richardson

Prudence Minifie (’51)

Emma Robertson

Anna Lally (’88)

Molly Robertson

Anna Lally (’88)

Charlotte Rodgers

Marion Teare (’50)

Chloe Rodgers

Marion Teare (’50)

Emma Rodgers

Marion Teare (’50)

Eloise Rudge

Rowena Williams (’87)

Pamela Granowski (’51)

Mila Sanderson

Catherine Forrest (’97)

Caroline Mooney (’67)

Anna Shears

Penny Roysmith (’81)

Betty Shields (’51)

Alexandra Shergold

Holly Tinsley (’89)

Margaret James (’61)

Pippa Shergold

Holly Tinsley (’89)

Margaret James (’61)

Clementine Sitch

Jennifer Wilson (’77)

Susan Gawler (’64)

Serena Sitch

Jacqueline Barnes (’77)

Poppy Maling

Jean Cameron (’49)

Isabella Soutter

Chloe Manson

Thea Coltman (’51)

James Soutter (Old Boy ’92)

Prue Macnaughtan (’62)

Tabitha Manson

Thea Coltman (’51)

Katharine Soutter

James Soutter (Old Boy ’92)

Prue Macnaughtan (’62)

Carol Kimpton (’67)

Astrid Low

Margaret Carlyon (’45)

Edwina Low

Margaret Carlyon (’45)

Arabella Lutz

Rebecca Paranthoiene (’97)

Georgia Macaw

Robin Richards (’74)

Eliza McCurdy

Nicole Austin (’88)

Elizabeth Switkowski

Georgina Hinton (’99)

Piper McInnes

Lisa Kelly (’92)

Annabel Taylor

Melissa Sweetland (’86)

Millie McIntosh

Kate Correll (’87)

Lily Taylor

Melissa Sweetland (’86)

Alice Menzies-King

Fiona Menzies (’87)

Camilla Thomas

Virginya Sutton (’85)

Adelaide Mitchell

Katie Krauss (’90)

Camilla Thomas

Julia Hammon (’00)

Nadia Mohamed

Farah Pasha (’91)

Mirabelle Thomson

Rebecca Jockel (’98)

Georgina Moors

Edwina Saunders (’86)

Lily Trosdal Ryan

Lisa Trosdal (’79)

Ruby Morton

Renee McNamara (’87)

Charlotte Upton

Lisa Hinrichsen (’83)

Jill Smith (’55)

Charlotte Myer

Annabel Plummer (’82)

Giselle Upton

Lisa Hinrichsen (’83)

Jill Smith (’55)

Mia Upton

Lisa Hinrichsen (’83)

Jill Smith (’55)

Oscar Venn

Anne Barrett (’96)

Charlotte Murdoch

Lisa Nicoll (’63)

Jill Sargood (’48)

Prudence Krauss (’68)

Sandra Spry (’59)

Olivia Murdoch

Sandra Spry (’59)

Marjory Sharp (’35)

Margaret Spinney (’42)

Margery Austin (’26); Olive (Bell) Lawson (’19) Margery Austin (’26); Olive (Bell) Lawson (’19)

Alexandra Webster

Olivia Nagel

Christie Gronow (’97)

Pia Zayontz

Olivia Nash

Abbey Blackshaw (’93)

Sara Zayontz

Noreen Heath (’34)

Elizabeth Gillon (’67)

Claudia Perkins

Sarah Pratt

Noel Lidgett (’50)

Great Grandmother

Elizabeth Gillon (’67)

Zara Peele

Lorraine Gray (’63)

Grandmother

Barbara Boynton (’73)

Jill Warnock (’46)

Alison May (’46) Anna Davis (’87) Anna Davis (’87)

St Catherine’s News Spring 2018

Weddings

ABOVE: Alexandra Brownlow (’96) married Edward Jeffries on 24 March 2018 near Bairnsdale. TOP RIGHT: Monique Watson (’10) married Stuart Clark on 24 March 2018 at Bridge Creek Homestead, Barwite. BOTTOM RIGHT: Edwina Barrington (’03) married Matthew Hankin on 13 April 2018 at Victoria Recreation Club, Sai Kung, Hong Kong. (L-R): Steven Trotter, Felicity Upton (Sincock ’03), Xavier Watson, Maggie Marsh, Suzannah Barrington, Christopher Lunch, Matthew Hankin, Edwina Barrington (’03), Andrew Henning, Avesia Troon (Calman ’03), Luke Marks, Priscilla Barrington, David Hood, Genevieve Hood.

Babies 1. Lenny Jack Trewin, a son for Caroline Fitzgerald (’96) and Chris Trewin. 2. Eadie May Green, a daughter for Minnie (Mountford ’07) and Lachlan Green. 3. Christian Lie, a son for Natasha Chaim (’03) and Andrew Lie.

4. Elliott Lindsay Clarke, a son for Emily Zeigler (’03) and Tim Clarke. 5. Daisy Meredith Drummond, a daughter for Julia O’Brien (’94) and Fraser Drummond. 6. Holly Phillipa Leggo, a daughter for Phillipa (Peardon ’00) and Scott Leggo. 7. Angus George Pitt, a son for Fleur (Forsyth ’99) and Simon Pitt. A brother for Edward and Alexandra. 8. Felix Clifford Skeggs, a son for Georgina Farrington (’98) and Todd Skeggs. A brother for Eva.

S t C a t h e r i n e ’s O l d G i r l s ’ A s s o c i a t i o n

THE BULLETIN

Alison Cameron (Moxham ’52)

Vale & Obituaries

Anne Leighton (’40)

Iona Christianson (MacLennan ’43)

Loris Eilenberg (Nettleberg ’40)

Sophia Mason (Williams ’91)

Jean Damman (Corrie-Smith ’43)

Ruth Frieze (de Winter ’48)

Lorna Meredith-Davis (Davis ’47)

Rosita Van Egmond (Morell ’58)

Jessica Junkeer (Wang ’01)

Jen Peardon (Horne ’65)

Jill Boynton (Warnock ’45)

Alison Adrienne Cameron (Moxham ’52)

Jen Peardon (Horne ’65)

Love Laughter and Colour. Jill embraced all that those three words represented.

Alison passed away peacefully, and surrounded by her family, in Euroa on 4 May 2018 aged 83.

Jill attended St Catherine’s kindergarten in 1935 and left school in 1945 having completed Year 11. In 1942 the School was evacuated to Warburton due to the threat of the Second World War, and Jill enjoyed that time boarding with her school friends. After leaving school Jill attended Invergowrie for a year, then became an air hostess, and later a secretary in London, until she married Robert (Bob) Boynton.

Alison is survived by Ewen, her much-loved husband of 63 years.

Mum was a warm, friendly and vibrant woman who always went out of her way to do what she thought was best for me, and to help others – no matter what. She was a strong, independent woman, who had a passion for life. She had a wonderful and often quirky sense of humour, which endeared her to everyone. It is a great testament to her nature that she formed so many long-lasting friendships (including as a St Catherine’s boarder).

Bob and Jill were parents to Susan, Barbara, Anthea, Alexandra and Xenia, who all attended St Catherine’s. Following Bob’s interests, Jill and her family spent summers sailing on Port Phillip Bay and other school holidays in far west New South Wales near Balranald, on a remote sheep and cattle station riding horses and mustering cattle. Jill recommenced work as a secretary once their daughters attended school and worked for the National Trust at Como House, and for a local solicitor. She enjoyed that work and the independence it gave her. Later she became honorary secretary of the Red Hill Vigneron Society, when she and Bob moved to Flinders. Jill was an enthusiastic sportswoman, and at school loved swimming and tennis. She loved wearing Marimekko brightly coloured clothes and had a great sense of fun. Jill loved seeing her daughters go to school with bright blue ribbons in their hair. When Anthea moved to Italy after marrying Roberto Binazzi, Jill learnt Italian for many years in order to travel to Italy frequently. She made the most of all the opportunities that life provided and was a greatly loved wife, mother, grandmother and great-grandmother. Barbara Hammon (Boynton ’73)

Alison was the loving mother of Alistair, Fiona, Jean, Sarah (dec) and Richard and a much loved mother-in-law, grandmother of 13 and greatgrandmother of two. Alison attended the school as a boarder, having grown up on a sheep station ‘Murrawombie’ near Giralambone, New South Wales and was the School Captain of St Catherine's School in the year 1952. She was a proud St Catherine's Old Girl, and was particularly proud that four of her granddaughters followed in her footsteps and attended St Catherine's School, Lucy (School Vice-Captain 2010), Katie (School Captain 2012), Millie (2014) and Daisy. Katie Cameron (’12)

Mum dedicated her time with me to providing a safe, loving, supportive upbringing that was always aimed at setting me up well for life. Mum placed being a mother first and foremost. She was a sporting enthusiast and dedicated golfer. Her love of golf, skiing and sport in general was something she carried throughout her life and passed onto me. She absolutely treasured playing weekly golf at Metropolitan Golf Club and made lifelong friends. Mum always loved music. She had a beautiful voice and enjoyed singing in choirs. She taught herself guitar as an adult. Mum was always incredibly supportive. She successfully moved between roles of teacher, team captain, mentor and coach. As I became an adult she became my close friend, advisor and confidante. We travelled to many countries together. Mum loved her health career in all its various forms and friendships. From helping the newest most vulnerable premature babies, to assisting the elderly, sick and dying access the best health care in their homes – is perhaps her greatest legacy to the community. She has enriched many lives with her genuine care, compassion and concern for her fellow human beings. I give thanks for the life of a woman I am so proud to be able to call my mum. She was an amazing woman whose beauty, both inside and out, will never be extinguished from our minds. Phillipa Leggo (Peardon ’00)

www.stcatherines.net.au 17 Heyington Place, Toorak

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Victoria, Australia 3142

@stcatherinesschool

T +61 3 9822 1285 E info@stcatherines.net.au CRICOS 00574F ABN 90 004 251 816

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St Catherine's News - Spring 2018

Articles inside

St Catherine's news - Spring 2018