The Elephant - 2020 by Toorak College

The Elephant 2020 edition

Project Shine • Online Learning • Design Thinking • Female Role Models • How We Play

ISSU E

Table of Contents

THIS

4 From the Principal Finding the Shine Within 5 Project Shine 6 Online Learning What We Learnt When Learning From Home 8 Early Learning Playing Together. Learning Together. Being Together. 9 Creating Environments Where Children Thrive 10 Bringing the X Factor to STEM Education 11 The Power of Learning a Second Language 12 Junior School Nurturing Kindness Through Our Words 13 Discovering Australia 14 Senior School Learning How to Learn 15 We’re All Design Thinkers 16 The Power of Choice 17 She Has a Plan and the Skills to Execute It 18 House House From Your House 20 Music A Touch of Brass To find out more about life at Toorak College, please visit our website or connect via our social media pages:

The Daisy Chain

21 Performing Arts Raising the Barre 22 Visual Arts When Inspiration Strikes 23 A Look Back in Time 24 STEM Supporting Girls Who STEM 25 Leading the Way With Industry Partnerships 26 Sport How We Play 28 Wellbeing Beating the Confidence Gap 29 How 'Giving it a Go' Enriches Our Lives 30 Leadership The Importance of Female Role Models 31 Joan Ansett Hall A Holiday Like No Other 32 Philanthropy The Benefits of Being Generous 34 TRAK Chat 42 Archives Toorak College Life ‑ 100 Years Ago

toorakcollege.vic.edu.au

toorakcollegemteliza

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blog.toorakcollege.vic.edu.au

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The Daisy Chain, the Principal’s vlog, is a great way for our families and Collegians to stay connected with all of the current activity around the school. We encourage you all to view the latest edition which can be found on the publications page at www.toorakcollege.vic.edu.au. Acknowledgements

Editorial Team: Community Office

Toorak College

Editorial Contributors: Staff, students and community members

Old Mornington Road, Mount Eliza, VIC, 3930

Photography: Community Office, Lisa Atkinson, Cliff Elliott,

PO Box 150, Mount Eliza, VIC, 3930

Michael Moynihan, staff and students

Senior School: (03) 9788 7200 | Wardle House: (03) 9788 7258

Print: Southern Colour - www.southerncolour.com.au

CRICOS Provider Code: 00349D CRICOS Course Code: 005454G (Senior), 097816B (Primary)

The Elephant 2020 3

TC Snippets House traditions live on in our senior students with their spirited rendition of the Hokey Pokey

Our swimming and diving teams shone in the poolÂ with the diving team winning the GSV Preliminary Carnival

Hundreds helped celebrate the opening of the SwiftÂ Science and Technology Centre in January

Early Learning students were excited to explore their new playground and outdoor garden in Term 2

Be it in the classroom or online, our Wardle House students loved when Mrs Kendall read to them

On a trip to Parliament House, Year 6 students discovered how our country is governed

I PA L

M TH

PRIN

Finding the Shine Within We began 2020 with such excitement as our prefect group encouraged us to have #2020vision. We had the perfect vision of our future and the plans to bring that vision to life. But it seems that the world had different ideas and the theme for 2020 swiftly shifted to adaptability, optimism and connection. In this edition of the Elephant, we share the learnings, challenges and successes that we have experienced as a school community over the past year. The ability to adapt in times of challenge was something the Toorak community embraced head on. However, it was our connection, when we needed it the most, and our optimism in times of adversity, that we should be most proud of. Psychology has long taught us the importance of connecting with others. People need people, and the quality of our life is often dependent on the richness of the connections we have with others, the joy we bring to those around us, and the memories we create with loved ones along the way. Never has the importance of connection been felt so deeply than over the last few months.

The theme for 2020 swiftly shifted to

adaptability, optimism and connection. With a new environment for human interaction, we had to get creative in how we communicated, but through it all, our connection to one another remained strong. We shared stories, posted letters, sent gifts, recorded messages, shared in dress up days, watched movies together, networked with our Alumni and even exercised together. It was a profound moment to realise that everything we needed to reach out and connect with others was within us, and knowing this empowered us all.

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One of the biggest challenges throughout this time was the inability for us to have a frame of reference for what was happening in the world. In the absence of a known experience, our brain can fill uncertainty with fear, anxiety and panic. We encouraged our community to change their frame of reference by remembering the power of optimism, to add thoughts of the future to our thinking, to appreciate having time together, and to know that we were here to support you along the way. What we have experienced over the past few months has provided us with a newfound understanding that reflects our message for everyone at Toorak today. Find your shine. For all you need is within you. Your job is to find it in yourself and help those around you discover theirs too. We know that when we find the shine within ourselves, we project our true and best selves. This year, Toorak College did just that. Our light shines bright and illuminates the future ahead. Mrs Kristy Kendall Principal

What you want

to inspire in others must first

SHINE inside

YOURSELF

Toorak College is where our students can dream big, take risks and discover their passions. Where they can make mistakes and learn from them. Where they can develop life skills of grit, resilience, empathy, and gratitude. Where they can expand their world view, and find their place within it. As a school, our expertise lies in our approach and understanding of learning, our development of curriculum, and our creation of opportunity. Launched in 2019, Project Shine is designed to take our students on a journey that allows them to develop their skills and knowledge, participate in a broad range of activities, andÂ truly capitalise on their potential. Project Shine is comprised of four distinct stages: Project Enlighten (Kindergarten - Pre-Prep) Project Ignite (Prep - Year 6) Project Illuminate (Year 7-9) Project Radiate (Year 10-12)

LINE AR

What We Learnt When Learning From Home

ING

Over the last decade, we have seen the online delivery of education dip itâ&#x20AC;&#x2122;s toe in the water. Ten years ago, I started delivering VCE courses online through Edrolo, and over the past decade, have seen an evolution in how young people learn, the pace at which they learn, and the individuality in the way they go about their learning. Compared to the behaviours we as parents and educators experienced when we were young, children today buy music differently, communicate differently, shop differently, and earn money differently, so why not learn differently too? This year, education went from dipping our toes in the online learning water, to jumping in headfirst and fully clothed! As I reflect on how quickly the education world needed to adapt to overcome the challenges that have been thrown at us, I have often wondered if this is just the disruption we need. There was much we were ready for when moving to a remote and online learning environment, but there was also so much that we couldnâ&#x20AC;&#x2122;t predict. Here are the five things that impressed us the most:

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ur teachers O adapted fast

46 years of history 1 moved online in a day

As teachers, we get constant feedback when we teach a live class; hands in the air, nods of approval, smiles, worried or confused faces, and even eye rolls. Moving online saw the disappearance of much of that feedback. Teachers learnt to adjust to this fast, and they learnt to apply their teaching expertise into a new context with the most frequently heard phrase from staff….. “That wasn’t as hard as I thought.”

It’s funny how we define a school. Toorak is often described by its traditions, its buildings, and its beloved ivy. But that is not what defines us, and we found proof overnight that a school is its people. To seamlessly transition our rich educational program online in the snap of our fingers was empowering, liberating and something we should all be immensely proud of.

ur students led the O charge in the quest for connection

We always say that we can learn so much from young people, and it was our student’s social networking expertise and their digital prowess that became one of our greatest resources. They ran dress-up days, themed celebrations, played games, started chat groups, and showed us how to connect with each other in this new environment.

arents loved seeing P learning in action

It turns out that parent-teacher interviews, reports, and share assemblies do not do our learning program justice. Many parents shared with us how impressed they were with what their children could do, the skills that they possess and their love for learning. Many parents also marvelled at how teachers bring the experience of learning to life. It has been a joy sharing our learning program with you and having you see what we have the privilege to see each day.

oorak College T is a true community

We often talk about the spirit that binds us all at Toorak, but in a time where we needed it the most, the community was right here. From messages of support and offering to help one another, through to embracing new experiences and being optimistic that we could do this, our community united. So, thank you. This will be a memorable moment in our School’s history, not for what was lost, but for what was gained. Mrs Kristy Kendall Principal

FAST FACTS Number of Google Meets including classes, meetings, music lessons etc

3,500+ each week

Number of active Google Classrooms

259 Devices loaned to Prep - Year 4 students

140

#housefromyourhouse challenges completed

250+ each week 'Storytime with Mrs Kendall'

4,128 views Number of online books read by Wardle House students

535+ each week Morning Wellbeing activities created and shared by staff and students

NIN

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The child has A HUNDRED LANGUAGES,

A HUNDRED HANDS, A HUNDRED THOUGHTS,

a hundred ways of thinking, of playing, of speaking. Loris Malaguzzi When a child enters our Early Learning Centre, they develop their sense of self, an understanding of others, and find their connection to the world around them. We are proud to nurture each child’s curiosity, creativity, confidence and communication skills.

Playing Together. Learning Together. Being Together. Childhood is a time to be, a time to wonder, and a time to make meaning of the world. Fundamental to this is our ability to nurture a sense of belonging, being and becoming. At Toorak, our focus is on developing rich, respectful and reciprocal relationships. This year, we decided to undertake a research project called 'What is community' that would include all members of our Early Learning community. In Terms 1 and 2, ELC Educators created many opportunities to support and develop each child’s understanding of what a community is. Initially, children were asked to share their ideas about what a community is. From their responses, it was evident that many varied theories about communities exist! “Being nice and being respectful and not being rude to people.” Ted C “Dancing and eating.” Patrick H “Working together.” Khloe M “Saying hello.” Arlo H “Being nice to friends.” Saskia N “Looking after our world.” Oliver T “It’s when you are in a big group.” Primrose S

In Term 1, children were invited to work collaboratively in mixed groups to create a pictorial community through drawing. Children created their 2D communities which included homes, local parks, pools, shops and even libraries. As the term progressed, children were invited to transmediate their 2D community drawings into 3D communities with the use of loose parts and clay constructions. Many more ideas, concepts and theories emerged! It was very evident on their return to school in Term 2 that they were understanding the importance of community connections and how important it is to belong to a community. We explored the different relationships that we have within a community and the joy and comfort those relationships can bring. This exploration was supported by reading 'Under the Love Umbrella' by Davina Bell, and reflecting on who would be under their love umbrella with them. Ms Pat Barbieri Director of Early Learning

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Creating Environments Where Children Thrive There is no doubt in the minds of educators, parents, and researchers, that outdoor play improves physical development. When children play outdoors, they increase their ability to balance, jump, climb, throw, run, and skip. For our youngest learners to thrive, it is important that outdoor play spaces feel open-ended and allow for active exploration and different types of play. It is with this in mind that our new Early Learning Centre playground was designed. Our new playground provides inspiring play spaces that are welcoming and engaging. From a child’s point of view, an engaging play environment is all about what the child can make of it. Children will often find uses for objects and spaces that adults do not anticipate or intend. Seeds and seed pods become food in the play kitchen, pinecones become a family going on an outing, the fernery becomes a jungle to hide in, and bridges become precarious escape routes from the imaginary characters beneath. All of our play spaces, both indoor and outdoor, are nurturing and familiar, inviting children to discover and investigate by capturing their attention and provoking their interactions with the space. Our play environments include areas where children can play together or by themselves, as we know children need time and space to play with others and on their own.

The new playground brings some exciting new additions. The slide off the decking, and the timber ramps leading down to the lower level, invite the children to seamlessly transition from their classrooms to the outdoors where they can enjoy the sound pipes, swings, sandpits, climbing equipment, cubby houses, balance boards, and even a water pump. Our children have loved exploring, creating, and imagining in their new environment, and it’s easy to see why. Miss Melissa Schoorman Head of Wardle House, Deputy Principal

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With 95 percent of brain development occurring before a child begins Prep, our Early Learning program has been designed to combine play-based learning, intentional teaching of literacy and numeracy, and the exploration of specialist subjects.

B RIN GING T H E X FA C TOR TO

STEM Education Our youngest learners are inquisitive and curious, and they are constantly seeking ways to make meaning of their world. Having grown up in the age of smartphones, Siri, artificial intelligence, and augmented reality, our 3 and 4 year old students are naturally digitally literate and STEM-skilled. With research telling us that the majority of jobs for this generation are not yet invented, it is important that we extend their skills and interests in the STEM field. We do this by connecting our STEM-X specialist program to concepts and experiences that are relevant to their lives, focussing on the exploration of ‘real world’ challenges and ensuring our students experience STEM through their own interests and passions.

This ‘X factor’ is what sets us apart and ensures that we are developing confident and involved learners. Children who love to cook can see how science comes into play in the kitchen, those who love fairytales can investigate what happens when you build a castle using different materials, or animal lovers can compare and hypothesise the sizes and weights of different species. In 2020, the focus of STEM-X has been the extension of the experiences occurring in the Early Learning classrooms. During Lego Week, students designed and built aerodynamic cars using Lego Technic then raced them to see which car could go the farthest and the fastest. When the class was reading ‘Who Sank The Boat,’ children explored the concepts of sinking and floating. I am proud that through our specialist program, children are fine-tuning skills such as estimating, calculating, measuring, hypothesising, and experimenting. I have no doubt these skills will hold them in good stead for the future. Miss Melissa Schoorman Head of Wardle House, Deputy Principal

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The Power of Learning a Second Language Learning a second language is an exciting experience for young children and can help them become better thinkers, better communicators and better global citizens. Each Thursday, students in our Early Learning Centre participate in a Language and Cultural Appreciation class with Miss Ping.

Our focus this year has been for our children to explore the differences between English and Mandarin. By singing songs such as “Nihao (Hello)”, learning how to count and write 1 to 10, and playing role play games like “Zhao peng you (Looking for a friend)”, children have been introduced to new tones, pronunciations and characters. In Term 1, our Early Learning children were able to learn more about Chinese New Year and discover how important this cultural celebration is. We know that learning a second language improves memory, accuracy and concentration as well as their English literacy skills. We also know that different languages can spark a child’s curiosity for other cultures, and open their minds to different ways of living, promoting harmony and respect in the playground today, and for many years to come. Miss Melissa Schoorman Head of Wardle House, Deputy Principal

by fanning the tiny, inner SPARKS OF POSSIBILITY

into flames of ACHIEVEMENT. Golda Meir

Make the most of yourself

R SC HOO

We believe that all children are unique and that they shine in varying areas. In Prep to Year 6, students are exposed to a diverse range of learning and co-curricular experiences so they can find their interests and pursue their passions with confidence.

Nurturing Kindness Through Our Words There is no doubt that what defines a person is their character. What we wish for our students is that they not only have the knowledge and skills to achieve in their futures, but that they are also citizens of the community with unquestionable integrity.

In Wardle House, we are definitive in our response to modelling wellbeing and community citizenship behaviours. It is not a hope that our students show kindness, gratitude and empathy - it is an expectation. Our kindness letterbox sits purposely at the entrance to the Wardle House Reception, so as children enter and leave school for the day, they are reminded to stop and be grateful for the people in our school community. Writing a letter of gratitude for someone is not about being recognised for writing a letter, rather about recognising the endeavours of others. Letters can admire the smallest act of kindness or recognise a gesture that has turned around someone’s day. They are the means by which children can appreciate their teachers and the teachers can publicly thank their class. Each week, when the letters are read at our Junior School assembly, there is always an excitement to see whose letters will be read, and whose names will be on the letters. Without fail, each week, the recipients differ, and the authors of the letters differ. And the random acts of kindness differ. It is a communal celebration of kindness that is expressed through words and breeds future positivity and goodwill. Miss Melissa Schoorman Head of Wardle House, Deputy Principal

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D ISC OVERING

Australia

In the changing landscape of education and cultural awareness, it is now more pertinent than ever that our students explore the challenges and opportunities of those before us to ensure they fully appreciate the lucky country that Australia is today. In Term 1, our learning and camp experiences had our students in awe of our history and inspired by how our country is governed. In Year 5, the Unit of Inquiry centred around understanding the push and pull factors of migration. This topic had our students considering why their ancestors chose Australia as a place to reside and allowed them to delve into the concepts of social inclusion and social exclusion. Developing an understanding of what life was like in the 19th century Gold Rush era had our students realise how grateful they are for their democractic lives today, and how equality has improved over time. Our Year 6 Canberra study tour allowed our children to delve into civics and citizenship whilst discovering landmarks and systems in our nation’s capital. Across a week of learning with their peers, our students were front row observers in Parliament and formed a stronger understanding of how legislation is debated and passed.

The connection built to our country’s system of governance is imperative, and having watched and listened with interest to the first sitting of Federal Parliament of the year, I have no doubt that they have taken much interest in the actions of our government during recent times. Mrs Naomi Linssen Deputy Head of Wardle House

R SC HOO

You have to find what SPARK S A LIGHT IN YOU

so that you, in your own way, can ILLUMINATE the world. Oprah Winfrey

In Years 7-9, our students bring together their learnings from a range of diverse areas and apply their knowledge and skills to real world challenges. Through these years, they begin to understand what is truly meaningful for them and start to define what drives their future ambition.

Learning How to Learn It has been well documented that employers of the future need an adaptable workforce. One that can pick up new content, processes, skills, and technologies quickly and efficiently. With futurists predicting that jobs and workplaces of the future will require employers and employees to upskill and learn more frequently, and on short notice, knowing how to learn will be a necessary skill.

To prepare our girls to be resilient learners who can learn anything, anywhere, and be able to transfer their knowledge and skills between tasks, Toorak College has developed and implemented Growth Mentoring, a new subject for students in Years 7 and 8. Focused on the individual, Growth Mentoring is run in classes with no more than eight students. Teachers act as mentors and guide students through lessons on cognitive psychology, organisation, goal-setting, and feedback loops. When ‘learning how to learn,’ students are explicitly taught active listening, note-taking, stress management, test taking, and memorisation techniques, and are exposed to the science of how the brain works, including the power of memory, the forgetting curve, and the importance of sleep, exercise, and motivation.

"Growth mentoring is helping me build confidence in asking for help and support. So far I have learnt different ways to ask for assistance and deciding what level of support we need, whether we can ask a peer or whether we need assistance from a teacher. Growth mentoring has also helped me a lot with my organisation and appropriate use of time. With my teacher, I created a very helpful timetable that has benefited me and my busy schedule." Theodora N, Year 7 "Growth mentoring is helping me be more confident in myself as a person and a student. It has made me feel a lot more confident during all of my classes as I now know what I need to do to improve my work and make myself a better learner." Alexandra S, Year 8 Growth Mentoring builds confident and adaptable learners who are willing and excited to learn new concepts while preparing them for the rigours of the VCE and the demands of the changing world of work. Mrs Diane Furusho Head of Senior School, Deputy Principal

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W E’R E ALL

Design Thinkers

“The UX project with the Pre-Preps helped us improve on our communication skills and teamwork. To best understand how to communicate with 4 year olds, and get some ideas for our project, we went down and visited them in their classrooms. We collected information by asking them questions and we used the answers to these questions, and our observations, to inform us on how we could best develop and present our UX (user experience) design. Agile Learning has been a great experience and the skills we are learning will definitely come in handy in the future.” Amelie S, Year 8

Over the past decade, Design Thinking has quickly progressed from being a focus only in specific industries to being fundamental in the successful operation of multi-national businesses and government organisations.

Our future is being shaped and challenged in ways it has never been before. We take pride in the fact that we are educating today’s students to be tomorrow’s critical thinkers, risk-takers, and creative visionaries who can think outside of the box and solve problems with deep empathy. Toorak College’s forward-thinking curriculum is skills-focused and industry-relevant, and this year we introduced Agile Learning, a new subject for Year 7 and 8 students. Design Thinking is the cornerstone of Agile Learning, and as such, is the framework the students implement as they work towards finding potential solutions for realworld problems. Using the five-stage process; empathise, investigate, ideate, prototype, and present, students collaborate in small groups throughout term long projects.

"Agile Learning takes your imagination to the next level and makes sure your mind is open to new ideas and concepts. You get to make your own choices and spread new ideas." Bethany W, Year 8 Design thinking is equipping our students with the skills to strategise and find solutions to complex problems and, ultimately, reshape the world. We can’t wait to see them do it!

This year, students applied the principles of design thinking to create a UX (user experience) for their clients and for our Year 8 students, their clients were our 4 year old Pre-Prep children. After completing research by attending Pre-Prep classes, they worked to develop products and activities that considered the psychology of UX as well as the developmental stages of their clients.

Mrs Kate Brown Curriculum Design & Implementation Leader (Year 7-9)

Agile Learning - Design Thinking Process

PAT H I S E

DEFINE

IMAGINE

EXPERIMENT

ESTIGATE INV

TOTYPE PRO

I D E AT E

PRESENT

PLAN

COMMUNICATE

In Years 10-12, students focus on finding where their passions and talents intersect. They graduate with proficiency in their VCE subjects and a broad and meaningful understanding of the careers and opportunitiesÂ that await them.

R SC HOO

My mission in life

IS TO THRIVE,

and to do so with SOME PASSION, some compassion, SOME HUMOUR,

and some style. Mary Angelou

The Power of Choice It has been well documented that the STEM workforce needs females and that females need STEM. It has also been well documented that Australian girls have one of the lowest STEM education participation rates in the Western world. Having transformed our approach to STEM education in recent years, our girls are responding. In 2020, Year 10-12 Science enrolments have increased by 15% with enrolments in VCE Biology, Chemistry, Physics, and Mathematics higher than ever before. Also, over 40% of our Class of 2019 graduates were offered University placements in STEM degrees. This included Medicine, Biomedical Science, Physiotherapy, Optometry, Medical Imaging, Veterinary Medicine, Aerospace Engineering, and even Game Design!

We know that our girls have broad and varied interests and passions, and we are fortunate to offer our VCE students over 30 subject choices. Being able to continually update our program and offer subjects that align with the interests and needs of our girls is a critical component of our studentsÂ success. In the Performing Arts, VCE Dance has recently been introduced with great success. Visual Art subjects remain popular, with many girls recently electing to study Product Design and Technology to focus on fabrics and fashion. The interest in our world and how we as human beings think and operate is an area that our students are keen to explore. Social Science subjects such as Psychology continue to increase in popularity, as do Global Politics and Sociology, which for the first time is being studied by students in Year 12. Year 10-12 language enrolments have seen a considerable rise this year, with many girls placing importance on having deep cultural and intercultural knowledge. In a continually changing educational environment, we are committed to ensuring a broad and varied offering. What shifts will come next? I have no doubt our girls will let us know! Mrs Diane Furusho Head of Senior School, Deputy Principal

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Self-Insight Before you can choose the right career, you must learn about yourself. Your values, interests, soft skills, and aptitudes, in combination with your personality type, make some occupations a good fit for you and others completely inappropriate. Year 10 students complete the Morrisby Vocational Assessment and have subsequent one-to-one counselling sessions to set the foundation for optimistic pathway planning.

Learning Beyond Toorak Partnering with LinkedIn Learning, our girls can enhance and extend their learning. With over 10,000 online courses for our senior students to access, they are able to explore their careers short-list, or fast track their knowledge in areas that are critical to their aspirations and employability.

She Has a Plan AND THE SKILLS TO EXECUTE IT ‘So, what do you want to do after school?’ said every adult, ever. The truth is, our career is a significant component of our daily lives, and the idea of choosing one can be daunting. With the development of our Student Futures Program, our graduates are making informed choices for University and beyond, and finding the fusion of where potential, passion and curiosity meet. The program centres around these four pillars:

Career Inspiration Guided by the mantra ‘you can’t be, what you can’t see,’ the Empower Network was launched so that VCE students can connect with Toorak Collegians. Via face-to-face events and a private online group on LinkedIn, students are able to network directly with Alumni who work in their field of interest. They use this platform to ask questions and secure work shadowing, internships and even employment.

Career Resilience Before graduating, students prepare LinkedIn profiles and receive individualised support for an effective transition from school to the world of work. These workshops focus on decision making, job search and application, interview skills and networking. Mrs Bianca New Student Futures Specialist

OUS E

House From Your House The benefits of House are many. It helps build camaraderie and teamwork, promotes a sense of belonging, and encourages girls to push beyond their comfort zone. At Toorak, the pride our girls show for their houses can be heard each time they sing the school song.

Cerutty and Douglas. Hamilton and Pye. Mayfield and Tripp. See them reach the sky...

House events are an integral part of life at Toorak as girls dress up, chant, and strive to give their best for their house. The memories made and connections formed last a lifetime, which is why, during our remote and online program, we introduced a way to continue House from home. Each week a challenge was set for girls to complete in their own time and earn house points. One point for participation and three points if they dressed up in their house colours! Be it a 3km cross-country, baking and decorating a cake, or learning a new dance, girls proved that being at home would not get in the way of the 2020 House competition. Mr Drew Gardener Head of Houses

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"House is an amazing sisterhood of support where girls can connect with one another. #housefromyourhouse is testing our connectedness in a way I never thought was possible, and as captains, we have been excited and proud to see ourÂ girls continue to participate in House activities from their own homes. We have been lucky to have the opportunity to reinvent and shape House at Toorak. Go Hamilton!" Lauren B Hamilton Captain "As House leaders, we not only have the ability but a great responsibility to help other Toorak girls navigate a socially distanced world. #housefromyourhouse is how we can continue to fulfill our role in encouraging our girls to stay active, engaged and connected, even if we can't see them face to face." Eve H Tripp Captain "House has always been a way for students to make new friends and have fun in a friendly, competitive setting. That has not changed during online learning, and it has been incredible to see so many girls dressing up and competing in challenges at home. Being a House Captain this year has been very different to usual but I am so proud to see that the House Spirit is being kept alive in 2020." Chloe D Pye Captain

"House is so important right now because it reminds us that we are not alone. We are in this together, and we hope that #housefromyourhouse has lifted everyone's spirits. While no one anticipated that House in 2020 would look like this, we hope every girl has enjoyed trying something new and keeping the spirit alive!" Maya M Douglas Captain "During such unprecedented times, I have realised just how important it is that we all remain connected and unite as a team, even when we are not together. It has been fantastic to see everyone being so willing to give the #housefromyourhouse challenges a go and to keep the blue and white spirit alive! Although I didn't expect our year to play out like this, 2020 has offered us a unique opportunity to create memories that we never would have had." Isabella C Cerutty Captain "House is a wonderful way to keep us connected, stay motivated, and remind us that we are all part of such an inspiring, supportive community. It has been fantastic to see all the girls participating in these challenges, especially the younger girls, who still get to learn how fun House is. These circumstances have forced the House Captains to come up with some creative at-home challenges and, because of this, girls get to display the skills and talents that they normally wouldn't be able to." Sophia K Mayfield Captain

MU SI

A Touch of Brass In the long history of Toorak College, we have never had a student play the tuba. Until now. This year, under the tuition of Mrs Clare Budd, two trailblazing students, Zoe and Olivia, are making history, defying past gender stereotypes, and learning just how wonderful low brass playing can be. A giant instrument, the tuba is capable of producing a wall of sound, and its strong bass tones add richness to the sound of orchestras and bands. Both Zoe and Olivia are members of the newly formed Toorak Band Academy, where students in Years 4-7 can learn a brass, woodwind, or percussion instrument and represent the School in internal and external music performances. Zoe M, Year 5 Having joined Toorak at the start of the year, Zoe was keen to join the Band Academy and try out all the different instruments. Playing brass instruments came naturally to Zoe and she jumped at the chance to play the tuba. Having played the recorder previously, Zoe found the biggest difference is having to use your lips to ‘buzz’ into the mouthpiece. And of course it’s size! Zoe practices at home with a plastic tuba, however, the one at Toorak is metal and very heavy. Zoe says she is proud to be able to hold and play such an instrument. At home, Zoe is enjoying her online lessons and finding them a great experience. Her dog loves to watch her play, and when she plays a loud pure long note they both get a surprise!

Olivia S, Year 7 Olivia was introduced to the tuba early in the year and does lessons at Toorak with Mrs Budd. She complements this by practicing regularly at home. While distancing, Olivia has been jamming online with other students who play low brass instruments as a way to improve and catch up with her friends. She says that it is very satisfying to belt out such loud notes, and that often the deep, bass sounds vibrate through the floors so much that her neighbours hear her! As we moved to a remote and online learning environment, it was terrific to see our staff and students continue in Term 2 with our music program. They seamlessly transitioned to online lessons, participated in large group music making sessions, and even recorded and rehearsed together. Recent times have reminded us of the power of music, how beneficial it can be for our mental health, and its extraordinary ability to connect and unite us. Ms Amy Wert Director of Music

The Elephant 2020 21

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ORM

Barre RA ISING THE

The launch of the Toorak Academy of Performing Arts in 2019 was a welcomed addition to the School and our long relationship with the performing arts. For over 140 years, the arts have played a magical role in inspiring students to push their creative boundaries and express themselves. An iconic 1960s photograph from the School’s archives depicts students standing at the barre in second position, beaming at their teacher. Fast forward to the late 1980s, the Marjorie Williams Centre was built, and our magnificent Dance Studio was opened, allowing students to explore and create in a dedicated dance space. In the 1990s, dance continued to be enjoyed within the curriculum, and the iconic Dance Production was introduced. Beginners, intermediate and advanced dancers discovered the joys of dancing with their friends from all year levels and spent many weeks working with choreographers perfecting their routines. Each November, the Dance Production would be performed to packed out audiences, so much so that we would go on to stage the production at a larger venue, the George Jenkins Theatre. A highlight of the Dance Production was inviting Collegians to return and perform in the 10th-anniversary celebration, where they returned with the same passion for dance and eagerness to perform.

During the early 2000s, Toorak exploded onto the Rock Eisteddfod scene, where many of our students came together to create epic performances that were staged in Melbourne. Having conquered the challenges of Rock Eisteddfod, we took on another challenge - the Shakespeare Festival. We entered our dance interpretation of various scenes from the great Bard’s plays and were honoured to be crowned State winners for many consecutive years. Over the past decade, Dance at Toorak College continues to evolve and grow. It is now integrated into our curriculum from Wardle House right through to VCE. Competition dance was also introduced to Toorak, and over recent years, has grown from strength to strength. Today, our competition dance team is made up of ninety girls from Year 5-12. Our girls have consistently made it through to the Australian Finals each year with students and choreographers enjoying great success, winning Gold, Silver and Bronze medals in the Contemporary, Jazz, Classical and Theatrical sections. After running for close to 30 years, the Dance Production morphed into a new event, the Dance Project, which is staged at the Frankston Arts Centre. The Dance Project is a wonderful suite of pieces that follows a theme and is performed by students from Prep right through to Year 12. Last year we explored ‘Seasons’ and this year we hope to explore the narrative of ‘Love’. With the introduction of the Toorak Academy of Performing Arts, affectionately known as TAPA, after-school classes in dance, drama, and musical theatre are provided to eighty Toorak College students on a weekly basis. Our students develop skills, technique, confidence, and explore their love of performing while learning from trained industry professionals. It is unfathomable just how many performances have occurred over our 146 year history. Dance has been an integral part of our history, and it will continue to be for many more years. I hope that the thousands of Toorak girls who have been part of our journey have wonderfully rich memories of their time at the barre, in the studio, or on the stage. Ms Emma Jensen Head of Performing Arts

AL A

Alexis D, (TC'19)

Millicent M, (TC'19)

RTS

VIS

Like many Toorak College students, who are empowered to imagine, create, and express their ideas, our latest Top Designs award recipients found their inspiration through this process.

When Inspiration

Strikes

Alexis Daddo (TC‘19), was inspired by the prospect of a sustainable future in fashion, the style of the 1950s and 1960s, and gender stereotypes. Her unisex design was designed and crafted using mostly sustainable materials. Millicent Meldrum (TC’19), was inspired by stigma, and through her creative process, identified the need for fashion to better cater to disability. She designed and constructed a garment that allows people living with scoliosis to wear a brace underneath a fashionable and comfortable outfit. Both designs are wonderful examples of finding inspiration in a cultural context and bringing their vision to life through hard work, creativity, and dedication.

It is said that the need for, and use of, creativity within our culture, has dramatically increased since the 1950s. Artists, writers, performers, innovators and everyone in between have the luxury and freedom to contemplate, explore, and express their passions, observations, and voice. They find their creative vision through their relationship with the world around them, the everyday, cultural movements, and existing social paradigms.

With the world taking another cultural and societal twist, creatives will forge the path forward, like many who have gone before them. Students at Toorak College are well placed to take on new challenges and new learning environments. They will continue to examine their place in the world, what it means, how it works, and what it feels like. Inspiration will continue to strike, and once the fog that sits over our current state breaks, I cannot wait to see how our Visual Arts students will be inspired, and what they will decide is important to communicate and share within the new emerging world we will find ourselves existing in.

Sylvie L

Digital Collaborative Piece, VCE Studio Arts

Erin D

Mr Dailan Hatherley Head of Visual Arts and Technology

The Elephant 2020 23

A Look Back in Time Isabel N

Visual Art serves to showcase the creative pursuits of people. Expressions, passions and aspirations are commonly exhibited through images that connect people across cultures and experiences. For those creating it, visual art offers a way of exploring and expressing one’s deepest imagination. For those encountering it, it can offer moments of inspiration, understanding and wonderment. It is true that our experiences and environment provide us with much inspiration and provocation, yet it is also true that artists who have come before us offer stimulus for future projects. We hear it on the radio where lyrics or tempos from yesteryear have been remixed, and the same applies to Visual Art, where influences from centuries ago can be recognised within current work. Introducing students to a broad range of art movements, styles, artists, media and techniques provides authentic links to the learning that takes place in the Art Studio.

Recently, Year 4 students observed the work of Hundertwasser, an Austrian naive abstractionist. His influence - onion domes, multiple eyes, lollipop trees, complementary colour schemes and merging, rhythmic lines - can be seen in the students’ portraits. Year 6 students were influenced by mosaics from the Byzantine era (6th century), and in particular the Empress Theodora mosaic. As a practising mosaic artist, it was a fantastic opportunity to share my work and mosaic techniques with the students.

Maddison S

Jenna S

In nurturing one’s imagination, it is important for students to draw from within themselves as well as from beyond. The creativity and imagination of our students has been evident this year and also highly commended, with many Year 4 and 5 student artworks having been selected for exhibition in the Zart Art Student Gallery. Ms Petra Glaser Wardle House Art Specialist

Sylvie B

Ting'en L

Daina H

Gymea N

Audrey W

Supporting

Girls Who STEM Three years ago, Toorak College took the bold steps to launch a philanthropic campaign in support of a planned centre dedicated to STEM education, our first major appeal in over 40 years. Aligned to Toorak College’s commitment to build a culture of philanthropy within our community, this campaign also helped to cement our ability to lay lifelong educational foundations for generations of women.

In speaking to those who generously donated towards this project, the reasons for giving varied greatly. For some, giving back to the school that equipped them with the skills to thrive in life was a meaningful way to show gratitude. For others, making a transformational gift towards ensuring more women enter into the fields of STEM, was critical. Over 170 of our community members gave generously for their own reasons, and in early 2020, the Swift Science and Technology Centre became a reality for today’s students. The Centre officially opened on January 31, 2020, and, on one of the hottest afternoons on record, our entire community came together to celebrate. Major donor and Toorak Collegian, Mrs Alison Swift from the Swift Family Foundation, joined Principal Mrs Kristy Kendall and Chairman of the Board of Directors Mr Peter Wickenden, in officially cutting the ribbon to mark the historical occasion. Moving inside, the event proved an excellent example of the facility’s exceptional capabilities and saw families partaking in fun STEM activities in every room. Guests interacted in the collaborative learning and breakout spaces, tinkered in the DIGI Zone, and tested out the latest technology in the Virtual Reality pods.

With the building now officially opened, it is time for our supporters to celebrate the immediate impact their generosity is having. Already, there has been a 15% increase in our Year 10-12 enrolments in Science subjects - an early but promising sign that Toorak College girls will lead the way in bridging the gender gap in the STEM industry, where women currently make up only 16% of the overall workforce. To all those who supported our campaign, either financially or through volunteering, thank you for your help in securing the future of our students. Mrs Penny Bowman Alumni Relations and Development Manager

The Elephant 2020 25

Leading the Way With Industry Partnerships Toorak College is committed to taking classroom learning into the real-world, challenging career stereotypes, and flipping the long-accepted education journey - 13 years of school, leading to university and then the workforce - on its head. By forging industry partnerships, we hope to inspire and motivate students into careers they did not know existed and fast-track their career pathways. One such partnership is between Toorak College and Downer Group, the third-largest employer in Australia. The program, which has been developed in partnership with Downer, allows students from Years 9-12 to have multiple industry-based experiences in the Science and Engineering fields. In Year 9 and 10, students are given a taste of what life at Downer is like through visits to the Downer Group facilities and networking with Downer employees. In Year 11 and 12, students can get involved by work shadowing a Downer mentor to see what a ‘typical day’ looks like. Finally, in Year 12, up to two Toorak students are able to secure positions in the highly sought after Cadet Program, where students are employed at Downer Group throughout their tertiary studies, and upon graduating from university, are guaranteed employment with Downer Group at project manager level.

Madeline McComb (TC ‘19), was the first to secure a place in Downer’s Cadet Program and moved straight from school into eight weeks of paid work before starting university. Since commencing with Downer in November 2019, Madeline says, “Most of my day is spent out on-site, which has been a fantastic learning experience. I was excited to see what engineering looks like in the workplace, and the Downer workplace is a great environment to be in. I have absolutely loved being a part of it so far.” The Toorak College X Downer partnership is the first of many industry-led programs that we are developing for our girls, and we look forward to working with a diverse range of employers who are committed to growing clever, courageous female talent! Mrs Bianca New Student Futures Specialist

How We Play

With a proud and rich history of sporting success at Toorak College, participating in sport has always been an integral part of our school culture. Be it rowing, diving, equestrian, netball, aerobics, golf, or the many other sports on offer, we are proud to be providing an environment where our girls not only feel valued and empowered playing sport, but thrive in it too. With recent studies revealing that many Australian girls lack the confidence and drive to participate in sport, I am proud that Toorak girls continue to buck the trends, with over 84% of our senior school students participating in our sport program.

What I am equally proud of is how they participate. We are fortunate at Toorak to be able to empower female sport leaders. In January, we held a 2 day Sport Leadership Camp for the first time. A range of inspirational industry experts - including Olympic Beach Volleyball player, coach and mindset trainer Sange Carter, WNBL coach Samantha Woosnam, Olympic Basketball player Natalie Porter, Sportsready CEO James Montgomery, Paralympian Leanne Del Toso, and Vicsport CEO Lisa Hasker - ran sessions for students in Years 10-12 to help them develop their leadership skills and mindset, as well as think about future career pathways. The key themes that permeated the program were the importance of character in all we do and the importance of developing your own values and priorities.

Inspired by the Camp, our Student Sport Leadership Group developed a Toorak College Player Code of Conduct. With the aim of creating an uplifting environment that drives success, and an even greater sense of belonging that welcomes all students to participate in sport, the Code of Conduct showcases the behaviours they believe are important and inspiring. Mrs Deb Gardener Director of Sport

The Elephant 2020 27

Toorak College Player Code of Conduct RESPECT

> W E WILL respect teammates, opposition, umpires, coaches, and facilities > WE WILL treat everyone fairly

COMMITMENT

> W E WILL attend all training and games > W E WILL be on time

SPORTSMANSHIP

> W E WILL shake hands and congratulate the other team > W E WILL give each team three cheers at the end of the game > W E WILL be humble in achievement and in defeat

PROFESSIONALISM

> W E WILL wear our uniform with pride > W E WILL be proud to represent our School

ATTITUDE > > > > >

W E WILL show determination W E WILL be positive W E WILL have fun W E WILL display integrity W E WILL listen to the advice of our coaches and try to apply it at practice and in games > W E WILL chant at every game

ENCOURAGEMENT > W E WILL support our teammates > W E WILL encourage our team even when we are on the bench > W E WILL work as a team

RESILIENCE

> W E WILL continue to try our best

Beating the Confidence Gap

In a world where confidence matters as much as competence, it is our role to continually model behaviours of strength, pride, and imperfection to our students, so they are empowered to feel innately comfortable in their own skin. We want our students to be proud of who they are and what they bring to the table, and to share with us the talents and skills that they invest their time in.

Five ways that the Junior School implicitly and explicitly embeds confidence in our students are;

It is undeniable that from an early age, girls, in particular, begin to doubt their abilities, start negative self-talk, and detrimentally compare themselves to their peers. In a bid to mitigate these occurrences, we embed programs and experiences into our day to ensure that our girls can acknowledge the achievements of themselves and others.

1. Each morning in the Wardle House turning circle, each student is seen, smiled at and greeted by name. Allowing each of our children to be acknowledged and welcomed each morning helps students know that they are valued, and encourages them to communicate withÂ adults. 2. Providing opportunities for public speaking. Weekly Share Assemblies provide an opportunity for students to share their learnings with the entire Junior School and our community. It is the expectation that all students contribute in some way and take turn to present to the audience. 3. Achievements are recognised in formal assemblies. At the beginning and end of each term, Prep - Year 6 students participate in formal assemblies to acknowledge student leaders as well as academic and sustained achievement. Accepting a certificate on stage ensures that students have the opportunity to practise shaking hands with an adult, looking them in the eye, and showing gratitude on stage in front of a large audience. 4. Learning from mistakes without dwelling on them. Goal setting is a consistent component of our program that allows students to accept that they are not expected to master a skill in their first attempt. It is accepted that errors are a natural part of the learning process, and in order to attain a new skill, a series of mistakes will occur. It is through the growth process that we improve and consistently better ourselves and the people around us. 5. Taking pride in our presentation. A uniform represents belonging. As students arrive in their uniform each day, it is an expectation that they wear it correctly and with pride as they represent the Toorak College community. Miss Melissa Schoorman Head of Wardle House, Deputy Principal

The Elephant 2020 29

How ΄Giving it a Go΄

Enriches Our Lives At this year’s School Colours Assembly, the resounding message from the Class of 2019 graduates was that you should give everything and anything a go throughout your time at Toorak College. India Marshal (TC ‘19) told us that having a ‘give it a go’ attitude allowed her to learn more about herself than she could ever imagine, and has shaped her into the confident woman she is today. While some people actively seek out new experiences, the prospect of trying something new can be daunting for others, and may come with great resistance. Especially for females, resistance often stems from the high expectations we place on ourselves and our ‘fear of failure.’ Girls need to be taught and shown that life’s journey is often more rewarding than the destination itself. When I have conversations with girls about wanting to drop a subject because it is ‘hard,’ or being hesitant to try out for a team because they don’t think they will get selected, I get them to focus on the potential. Why? Because we all feel more alive after conquering a fear, developing a skill, meeting a new friend, stepping out of our comfort zone, or learning something about ourself.

I am always so impressed when I see our girls take their fears and turn them into an ‘I’ll try’ attitude. But I am rarely surprised when those same students come back and tell me, ‘it wasn’t that bad!’ When I talk about the ‘Spirit’ at Toorak, I genuinely believe it is about getting involved and giving new things a try. In a year where our connection with others has been challenged, trying something new and getting involved in House, sport, music, and clubs, has continued to provide us with a sense of belonging and the ability to thrive, knowing we are a part of something bigger than ourselves. Mrs Diane Furusho Head of Senior School, Deputy Principal

With so many girls and young women eager to lead positive change for the future, female role models play a large part in inspiring young girls to not only believe in themselves but to dare to take action on what they dream of doing. Our young leaders, many of whom are members of the Student Representative Council, inspire and encourage their peers in a number of ways. They encourage the student body to feel connected and participate in school life, they ensure that the voice of students are heard, and they drive change within our local and global communities. The 2019 research report, She Has A Plan: The Unique Power Of Girls To Lead Change, surveyed females aged between 12-25 and revealed that young women admire leaders who are empowered, brave, fearless, confident, determined and who stand up and fight for what they believe in. When girls witness honourable achievements and strong leadership from women in the media, or from women they know, they are motivated to pursue achievements and successes themselves.

ADER SHIP

The Importance of Female Role Models

We have spent much time across 2019 and 2020 discussing the importance of strong role models for our school community and how SRC representatives can lead and motivate social change. During our Term 1 leadership workshops, the SRC was asked to think about which female leaders inspire them. Many influential female leaders were discussed - Jacinda Arden, Turia Pitt, and Malala Yousafzai, as were Mietta Symmons-Joyce (TC ‘19), and Poppy Dixon (TC ‘19) - and as a group, we identified three key lessons from these leaders and put them into practice here at Toorak. Clear communication, teamwork, and resilience. While it is important to look to female role models all around the world, we are so lucky that at Toorak College, we have many female leaders to look to for guidance and who ensure our school is the kind and supportive environment that it is. I cannot wait to see the difference our amazing student leaders will make in the world of tomorrow. Ms Gabrielle Wilson Coordinator of Student Leadership

TOORAK

x ONE GIRL

As a student body, we believe every girl around the world has the right to an education, the same opportunities as boys, and the ability to be the best they can be. When the SRC decided to partner with One Girl, it was important that all students learnt how difficult it can be for girls around the world to access education, and the difference we can make by leveraging our privileged position to raise funds and awareness. The SRC has run a number of initiatives to support One Girl over the past year, including a whole school disco, trivia nights and inviting the team at One Girl to present to us. On International Women’s Day this year, the SRC organised an assembly where each year level spoke about women who inspire them. We all wore purple ribbons and hosted a fundraising barbeque. What has been fantastic about partnering with One Girl is that so many girls are wanting to get involved. I hope that each year the partnership with One Girl grows and that by using our voice, we can be part of something great. Ysobel O SRC Representative, Deputy Head Girl

The Elephant 2020 31

Throughout the two weeks, girls were able to unwind in a safe and familiar environment, consolidate friendships, and strengthen the bonds they have with each other. With the opportunity to celebrate Easter in Australia, girls were so excited to participate in a school-wide egg hunt after the Easter Bunny had visited. Our girls love performing with their friends and never has Joan Ansett Hall seen more karaoke or Tik Tok dancing! They stayed active with a series of pilates and yoga classes on the wellbeing deck, and spent time in the kitchen cooking and sharing their favourite recipes from home. Having recently started a knitting club, many girls choose to spend their time designing and knitting colourful blankets that were then donated to the Chemotherapy Day Unit of the Frankston Hospital. It was fantastic to see all Toorak girls enjoying spending time together, engaging with each other, and looking out for one another. I am so proud of how they have navigated their way through these difficult times away from their family. They have remained optimistic, grateful, resilient, and kind. Mrs Francis O’Brien Acting Head of Boarding

Living with 60 Sisters

The best thing is that you never feel alone. There is always someone around to cheer you on and help you through the good days and the bad days. Having the support of our friends has been especially important this year and we are all making the most of our isolation time together.

Living at Toorak challenges girls in many ways. Our home is a cultural melting pot and we get to learn and understand about cultures, traditions and even foods that are completely different to our own. When we aren’t studying, we enjoy our leisure time, and celebrating festivals is one of the best parts of boarding. There is always an occasion to celebrate Chinese New Year, Lantern Festival, Halloween, Kris Kringle, Easter, Birthdays - and we love experiencing these traditions together. Annie F and Lily Y Joan Ansett Hall Captains

Unlike other years, with travel bans, mandatory quarantine periods, and social distancing protocols in place, Toorak College kept Joan Ansett Hall open and the majority of our boarding students opted to spend their April holidays with us.

Living in Joan Ansett Hall feels like you are living with 60 sisters under one roof. From what we have heard from the many Toorak Collegians who lived here before us, while the facilities may have been renovated over recent years, the feeling you get living here has not changed.

NSET

Holidays are a time to relax and recharge, and for many of our international students, that means traveling home to spend time with their family and friends.

T HA

A Holiday Like No Other

ILAN

The Benefits of Being Generous

Thriving isn’t just about what we do for ourselves but is also how we treat others. Recent research out of Switzerland found that ‘generosity makes people happier, even if they are only a little generous,’ and ‘merely promising to be more generous is enough to trigger a change in our brains that makes us happier.’ When we think of generosity, most often we think of donating money, but that is only part of it; generosity is a form of lifestyle that can be adopted at any age and lends itself to many varied acts of kindness. Becoming a generous person involves being helpers, sharing our time, paying attention to people, encouraging others, and listening. Generosity is associated with developing empathy, a critical life skill, better mental health, and is linked to happiness – even a small act of kindness, like picking up something someone else has dropped, makes people feel happy. At Toorak College, we see our staff and students act generously and show kindness on a daily basis. Our students know that they are part of a broader community where each individual is valued and that everyone is responsible for those around them. In Wardle House, the kindness letterbox is often overflowing with anonymous notes of thoughtful messages that promote kindness and gratitude. The Wardle House 2019 Christmas appeal, in support of ‘Mums Supporting Families in Need,’ resulted in the donation of over 1400 presents and 120 food hampers, with many students commenting how appreciative and grateful they are for all they have. In the Senior School, each week students spend time giving back to the local community by making breakfast for those who often go without. Across the whole school, our association with our designated charity of choice, ‘One Girl’, demonstrates to students the powerful impact their combined efforts can have.

For more information on how you can support Toorak College via a tax deductible or planned gift, contact the Development Office on (03) 9788 7208 or email giving@toorakc.vic.edu.au

They say generosity is contagious, and our community’s ongoing show of generosity and support towards the School and wider community in recent times has been nothing short of remarkable. Leading by example, highlighting positive outcomes and discussing our values are all actions we can take to foster the spirit of generosity in our girls and ensure that they experience the joy that generosity can bring. Mrs Penny Bowman Alumni Relations and Development Manager

Thank you to all our recent donors for your generous support. Every contribution is enormously appreciated. Katherine Abrat ('91) & Malcom Keys RM Ansett Trust Elizabeth Beischer (Young '52) Anna Bendell Pinghua Bian & Xinghua Yan Kate & Bruce Billson Emma & Alistair Bishop Christine & Owen Boak Estelle & Henry Bode Wendy Bosse (Turner '62) Penny (Bourke '00) & Tristan Bowman Donna & Frederick Bragg Elenor Bridger & Geoff Rose Mary Brouwer & Ian Tyler Kerry & Dominic Bruehwiler Sharon & Peter Campbell Helen & Andrew Carr Patcharee Chaiyot & Konstantinos Psarris Cilvana Chen & Jian Tang Yimping Cho & Shu Ye Alissa & Adam Clarke Laidley & Blair Coventry Katrina & Richard Curie Stephanie & Robert De Graaf Caralyn Dea Anthea & Jeff Deck Jenny Derham Elise & Lucas Dougherty Lorna Williamson & James Dowsley Driver Group Samantha & Adam Enno Pru Ervin (Sears '66) Janet Evans (Stewart '56) Elizabeth Lor & Benjamin Fenwick Anna Catlin & Peter Fowler Pam Fraser (Wallace Smith '54) Christie & Nicholas Freeman Christine Friday (TC'64) Friends of Wardle House Marlene & Mark Fry Diane & Kazu Furusho Mary-Jane Gething ('65) Jean (Robinson '54) & John Gilbert Karen & Christopher Grant

Angela Grutzner (Parker '51) Ling Ling Guan & Sheng Zhu Miho & Matthew Guest Juliet & Christopher Hadfield Victoria Halchenko ('94) Pam (Wilkinson '75) & John Hall Ingrid & William Harvey Sophia & Andrew Hatch Lauren Haymes & Duane Mitchell Diana Heggie Ai Lee Heng & Francis Ng Anne & Peter Hercules Higgins Coatings Steven Hill Jane Hoban & Sean King Jane Hohnen ('61) Ginevra Hosking ('96) & Tony Nash Kerry & Graham Hosking Jill Howie (Barton '65) Danielle Hyndes (Freeman '59) Kelly (Debernardi '86) & Nicholas Jansen Lihong Jiang Rachel & Marcus Johns Sally & Samuel Johnstone Samantha (Donald '94) & Ben Jones Kristy & Lawrence Kendall Kelly & Glenn Kerkhof Konica Minolta Julie Lidgett (Grimwade '59) Demi Lu & Yizhou Hong Sunny & Shuluo Lu Juan Shao & Peng Lu Li Luo & Bo Wan Andrea Maben & Mark Walland Natasha & Ryan Macwhirter Fatima Malkoc & Joseph Salopek Tony Marshal Sally-Anne & Edward Matt Maggie & Travis McFarlane Nicholas Merli Patricia (Wood '59) & Bruce Morton Fiona & Adrian Murrie Darren Nagel Sophie Newton

Alannah & Robert Newton Felicity & Paul O'Brien Aly & Damien O'Brien Tamika & Nicholas Pacher Leanne & Benjamin Paganoni Cara (Litterick '02) & Shane Pope Viva Prohmdecha ('13) Tania & Slavko Rados Carol Richardson (Austin '57) Catriona Ridland (McKillop '65) Kate (Bills '94) & Steven Robinson Jacqueline Ross (Hazard '71) Elizabeth Russell (Rule '88) Anne & James Sarros Mary Schlicht (Manifold '48) Rosemary (Major '74) & Andrew Sewell Malcolm & Siobhan Shippen Marni (Hutton '95) & Matthew Simpson Lauren & Craig Smith Angela & Derek Smith Catherine & Daniel Soper Anthony & Rebecca Steer Travis Stewart Studentnet Carolyn (Wiltshire '69) & Christopher Such Theresa Sun Alison (Hurst '86) & Dale Swift Swift Family Foundation Barbara Thomas (Phillips '65) Wendy Thomas Toorak College Collegians Inc Toorak College Parents & Friends Alex Treloar Salina & Mick Vawdrey Leanda & Johannes Visagie Vision One Joyce Welsh (Slater '52) Kristen Wiadrowski ('00) Kerry & Peter Wickenden Meghan & Stuart Wilson Julie Wiltshire ('67) Felicity & Adrian Wischer Thank you to those who chose to remain anonymous

TRAK Chat

SUPPORTING YOUR FELLOW COLLEGIANS PRESIDENTS WELCOME

Introducing the Toorak Collegians' Online Business Directory

I hope that all Collegians are keeping well. This year, the COVID-19 situation has unfortunately curtailed many of the events that Toorak Collegians organise, so it is important that we stay connected through other means, such as The Elephant, TRAK Chat Online and our social media platforms. I encourage every Collegian to support one another, and to reach out to their friends and peers during these difficult times.

In uncertain times, the strength of a community becomes more important than ever. Throughout Toorak College’s 146 year history, we have experienced many challenges, but our community spirit has always been the key to our resilience. Now is a crucial time to continue the support within our community; and so the Toorak Collegians Association is pleased to launch our very first Toorak Collegians' Business Directory, exclusively for alumni.

The Collegians Committee is made up of a diverse group of passionate volunteers. We are involved in the work of the Collegians because we love our school, and believe in the power of the education and experiences that Toorak College provided us. I would like to thank all members of the committee in their efforts in helping each other, and the School, thrive.

Using this business directory, Collegians can: • List business details – name, contact information, social links, description • List special promotions – discounts, special offer codes • Promote job listings • Field enquiries through a messenger service • Search for other businesses providers in your area

Carolyn Such (Wiltshire TC’69) Toorak Collegians President

All Collegians in business are encouraged to create a profile on this platform. All Collegians and their families are urged to use this directory when searching for a provider in order to support businesses in our community. To access the Toorak Collegians' Online Business Directory, please visit collegiansbusinessdirectory.toorakcollege.vic.edu.au

The Elephant 2020 35

EMPOWERING THE YOUNGER GENERATION The Toorak Collegians Association recently issued a member wide survey seeking feedback on current and proposed membership benefits and initiatives. In analysing the survey results, it was heartening to see that overwhelmingly, Collegians are keen to give back to their school by way of current student and young alumni mentorship. In fact, the ability to provide this advice ranked number one on our member’s wish list.

COLLEGIAN WISHLIST 1. O pportunity to provide mentorship to students and young alumni 2. Opportunity to attend a variety of events enabling peers to stay connected 3. Opportunity to join a Collegians based Online Business Directory 4. Opportunity to join a variety of sporting and recreational Collegian clubs 5. Increased Collegian news showcasing the diversity of our members The importance of female role models continues to be vital within our increasingly competitive and complex world. The Toorak Collegians membership base is privileged to be made up of thousands of women who can inspire confidence and leadership in younger generations, reinforcing their goals and facilitating the adoption of new aspirations. And it’s not just career professionals who can provide this support - girls also recognise that female role models are not only those in the media limelight, but also mothers, aunts, teachers, and friends.

CONNECTING WITH OUR YOUNG ALUMNI As part of a recent Collegians initiative, Lucy Wilby (TC’11), Sophia Milne (TC’17), Charlotte Henderson (TC’18), Annabel Zampatti (TC’18) and Mae Cumming (TC’18) make up the newly appointed Young Alumni Advisory Committee. This volunteer group is responsible for identifying ways in which the Toorak Collegians Association can better connect with young alumni in line with its strategic plan. The Toorak Collegians strategic plan aims to contribute towards the lives of Collegians, the School and the community across eight key areas: COMMUNICATION – delivery of relevant and topical Collegians and School community information to a diverse group of alumni across a multitude of platforms. CAREERS – support of students and young alumni in their career pathway decision making and of celebrating established professionals in their roles.

The launch of the Toorak College Empower Network is proving to be the perfect platform where students and young alumni can connect with experienced Collegians. Consisting of online engagement via a dedicated LinkedIn group page and face-to-face networking, Collegians have been eagerly fielding questions ranging from career pathways to managing work/life balance.

ARCHIVES – continue to build and maintain Toorak College's historical collections in order to accurately document and preserve its heritage.

Student Anika F recently experienced the impact of the Empower Network. In reaching out to the online community, Anika was eager to seek advice on studying criminal law and French language post-school. Barrister Nicki Mollard (TC’88) responded to Anika’s post with a range of international study options available through Monash University and extended an invitation to Anika to visit the criminal courts in Melbourne.

EVENTS – create regular opportunities for Collegians to stay connected to each other through the delivery of a comprehensive annual events calendar.

The student-run Empower Network committee are keen to seek advice from more Collegians via not just the online LinkedIn platform, but also through video and phone conferencing. If you are a Collegian interested in participating in any aspect of the Empower Network, please visit linkedin.com/groups/13649867/ or email collegians@toorakc.vic.edu.au

CLUBS – establish and support a range of Collegian branded recreational clubs in order to provide members with additional opportunities to connect.

COMMUNITY GRANTS – provide incentive for students and Collegians to excel in their fields of interest through a variety of criteria based financial grants.

FINANCE – preserve and grow the financial health of the Toorak Collegians Association, meeting all relevant risk and compliance requirements.

SCHOOL LIAISON – maintain a strong connection with the Toorak College Board and Leadership Team and provide advice and support on school matters where requested.

WHERE ARE THEY NOW? Recent events have put a delay on some of the annual reunion events; here we check in with the Head Girls from those year levels and share their special message to their peers during a challenging year. 10 YEARS OUT

30 YEARS OUT

Head Girl Paula Maxted (Bristow, TC’90)

Head Girl Lara Howden (TC’10)

Since graduating from Toorak College, Lara has completed a Bachelor of Science, Bachelor of Laws (Hons) and a Diploma of Languages in Japanese at Monash University. She has been fortunate enough to travel extensively while working and has now returned to Melbourne as a corporate lawyer in the mergers and acquisitions team at Herbert Smith Freehills. Favourite Toorak College Memory “House events were always a highlight, orchestra and band rehearsal, and making cheese toasties overlooking the cloisters when we finally made it to Year 10 and got to share the common room in the Hamilton building with all the teachers down the hall.” Message of Support “Inspired by Roosevelt ‘A smooth sea never made a skilled sailor’. This storm too shall pass.”

20 YEARS OUT

Head Girl Meg McKinnon (TC’00)

After a gap year in the UK, Meg studied medicine at Monash University then completed specialist training in Emergency Medicine. Meg met her husband Brendan whilst working in Darwin before they moved to Dublin and Papua New Guinea. Meg and Brendan are now both back in Melbourne and have a young son together, Andy. Favourite Toorak College Memory “I have a wonderful memory of walking the Overland Track in Tassie, enjoying the views of Cradle Mountain whilst chatting to friends (that I still cherish now), picking the chocolate bits out of my scroggin and trying to avoid frostbitten toes!” Message of Support “These are tough times for many people in our community and around the world. It is easy to feel overwhelmed but together we will get through this. When roots are deep, there is no need to fear the wind.”

A love of school, developed from her time at Toorak College, led Paula to pursue a career in Education. Paula now works in a tiny rural Victorian school teaching students the wonders of VCE Biology and Agricultural Horticultural Studies. Paula met her ‘farmer’ husband 20 years ago and together with their children Gemma, Ava and Kyen, they enjoy a busy country lifestyle that comes with managing their sheep and cropping property. Favourite Toorak College Memory “So many wonderful friendships formed and an endless array of opportunities to get involved in learning and extra-curricular activities. The colour and enthusiasm of our House Swimming and Athletics sports, Cross Country inter school championships fought out amongst the rain and mud, athletics at Olympic Park under lights, the fierce competition and fashionable caps of inter school Water Polo and of course the hilarity of the bus trips and team spirit that is legendary at Toorak.” Message of Support “Life, like farming, is always unpredictable. While we all have plans, hopes and dreams, things do not always go the way we’d like. Plans regularly need to be reviewed and adapted in response to environmental condition; as farmers do in times of hardship. However, what farmers do and what we all must do right now, is to hold strong to our hopes and dreams. While 2020 has certainly been a year of challenges to date, for some more than others, we need to grasp hold of the positives. Take time to remind yourself of the little things that make you smile, the simple things in life that sometimes get overlooked in the business of life. Each day I am so grateful for the sun shining through our front window, the fresh air blowing through the trees on the breeze, the bleating of the newborn lambs frolicking in the paddocks, the laughter of my children and the blessings of family and friendships. I wish you all the best, keep in touch with your loved ones, laugh when you can and I very much look forward to catching up with the class of 1990 later in the year. Sending love and smiles.”

CLASS OF 2010, 2000, 1990, 1980 REUNIONS We look forward to welcoming you back to Toorak College and will keep you informed of a revised reunion date as soon as we are able.

The Elephant 2020 37

RECENT COLLEGIAN GRANT RECIPIENTS In 2019, the Toorak Collegians Association were proud to issue two financial grants as part of the Collegians Grants program. 40 YEARS OUT

Head Girl Caroline Gill (Piggott, TC’80)

Post school, Caroline graduated from Melbourne University with a BEd in art and craft and went on to teach in rural and city schools such as Geelong Grammar’s Timbertop campus in Merrijig and to Indigenous students in the Riverina. Caroline married a farmer and her family has spent 20 years on a property in Deniliquin growing rice and cattle. The Gill family recently moved back to the Mornington Peninsula where Caroline is now teaching. Favourite Toorak College Memory “My recent memory of school is of our typing classes which I am most grateful for as I now have to teach online! But mostly I treasure the lifelong friends I made at Toorak.” Message of Support “It is times such as now that show how precious our friends and family are and that it is the small things in life that matter. I know our 40 year reunion will be even more treasured when we finally meet.”

50 YEARS OUT

Head Girl Sally Doig (O’Neill, TC’70)

Sally graduated from Melbourne University with a BA,Dip Ed in 1974 and went on to teach humanities in various schools, including Toorak College. Sally and her husband Lester and children Christopher and Clare spent a total of 12 years living abroad in NZ, Singapore and Hong Kong, before returning to Mount Eliza in 2007, where she is now also a grandmother to two grandchildren. Favourite Toorak College Memory “My favourite memories are of playing Pennant matches against Clyde School in Woodend. The highlight for us was the post match celebrations and 'feast' in the old Elephant building, especially if we were victorious.” Message of Support “We are living in troubled times but there will be an end to this misery. Stay connected and stay well.”

TOORAK COLLEGIANS GRANT Recipient Jaymie Moynihan (TC’16)

The Collegians Grants program exists to foster entrepreneurship, innovation and creative endeavour in the Collegian Community. Projects available for funding of up to $1,000 can be in the Arts, Sports, Science, Community or Charity areas. In 2019, Jaymie Moynihan (TC’16) was awarded a Toorak Collegians Grant in support of her initiative ‘Scarves for Social Change’. Jaymie and her team of recruited volunteers knit scarves and sell them in order to raise funds for Youth Projects, an organisation aimed at supporting homeless and disadvantaged youth. As at April 2020, Jaymie’s initiative has seen her raise $3000 for Youth Projects through knitting 36 scarves, 14 beanies and 14 dishcloths consistently over a 9 month period. Jaymie’s grant funding was used to purchase fabric and supplies which she anticipates will last her a further 12 months. If you are interested in finding out more about Scarves for Social Change or would like to become a volunteer knitter, visit scarvesforsocialchange.wordpress.com

JOAN MINSON GRANT Recipient Lauren B (Year 10)

The Joan Minson Grant is issued to a Year 10 student each year in recognition of their demonstration of good citizenship. The award is named after Joan Minson (TC’28) who was the first Head Girl of Toorak College after our move to Mount Eliza. Joan continued her connection with the school throughout her entire lifetime as Board Member, Toorak Collegians Association President and Life Governor and dedicated member of the Archives Department. Lauren was chosen as the recipient of this award as she was able to demonstrate her understanding of good citizenship and examples of when she has shown this trait in her school life. In her application, Lauren notes “The values of good citizenship impact our community by creating a positive, caring, and encouraging environment for students to learn in, and developing a sense of spirit in the community, arguably being one of the most integral parts of Toorak College.”

TOORAK COLLEGIANS BRAVE A BLACK SUMMER As bushfires ravaged our country over the 2020 summer break, two brave Collegians were on site to witness the devastation and destruction firsthand. Jaymie Moynihan (TC’16) is a volunteer with the CFA who, in early January, was posted to Bairnsdale, one of the most affected areas, to assist as an operational firefighter alongside her crew. Jaymie’s brigade worked on ground fires for over 14 hours each day over four days, resting when they could. Jaymie reflects, “the devastation to the landscape and communities was far more severe than I have ever witnessed before in my three years volunteering. The feeling of fear amongst the community and firefighters alike was something I saw constantly.” Jaymie has since returned to the affected township to volunteer her time in helping communities, and wildlife shelter rebuilds. Throughout this period, she has seen “incredible acts of communities, and people from far away come together to do all they can. This was incredible to see, and has helped me to deal with all that comes with being a First Responder in such a horrific crisis.” Also on the scene in a different capacity was journalist and Collegian, Melissa Clarke (TC’00). For the last decade, Melissa has been a political correspondent with the ABC, reporting on federal politics and foreign affairs from Parliament House in Canberra. The events of Black Summer saw Melissa volunteer to step away from her normal reporting duties and head to the NSW coastline where she worked with a team of ABC reporters, camera operators, and satellite operators to get news to people stranded in the region and tell their stories to the rest of the country. Melissa witnessed towns, including Cobargo, Mogo, and Rosedale, being decimated.

Melissa reflects, “Reporting on bushfires puts you in the heart of some of the most devastating events Australians will ever face. You are talking to people wracked with fear and anxiety from the pressure of people making decisions that may determine whether they live or die, save their homes, or lose everything. Once the firefront has passed, or the flames doused, there's shock as people come to terms with what they've lost. For those who escaped unscathed, there's stress as they try to check on relatives and deal with having no power or phone connection. Whilst reporting on bushfires is nothing like fighting them, it is still draining, emotionally as much as physically. But to be doing a job that helps in the greatest time of need is an enormous privilege. Information is important. Fortunately, there is plenty of good news amongst it all. Neighbours who have never met begin working side by side. People open their homes and their hearts. There's generosity in donations, volunteering, and simple kindness. So often I saw the best of people exposed in the worst of times.”

The Elephant 2020 39

TOORAK COLLEGIANS SOCIAL JUSTICE EXTENDS OVERSEAS Two inspiring Collegians are on a quest to make a difference in the lives of the most vulnerable women, children, and communities around the world. Kate Cosman (TC’15)

Post graduation, Kate headed off to Monash University where she is currently studying a double degree in Biomedical Science and Mechanical Engineering (Honours). To compliment her studies, earlier this year, Kate completed a four-week program in Bali as part of an internship with company Development Together. Along with five other female engineering students from Australia, Kate studied at the Bali Appropriate Technology Institute (BATI), to learn about simple yet life changing technologies like water filtration systems, water tanks and pumps to deliver water uphill. Kate’s training also considered the affordability and availability of raw materials and electricity in the developing world, and the importance of training locals in the maintenance of new installations. As part of the program, Kate and her peers travelled to Amed in the east of Bali, where they based themselves for three weeks. Each day, they travelled up the side of Mount Agung (an active volcano!) to a village of 14,000 people called Datah where they were involved in four projects: three water filtration systems at a primary school, high school and the chief’s house, as well as a water tank in a very isolated community only 4km from the crater of the volcano. They worked with local masons for the construction, educating them on appropriate cement ratios and building techniques and ran education sessions for the local school children and community members on the correct use and importance of the new filtration systems. Kate notes, “it was really inspiring to be part of a female group embarking on this project, and to show the community in Datah that a group of women can make a really big difference in a community. We had many questions from locals to the effect of ‘where are the men?’ and faced challenging assumptions that we were incapable of completing some tasks without male assistance. We still have a long way to go in terms of gender equality, especially in engineering, but I like to think that each of these challenges leads to a bit more acceptance.”

Mayrose Rolley (TC’13)

After graduating from Toorak College, Mayrose studied a double degree of Law and Global Studies. It was not until her final year at university that she came across the study of Criminal Law, and was “hit hard” upon researching Crimes Against Humanity and forced marriage. Becoming overwhelmed by the vast number of injustices in the world was the catalyst for Mayrose to travel to Gulu, Uganda to volunteer as a lawyer with International Justice Mission, an organisation dedicated to protecting vulnerable women and children from violence and oppression. Mayrose's desire has been to use her knowledge of the law to help and equip some of the most vulnerable members of society – in this case women and children in situations of domestic violence, prosecuting their abusers, protecting and rehabilitating victims. Reflecting on her decision to enter into this field, Mayrose notes, “I have always been passionate about helping others, it's the reason I chose to study law in the first place - not for the money, but for the opportunity to use my knowledge to stand up, educate and equip the most vulnerable people in society. To be a voice for the voiceless, to bring hope to those without, to help and to love.”

NEWS FROM TOORAK COLLEGIANS Congratulations to one of our brand new Collegians, Madeline McComb (TC’19), who is the first to secure her place with the Downer Cadet Program Scholarship, which is part of an innovative partnership with Toorak College aimed at empowering young females to develop profound pathways in the realm of STEM. Congratulations to Emma Nankervis (TC’18) who has signed with Washington State University on a basketball scholarship while studying Sports Science. Congratulations to Sophie Jackson (TC’17) who won the world championship RS Aero 5 title, sailing for Mornington Yacht Club out of Black Rock recently. Congratulations to Jess Hosking (TC’13) who was a 2019 finalist for the Jim Stynes Community Leadership award. Jess was the only female nominee. The award recognises current AFL and AFLW players and their work off the field. Jess is a leading advocate for Interplast, CleftPALS and Red Dust. She has also recently started her very own initiative called 2Boots - which aims to collect boots and runners in Victoria, to be handed out to indigenous communities. Congratulations to Laura Elliott (TC’08) who was a 2019 finalist in the Lawyers’ Weekly 30 Under 30 Awards in the pro-bono category. After completing a Bachelor of Business (Management/Information Systems) and a Juris Doctor degree, Laura commenced working in Melbourne for global law firm DLA Piper. Through this same firm, Laura has recently been relocated to Sydney to work in their pro-bono team full time for one year. Distinguished author, Danielle Binks (TC’05) has just released her new book through Hachette Australia – The Year the Maps Changed. Her book is an historic-fiction novel set on the Mornington Peninsula and is for middle-grade readers (aged 8-12). Congratulations to fashion designer Jasmine Chong (TC’05) who recently appeared as a contestant on Amazon Prime Video show 'Making The Cut' alongside Heidi Klum, Tim Gunn and Nicole Richie. Congratulations to Alison Norman (Stucas, TC’96) who has recently commenced at Toorak College as Visual Arts teacher and also to Elizabeth McDonald (Nilsson, TC’00) who has recently commenced as Visual Communications Specialist. Congratulations to Naomi Linssen (Male, TC’91) who has been appointed as Deputy Head of Wardle House. Naomi was previously in the role of Prep Teacher and Head of Foundation Years for the last seven years at Wardle House.

Congratulations to Author Nat Amoore (TC’97), whose book 'Secrets of a Schoolyard Millionaire' was Australia’s 2019 best selling book in the Debut Aussie Children’s Fiction category. Nat visited Toorak College recently to present her new book to the Year 7 students. It was certainly an inspirational moment for the girls to see past students achieve their dreams! Congratulations Dr Georgina Such (TC’96) who has recently been appointed to the role of Associate Dean (Diversity, Inclusion and Women in Science), Faculty of Science, The University of Melbourne. Congratulations to Vicki Sayers (Hanton, TC’89), Director at RT Edgar Mount Eliza, who has been listed in the Real Estate Business (REB) Top 50 Women in Real Estate 2019 ranking. In addition, Vicki was also crowned as REIV Executive Sales Person of the Year in 2019. Congratulations to Nicki Mollard (TC’88), who was a 2019 finalist in the Lawyer’s Weekly category of Academic of the Year as part of both their Australian Law and Women in Law Awards. Congratulations to Sally Francis (TC’78) who was acknowledged with an OAM in the general division of the 2019 Queen’s Birthday Honours for service to horse sports, and to people with a disability. At age twentyfive, Sally embarked on a career with the Riding for the Disabled Association (RDA).She also became involved in the Australian Para Equestrian team, attending numerous world championships and Paralympics as a carer, Chef d’Equipe and, in Hong Kong in 2008, as assistant coach. In 2012 Sally led the team at the London Paralympics, where one of the riders won gold. Sally continues to run the family’s horse and cattle agistment business on her 400-acre property, Tooradin Estate, where she focuses on Equine Facilitated Learning. Author, public speaker, actor, comedian, scriptwriter and Toorak Collegian Jean Kittson (TC’73) has released a new book entitled We Need to Talk About Mum and Dad. This witty and informative read provides a practical guide to parenting ageing parents. Several incredible Toorak Collegians featured recently as part of the Toorak College Podcast series, now available on Apple Podcasts and Spotify. Just type in 'Toorak Chat', subscribe and listen to all your favourite episodes. Featured Collegians include entrepreneur Sally Bloomfield (TC’80), equestrian rider Georgia Connolly (TC’07), indigenous artist Lorraine Kabbindi White (TC’09), and actress Brooke Satchwell (TC’97).

The Elephant 2020 41

BIRTHS

DEATHS Vale Katherine Beatty (TC’95) who sadly passed away in August 2019. Katherine is the daughter of past Toorak College staff member, Mrs Karen Berry. Vale Patricia Catt (Wragge TC’72). Patricia was Pye House Sports Captain in 1971 before returning in 1972 as Head Captain of Boarding School and Prefect.

Congratulations to the following Collegians from the Class of 2005 on the birth of their children, all pictured together: Gracie, born May 20 / daughter of Ebony Owen (Leach) Chad, born May 28 / son of Stacey Edelston (Baxter) Sebastian, born July 31 / son of Megan Lieb (Nilsson) Freddie, born October 10 / son of Abby McMaster (Haigh) Congratulations to Jenny Paterson (Hutchinson TC’01) and husband Grant who recently welcomed baby girl Charlie to their family. Congratulations to Lucy Warner (Bourke TC’00) and husband Michael who recently welcomed baby boy Charlie to their family. MARRIAGE Congratulations to Sarah Norris (TC’69) who married husband Chris on the November 29 at Mornington Golf Club. Sarah was most grateful for her Toorak College golf umbrella on the rainy but spectacular day!

S TAY C O N N E C T E D ! The Toorak Collegians will be continuing with exciting initiatives in 2020 which focus on community, careers, archives and communications. It’s imperative we have your correct contact details so you can stay connected and get involved. Please email collegians@toorakc.vic.edu.au or call (03) 9788 7208 if you wish to update your contact details. In the meantime, you can stay up to date on all the Toorak Collegians news via our social media pages: toorakcollege.vic.edu.au/collegians toorakcollegians toorakcollegians in/toorak-collegians toorak-collegians

Vale Elizabeth Douglas (Gillon TC’67). Libby loved her sport and was well known as an excellent swimmer, being the Intermediate swimming Champion in 1964, runner up in 1965 and the runner up Senior Champion in 1966. Libby had a sunny disposition, was well liked by everyone and had a large circle of friends. She participated in most of activities available and was a great contributor to Pye House. Vale Susan Ray (Griffith, TC’59) of "Waralla", Ournie, NSW. Susan was head girl in both 1958 & 1959 and Running Captain in 1958. Vale Anne McDonald (Lockwood, TC’57) Originally from Queensland, Anne and two of her sisters Deirdre and Lavinia came to Toorak College as Boarders in the late 1940's, early 1950's. Returning to Queensland post school, Anne was a much loved member of her community. Sister Deirdre notes "When her funeral was held recently and the cortege moved through her home town, she had a police escort and all the local shopkeepers came out into the street and stood with their hands over their hearts." Vale Pam Fraser (Wallace Smith, TC’54). Pam made life long friends from her time at Toorak College where she embraced every opportunity as a student. Pam was a keen runner and girl guide during her time at school and continued to stay connected to Toorak College throughout her lifetime. Vale Margaret Reid (Wallace, TC’53) who passed away peacefully in May. Margaret was a Boarder at Toorak College from just nine years old. Passionate about sports, Margaret was appointed Sports Captain in her final year. In 2012, Margaret endowed a lifetime scholarship to the school, providing a student less fortunate the opportunity to experience a Toorak College education. Vale Cecily Cornish (Crozier, TC’47). Cecily was a passionate member of the choir, literary and dramatic committee while at school, as well as secretary of the gardening club. An experienced horsewoman, Cecily became a founding member of the Arabian Horse Society of Australia in 1956 and was made a life member in 2001. Vale Jacqueline Winifred Stephens (TC’44). Jacqueline's mother Winifred Trangmar (TC’24) was also a Toorak Collegian.

On Tuesday April 14 2020, Toorak College celebrated its 146th birthday. Founders Day provides an opportunity for the Archives Committee to research a particular topic relating to Toorak College’s history and to share these findings with current students in order to educate them on the heritage of their school. This year, the Archives Committee focused on what life was like as a Toorak College student 100 years ago. This was an interesting time for all Australians as the end of WW1 saw many changes begin to occur in society. In Melbourne, suburbs like Kew, Hawthorn and Caulfield were being established. There was a large growth in state schools and private schools, and as such Toorak College had to prove their worth. An increase in student numbers at the end of 1918 saw the need for the school to move from the Douglas St, Toorak campus, to a more spacious facility on nearby Mayfield Avenue. The opening of the new campus in 1919 was delayed until the 10th March that year, due to the outbreak of the Spanish Flu epidemic. Fortunately, no Toorak College community member was impacted by this disease. The 1920s marked a time when women were beginning to be given positions outside the home and teaching was considered a favourable occupation. Universities were starting to offer places to females, hence one of our famous Collegians, Dame Mary Herring (Lyle, TC’12) , was one of the first female medical students to enrol at Melbourne University. The School was divided into three sections, Kindergarten, Junior School until the age of 14, followed by the Seniors, up to what would be the equivalent of today’s Year 11 and 12. The majority of students left after Intermediate certificate which is equivalent to Year 10.

CHIV ES

Toorak College Life – 100 Years Ago

School life was still influenced by the effects of the War. Prizes were forgone and the money used to help rebuild the country after the War. Donations from School productions were given to charity. Senior girls made outfits for French orphans under the supervision of the French teacher. They also continued to knit socks for still serving soldiers. Toorak College had a curriculum including water colour painting, elocution, plain sewing, singing, French, Latin, Arithmetic, Algebra and Australian History. Sport played an important role in the curriculum, and Toorak College was one of first schools to employ a professional sports teacher. One of the articles in the 1920 Elizabethan magazine tells of little girls in the kindergarten making a daisy chain to decorate the classroom. What our research into this year’s Founders Day topic clearly shows us is that many of the features of school life 100 years ago, still remain. The tradition, spirit and the sense of belonging were the foundation of the School then and are still with us today. Carolyn Such (Wiltshire, TC’69) President, Toorak College Archives Committee With thanks to Miss June Lambert for her work in researching this topic.

OUR ARCHIVES ARE GOING DIGITAL! The Toorak College Archives collection boasts a rich catalogue of over 146 years of School related photos and memorabilia. Pieced together by many dedicated volunteers over many decades, this collection is vital in ensuring the preservation of our School’s proud history. In 2020, a significant portion of the archives collection will be sent off site for digital scanning and placed onto a community accessible website. Soon, everyone will be able to delve into the history of our School from the comfort of their own homes. The School would like to sincerely thank Ms Christine Friday (TC’64) for her generosity in supporting this exciting initiative. We look forward to sharing more detail on this exciting project with our community in time.

The Elephant 2020 43

TC Snippets Our Prep students enjoyed their online lessons with Ms Noble

Team 'Toorak Collegians' enjoyed reuniting on the courts, and winning the 2020 Wilderness Shield

Toorak Chefs were busy in the kitchen, working with Nepean Inner Wheel and the Mornington Community Information Support Centre to provide meals for families in need

Students and staff performed in their driveways on ANZAC Day. Anika H’s neighbour (an SAS commando) was so proud of her, he allowed her to wear his military hat

The

HERITAGE TRAIL Scan here to start the trail or visit toorakcollege.vic.edu.au/heritagetrail

Senior students shared their literary knowledge and got creative during this year’s Readers’ Cup Week

Designed by the Archives Committee, our new Heritage Trail guides you around the school and shares some of our incredible history

HISTORY OF '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 newlybuilt 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.

Students participating in an outdoor art class in 1960.

Old Mornington Road, Mount Eliza, Vic, 3930 Phone: (03) 9788 7200 | toorakcollege.vic.edu.au CRICOS Provider Code: 00349D, CRICOS Course Code: 005454G (Senior), 097816B (Primary)

The Elephant - 2020

Articles inside

Where Are They Now?

Recent Collegian Grant Recipients

Toorak Collegians Social Justice Extends Overseas

Toorak Collegians Brave A Black Summer

Empowering the Younger Generation

TRAK Chat

A Touch of Brass

Learning How to Learn

Toorak College Life ‑ 100 Years Ago

The Benefits of Being Generous

A Holiday Like No Other

How 'Giving it a Go' Enriches Our Lives

Beating the Confidence Gap

The Importance of Female Role Models

How We Play

Leading the Way With Industry Partnerships

A Look Back in Time

Supporting Girls Who STEM

When Inspiration Strikes

Raising the Barre

She Has a Plan and the Skills to Execute It

House From Your House

The Power of Choice

We’re All Design Thinkers

Discovering Australia

Playing Together. Learning Together. Being Together.

Bringing the X Factor to STEM Education

What We Learnt When Learning From Home

The Power of Learning a Second Language

Nurturing Kindness Through Our Words

Project Shine

Finding the Shine Within

Creating Environments Where Children Thrive