The Elephant - 2023

FROM THE PRINCIPAL EMPOWER

ACADEMIC GROWTH

GROWTH

TOORAK COLLEGE

Old Mornington Road, Mount Eliza, VIC, 3930 PO Box 150, Mount Eliza, VIC, 3930

Senior School: (03) 9788 7200

Wardle House: (03) 9788 7258

CRICOS Provider Code: 00349D

CRICOS Course Code: 005454G (Senior) 097816B (Primary)

DESIGN Domenic Minieri

Community Office

EDITORIAL TEAM

Emma Castles, Domenic Minieri, Hannah Haugen Community Office

EDITORIAL CONTRIBUTORS

Staff, students and Collegians

PHOTOGRAPHY

Community Office, Cliff Elliott, Marcus Struzina, staff and students

PRINT

Southern Impact southernimpact.com.au

BREAKING BARRIERS

THE IMPORTANCE OF EDUCATION IN ADVANCING GENDER EQUALITY

BY KRISTY KENDALL Principal

At Toorak, we are proud advocates for advancing the plight of women. We carefully watch data released showcasing female representation in leadership, politics and on boards. Currently, women represent just 1 in 4 executive leadership roles in Australia’s top 300 companies. Furthermore, we watch data released highlighting the persistent gender pay gap in Australia which shows women are paid 22.8% less than men. We watch carefully the data released on the distribution of unpaid care work between women and men, where women currently spend 64% of their day in unpaid care work compared with men who spend 36% of their day in the same role.

We are here to change these statistics.

Our vision is to develop aspiring young people with confidence and character. They will need confidence to challenge the world around them when the data continues to show that Australia is going backwards in the plight for equality and representation, and they will need character to overcome adversity and make their own unique mark on the world.

Our environment at Toorak is one that amplifies young people’s voices, encourages independent thought and builds trust and collaboration within our community. That is how we bring about change.

We have to teach young people how to use their voice effectively and advocate for themselves and others. Confidence is about knowing when to step up as much as it is about knowing when to stop. By increasing their self-awareness and learning about their ability to impact others, we can start to shift mountains.

We all have unconscious biases in how we perceive the world and bringing these biases to the forefront of our thinking is important for us all. We have a natural inclination to gravitate towards people who are like us and we look for similarities and commonalities to strengthen our sense of self. Being aware of confirmation biases, and developing the tools to challenge them, are all important parts of education.

It is also integral that we work together. Young people need to see they have a community behind them supporting their progress. They need to learn the value of working together and lifting up those around them. They need to be part of an environment where they know they are seen and heard which then empowers them to ensure others around them are seen and heard too.

Encouraging people to challenge the inequities we see, to understand their own biases, and to stand united with one another in demanding and expecting change, is when the ripple effect will begin. This is education that really matters. This is how change starts with education.

Scan the QR code to discover how Toorak is creating change for young women.

By

SELF ADVOCACY

WHAT IT IS AND WHY IT’S IMPORTANT

BY FIONA WINES Head of Senior School, Deputy Principal

Self advocacy is the ability to speak up for yourself and others. It is an important life skill that we must teach our young people so that they can thrive in all aspects of their lives. It has positive benefits in relation to developing independent and self confident individuals who are self aware, able to make informed decisions and clearly communicate with others.

As we support young people to understand and develop their point of view so that they have the confidence to advocate for themselves, it is important to remind them that self advocacy includes asking for help when you need it.

When we teach the skills required for self advocacy, we are providing the tools needed for young people to help themselves. Teaching young people to speak up; understanding and expressing their opinions, requires them to be able to actively communicate and seek out support. As parents, we want to step in to assist our children and advocate for them; however, we must support the development of these skills by allowing them to navigate challenging situations with our guidance.

1

OWNERSHIP

They have a right to express their thoughts and opinions and take an active role in choosing their path. Self determination is important for developing independence.

2

INFORMED OPINIONS

It is essential to be informed and self aware so that they are able to consider and evaluate important information and formulate their own views and opinions.

HOW CAN WE SUPPORT THESE CHALLENGING SITUATIONS ?

Talk through challenging situations with your children. It is difficult for some adults to advocate for themselves and so, it is understandably challenging for young people. Ask them questions to clarify their thinking and role play conversations to assist them to develop these skills.

Self advocacy is developed with time and practice so we must provide opportunities for students to practise these skills in a safe and supported environment.

There are a number of skills that underpin self advocacy including communication, critical thinking and decision making which sit alongside self awareness and empathy. For young people to be able to actively and successfully engage in their community, whether it be at school or throughout their lives, we must explicitly teach these skills and support our students to develop them throughout their school journey.

3

ACTIVE LISTENING

Recognising that it is important to listen to others and respect their point of view but also to ask questions to enhance their understanding is an important part of building empathy.

4

CLEAR VIEWS

Having a clear understanding of the information or situation, will assist them in articulating and effectively communicating their point of view or their needs.

Teaching young people to speak up; understanding and expressing their opinions, requires them to be able to actively communicate and seek out support.

There are a number of important points to share with young people as they develop self advocacy skills.

A DIGITAL WORLD: THE RISE OF AI IN EDUCATION

BY PHILIP CAREW Head of Digital Learning and Innovation

This year commenced with a very different type of disruption, thankfully it didn’t lead to lockdowns or online learning but this digital disrupter did present many new ways for our staff to teach and our students to learn. History proves that the staff at Toorak College know how to pivot and adapt and we’ll do just that with our varied use of Artificial Intelligence.

Artificial Intelligence (AI) is the ability for a computer or a robot to perform tasks that are typically associated with human intelligence, such as problem solving and decision making, and can be used to automate complex or time-consuming tasks. AI systems are often used in areas such as machine learning, robotics, data analysis and language processing.

AI has been utilised globally and is not a new concept, however, the introduction of generative AI and chatbot tools such as ChatGPT will continue to change the way we learn, generate ideas and communicate. AI has revolutionised almost every aspect of our lives, and education is no exception. With the development of AI, the traditional classroom model is gradually being transformed into a more personalised and dynamic learning environment.

The reality is by the time you read this article there will have been major developments in the world of Artificial Intelligence especially in the education sector. Google, Microsoft and even social media platforms such as Snapchat have developed AI systems and tools that will impact our daily lives. AI tools to support areas such as research, design, productivity and text are being created daily. There were 1000+ new AI tools released in 2023!

Preparing our students for life outside the gates of Toorak College includes teaching them how to use technology ethically and responsibly. We seek to find ways to best support our community, teaching them how to use various platforms and utilise them correctly. With any new tool we must consider the potential implications and challenges, including ethical issues, privacy, age restrictions and the potential bias that certain tools may hold. We continue to evaluate and seek the best tools to guide our staff and students.

Our students are utilising AI to generate ideas, summarise content, research, differentiate, analyse a new perspective, develop vocabulary, paraphrase or simply ask questions. This will support and scaffold our students to grow and develop their learning further. Students in the Senior School have participated in sessions on academic honesty, plagiarism and how AI could be responsibly used to support their learning, rather than manipulate it or be a substitute for it.

We survived the calculator, Google search and Wikipedia so we’ll work with AI instead of hiding from it. Our School community is adaptive, responsive and inquisitive and we know that we will work together to best navigate the ever changing world of AI and the new tools that continue to be developed.

We ask that our students and staff always reference AI if they’ve used it for research or support. In which case, it’s important to note that this article has been written with the assistance of Generative AI tools including Chat GPT and Penelope AI.

PREPARING GIRLS FOR THE REAL WORLD

EMPOWERMENT THROUGH NON-TRADITIONAL EDUCATION

BY KATE BROWN Deputy Head of Senior School - Academic Growth

The essential role of education is to prepare young people to be responsible and active citizens who contribute to the positive development of society, and their communities. While this key mission has not changed in decades, the society our students will enter has changed dramatically. Changes in education, in particular girls’ education, have empowered young women to be the catalyst for this evolution and we, at Toorak College, are so proud to be leaders in this space.

All girls schools continuously challenge the status quo and don’t accept that women have not yet reached their peak potential as leaders in the community. They lean into initiatives that seek to promote leadership and enterprise skills in a way that builds confidence in girls, demanding that they too belong in the room where decisions are made, whether these be corporate, government or industry board rooms.

While traditional subjects such as English, Mathematics and Science remain a key cornerstone of the academic program, Toorak College has long recognised the need for ‘nontraditional’ classes to complement the students’ growth. In addition to developing classes that utilise the rapid rise of artificial intelligence and digital technologies, we have built into the curriculum opportunities to network with leaders in industry and government.

NETWORK OPPORTUNITIES

STUDENT VOICE

ELAINE TANG YEAR 5

At Toorak, I am empowered by my friends and teachers. My friends are always there to encourage me through their words and actions and my teachers are always there to help and empower me through my learnings.

I am challenged by trying things that I have not done before, like tennis in Year 5 & 6 Sport. Last term, I wasn’t sure which sport I should choose because I had never tried any of them before. I decided to choose tennis. In my first lesson, it was fun but challenging, I had to follow through with my racquet and get the ball over the net. My next challenge was figuring out how to serve! At the end of the term, I felt really happy that I had tried a new sport because it was super fun and now I’m thinking of pursuing tennis at school.

AMAZON WEB SERVICES

Students in Year 9 complete a three week design sprint with Amazon Web Services (AWS) where they are presented with a problem and use a combination of design thinking and speculative thinking to present their ideas and prototypes back to members of the Amazon Web Services team at the Melbourne Head Office.

JESSICA MARTIN YEAR 9

NATIONAL AUSTRALIA BANK

In 2023, we look forward to working with representatives from the National Australia Bank (NAB) to enhance our Commerce curriculum at both Years 9 and 10. The opportunity to work with economists that specialise in a range of areas from home learning to climate change programs, places our students in a unique position to be able to strengthen their own financial literacy but also to learn about macro-economics from industry experts and become comfortable in learning in corporate office buildings.

It is these activities that continue to empower our students with confidence and skills to be able to not only enter the workforce, but lead in organisations that impact the way we live our lives.

As part of the Year 9 program, I organised a carnival for Year 6 and 7 students. Planning, leading and executing an event for the first time was challenging but also very rewarding in the end- seeing all our hard work come together. It gave me the opportunity to connect with younger students, while also learning new skills in leadership, time-management and collaboration. Reflecting on this, I am proud that I was able to step outside my comfort zone and successfully lead my peers while planning an event for younger students. I was challenged, however, I pushed myself and was able to make new friendships and connections.

THE POWER OF EMPOWERMENT

BY ROWENA THORNE Early Learning Teacher

Jean Piaget famously said, “Play is the work of children.” Keeping this idea in mind helps create a space to advocate for children, play, and the importance of their work. When children investigate and inquire through play, positive learning dispositions are embraced, and this is something worth celebrating!

As early childhood educators at Toorak College, we believe children learn best through play, and play is a phenomenon that comes instinctively and naturally. It is the child’s realm, their delight, and their way of learning about themselves, each other and the world around them. Moreover, play advantageously occurs in a child-focused environment where children can play and explore through uninterrupted investigation.

Over the last few years, the celebration of play has evolved within our Early Learning Centre, however, upon reflection the process developed naturally and organically and, as it did, a teaching ‘ah ha’ moment was gifted — the gift of empowerment.

When children enter our Early Learning Centre, we empower them to develop their sense of self, understanding of others and connection to the world around them. Influenced by the Reggio Emilia approach, our children are recognised as capable and resourceful learners, encouraged to explore their surroundings and make independent discoveries.

How we celebrate play in our Early Learning Centre.

MORNING MEETINGS

It is important to come together and slow the flow of the day. Our Early Learning group comes together each morning to welcome and acknowledge each other.

SHARING STORIES

Together, we share stories and settle into the rhythm of the group. This welcomes the spontaneous learning moments of children. This process develops throughout the year. Usually, educators intentionally guide group discussions to encourage children to share where they played, and educators add by introducing the dispositions required to achieve their play.

‘The celebration of play’ was a concept created and shared among a community of our young learners. The idea behind the concept is to build empowered children who are confident, capable and resilient community members. Through this process, educators noticed that children developed various skills, but it was their sense of wellbeing that flourished most significantly.

An inclusive and holistic environment recognises all children as capable members of our community who are encouraged to express their individuality. Celebrating play is a powerful tool for early childhood educators to cultivate positive learning attitudes, instil confidence and empower children to become lifelong learners.

OWNERSHIP

Often children are inspired and take ownership of their play and autonomy. They learn to celebrate their work and the work of others. Children’s work inspires others, allowing them to take on the role of the teacher and the opportunity to scaffold their peers’ learning. As a result, we see children become deep thinkers, recognising the importance of their ideas, play and work.

The idea behind the concept is to build empowered children who are confident, capable and resilient community members.

Breaking the Mould

THE FIRST AFRICAN-AUSTRALIAN WOMAN TO LEAD A MULTI-MILLION DOLLAR CORPORATE VENTURE FUND

BY TANDADZO (TANDO) MATANDA Collegian (TC ‘05)

Have you heard of venture capital? It’s like the lifeblood of global start-ups - they wouldn’t be able to survive without it. Venture capitalists (VCs) are like the fairy godmothers of entrepreneurship, except instead of a magic wand, they use their vast network and expertise to help start-ups access the resources they need to scale and grow. And let me tell you, it’s not an easy job.

To put it into perspective, VC-backed start-ups contribute 20% to the GDP of economies like the US and create millions of jobs in previously unimagined industries. But even with shows like Shark Tank and Silicon Valley bringing more attention to the field, venture capital remains one of the hardest professions to break into, and one of the least inclusive. Recent data shows that only 3% of global VC investors are black, and just 11% are women.

Aware of the odds, I decided to pursue a career in VC. As a black woman, I knew that my journey would be lonely and isolating. For every 30,000 or so venture capitalists in the world, only 1 of them would be a black woman like myself. But I felt that my unique perspective and experiences could bring something new to the table, and that my presence and that of others who didn’t fit the mould was vital for creating much-needed change.

The journey was even windier than I had anticipated, with no clearly established route to get into VC. But with a Bachelor of Commerce from Monash University and a Master’s degree with distinction from the University of Cambridge - Judge Business School, I haphazardly amassed an eclectic mix of skills and expertise that allowed me to better understand both the investors’ and founders’ needs. Along the way, I founded various start-ups in different countries, including Germany and South Africa. None of them were successful, but I did learn first-hand the difficulty of the founder journey.

Eventually, I launched my own venture capital advisory firm aimed at helping early-stage, high-potential start-ups navigate the complex process of getting investment ready. And now, I’m proud to say that I lead a multi-million dollar mobility-focused corporate venture fund for Carsales, one of the world’s largest vehicle classified platforms. As the first African Australian woman to lead such a fund, and one of so few black women in venture capital globally, I’m deeply committed to using my position to help other women and under-represented groups gain access to funding and support.

My goal is to drive equity in investments and help drive objectivity in how VCs source and screen their start-ups. Because let’s be real, great ideas are everywhere, and everyone should have the opportunity to bring their ideas to life. Finding and empowering these incredible start-ups takes bold people who aren’t afraid to break the mould.

I’m deeply committed to using my position to help other women and under-represented groups gain access to funding and support.”

HOW TO MAXIMISE POTENTIAL

LEARNING HOW TO LEARN

BY MELISSA SCHOORMAN Head of Wardle House, Deputy Principal

It is my belief that learning how to learn can never be taught too early in a student’s academic journey; for it is in the formative years that children are curious about how their brain receives, interprets and responds to information. When you begin unpacking how the brain acquires and begins decoding and encoding information, students can make informed choices about how to note take, mind map and make sense of incoming information that is presented to them in daily lessons.

REPETITION

Through our Project Ignite series, students are given weekly opportunities to be explicitly taught how to interpret and organise information. Through these sessions, they are able to adapt and showcase their strengths but also come to conclusions about what ways of remembering and recalling information does and does not work for them. By Year 5, students are given the autonomy to make decisions about how they study for assessments, such as their weekly spelling tests, with the collective understanding that there is not a one size fits all approach to revising words. The advice is to attempt multiple strategies and study techniques to see what works best for their brain based on how they learn. This could look like visual aids, flash cards, reading aloud or copying out text. We encourage students to repeat these activities consistently for shorter periods of time as opposed to cramming information in one longer session.

TIME MANAGEMENT

Coupled with learning study and revision techniques comes the art of time management. From the earliest years in our Junior School, students are given time bound tests and assessments that require them to complete tasks in a set amount of time. Whilst these restrictions can create an extra layer of pressure for students, what they learn from these sessions is how to prioritise their time as well as the fundamental element of planning.

ORGANISATION

Students from Years 3 and above will constantly be seen sorting their writing plans into a quadrant so that they can separate their vocabulary from their sequence of events as well as identifying what elements of taught writing structures they can intertwine in an assessed writing piece. When students are taught to plan their writing in a detailed manner, we see the evidence of a cohesive and coherent structure, which allows our young students to communicate their writing efficiently within a constrained time frame.

When all of these skills work in unison, the results are extraordinary. Students feel confident about how to interpret information as well as applying their knowledge in a successful way. The fear and pressure of test taking is minimised as it becomes a normalised part of the learning process.

In Wardle House, we focus our attention on three consistent themes to help students develop valuable reading, writing and language skills.

SET YOUR CHILD UP FOR SUCCESS

CREATING AN ACHIEVABLE AND REWARDING ROUTINE

BY BRAD SCHREUDER Head of Student Progress

In every new school year, students have the opportunity to demonstrate their academic potential to themselves and their teachers. To achieve this, students need to prepare for the occasion by developing healthy and successful study habits. Parents can play an essential role in this by checking in with their children, understanding their goals, and ensuring they have set themselves up for success. Here are five tips to encourage students to develop individual study habits and create an achievable and rewarding routine.

Five tips for students to develop healthy study habits

1

DEVELOP A STUDY SCHEDULE

As life gets busier throughout adolescence, taking time to re-establish an effective daily routine can be extremely valuable. Part of this routine whilst at school is developing and committing to a viable home study schedule, as this is often central to staying on top of the increasing academic demands. When creating a home study schedule, students should include all of their regular weekly commitments first, block in their regular sleep routine, then focus on scheduling two to four short 25-minute blocks of revision or homework most nights, with a small break in between. It is imperative to seek balance and allocate some flexible time in their schedule which is spent on maintaining their own wellbeing.

FIND A POSITIVE STUDY SPACE

One of the key steps to effective study is setting up a positive home study environment. Students will often find it beneficial to have a dedicated and comfortable study space with a well-lit and uncluttered desk to work on. Finally, it is imperative to be able to reduce as many distractions as possible, including unnecessary tech use, to promote high levels of focus during each 25 minute session. Promote positive technology use by using devices primarily for setting alarms, official study apps, digital flashcards and other online resources. If a conducive environment cannot be achieved regularly at home, try finding an environment that will meet these needs. This could be at the school library or VCE study rooms, another friend or family member’s house or even a local café.

4

SHORT AND FOCUSED STUDY BLOCKS

Research has shown that our brains respond well to completing shorter 25 minute bursts of focused study, interspersed with brief scheduled breaks. This is known as the Pomodoro technique and can improve productivity, motivation and time management, as well as reducing cognitive fatigue. Each short study period should focus on one main concept or topic, allowing for better memory retention. Ideally, start with the harder content first, while motivation levels are at their highest. Parents can help by ensuring their children drink plenty of water, minimise unnecessary screen time and do some physical activity during the rest periods.

LET THE PUPIL BECOME THE TEACHER

Allowing children to teach their parents what they are learning gives them an opportunity to self-assess, identifying information gaps in their learning. Research suggests that verbalising thinking helps with knowledge comprehension, an important component of effective study. As a parent, it is not important to learn the content but instead to learn what questions to ask. Asking questions covering a range of the who, what, when, where, why, and how, provides children with multidimensional information, promoting effective study.

5

REVISIT WRONG ANSWERS

An effective study habit is one that includes revisiting questions that posed a challenge in the past. The process of recalling information activates the brain, encouraging children to understand what the learning task is all about. Completing exam style questions can help identify gaps in understanding, especially if the correct answer is available, to clarify student progress.

Re-attempting your incorrect responses is a great way for reinforcing the correct answer so this is the piece of information that is recalled later during assessments.

BEYOND THE ATAR

DEVELOPING REAL-WORLD SKILLS FOR FUTURE SUCCESS

BY BRENDAN FORDHAM Head of Student Programs

STUDENT VOICE

With so much debate around the merit of the ATAR and its purpose in education due to its inability to view a student in a holistic way, both in and out of the classroom, we are faced with the question, should the ATAR stay or go?

Each year, the Year 12 cohort at Toorak College work tirelessly towards achieving the ATAR that allows them entrance into their chosen tertiary course and career pathway. However, an ATAR is simply a ranking and does not define a student, or provide any context on the knowledge or skills that the student has developed throughout their schooling. Indeed, many Australian universities are beginning to look outside of a student’s ATAR when making tertiary offers, with many Toorak College students applying for, and accepting, early offers to tertiary courses based on their strong skills in leadership, communication, critical and creative thinking. All skills that, for centuries, have set great leaders, great thinkers and great students apart from the others.

The continued debate should not focus on abolishing the ATAR, instead it should focus on universities demanding the measurement of a diverse range of skills. Better yet, encouraging industry to connect with schools to develop cadet programs and shape these skills in students in the way they desire, benefiting not only young applicants but also corporate Australia.

At Toorak College, we recognise the need to provide students with valuable industry pathways and have proudly partnered with government and industry organisations to give students the opportunity to develop their real-world skills while working towards an ATAR. Students have the opportunity to learn from industry leaders, solve real-world problems, and build the key skills that will develop their ability to work outside of the classroom.

Our partners provide a range of interactive opportunities including incursions, immersive work experiences and cadetships. Our cadetship program allows industry to select students from our graduating class and offer them paid employment in their areas of interest whilst completing their tertiary studies.

While these programs and partnerships are not designed to replace the importance of academic growth and the ATAR, they simply highlight the real-world skills Toorak College is seeking to develop in its students. The ATAR may provide a final rank of a student’s achievement through their VCE but the breadth of work completed by each student will go a long way towards preparing them effectively for the challenges they will face in an ever-changing modern world.

LEXI DREW YEAR 5

Academic Growth is the growth of somebody’s education or learning. An example of academic growth is learning your times tables fluently, or signing up for something you wouldn’t normally do. I have been challenged by attending the Math Olympiad every Thursday at 8am. We do Senior School level tests that help us learn new and different strategies in Maths and English.

This term, I was proud to achieve the role of Class Captain. During my time as a leader I was a role model, I shared kindness, helpfulness, and happiness to not only my class, but the whole Junior School. This made me proud and excited for the many leadership adventures to come. This year, I have flourished academically in area and perimeter, with learning how to measure area in triangles. I hope to continue my academic growth as I continue my journey at Toorak College.

SOPHIA FLORIS YEAR 11

I strive everyday to achieve my best, utilising the support of my peers and teachers. They are always happy to lend a helping hand and motivate me when I need some inspiration.

Academic Growth is important to me as I want to extend my learning potential. I have persisted in studying two languages, which not only provides me with the richness of learning about other cultures, but also equips me with the tools to flourish in my other areas of learning.

As I progress through my schooling life here at Toorak College, I feel more confident and prepared to tackle whatever challenges come my way. By embracing the opportunities presented to me I hope to become the best version of myself.

BRINGING CORPORATE TO THE CLASSROOM

PREPARING FOR POST-GRADUATION

BY COCO CALLANAN Futures Specialist

The world of work is rapidly evolving and to thrive in it we must prepare students to embrace lifelong learning and continuous professional development.

As students begin thinking about their future careers, it can become overwhelming. With new technologies, industries, and job roles emerging every day, as well as new models of working, it can be difficult to know how to prepare for a successful career. Choosing a career path or university course can seem like an insurmountable task, especially without sufficient exposure to various options. We understand how important it is for students to have access and exposure to a wide range of university and career opportunities to help them make informed decisions about their futures.

Our Student Futures program provides students with a wide range of scaffolded experiences that help them build their skills and their professional networks as well as paid cadetship opportunities for our Year 12 graduates. Through our program, students have access to career workshops, university talks, networking events, and industry immersion experiences that expose them to different industries and provide opportunities to meet with professionals in a wide range of fields. This exposure helps students gain a deeper understanding of the skills required for different careers, the challenges that professionals face in the workplace, and the opportunities that exist in different sectors. Toorak College proudly partners with a range of corporate organisations to foster our student career education development including Downer Group, Cell Care, NAB and Amazon Web Services. Through our partnership programs students graduate with work-ready skills that leave them well-placed to excel within their chosen career path.

5 tips for students to build their professional skills and networks

EMBRACE NEW EXPERIENCES

Trying new things and stepping outside of their comfort zone can help students build their resilience and adaptability which are essential skills for navigating complex and ambiguous situations in the world of work.

DEVELOP PROFESSIONAL NETWORKS

This can be achieved through joining networking groups such as Toorak College’s ‘Empower Network’, industry associations or groups, volunteering and working in the community, as well as saying yes to any opportunities presented to them to engage with industry. Building a strong professional network can help students gain access to new opportunities, stay up-to-date with industry developments, and develop relationships with mentors who can provide guidance.

PROBLEM SOLVE

Problem-solving skills can be developed through activities such as engaging in analytical reading and writing, debates and discussions, participating in group projects, seeking out diverse perspectives and feedback, and learning from mistakes.

CONTINUAL GROWTH

To support this growth, we encourage students to take advantage of opportunities for research and learning. They can seek out opportunities for interdisciplinary learning and engage in co-curricular activities that challenge them to think critically and creatively.

COMMUNICATE AND COLLABORATE

Communication and collaboration skills are essential for navigating complex situations in the workplace and can be developed through engaging in group projects and collaborative learning experiences.

From Law to Love

DR. MEGAN BOWMAN, DIRECTOR OF THE CENTRE FOR CLIMATE LAW AND GOVERNANCE, KING’S COLLEGE LONDON; HEAD GIRL 1989

BY DR. MEGAN BOWMAN Collegian (TC ‘89)

After graduating from Toorak College, I studied Arts/Law at Monash University with a double major in Japanese Language and Egyptian Archaeology. In the classroom I learned about Renaissance art and Roman senates in my Arts degree and the full gamut of legal process in my Law degree. Outside of the classroom I earned a wage at a karaoke bar by pouring whiskey and singing Harajuku tunes with Japanese tourists.

I wrote and performed in comedy revues that eventually became sell out shows at the Melbourne Comedy Festival. I participated in an Archaeological dig in an Egyptian Oasis where, beneath the ancient sands, we discovered gold coins, papyrus shopping lists and (believe it or not) mummies. All these exceptional experiences fuelled my curiosity about the beauty and diversity of people and our planet, yet I questioned my place in the family of things (as Mary Oliver puts it). And while my heart rejoiced in learning the language of the world it also yearned to reveal the darker feelings and vulnerabilities of my inner experiences. Coming from a musical family and time well spent in the TC Madrigal, it was a natural progression to teach myself guitar and write songs about life, loss, and the human condition. In this way I found my voice and a very personal way to express it.

In time I learned to openly nourish my creative life as an integral part of my professional life. After practising in a top-tier commercial law firm and then an environmental law charity in Australia, I lived in Montréal and studied a Master of Laws focusing on global sustainable development.

Learning more about the rich preciousness of life motivated me to record an album Wonderlust in New York City and play jazz at folk festivals across the globe before moving back to Australia to complete a Ph.D. about private sector finance to address the climate crisis. This led to the release of an internationally acclaimed book, Banking on Climate Change. I continue with this work today. Most recently I was awarded a Leverhulme Fellowship after partnering with the UN Environment Program to produce climate finance research that has been translated into French and Arabic, and I am Founding Director of the King’s Centre for Climate Law and Governance which comprises of a talented multicultural all-female team and is of service to society through research excellence and stakeholder engagement.

In Law we are taught to be neutral, objective and, above all, reasonable. But I believe now that head-and-heart alignment is required if we are to have a future worth living.

I feel very passionate that part of my job is to provide heartcentred action alongside intellectual firepower, exploratory research, and clear communication to illuminate challenges and help find solutions. I want to redefine what ‘success’ means. How does it feel to reintegrate kindness, curiosity, courage, sensuality, authenticity, vulnerability, wellbeing, and to uphold boundaries? What changes occur when we embrace reciprocity and responsibility in our relationships within a ‘democracy of species’, to quote Robin Wall Kimmerer?

These days I am learning how to bring these qualities into my personal life as well as my work on sustainable finance and into my conversations with all sorts of people ranging from students in classrooms to decision-makers in industry and government. It feels new and brave and very necessary. I realise now that love takes many forms in ever-widening circles of self, romantic, family, community, Earth, Divine and beyond. These forms intersect, evolve, and support each other; but hard experience has taught me that self-love is the key.

So if you ask me what is worth getting up for in the morning? I will answer Love. Love… and a good cup of tea.

Head-and-heart alignment is required if we are to have a future worth living. ”

The Staircase of Life

THE IMPORTANCE OF TRANSITION

BY KRISTY KENDALL Principal

The first is a successful transition that instils self-confidence and develops social competence. This allows for new connections and friendships to be forged, and it enables new beginnings to be created, allowing for goals and plans to be made that direct a young person towards the person they wish to be.

Secondly, an unsuccessful transition can have the opposite effect. It can leave young people unsure of their place and can impact their self-efficacy and their belief in their capacity to achieve their goals. It can lead to negative comparisons to peers and can see young people take a step backwards.

TRANSITION EXPERIENCES

We are fortunate that our educators are proficient at creating great transition experiences. Whether these be try-for-a-day opportunities before enrolment which allow students to be part of the process of change and see themselves in the environment whilst there are still choices in front of them, or orientation or discovery days where the key focus is on relationship building in a new environment.

HONOURING RITES OF PASSAGE

During the move from primary to secondary school, there is a significant transition that takes place alongside the start of a new year level of schooling. It is a transition from childhood to adolescence. Outside of year level, school and peer transitions, there is a larger rite of passage taking place towards the end of their primary school years as children become adolescents. This time is often signalled through the media as a difficult and challenging time but what can we learn about the importance of marking this rite of passage for young people?

Dr. Arne spent 15 years working as a Doctor in emergency medicine witnessing the first hand consequences of young adults being caught in a world between childhood and adolescence. This insight triggered years of research, uncovering the critical need to recognise rites of passage to support the coming of age for boys and girls.

At the beginning of a school year students, parents and educators alike, have a large focus on transition. We understand the importance of transition for two important reasons...

THE STAIRCASE OF LIFE

Dr. Arne discusses the importance of the ‘Staircase of life’, and how as individuals we move from infants, to children, to adolescents, adults, parents and then grandparents. It is important that each of these moments are celebrated, creating excitement and joy in progressing forward. Dr. Arne also notes that if there are negative connotations associated with progressing onto these stages, it can cause distress and reduce the likelihood of successfully progressing through the staircase of life.

CELEBRATING MILESTONES

Allowing children to progress through these stages also takes the support and encouragement from parents. Dr. Arne encourages parents to celebrate these milestones with their children, while also gradually letting go and being available to them in a ‘mentor role’. Dr. Arne discusses the importance of developing one-on-one time between children and their parents, helping to build those relationships that will be there to support them on their journey.

We know that transition can be a challenging time for children and their parents and it is one of the greatest privileges for parents and teachers that we get to support young people as they navigate some of those steps.

Dr. Arne Rubinstein is the CEO and Founder of the Rites of Passage Institute and is an expert on adolescent development, with 30 years experience as a medical doctor, counsellor, mentor, speaker and workshop facilitator.

Our students learn life lessons every day, not just in the classroom but in the yard, in their interactions with others”

LEARNING BEHAVIOURS FOR SUCCESS

BY JENNA GREEN Deputy Head of Senior SchoolPersonal Growth

When we consider the key components essential to creating opportunities and economic empowerment for women, education is always at the forefront of our minds. Developing a school culture that exposes students to extensive learning experiences that foster the development of cognitive, social and emotional growth simultaneously, is integral to championing our students.

We know our world is changing rapidly. We see this in the way we access, communicate, and create information, and in the way emerging enterprises place an increased emphasis on critical thinking, creativity, and collaboration. As we prepare our students to flourish beyond the gates of Toorak College, we aim to provide them with a toolbox of skills that are transferable so they can confidently set out to fulfil their dreams, without limitations. Alongside the high quality academic and cocurricular programs at Toorak College, we prioritise personal growth and aim to support our students to acquire the attitudes, behaviours and capacities that are necessary to generate a positive cycle of learning.

Our students learn life lessons every day, not just in the classroom but in the yard, in their interactions with others and by what the environment around them looks and feels like. It is the culture of the school that significantly impacts how our students are going to view the world, and more importantly, how they are going to interact with it. This is what has driven the Senior School’s focus in 2023 to enhancing the learning culture at Toorak College.

Our ‘Behaviours for Learning’ program serves to help our students develop those actions or habits that are essential to achieve and grow as learners. We seek to promote an increase in performance, motivation, resilience, confidence and adaptability. As we continue to prioritise a learning culture of excellence and encourage the development of good learning behaviours, we aim to inspire young women to take ownership of their learning journey and career pathways. In doing so, the potential for personal growth and future success is amplified.

THE IMPORTANCE OF

FREE PLAY

BY NAOMI LINSSEN Deputy Head of Wardle House

As a mother of two independent young women, I often reflect on the dreams I had for our daughters over the years. When they were small children, I hoped they would be curious about the world and gain a lifelong love for learning. As teenagers, I sensed a shift in my aspirations for them, wishing only happiness and good health. Now as strong, selfsufficient young adults, I am proud of the resilient ‘good humans’ they have become.

In the realm of personal development, social emotional learning holds great significance. This encompasses a range of components such as social and self-awareness, empathy, reflection, responsible decision-making, self-management, resilience, collaboration and relationship skills.

Reflecting on the growth and development of my own two children–as well as the students I know so well here at Toorak–I see the importance of free play in their progression from childhood into the teenage years and the influence this continues to have on their social emotional learning. Heather Hayes, educational consultant and counsellor, explains that, “Free play for adolescents gives them the freedom to create, invent, bend or construct rules to enhance the norm or disturb the status quo and then observe the results of their actions.”

A memorable example of free play in our own family was the day my teenage daughter came home from school with her white school shirt and long navy skirt covered in dirt and grass stains. She passionately proceeded to explain in detail the game she and her year group had invented to play on the oval at lunchtime that day. From what I could understand, it seemed to be a combination of AFL, rugby, soccer and a variety of other ball sports. According to her description, they had taken the best parts of all of these sports and combined them to create an intensely fun game. It was not a sport project, and it was not because they were told to do it. This new game simply resulted from a group of creative and excited teenagers keen to create their own fun. I can imagine the decision-making, trial and error of rules, collaboration, compromise and negotiation that went into this. The delight and enthusiasm she exuded when telling me about their new game stuck with me. I remember thinking at the time how thrilled I was that she and her classmates felt so comfortable in their own skin to create this at School. However, I now also see how crucial free play experiences such as these are in the teenage years.

Research professor, Dr. Peter Gray, describes play as, “Nature’s way of teaching children how to solve their own problems, control their impulses, modulate their emotions, see from others perspectives, negotiate differences and get along with others as equals. There is no substitute for play as a means of learning these skills.” Play is how children learn to take control of their lives.

I think that is what we want for all of our children, no matter how old they are.

FOSTERING INDEPENDENCE AND RESPONSIBILITY

BENEFITS OF BOARDING FOR DOMESTIC AND INTERNATIONAL STUDENTS

BY ELIZABETH BIRRELL Head of Boarding

As the Head of Boarding at Toorak College, I am often asked, ‘Why should I consider boarding for my child?’ There are various reasons why families may choose a boarding educational experience for their daughter. Traditionally, boarding has been considered the best option for international students or for those who live in remote locations to help enrich their academic journeys and expose them to new endeavours and life experiences.

Yet, Boarding Schools are not just for those who do not live in close proximity to the School. Domestic students who choose boarding can gain a myriad of skills and qualities beyond the classroom, including independence, problem solving, courage and resilience, no matter how close they may live to School.

Benefits of Boarding School

HARNESSED WITH LIFE SKILLS AND INDEPENDENCE

A study by The Association of Boarding Schools, (TABS) showed that 78 percent of Boarding School students felt well prepared for the non-academic aspects of life and reported increased independence and enhanced time management skills. Boarding School teaches students what it means to be independent and responsible for themselves. Whilst the School offers meals, accommodation, supervision and support, students learn valuable life skills such as time management, organisation, and self-care, which they can develop from as young as Year 7. With the support of boarding staff, students are encouraged to take responsibility for everyday tasks, including keeping their accommodation clean, cooking for themselves in the common room and even washing their own clothes.

IMPROVED SOCIAL SKILLS AND BROADENING PERSONAL VIEWS

Australia is a wonderfully diverse country and Boarding Schools aim to best reflect this landscape. Students who attend Australian Boarding Schools become more aware of diversity in all of its forms. Studies show that children who are exposed to an array of opinions and beliefs acquire stronger social skills and improved confidence. Boarding Schools provide an environment where students from diverse backgrounds are taught to work, live and socialise together. They learn how to approach situations with an open mind and engage in social interactions with people from all walks of life.

Boarders have often remarked in their experience that they have felt comfortable to be their truest selves when engaging in social dialogue with their peers and staff–feeling like an extended family. Students improve their negotiation, sharing, social cues and empathy skills and also experience the feeling of what it is to be truly seen and valued by peers. This is an invaluable lesson for children in developing self-confidence.

RELIEVED STRESS FOR WORKING FAMILIES

Since June 2020, we have seen a 5.6 percent increase in both parents being employed to meet cost-of-living demands. With fresh meals prepared daily, organised transport to and from sporting games, allocated study times and access to School facilities after hours, it is easy to understand how Boarding School appeals to parents. With numerous co-curricular activities and programs on offer at the child’s doorstep, families can take comfort in knowing students are safe and supported to achieve their passions and ambitions. Boarding reduces the stress of day-to-day life, giving students and parents a greater appreciation for the quality time spent together as a family.

CHARLOTTE LYNCH YEAR 6

During my time at Toorak, I have faced many challenges that have required me to step outside my comfort zone in order to grow. One particular area that I have experienced personal growth has been public speaking. Previously, I struggled with the thought of speaking in front of large or small crowds. However, at Toorak, I have been provided many opportunities to grow and become more confident when I’m speaking. I have enjoyed the support of my teachers and peers who have encouraged me to have a go and to not be too hard on myself as I learn. Although I still sometimes get nervous, with perseverance and support, I have overcome my anxiety and actually now enjoy the opportunity to speak publicly.

MAEVE WEEKS YEAR 7

Before starting at Toorak, I was not very sure about high school. At first, I was nervous and scared, but Toorak made it really easy to settle in. Everyone is friendly and kind and I was able to settle in very quickly. Now, I feel that I was wrong to stress about high school so much. I have only been at Toorak College for 10 weeks and I have already noticed a big change. I am organised without even trying hard and when I do have to try hard to stay on top of stuff it is a lot easier because of my passionate teachers and my supportive friends. I feel proud of what I have achieved and look forward to the rest of my time at Toorak and all the opportunities to flourish that will come with it.

Transforming Pain into Purpose

AS DIRECTOR OF AMAVI TRANSPIRE, PAIGE HARRIS HAS BUILT A GLOBAL WELLBEING COMMUNITY OFFERING MEDITATION, MOVEMENT, AND 360 WELLBEING EXPERIENCES TO HUNDREDS ACROSS THE WORLD.

BY PAIGE HARRIS Collegian (TC ‘11)

How did you find your career path as a Director of your own wellness business?

If we trace this journey all the way back, Amavi began when I was just a small girl, practicing Qi-gong with my dad. It was these early formative years that inspired the pathway I am on today. As time went on, I faced challenges in my home environment, which led to a downward spiral in my physical wellbeing, and as such, felt fatigue and pain in my body for many years. When traditional doctors were unable to support my nervous system, chronic fatigue and healing journey, I felt inspired to educate myself in health and wellbeing.

How has your wellness business Amavi helped others change and enhance their own physical and mental wellbeing?

Those self-learned practices which transformed my life, now help others to achieve this same healing and expansive experience. Amavi offers meditation, movement and 360 wellbeing experiences to members across the world who use my self-built portal just like an app.

Do you specialise in certain demographics?

Currently, I specialise in professional athletes and I am passionate about educating high-performance individuals on how to take restoration and wellbeing with them wherever they go, even into the most busy and challenging moments. Meditation and mindfulness are not exclusive to holidays and time out, rather they include a range of self-regulating practices, which we all can integrate into our micro-moments to create a happier and more balanced body, mind and life.

What lessons have you learned along the way?

My ability to value my impact and having this positively reflect my business financially was one of my greatest lessons, and I encourage all women to explore beyond the limits of society’s conditioning to overcome that.

Look beyond what you have grown up believing (with regards to the way you can earn money and how you can feel great) by expanding your awareness to new heights. You set the standards of how you will experience life. Do not let anyone tell you where the bar is, and above all, stand in softness, but hold steady your sense of worth and value.

You set the standards of how you will experience life. Do not let anyone tell you where the bar is”

More than a game

BY LIBBY LEWIN Head of Sport

Involvement in team sports has long been recognised as a valuable tool for teaching important life skills such as teamwork and leadership. However, it’s not just about playing the game; effective goal setting is also a crucial component of successful teams.

PLAY TO YOUR STRENGTHS

The positive attributes of involvement in team sport have been widely spruiked with the characteristics required to be a successful team member also found in leaders in the community and business. Team sport teaches us how to maximise the strengths of the individuals within our group to achieve the best possible results. Planning based on the skill set of the team and each individual’s motivation for participating is the key to creating a harmonious squad. Agreeing on the criteria for success and setting goals consistent with the common ethos creates an environment in which athletes thrive.

AGREE ON YOUR PURPOSE

Setting goals provides direction and purpose. Even if the purpose of the team is to have fun playing with your friends, all team members should buy into this goal and have ideas about how to achieve it. Alternatively, the team may strive for improvement in skills, winning a premiership or completing a race. Goals should be challenging yet achievable and realistic for the group to accomplish to encourage development.

LEARN FROM MISTAKES

Failure is an essential element of progress with evaluation of performance and adjustment of targets a crucial component of team development. Progress is rarely linear and learning from our mistakes provides invaluable feedback. Setting goals that are measurable and trackable provides the quantitative feedback required to track the team’s progress.

SHORT TERM VS. LONG TERM

Effective goal setting involves short term goals that maintain motivation by being achieved within a short timespan and long term goals that may span seasons or years. The short term goals are the stepping stones on the journey which may see our final destination change as priorities move and new knowledge impacts our preconceived ideas.

REFINE AND REDESIGN

It is essential that achievement of goals isn’t measured purely in success or failure but that the team maintains a flexible mindset to refine and redesign the direction of the planning to adapt to the challenges along the journey.

ENGAGE A MENTOR

Mentors are invaluable in providing insight and guidance in the process of setting goals and implementing an action plan. Coaches, parents, teachers and student leaders can lend their perspective to support and advise individuals and teams during the planning process. The experience and knowledge of our Toorak community is harnessed by maintaining relationships with our Collegians, local families and businesses to guide and support our current sporting teams.

Whether it be in the sporting or academic arena, goal setting is an important part of achieving success in your pursuits. Just like in team sport, being aware of your strengths and weaknesses, agreeing on your purpose and desired outcome, and learning from your mistakes, will form a solid foundation for you to achieve your goals in all aspects of your life.

THE TRANSFORMATIVE POWER OF THE ARTS

NURTURING WELLBEING AND SELF-DISCOVERY

BY DAILAN HATHERLEY Curriculum Leader - Arts and Technology

When we visit a gallery—often roaming and reflecting in silence — or watching a performance on stage, we can become consumed by thoughts and feelings, which have the power to transport us to realms outside ourselves.

When a teenager engages with artistic endeavours, those moments can have a profound impact on their mind for the better. Art enriches our life experiences and adds colour, sound and meaning in order to understand new contexts and perspectives. Being able to explore the Arts as a student is an invaluable and meditative tool as they search for their own beliefs, truths and self-worth in this increasingly digital world.

Creating works of art—be it dance, drawing, photography or music—can act as a portal to self-confidence and independent discovery. Not only can the Arts achieve a chemical release of endorphins to stimulate positive mood and engagement, but it can allow students to see and interpret their world in a completely new light. They can witness all those who have come before them and translated their own journeys through means of artistic expression. Our students have the vessel to illustrate their own journey by immersing in all that our School has to offer–whether that is on the stage, screen, in a symphony orchestra or sculpting an artwork.

The beauty of the Arts is that students are less concerned by the idea that there should be a right or wrong—pass or fail process—but are supported by their educators to immerse themselves in an experience that invites exploration and artistic licence. We find that our students achieve personal and academic growth best when they feel encouraged to explore avenues less travelled. The Arts program here at Toorak College is designed around this individualistic process of self-exploration and discovery.

Our teachers nurture students with support and guidance to develop a positive growth mindset, allowing for creative and critical thinking to occur. Here at Toorak, there is no shortage of selfexpression and artistic engagement as student artwork captures the eyes of those who pass by the foyers and hallways, and the sounds of student musicians delight the ears of all who step foot near the performance spaces.

Wellbeing is a complex and topical subject that is forever changing and growing in all directions. There is no single answer or easy solution to enhancing student health and wellbeing. However, we know that the Arts allows our young people to dance, sing, play music or paint, offering the chance to disengage from the noisy and saturated content-driven world, and to just be present in the moment.

EMOTIONAL INTELLIGENCE

THE SECRET TO SUCCESS IN SCHOOL AND BEYOND

BY KELLY BUTLER School Psychologist

ACADEMIC SUCCESS

Students with high emotional intelligence have shown to be better equipped to handle stress and anxiety associated with their schoolwork. With a diligent approach to time management and homework, students can gain a boost in academic performance.

POSITIVE RELATIONSHIPS

Students with strong emotional intelligence are more capable of communicating with their peers and resolving conflict effectively. It is this open stream of communication that is the lifeblood of forming meaningful and positive relationships with their friends, teachers and family.

MENTAL HEALTH

Emotional intelligence helps students to regulate their feelings and emotions, which can guide them to stay focused and productive, even in challenging situations. Self-regulation not only sets students up for success academically but lays a strong foundation for healthy habits they can take into the rest of their lives.

RESILIENCE

Resilience is the ability to bounce back from setbacks and persevere in the face of challenges. This is critical for academic success as well as personal growth so that they can thrive in their journeys ahead.

Emotional intelligence is considered to be made up of several components, including self-awareness, self-regulation, motivation, empathy, and social skills. Those who possess a high degree of emotional intelligence are often able to navigate social situations more effectively and are better equipped to solve problems. It is not something everyone is born with; it is developed and improved over time through continual practice.

At Toorak College, we recognise the importance of building and promoting emotional intelligence in our students for many reasons. Emotional intelligence helps to support academic success, positive relationships, emotional regulation, mental health, resilience and future success.

FUTURE SUCCESS

Future success is the outcome of a student equipped with a strong sense of emotional intelligence. Young people with high emotional intelligence can communicate more openly, manage their anxiety, stress and other emotions, resolve conflicts, improve relationships, empathise with others and generally overcome life’s challenges. This is essential for any job that involves emotional encounters like working with clients, leading a team, dealing with conflict, or managing a crisis.

Emotional intelligence is becoming increasingly important in today’s fast-paced and interconnected world as it allows us to navigate the complexities of interpersonal relationships, collaborate more effectively and make better decisions.

HOW DO WE DEVELOP EMOTIONAL INTELLIGENCE?

To help students develop a strong sense of emotional intelligence, we encourage activities that promote selfreflection, empathy, active listening, positive communication and improving social skills. Encouraging students to practise mindfulness and reflect on their thoughts can also help them become more self-aware and better equipped to regulate their emotions so that they can tackle any obstacle life throws at them.

The term ‘emotional intelligence’ has long been a buzzword, but what exactly does it refer to? Emotional intelligence is a complex construct involving the ability to recognise and regulate emotions in ourselves while empathising with others, communicating effectively, and building healthy relationships.

6 WAYS TO CULTIVATE SELF LOVE AND CONFIDENCE

BY PAT BARBIERI Director of Early Learning

The early years of children’s lives have a profound impact on their learning and development.

In our Early Learning Centre, creating opportunities for each child to thrive, not just survive, is imperative. After the recent turbulent years of COVID-19, developing warm and respecting relationships within a responsive and engaging environment are the cornerstones of a thriving child.

We take pride in working collaboratively with children and families to develop valuable, lifelong skills of self-love, worth and confidence. We incorporate activities in the day-to-day learnings that will hold children in good stead to become the best versions of themselves.

BELONGING AND RELATIONSHIPS

Promoting and supporting children to develop respectful relationships and responsive engagement with their classmates is a key focus in our Early Learning Centre. We recognise that children are driven to be connected and contribute to their world. It is this notion of connectivity and contribution to their class that validates children’s self-image. Daily class meetings, celebrating individual and group achievements, visiting student mentors, participating in School photos, and marching in the Easter Bonnet Parade are some of the ways we are able to build a sense of belonging and relationships here at Toorak.

SENSE OF IDENTITY

Along with the creation of healthy relationships is the importance of nurturing children to further develop their sense of identity. Educators encourage children to explore and expand their concepts of ‘self’. In the Early Learning Centre, we encourage children to draw self portraits, share photos, and create portfolios, celebrating their individuality.

VARIOUS LEARNING ENVIRONMENTS

Children will flourish when educators facilitate inquiry and investigation through aesthetically-appealing learning spaces, both natural and built. These environments are multifaceted and are open-ended to promote achievement for all learners through various learning dispositions. Our newly purposebuilt playgrounds provide the opportunity for rigorous active play, while our nature play program offers children alternative pathways for learning.

Warm, respectful relationships, responsive environments and engaging programs are the cornerstones of a thriving child.”

MINDSET

The timetable is responsive and naturally ebbs and flows throughout the day. As a result, children have relaxation time, which acts like pressing a ‘pause button’. This is critical when supporting children to thrive. Throughout the year, the Early Learning children participate in a specialised yoga program, further promoting physical wellbeing and a positive mindset so they are ready for their next learning discovery.

EMOTIONAL INTELLIGENCE

Educators have actively explored the Zones of Regulation, a social and emotional learning framework to support children in recognising emotions and associated behaviour. Arguably, one of the most important ways you can help your child learn how to thrive is to model gratitude. Gratitude is embedded within our Early Learning program where we celebrate special events with the children, such as Kindness Day and Harmony Day.

CAPABILITY

High expectations and encouragement are closely linked with children’s agency and a sense of capability. At Toorak College, we encourage and support each child to continually reach for the next stage of their development. This continual improvement, instils a strong sense of capability in students from a young age, giving them confidence as they progress through their learning journey.

STUDENT VOICE

JADE GIBBS YEAR 6

Thrive is not just a word, it is a feeling. To thrive means to flourish. To thrive you need to have a supportive and positive community. At Toorak College, we are fortunate to be given so many opportunities that empower us to learn, grow and overcome challenges.

One of my proudest moments has to be when I put myself forward for the role of Junior School Captain. I am proud because I had the confidence to stand on stage in front of my teachers and friends and say my speech. While I was nervous, I was also excited, I knew that I was doing something that even up until last year I never thought I could do.

I’m proud that I have so much more confidence now and I know that I will continue to learn and grow.

ISABEL NG YEAR 10

Throughout my school life, I have been offered numerous opportunities to broaden my horizons and try new things. One that has stuck with me throughout is music. Music has allowed me to meet new people, build my confidence and most importantly, help me flourish academically and personally. When I first joined the Toorak Symphony Orchestra, I played in the third violin section. At the time I admired the senior girls who led the orchestra and told myself that one day that would be me. Today, I am part of a number of ensembles and am the leader of Chamber Strings and concert master of Symphony Strings. Music at Toorak always continues to deepen my passion and help me thrive.

A life by design

KATE PULLEN DISCUSSES THE JOYS AND CHALLENGES OF BUILDING A FREELANCING CAREER IN VISUAL ARTS AND DESIGN

BY KATE PULLEN Collegian (TC ‘05)

Can you please introduce yourself and briefly describe what freelance work looks like for you?

Hello! I am Kate, and I call myself a freelance letterer and illustrator. What this looks like can change from day to day: Monday might see me spending time opening emails requesting quotes for new jobs, that I would then pass onto my agent; Tuesday could see me visiting the site of an upcoming mural, taking measurements and mentally preparing for the gig; and then maybe I finish the week by sitting at my desk, creating digital pieces on my iPad. The variety of this profession is one of the things I love most as it is continually evolving and I never know what brief might be just around the corner.

What made you decide to pursue Visual Arts as a career?

Back in school I did not realise a job like mine existed and, even though I decided to take Visual Communication as one of my electives, in all honesty, it was not until years later that I truly began to consider design as a potential career path. My eventual choice to study a Bachelor of Design (Visual Communication) at Monash University four years after finishing VCE was not part of some grand plan, nor did I feel an undeniable pull or calling toward this path. Looking back, even though I had always been creative in some way (whether that be music, dance, or visual arts), my decision to apply to Monash was more along the lines of, ‘I have no idea what to do, but I do know I get enjoyment out of being creative, so let’s give this a whirl.’ To my delight, I absolutely loved it.

Describe your time at Monash University and how this tertiary experience informed your career?

This degree was three years spent at Monash’s Caulfield campus, where I would learn a collection of typography, illustration, print production, and design strategy. What I enjoyed most about my time here was spending it in the company of other students who loved similar things to myself; there is a lot to be said about finding people you connect with, who in my case understood the excitement around a specific typeface or colour palette.

However, my journey was still not complete, because even though many of my classmates went on to create brilliant graphic design work inside some truly impressive studios, that road did not feel like the right fit for me. Similar to my decision to pursue design initially, this choice was not born out of a burning desire or passion, but more of an inkling that I maybe, perhaps, might like to think about illustration. At this point, you might suspect that I am a somewhat risk-averse and indecisive person, in which case, you would be 100 percent correct.

How have you managed to build a successful freelancing pathway for yourself?

After graduating from Monash University in 2012, I have been slowly, slowly building up my freelancing career. During all of that time I have carried on a ‘day job,’ often in a non-creative space, that gives me the stability and financial security that a creative profession cannot always provide. But in return, I have the privilege of drawing, painting, animating and brainstorming a wonderful range of fun, silly and joyful creations.

It has not always been easy and at times it can be challenging convincing people the value of your skills, and being the sole owner of a small business means that ultimately all decisions fall on you. However, I continue to navigate these obstacles because I do indeed love the work. Drawing and creating provide me with a way to understand the world, they allow me to both navigate complex feelings and thoughts, as well as highlight and celebrate the seemingly mundane of the everyday.

Now, 10 years into freelancing, I often wonder, ‘What’s next?’ And the truth is, I still do not know what the next steps are in this journey. I have a few inklings–a few possibilities, but either way, I am excited and grateful to be able to use the skills I have developed to continue creating my way through this particular adventure.

What advice would you share?

Nothing amazing happens without consistent practice, no matter how quickly we want to improve. I have also learnt that not everything that you do or create has to end up on social media. We don’t need to be pressured by the fast-paced nature of Instagram or Tik-Tok, but I think we are all happier when the race we decide to focus on is our own.

What project are you most proud of?

Smiling Mind Creates is a series that promotes the wonderful intersection of mindfulness and creativity. In my tutorial, I ask you to think about what makes you unique in a fun activity that combines sketching, colour and imagination to help ground yourself in the present moment.

Nothing amazing happens without consistent practice, no matter how quickly we want to improve. ”

TOORAK COLLEGE

PHILANTHROPY

AS TOORAK COLLEGE APPROACHES ITS 150TH YEAR, THE FUNDAMENTAL IMPORTANCE OF COMMUNITY HAS NEVER BEEN MORE APPARENT THAN NOW.

Philanthropic support remains essential to our success. We call on our community to show their support for Toorak College in a practical way through gifts and donations.

START A CONVERSATION

Learn more by scanning the QR Code or by contacting the Development Office on (03) 9788 7315 or email giving@toorakc.vic.edu.au.

INTRODUCING THE TOORAK COLLEGE COMMUNITY & ARTS PRECINCT

LIGHTING A SPARK FOR THE ARTS

The performance arts have always held a special place in our School’s history from inspiring students who go on to be world class musicians, dancers, actresses and playwrights, to fostering a lifelong love of creative pursuits.

The Toorak College Community and Arts Precinct will showcase Toorak College’s performing arts and musical talent in a state-of-the-art, theatre-style facility that promotes confidence, collaboration, and creativity among students, staff and guests under one roof.

EMPOWERING EMERGING LEADERS

The Toorak College Community and Arts Precinct will be a place where significant moments are created. We will provide unique opportunities to our graduates, prioritising pathways for our Collegians beyond the gates of Toorak, be it futures in the Arts, Political arena or the use of this facility to inspire our Chief Marketing Officers and Entrepreneurs.

IGNITING COMMUNITY SPIRIT

This vital multi-use facility has the ability to bring the entire Junior and Senior School together for assemblies and special events and will ignite spirit between students from the very beginning of their Toorak College journey.

As the only large conference and performance facility on the Mornington Peninsula, the Community and Arts precinct will be open to the community as a hub for training, education and artistic pursuits.

HOW YOU CAN MAKE A DIFFERENCE

To help Toorak College succeed in its vision to create a space that belongs to everyone, a place at the heart of our past, present and future community, we need to continue to build on the philanthropic support that remains essential to our success. This project will be a partnership between the School, parents, Collegians, staff and friends. The community will have the opportunity to show their support for Toorak College in a practical way through a gift to the Toorak College Community and Arts Precinct campaign.

“

Our new Community and Arts Precinct will provide the launching pad for our future leaders, future performers, future entrepreneurs, and our future global citizens. This is where the legendary Toorak Spirit will take flight.”

KRISTY KENDALL — PRINCIPAL START

A CONVERSATION

To learn more, scan the QR code, contact the Development Office on (03) 9788 7315 or email giving@toorakc.vic.edu.au.

LEAVING A LEGACY

BEQUEATHING A DONATION FOR A BRIGHTER FUTURE

‘The Hamilton Society’ is a giving circle in celebration of those who choose to acknowledge Toorak College in their Will. This milestone initiative for our school has been established in consideration of the growing number of Collegians who have expressed their wish to create an enduring legacy. The Hamilton Society Scholarship is a newly formed accumulative fund established as part of this initiative, for those wishing to direct their gift towards supporting scholarships for those who would otherwise not have the means to attend Toorak College.

We wish to thank the following people who have chosen to leave their legacy by way of a planned gift to Toorak College:

Susan Haggard (Elder, TC’47)*

Rosemary Peisley (Bromley, TC’60)*

Christine Friday (TC’64)

Mary-Jane Gething (TC’65)

Barbara Thomas OAM (Phillips, TC’65)

Julie Wiltshire (TC’67)

Carolyn Such (Wiltshire, TC’69)

Jill Griffiths (Stewart, TC’70)

Sarah Norris (TC’70)

Jacqueline Ross (Hazard, TC’71)

Elizabeth Eldridge (TC’73)

Rosemary Sewell (Major, TC’74)

Pam Hall (Wilkinson, TC’75)

Kate Hook (TC’80)

Alison Swift (Hurst, TC’86)

Penny Bowman (Bourke, TC’01)

*Realised bequests

FUTURE INDUCTEES

THE INAUGURAL HAMILTON SOCIETY SCHOLARSHIP MARKS A MILESTONE AT TOORAK COLLEGE

The Hamilton Society Scholarship is awarded to a deserving student entering Year 7 and is open to all external applicants. With the aim of fostering community involvement, promoting school spirit, and providing financial assistance, the Hamilton Society Scholarship covers 50% of tuition fees from Year 7 through Year 12.

The realisation of the first scholarship gifted in 2023 represents a significant milestone for Toorak College. It showcases the school’s commitment to nurturing well-rounded individuals who will have a positive impact on both their immediate community and society at large.

To find out more about this opportunity and the benefits of becoming a society member call the Development Office on (03) 97887200 visit www.toorakcollege.vic.edu.au/community/giving/the-hamilton-society or scan the QR Code.

CAROLYN SUCH (WILTSHIRE TC’69)

Making her mark

THE ART OF LEAVING A LASTING IMPRINT

BY EMMA CASTLES

Carolyn’s extraordinary passion for our School, and ensuring its legacy continues to grow and develop from generation to generation, is one that can only be described as inspirational.

Carolyn has held many roles at Toorak since commencing as a student in the 1960’s including parent, staff member, board member and most significantly as President of the Collegians Committee. Her contribution has been wide and varied and includes her time as a P.E teacher in the late 70’s and early 80’s when she acted as Liaison Manager for the design and construction of the Marjorie Williams Centre. She later became Head of the P.E department where she was instrumental in developing the rowing program within the school and spearheading the development of the Patterson Lakes Rowing Centre.

Continuing her ties to Toorak as a parent with her daughter, Georgina, commencing as a student, Carolyn moved away from teaching in the late 80’s allowing her to immerse herself in the Mt Eliza community. During this time, she became involved in Rotary and purchased the local embroidery shop, holding classes for 200 people every week. This decade also saw her appointed as President of the Collegians Committee for the first time. The 1990’s saw her return to Toorak as a board member, where she volunteered her time to assist with the strategic direction of the School to ensure its continued growth and strong reputation.

Carolyn was then appointed President of the Collegians Committee for the second time, a role which she has now held again for the past eight years.

Under Carolyn’s leadership, the Collegians Committee has significantly developed engagement among our alumni community, built on the School’s archival collection, launched our bequest program, The Hamilton Society, and raised important funds for scholarships and infrastructure projects.

Penny Bowman (Bourke TC’01), summed up Carolyn’s disposition perfectly, “She is a truly selfless person, with the ability to rally those around her, motivated by sharing in the success of the community she loves.”

As a Collegian, wife, mother, grandmother, Rotarian, gardener, and friend to many residents on the Peninsula, Carolyn’s drive, passion and selfless leadership has positively impacted countless members of our School and local community. She is truly dedicated to Toorak and always has the best interests of the Collegians and our School at the forefront of her thinking. Her enormous contribution to ensuring Toorak College’s ongoing strength and vibrance is an imprint we can all only hope to leave.

Thank you to Kristy Kendall, Chris Such, Penny Bowman (Bourke TC’01), and Pam Hall (Wilkinson TC’75) for their contributions to this article.

CELEBRATION GALLERY

GRADUATING CLASS OF ‘22

SPEECH NIGHT

NAPLAN ACHIEVEMENT

BATTLE OF THE BANDS

HEAD OF SCHOOLGIRLS REGATTA

TC CONNECT

INTERNATIONAL WOMEN’S DAY BREAKFAST

HOUSE ATHLETICS

BOARDING WEEK

YEAR 11 FORMAL

JUNIOR HOUSE SWIMMING

EASTER BONNET PARADE

AUTUMN CONCERT

GRADUATING CLASS OF ‘22

Last year, Toorak College celebrated some outstanding results from our Class of 2022 with over 40% of students achieving ATARs over 90, placing them in the top 10% of Australia. With a Median ATAR of 87. The Class of ‘22 strengthened Toorak College’s position as the leading school on the Mornington Peninsula.

We were delighted to congratulate the 2022 Dux of Toorak College, Anna Franklin, who received an incredible ATAR of 99.8 and our Dux Proximus, Sophie Dahlenburg, who achieved a score of 99.2. 4 out of our top 5 performing students have been at Toorak for their entire schooling journey.

SPEECH NIGHT

In late 2022, Toorak College celebrated their annual Speech Night. It was a wonderful evening with many students receiving awards for their hard work and dedication throughout the year. This was the first face-to-face event in two years so it was wonderful to see our School community enjoying our annual Speech Night traditions.

NAPLAN RESULTS

Toorak College is extremely proud to announce the NAPLAN results for 2022. Our Junior School performed exceptionally well, ranking in the top 10 Victorian Primary Schools. Toorak College performed well above average, across all year levels when compared with other Australian students from similar backgrounds. Years 3, 5 & 7 saw continual improvement from previous years, excelling in reading, writing, spelling, grammar & numeracy.

BATTLE OF THE BANDS

To celebrate International Women’s Day, the Battle of the Bands theme this year was purple!

It was a wonderful event with students from our Junior and Senior School ‘rocking out’ in the Cloisters with their own rock, pop, and K-pop bands. Everything from Blondie, Blackpink, Queen, ABBA, Lady Gaga and the Arctic Monkeys were performed with a high level of confidence and skill, cheered on by our supportive crowd. A great celebration of empowerment, support and joy on IWD. The judges’ prize went to “Bohemian Rhapsody” and the popular vote prize went to “Shallow”.

HEAD OF SCHOOLGIRLS REGATTA

The ultimate race in schoolgirl rowing with almost 3000 participants. Our rowers had been in training for 8 months, rowing 3 times a week and training in the gym and on the track, building technique, fitness and racing strategies. The Toorak crews rowed with great spirit, many crews achieving personal bests, beating crews they haven’t beaten before. The energy around the boat park was so positive, with everyone showing their TC pride.

TC CONNECT

Our Year 9 students held their TC Connect festival this year with their fellow Year 6 and 7 cohorts and it was amazing to see the work students put into creating such a special event. Throughout the experience students developed their conflict resolution processes and learnt to work within a budget and timeframe. The result, a wonderful day of celebration that would not have been possible without the Year 9 students showing determination and resilience.

INTERNATIONAL WOMEN’S DAY BREAKFAST

In honour of International Women’s Day, March 8, Toorak College had the pleasure of hosting the KIC founders Steph Claire Smith and Laura Henshaw at our International Women’s Day Breakfast. It was a wonderful morning, with amazing discussions around body positivity, their KIC App and the launch of their new book ‘You Take Care’. Using their own personal experiences, the girls have been able to create an online community helping to build confidence and body positivity amongst women.

HOUSE ATHLETICS

Our Senior School students had an exhilarating House Athletics competition which ended up spanning over 3 days due to bad weather. Despite the rain, students showed their enthusiasm and House Spirit! After a fierce competition, Cerutty House was declared the 2023 House Athletics Champions with 878 points, followed by Tripp House coming a very close second with 877 points.

BOARDING WEEK

In May we celebrated National Boarding Week. It is an exciting opportunity to celebrate our boarding community and all that they bring to our school. Students got the opportunity to mingle with our other local boarding schools, enjoying a Boarding dinner together.

JUNIOR HOUSE SWIMMING

Junior School students celebrated House Swimming with incredible Spirit. The sun eventually came out and it turned out to be a wonderful day with lots of enthusiasm and cheering from students.

Congratulations to Blue House who came 1st!

YEAR 11 FORMAL

Our Year 11 students celebrated their formal and it was a fantastic night filled with dancing, singing and spending time together as a year level. All of the students looked fabulous, letting their hair down after a busy term and enjoying an evening together.

AUTUMN CONCERT

Our very talented musicians from ELC to VCE put on a wonderful performance for the Autumn Concert. Students performed in choirs, string orchestras, concert bands, rock/pop/k-pop bands, and chamber ensembles in a wide range of styles and genres to a very appreciative audience. The sense of community formed through ensemble music is evident each day and the beaming smiles on the faces of performers and audience alike at our Autumn Concert said it all.

EASTER BONNET PARADE

Our ELC - Year 2 students showed off their best Easter hats for this year’s Easter Bonnet Parade. We were amazed with the creativity from students, with some wonderfully colourful displays.

SAVE THE DATE

Mark your calendars and save the date for a historic event - Toorak College’s 150 Year Anniversary Ball. Join us on the evening of Saturday 20 April 2024 at the stunning Plaza Ballroom in Melbourne, for a night of celebration and nostalgia as we honour 150 years of empowering and educating students.

THE ELEPHANT

In 1926, co-principals Misses Isabel Hamilton and Robina Hamilton conceived a vision to relocate Toorak College from its Mayfield Avenue, Toorak location to the countryside as a way to provide their students with fresh air and ample space to thrive. They purchased land in Mount Eliza, and in September 1928, the first assembly was held at the newly-built school. In the process of relocating, one of the wooden buildings was to be transported. On hearing this news, school parent and chairman of the Board, Mr George Russell, was said to have exclaimed, ‘You are surely not taking that white elephant!’ The name ‘The Elephant’ stuck, and that same building was used for the next 40 years as an assembly hall, classroom, and theatre before being demolished in 1972.

The name, 'The Elephant', now lives on in this publication.

Toorak College is committed to ongoing environmental initiatives and sustainability. This publication is printed on 100% Recycled stock.