The Elephant - 2022

FROM THE PRINCIPAL EMPOWER

ACADEMIC GROWTH

PERSONAL GROWTH

TOORAK COLLEGE

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

Senior School: (03) 9788 7200

Wardle House: (03) 9788 7258

CRICOS Provider Code: 00349D

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

DESIGN

Domenic Minieri

Community Office

EDITORIAL TEAM

Emma Castles + Domenic Minieri

Community Office

EDITORIAL CONTRIBUTORS

Staff, students and Collegians

PHOTOGRAPHY

Community Office, Josh Brnjac, Cliff Elliott, Michael Moynihan, Marcus Struzina, staff and students

PRINT

Southern Impact southernimpact.com.au

THE VALUE OF A CONNECTED COMMUNITY

NEVER HAS THERE BEEN A TIME IN RECENT HISTORY WHERE WE HAVE COME TO UNDERSTAND THE VALUED ROLE THAT SCHOOLS PLAY WITHIN THE BROADER COMMUNITY.

BY KRISTY KENDALL Principal

Far from just a place for learning, education takes many forms for our students. Be it social development, moral development or cognitive development, the journey our students travel is complex, varied and completely individual. Yet, we have learnt a school’s role in the community is far reaching and more impactful than just the education of students. Here are three things the last 12 months have taught us about the greater value of Toorak College.

INDEPENDENCE IS STRENGTH

In a time of many rules and regulations there were still choices and flexibility that underpinned the life we lived. We did not focus on what we could not do, but instead we spent our energy on what we could. If we could reach our students online, what would be most valuable for their connection? If we could run a small event, what would add the greatest value to the experience? If we could communicate broadly via online platforms, what would others benefit in understanding or learning about?

Having the freedom and flexibility to design our own ways of communicating, connecting and celebrating lead to so many wonderful outcomes and opportunities. We designed our community’s experience on the timeline that we knew was best for them. Our independence as a school allowed us to truly individualise our approach and respond to our community’s needs. We know this learning will continue to guide us more boldly into our future as well.

OUR COMMUNITY STRETCHES WELL BEYOND OUR GATES

For many decades now we have been hearing about the impact of the disappearance of community. Whether that be through the changing nature of belonging to local community groups and churches or due to the widespread access to everything through technological advancement. This past year has highlighted that community isn’t necessarily tangible. It is something you feel, a connection to others through shared experiences or beliefs - a true sense of belonging.

We often refer to our school community as students, staff, parents and Collegians, however, over the past 12 months we learnt more intimately how these people created ripples of their own. Whether it was through our parents sharing information and research we had provided in their own places of employment, engagement in our blogs and resources that we freely distribute, or the time our staff and students dedicated to organisations outside of Toorak. At Toorak, we understand the role we play in connecting the broader community and we are proud to reclaim the sense that communities, such as ours, can have wide reaching effects for all.

WE CAN DO IT THAT WAY, BUT SHOULD WE?

With so many new ways of thinking, and the shackles firmly off statements like, “yes, but that will never work in a school” or “that won’t work because we have always done it this way”, what does our future hold? One of the greatest learnings of this time is in a question we ask ourselves often, “yes, we have learnt we can do that, but should we?” Conversations over the last 12 months have centered on value. What value do certain initiatives and objectives have? Can this value be achieved in other ways that provide greater access, opportunities or with the investment of fewer resources? A small example of this is our parent teacher interviews. When designing the program this year we questioned the value of them all being online or in person and we decided both modes held value for different families. In choosing to offer both this year, we can see that reality was reflective of our belief; we had a 50/50 split of parents who preferred online to those who preferred them in person.

It is now our job as a school to make decisions based on value and opportunity and to continue to align these objectives with the future that we aspire to create for our community.

A school’s role in the community is far reaching and more impactful than just the education of students ”

Creating a community of confident learners

BY PAT BARBIERI Director of Early Learning

When children are around the age of eight they have already begun to develop an understanding of their self identity and their identity as a learner. The accelerated development and growth children experience during this period solidifies this identity, which in turn impacts their future approach to learning. Children’s sense of self also directly impacts their ability to engage in activities. Children who have a positive outlook on themselves are more likely to participate in social and academic activities and give themselves permission to explore in a new environment.

For many of our ELC children, this semester has been the first time they have experienced an early childhood setting. Our aim as educators is to provide a learning environment where children feel safe, supported and secure so they can follow their curiosity and intrinsic motivation to learn. During this important phase of education, children develop independence, social skills, communication and are introduced to skill learning which is exclusive to these early learning years.

Children are on their own paths to discovering their learning dispositions and enhancing themselves to be empathic, communicative and creative thinkers. In our Toorak Early Learning Centre, we strive to support children to further develop their emotions and learn about how they can regulate some of these emotions. They make these discoveries through both implicit and explicit learning across the curriculum.

Our ELC specialist programs support children to extend their learning dispositions and discover passions. In STEM-X, children explore gravity and force. In Creative Arts, children enjoy investigating clay and creating self-portraits. Tempo and pitch is the focus in Performing Arts and children extend their skills and development in a range of gross motor skills within their Health and Wellbeing curriculum.

Building opportunities for children to engage purposefully with peers through play and learning supports the development of a cohesive community of learners. Through play, children experience the benefits and pleasures of shared learning, collaborating for purpose, problem solving, using imagination and creative thinking and utilising feedback from themselves and others to revise ideas and extend their learning.

It has been wonderful to see our youngest children at Toorak take responsibility for their own learning and contribute to their social environment, becoming confident and involved learners.

Building opportunities for children to engage purposefully with peers through play and learning supports the development of a cohesive community of learners.”

The importance of letting your child struggle

BY MELISSA SCHOORMAN Head of Wardle House and Deputy Principal

NAOMI LINSSEN Deputy Head of Wardle House PAT BARBIERI Director of Early Learning

The importance of facing challenges head on is a fundamental theme in our children’s learning journey, particularly from Kindergarten to Year 4. As educators and parents we need to allow for teachable moments which provide opportunities for our children to navigate these pivotal experiences and lessons.

Positive mental health hinges on the balance of protective actions such as providing a stable environment and modelling healthy coping mechanisms vs. risk factors which encourage adversity. Our natural response as parents is to help and protect our children, however, if our children are always saved from dealing with challenging situations or emotions they will not develop the skills they need to adapt and survive difficulties in later life.

Children are naturally very capable, resilient and adaptable and they will surprise you with their ability to cope with stress if they are given an opportunity to experience and grow through it. Resilient children do not fear failing, think they will get things on the first go or assume tasks will be easy. They learn that with success comes effort, determination and practice.

Pat Barbieri, Director of Toorak College’s Early Learning Centre says, “We encourage parents to celebrate the small wins when a child shows improvement and growth in a certain area. It is this learning process that encourages children to keep trying after they have experienced failure as they grow to understand that success takes time.” Deputy Head of Wardle House, Naomi Linssen adds, “frustration is a critical life skill which helps us to handle hard things, resolve conflict and achieve anything we want to.”

Learning how to accept feelings without judgement, label emotions and embrace uncomfortable situations are all skills that help build a healthy mindset. When your child is experiencing a difficult emotion, show empathy, but refrain from offering a choice of withdrawal from the experience. You want to aim to build tolerance so they go into coping mode rather than meltdown mode.

“If we know how to regulate and manage our emotions, we can afford to sit in periods of discomfort and attempt new tasks or engage in new experiences”, says Melissa Schoorman, Head of Wardle House and Deputy Principal of Toorak College. She adds, “children learn from mistakes as well as from success”.

Avoiding negative experiences or emotions can exacerbate anxiety and heighten emotions. Our natural response is often to take time away from the task or event that is causing this discomfort, however, this strategy can result in a fear of failure which is disproportionate to the experience. Melissa Schoorman says, “we all need to get comfortable with being uncomfortable to allow our children to develop healthy life-long coping skills, however, emotions should not become overwhelming or crippling so please ensure you engage external support if needed.”

1

INTELLECTUAL GROWTH AND DE VELOPMENT is shown through neuroplasticity, which is our brain’s ability to adapt to experiences.

2 IN DE PE NDENCE enhances and promotes their problem solving skills.

3 CONFIDENCE allows them to attempt new challenges with an open mind and without fear of failure.

4 GRO WTH MINDSET encourages them to embrace struggle instead of fearing it.

5 EMO TION AL RESILIENCE AND PERSEVERANCE teaches them not to create unrealistic expectations or the illusion that success is standard and comes easily and without effort.

5 reasons why allowing our children to struggle is important

TACKLING GENDER STEREOTYPES

#BREAKTHEBIAS

BY KRISTY KENDALL Principal

When we consider progress, we often envisage a row of dominoes falling one by one. Typically, however, progress looks more like some dominoes falling, others not and even some falling but then standing themselves back up again. This is what our continual plight for gaining gender equality in Australia looks like.

In 2006, Australia was ranked 15th in the Global Gender Gap Index, by 2021 we fell to 50th. In a year where no new female CEOs were appointed to the ASX top 200 companies, it feels like more dominoes are standing than falling.

The reality is that mentoring, funding and initiatives help in addressing these issues but change starts with challenging stereotypes. This is not a conversation just for women, it is a conversation for us all.

To mark International Women’s Day this year we leant in to the theme; Break The Bias. We celebrated across the school with activities that brought year levels together, showcasing the amazing role models we have in our own student body. An absolute highlight being the performance and stories shared by Collegian, Amalia Foy. She talked about the expectations she has for herself in demanding equal pay at music gigs and how she works to confront gender stereotypes in her industry. Our staff heard from Collegian, Imogen Randall, about the national employment trends and perceptions around gender equality.

This presentation opened our eyes to the world we will graduate our students into and reminded us of why it is so necessary that we continue to give our students an unapologetic advantage in our all-girls environment.

For our community, we hosted our inaugural International Women’s Day breakfast, a tradition we look forward to continuing. We heard from media personality, Jackie Felgate, but also made a conscious decision to ensure that we have all voices contributing to this issue. Nathan Burke was inspirational in his address at our breakfast, speaking passionately about the role we all have to play in addressing gender stereotypes. He reflected that he is often asked if he is coaching AFLW just to try and get into coaching in the AFL. His answer is simple, he is coaching in the best place to coach. Women’s football is not a step up to anywhere, it is the pinnacle of his coaching aspiration.

I think the most important conversation we shared in as a school this International Women’s Day was that equality doesn’t mean doing things the same across genders. It is about acknowledging and celebrating the differences, and ensuring everyone is given the same opportunities and recognition in the work that they do. Females think differently, confront feedback differently, feel a need to belong differently and so much more. Equality will come when we start to accept those differences, work against our preconceived biases and openly confront the stereotypes that are accepted all around us.

STUDENT VOICE

KATE MCMICHAEL YEAR 9

Throughout my many years at Toorak I have felt as though I can do anything I put my mind to. A memory that is particularly vivid for me was during Year 8 Camp. We had just come out of lockdown and we were finally able to go on a camp after 2 years of online learning. Although I was nervous when I got there, the nerves melted away as the week went on and we shared some amazing experiences together. We went on many hikes and did many amazing activities, and even though at times we struggled on the hikes, reaching the peak and seeing the mountains was tremendously rewarding. After that hike I had never felt so strong and empowered. This was a lesson I will carry with me forever, through hard work comes great reward.

AMELIE DILLON YEAR 6

To me, empowerment means trying new things and by doing that it gives me more confidence knowing that I really can do it and I don’t need to question or doubt myself.

I have grown and expanded my interests since starting at Toorak. At my previous school I thought I only liked certain things, but because I’ve had the opportunity to try so many new things I have now developed new interests including the Duke of Edinburgh Scheme, public speaking, Serenata Choir, Benedetti Strings as well as playing the violin.

Empowerment means encouraging other people to embrace every opportunity that is on offer. It is also speaking up for yourself and supporting others to do the same.

PURPOSE FOLLOWS WHERE PASSIONS LIE

BY KRISTY KENDALL Principal

One of the highlights in our school calendar is our High Achievers and Colours Assembly. A time where we invite back those students who have recently graduated from Toorak and have performed in the top 5% of the state in a subject or in their ATAR, and those who have participated at the highest level in every part of school life.

It is a wonderful moment not just to celebrate these students, but for our current Year 7-12 students to hear their stories and pathways. I remarked in our 2022 service that it is fitting that it is called a Colours Assembly as our students’ brilliant array of colours are now shooting off into the world, creating new shades and hues, a moving tapestry beyond our gates.

But what’s important for our younger students to understand is that these students once sat where they are sitting now, and not so long ago. They were unsure about where their path was heading, questioning the purpose of things and worried about what would come next. These are such common themes for young people to ponder upon and when students tell me they don’t know what they want to do next, I always reply, “that is the correct answer”.

They certainly have an urgency to have things figured out and they often feel that having things aligned is a determinant of their success. I think the exact opposite may be the case, there is a lot to be said for staying open to opportunities. What we want for all of our students is for them to lean into their passions. Whether that be dance, maths, their language, climate change or sport. Purpose will follow where your passions lie. What we encourage them to see is that purpose or direction is not about having one thing but a fusion between many aspects of their life. Do they love helping others, are they the sort of person who thrives on direct feedback, do they have wild ideas or do they value their alone time? All of the things they do where they lose track of time, never fail to jump out of bed for, and continue to look forward to are the things to notice about themselves.

While we have a structured and guided Futures program at Toorak College which takes students on an individual journey to evaluate these questions, gain insights and experiences and make informed choices, it is the informal moments that count too.

So value the journey, notice what you love doing, articulate what is important to you and stay true to your sense of self. We, as a school, can’t wait to see what vibrant colours are produced next.

Striking a chord

HOW I OVERCAME CHALLENGES AND FOUGHT FOR MY PASSION

BY AMALIA FOY Collegian (TC ‘19)

Graduating in the class of 2019, I now study and work within the Melbourne music industry. Growing up at Toorak from Prep through to Year 12 really helped me nurture my creative passions. It not only gave me the opportunities to explore music through a multitude of different avenues, but also showed me what I can bring to the table as a woman in an industry that is all about sharing emotion and creating change. The Toorak community within the cloisters and the walls of the Toorak music department was an environment that I still refer to as my ultimate safe space; a space where I felt the most empowered to not only strive for unlimited creativity, but to use every opportunity to try something new. Fastrack to April 2022 and I am currently in an artist development recording deal with Red Door studios in Melbourne and working on my first EP of songs that I hope to be travelling overseas to promote in the near future. I also teach a student base of over 35 aspiring singers at Coach Music Academy.

My first major musical success occurred back in 2016 when I was the only female in the Top 4 Grand Final of X Factor. I couldn’t help but notice the gender bias directed towards the male majority, through not allowing me to pick the songs that I wanted to sing while asking me interview questions about my clothes and hobbies rather than my passion for singing and creating.

Throughout VCE, and the recent years I have been out of school, I have toured with the Australian Eurovision contestant Isaiah Firebrace and regularly perform at corporate and social entertainment events. It is a rare occurrence where I don’t have to stand up for myself as a woman, whether it be standing up to the all-male band who take over my mic check and performance time or fighting the manager for my correct amount of pay at the end of the night. In these moments, I really do appreciate the upbringing and education I had at Toorak.

In these instances, I make a conscious decision that I am the one who fuels my self empowerment to strive for what I am truly capable of. I pull strength from my alter ego; a powerful woman who is assertive and professionally stands up for what she believes in, who isn’t afraid of being criticised as a woman who knows what she wants. I started believing this woman was the most authentic version of myself. As we reflect on how external empowerment has shaped the way in which we lead our lives as women, we realise that it is the culmination of a promotive, like minded support system paired with an unwavering passion for what we do that ultimately creates our internal sense of inspiration and drive. I am excited for my future and for the futures of all the young women yet to graduate from Toorak. We, ourselves, are the change that sends waves of determination, passion and anticipation throughout the community - let’s watch it catch on!

I make a conscious decision that I am the one who fuels my self empowerment to strive for what I am truly capable of.”

THE POWER OF CONSISTENCY IN EDUCATION

OUR EARLY LEARNERS LEAP BOLDLY INTO PREP

BY CATHERINE NOBLE AND POLLY GRIERSON Prep Teachers

Parents want to ensure the school they choose is the right place for their children. The benefit of holistic educational care the children receive, from when their brains are just starting to open up and interpret the world to when they become independent thinkers and leaders, is fundamental. Research shows that a positive transition occurs when families and educators collaborate and outline clear expectations around learning, safety and care.

As Prep teachers, we are uniquely placed to observe the positive impact on children when they transition from Pre-Prep to Prep within the same educational setting. Conversations between families, ELC and Junior School educators start earlier and the sense of community and strong relationships nurture the children as they move to the next stage of their educational journey. Transitions occur naturally because our Pre-Prep children are surrounded by an academic environment beyond their gate and witness interactions between Junior and Senior students that may inspire them.

EARLY TRANSITION

Our formal transition to School commences in Term 4 of the year prior to children starting Prep, yet, our Early Learning children are no strangers to the Prep classrooms. They recognise the classrooms and they say hello to the familiar Junior School teachers they see on a daily basis. They even become confident with playing on the big equipment in the playground.

Recently we have expanded our transition program with the introduction of Project Enlighten for Pre-Prep, Prep and Year 1 students. This program runs in Terms 2 and 3 and involves children learning in small, mixed-age groups once a week. Through an engaging program of play-based activities, they become familiar with a range of staff members they will encounter once they move to Junior School.

A FAMILIAR LEARNING ENVIRONMENT

When our children transition into Junior School, we really notice how ready and prepared they are for the next academic level. The children feel comfortable and safe in a learning environment that is familiar to them, therefore they are fully able to immerse themselves into all areas of their education. They know other children from their time in Pre-Prep and also have the opportunity to make new friends. This familiarity and consistency allows them to focus on building their skills in reading, writing and mathematics.

We know that in recent years our children have faced many disruptions to their daily routines and learning journeys. In light of this, there is real value in the sense of security and community that is afforded by providing consistency in their educational environment.

Going from Pre-Prep to Prep is one of the biggest educational leaps a child can take. After a time of such uncertainty and disruption to our children’s education, how do we know that they are leaping boldly (not blindly) into Prep and beyond?”

THE TOORAK CODING CONTINUUM

HOW DO WE ACTIVELY PREPARE OUR GIRLS FOR THEIR FUTURE?

BY LEIGH MURPHY STEM Classroom Teacher

Many of today’s occupations will no longer exist by the time this year’s Prep students have finished their education.

Having a STEM-skilled workforce is the foundation on which the Australian economy will prosper. Technological advancements continue to accelerate, and skills such as critical thinking, problem-solving, analytic capabilities and curiosity are necessary to succeed.

In the last 20 years alone, employment in STEM occupations has risen by 85 percent, which is more than twice as fast as non-STEM occupations (40.2 percent). If research suggests that future professional skills will include social intelligence, media literacy, sense making, computational design, adaptive and cognitive thinking skills, cross cultural competency and virtual collaboration, how do we actively prepare our girls for their future? The Toorak coding continuum ensures that students are developing a real-world thirst for knowledge in a digital world.

It is well documented that women in STEM are heavily outnumbered by their male counterparts. According to the Australian Women in STEM Decadal Plan in 2019, only 16 percent of the STEM-skilled workforce was female. Conversely, our Class of 2019 saw more than 40 percent of graduates being offered university placements in STEM related fields, highlighting that Toorak is trailblazing when it comes to supporting pathways for females in STEM.

To foster STEM pathways for girls, Toorak College proudly aligns with technology companies. The Downer Group is Australia’s third largest employer and has accepted Toorak College graduates as part of their prestigious Cadet program.

While our students are currently gaining employment in STEM fields, it is vital that we, as educators, prepare our next generation of STEM innovators and leaders. At Toorak, this begins during their Pre-Prep and Kindergarten years where children are engaged in a range of play-based design and technology activities that allow them to explore patterns, systems, directional language, creativity and problem solving. As 90 percent of brain growth happens before the age of five, these are the crucial years to expose little learners to the world of STEM and digital technologies.

The coding continuum charges forward in the Junior School years, engaging in the Toorak College Design Thinking Framework as part of their Unit of Inquiry. Practical learning experiences include building robotic and circuitry hardware and developing their own algorithms.

In the Senior years, coding is a focal part of our students’ academic growth. Agile Learning is a compulsory subject during Years 7 and 8 where they are introduced to the coding language, Python, and are able to enhance their coding skills. Our Year 10 students are seeking university credentials and pathways into computer science degrees by taking on a pilot project at Deakin University. It is these kinds of opportunities that aim to ignite self-empowerment so they can drive their own future into a new era of technological advancement.

In the last 20 years alone, employment in STEM occupations has risen by 85 percent”

Thinking BIG

ILLUMINATING GIRLS’ ENTREPRENEURIAL SPIRIT FOR A BRIGHT FUTURE

BY KATE BROWN Deputy Head of Senior School - Academic Growth

STUDENT VOICE

Albert Einstein once said, “Logic will get you from A to B. Imagination will take you everywhere.” Never have truer words been spoken when we think of the skills needed for our girls’ bright future. As demand for technological advancement increases, more employers across a wide range of industries expect a new capability–entrepreneurial thinking.

Entrepreneurial thinking is now an essential part of any secondary education. It looks at how to develop a resilient and determined mindset, to see opportunities where others see problems, and be resourceful when creating potential solutions. While many of us connect the word ‘entrepreneurship’ directly with creating a start-up business, the creative and critical thinking that sits behind such an enterprise is now represented by a skill set that has become a common requirement for success in any industry.

JOSIE CIANCI YEAR 12

Toorak College is paving the way for girls to enlighten their entrepreneurial spirit through Project Illuminate, our curriculum program for students in Years 7-9. This program is shaped around the explicit teaching of entrepreneurial thinking to ensure students are harnessed with skills and knowledge that resonates with the future workforce. The subjects, Agile Learning and Growth Mentoring, allow for contextual application and continuous reflection as students progress through the modules. The skills acquired across these years culminate in the specifically designed Year 9 class IlluminatEd.

Starting from Year 7, students interact with industry professionals to gather knowledge, skills and experience. Agile Learning in Years 7 and 8 allows the students to track their progress in acquiring skills and achievements through collaborative and communicative endeavours. Building on industry knowledge in Year 9, our IlluminatEd class has benefited from directly working with the School’s Operations team to inform their projects. They have discovered innovative ways to market a business, learn the vital need to budget, order and organise workflow with external suppliers, and develop confidence in communications, catering, human resources and administration.

Students have been challenged to look at a problem from a different perspective, practice being decisive and apply their design and entrepreneurial thinking skills in many different scenarios. Students graduate from Project Illuminate with a strong sense of their building blocks and how they can make an impact in their future.

Academic growth is something I really value. It is super important to me that my education doesn’t stay stagnant and that I make sure to look at every assessment or piece of feedback as a learning opportunity. Toorak has allowed me to continuously improve in my abilities, to retain information and grasp concepts. This has always really encouraged me to continue putting in the effort I do, because change and improvement will happen. My confidence in my abilities has also come from my teachers’ and peers’ belief in my growth. My future approach to learning has been very much changed by those around me. Rather than looking at grades or scores specifically for validation, I find more comfort in believing that I am bettering my knowledge and my skills for the future.

AMAYA MARCUSSEN YEAR 5

Throughout the term, I have grown greatly. One example of this is my responsibility and bravery. I have shown bravery when I performed in the Autumn Concert with Benedetti Strings on the violin. Another example of my growth is my mathematical skills. In maths, I have grown in my understanding of algebra and my ability to divide fractions. I can barely believe how much I have grown, however, I know that I still can grow even more. I have felt the spirit at Toorak. I am extremely grateful for all the support I receive at this amazing school.

Entrepreneurial thinking is now an essential part of any secondary education.”

The harmonious bond between music and literacy

LEARNING A MUSICAL INSTRUMENT ENHANCES OUR JUNIOR STUDENTS’ LITERACY SKILLS.

BY BRONWYN PIERCE Music Teacher

We are introduced to music and singing right from the start of life and we use music to process stories, language and rhythm. Singing also strengthens neural connections for reading. If a child can hear it, they can say and sing it, and then read it and use it in more advanced written and spoken language. According to The Music Advantage, “It is easier to hear nuances in song because the rhythm is slower than speech and the distance between sounds is larger. That is why song is such an effective tool to teach and learn language.”

Being able to keep a beat is also an essential part of reading readiness. Research says that clapping in time requires universal coordination and connection between motor and sensory systems and a fine temporal ability to control the movement to be on beat. Beat synchronisation is an external representation of a level of internal cognitive connectivity.

At Toorak College, our Junior Music curriculum is centred around three areas: being tuneful, beatful and artful. These three pillars are essential for building lifelong musical skills, and also provide the necessary foundation for literacy skills and wideranging academic and social advantages.

DECODING

Music learning assists with word decoding.

LANGUAGE SYNTAX

Music learning improves young readers understanding of language syntax.

PHONOLOGICAL AWARENESS

Music learning improves phonological awareness for specific language sounds more than direct phonological training.

COMPREHENSION

In a Toorak music lesson, we learn countless songs and rhymes engaging this universal coordination to successfully memorise, recall and extend these activities in many musical ways. This is really quite easy for our brains to engage in this type of playful activity. By the clever art of repetition, music educators often add other layers of challenge for students each time through body percussion, instrumental playing and movement. The exciting thing is that this training strengthens the neural connections making it more efficient for activities that require decoding of sound to symbol: music notation and the reading of language.

An ever-growing number of students from ELC to Year 12 participate in weekly musical instrument lessons. The benefits of continuous, multi-year music training is well-documented in neuromusical research, and in a recent study, researchers found that, “Students highly engaged in music were, on average, academically over one year ahead of their peers not engaged in school music.” The study identified evidence of positive relationships between school music participation and high school exam scores in english, mathematics, and science.

How exciting it would be if every student at Toorak College learnt a musical instrument!

Music learning improves comprehension in beginner readers and those experiencing reading difficulties.

LEARN NEW WORDS

Music learning increases the speed at which children learn new words.

USE NEW WORDS

Music learning increases the understanding of how to use new words in language.

Students highly engaged in music were, on average, academically over one year ahead of the peers not engaged in School music.

6 ways music helps enhance students’ literacy skills.

COLLEGE Collegians

Let’s get chemical

BY SUZANNE NIELSEN Collegian (TC ‘94)

I began my career as a pharmacist. Early in my career, I worked with people who had a heroin dependency and were on the methadone program. It sparked an interest in addiction treatment when I saw the improvement in people’s lives as part of the methadone treatment program.

I soon moved to the UK and worked in a specialist drug treatment clinic in central London, where I had the chance to see a broader range of innovative treatments and research. When I returned to Australia a few years later, I decided to study for a PhD. After I completed my studies in 2008, I moved to the US to take up a Post-doctoral Fellowship at UCLA. I moved back to Australia in 2011 to take a fellowship in Sydney and continue my research before returning to Melbourne in 2018 to establish the Monash Addiction Research Centre (MARC) at Monash University. MARC has now grown to be the largest addiction research centre in the Southern Hemisphere.

I am lucky to be at Monash University, with strong female leadership at all levels. When you are surrounded by great female leaders, and mentored by them, I think it makes it easier to see yourself becoming one. We have a female Dean of Medicine, and Professor Margaret Gardner is the President and Vice-Chancellor of Monash University.

In my role, I am able to lead critical public health research which aims to improve the health and lives of vulnerable populations. A career in health and science has also provided me with the opportunity to travel to many countries and live in three different continents. It was not without its challenges as I travelled with a young child. I was fortunate to have university support that enabled me to travel with my child and a carer earlier in my career so I could still attend international meetings. There are a lot of programs now that support women in academia so your career does not have to stall when you take parental leave (for example, paying for a research assistant to continue your work while you are on leave). That is not to say that it is easy, yet having the right structures around you makes a huge difference.

I know a lot of people say this, but choosing a career that excites you, and that you find rewarding really helps to sustain motivation when you are facing challenges. It does feel a lot less like ‘work’ when you have a career you love.

ASSOCIATE PROFESSOR SUZANNE NIELSEN, BPHARM PHD MPS, IS THE DEPUTY DIRECTOR OF THE MONASH ADDICTION RESEARCH CENTRE IN MELBOURNE AND IS A NATIONAL HEALTH AND MEDICAL RESEARCH COUNCIL (NHMRC) CAREER DEVELOPMENT FELLOW.

When you are surrounded by great female leaders, and mentored by them, I think it makes it easier to see yourself becoming one.”

GROWING AN INCLUSIVE CULTURE

THE ART OF THINKING INDEPENDENTLY TOGETHER.

BY OLIVIA BUGDEN Deputy Head of Senior School - Personal Growth

At Toorak, we believe that an inclusive culture at our School creates an environment where all of us are responsible for making a safe space for learning. When young people feel safe they are more likely to take risks, problem solve and move forward from adversity. When you include student voice into this equation you also have students who are able to step up and speak out when they see something that goes against our School values and ensure that the students beside them feel supported. They also start to understand how their interaction in the classroom and playground can add value to someone else’s experience ensuring that we lift each other up.

Promoting an inclusive culture in a school means taking the time to consider if the learning environment meets every need of all students and teachers. For us, it is about fostering a bright education by supporting students with diverse needs. Some of the practical initiatives include providing a sacred space in the School for students with neurodiverse needs or for those who just wish to withdraw from the noise. A space that allows them to come and rejuvenate their sensory stimulation of school life. Another cause for action was changing the School uniform to be more accommodating of trousers and shorts so that every student could feel comfortable while learning. Recognition of traditions and days of significance for different cultures in our community is important too. As is giving teachers the freedom to make daily considerations on what and how they are teaching their curriculum so all students have access to it.

At Toorak, we have a three-pronged approach to inclusive education. This features our policies and procedures to ensure that all students feel safe and supported at School. Our wellbeing curriculum taught through physical education, health and wellbeing periods provides the theoretical lens from which to understand diversity, and the inclusion of practical elements of an inclusive culture enables every student to thrive.

In 2021, we were proud to establish the School’s first Diversity Committee. Made up of staff and students, the Diversity Committee addresses initiatives within the School, runs small workshops, speaks to students and staff and plans our annual Diversity Day in Term 3. They have a focus on aligning our students’ values and expectations with those that they will see represented in the world beyond our gates and ensures every student who graduates from Toorak values the diversity they see all around them every day.

STUDENT VOICE

CHINELO CHIEZEY YEAR 10

Toorak College has played an integral role in shaping me into the young woman I am today. The incredible teaching staff have been a vital support system for me and allowed me to overcome many challenges that I am unsure I would have been able to face without them. Each year, the School broadens my views on the world, constantly providing me with opportunities to pursue my interests and improve myself. The lessons I have learned here have allowed me to act with integrity in all that I do. Toorak has helped strengthen all aspects of my personality and I have grown so much over the years.

ABBEY RESTALL YEAR 5

During my time at Toorak I have grown so much. Not only am I significantly more confident and achieving a lot more academically, but I’ve also felt really supported with my equestrian. My teachers have enabled me to compete regularly and the organised clinics have really helped me to be a better rider. I was so proud to compete and support Toorak at the recent Victorian State Interschools and now I’m so excited to take both my horses to Sydney later this year for Nationals 2022. The teachers have really supported me throughout my success over the past two years and I am grateful for how Toorak College has guided me through both personal and academic growth.

KINDNESS IS KEY TO POSITIVITY

“WHAT WE THINK, WE BECOME.” – BUDDHA

BY MELISSA SCHOORMAN Head of Wardle House, Deputy Principal

As a school leader, I often get asked how we create such a kind and inclusive culture at our School. My answer is quite simple; highlight the positivity that you see around the School and have zero tolerance for negativity and actions that exclude and cause others to feel uncomfortable.

“Positivity breeds positivity” goes the saying in Wardle House and all our delightful students understand that it is important to celebrate kindness when it is noticed. That is why in the peak of the pandemic in 2021, when we were working and learning from within the four walls of our own homes, three bright (now Year 7 students) had the wonderful idea of building a sacred space where students could share stories and random acts of kindness. Affectionately known as the Kindness Club, these inspired students approached our School leadership team, wanting to make a difference and foster a greater sense of community amongst the younger children. Their goal was to run a lunchtime club that allowed all year levels to gather in the Wardle House Library and just be; be with each other, be amongst others and be with those who have common interests. The sense that everyone belonged, was welcome and was here to learn and play shoulder to shoulder, meant that the numbers grew every week. The momentum that the club has, even one year on, is exciting to see.

At Toorak, kindness is taught across an array of platforms, from wellbeing sessions first thing in the morning to lunchtime debriefs straight after break times. It is also evident when our staff welcome students by name on arrival to school and demonstrate a genuine interest or care about what is happening in their lives.

Our beloved Random Acts of Kindness letterbox that sits in Wardle House Reception serves as a constant reminder to all that we need to stop and notice those actions that make others happy. It can be a smile, an offer to play or a bigger gesture when helping a friend in need. A great sense of accomplishment and achievement is also felt when the notes are read aloud at assemblies each week. This allows the recipient to feel appreciated and valued whilst reciprocally, the author of the note feels validated for observing and pointing out the good deed. This practice has become even more important following COVID, as students have been forced to play only with their siblings and family rather than peers. By explicitly pointing out the desirable behaviours, children are more likely to view these as important and want to replicate these when playing.

No matter if we are talking about pre or post pandemic, our students know that kindness never becomes redundant. If this mantra sits at the core of how we react and behave on a regular basis, then our students will soon learn that in order to be recognised and acknowledged, you must be kind, empathetic and show gratitude for all that we have.

EMPOWERED PEOPLE, EMPOWER PATHWAYS

THE VALUE OF RELATABLE ROLE MODELS.

BY FIONA WINES Head of Senior School, Deputy Principal

At Toorak, we see time and time again that when students are inspired by others who have been empowered to achieve their goals, they feel they can also achieve their dreams. As inspirational speaker and author Simon Sinek said, “A mentor is not someone who walks ahead of us and tells us how they did it. A mentor is someone who walks alongside us to guide us on what we can do.”

We have boundless avenues for our students to seek inspiration–be it our Collegian Empower Network, High Achievers and School Colours Assembly, internal leadership opportunities or even through events such as International Women’s Day. The conversations following these interactions show us that our students are actively engaged and thinking about their future pathways at various ages, not just in Year 12.

Mentorship and role modelling begins as young as Prep when our youngest Wardle House learners play and interact with our delightful Early Learning children as they soon embark on their road to Prep. The beauty of being on one campus from Early Learning to Year 12 is that we can all flourish by learning from others who are at different stages of their academic journey. Everyone is a witness to the personal and academic growth of our students across the span of their journey and that is where meaningful moments are made. We know how our students benefit from their interactions with others, how they remember the person and the stories, and are inspired by both. Along the way, students engage in many leadership opportunities where they can mentor others. It might be in TC Connect where Year 9’s act as leaders to the Year 6 and 7 students or perhaps it might be in the role of a class captain.

An integral part of mentoring at Toorak is the Empower Network where we continue the dialogue with Collegians and recognise their values from when they thrived at School and beyond in their careers. Collegians are connected with current students to act as trusted mentors to girls who want to achieve their ambitions in a certain field. It is a safe space where students can ask questions, share experiences, explore and discover their pathway. It is an industry opportunity that cannot be found anywhere else.

Young people are influenced by the behaviour and ideas of others so it is our duty to ensure that there are role models in their lives who can have a positive impact. When they can visualise their future, they can strive towards it. The ability to connect on a more personal level can have an even greater impact on our students’ academic journey, and by providing opportunities for mentorship, it can lead to personal growth on a monumental scale.

Young people are influenced by the behaviour and ideas of others so we need to ensure that there are role models in their lives who can have a positive impact.”

HOOKED ON BOOKS

HOW EARLY CAN YOUR CHILD START LEARNING TO READ?

BY MELISSA SCHOORMAN

Head of Wardle House, Deputy Principal

DEVELOPING SKILLS FROM AS YOUNG AS TWO

At what age should parents introduce a child to the process of learning to read? This is a perennial question asked by many families. Whilst some people believe that waiting until Prep is the right time to expose children to literature, it is my strong belief that immersion, a love of literature and exposure to the correct techniques and phonemic awareness, is crucial in ensuring a child is ready to develop the skills for reading from as young as two years of age.

SHORT AND SHARP LITERACY ACTIVITIES

This immersion can take many forms and at its core should remain play-based for our pre-school children. Understanding that a letter has a name and makes one or more sounds similarly to an animal, is a fundamental concept that, if grasped early, can assist a child’s success when reading. These and other related concepts such as rhyming, syllabification, phoneme identification, blending and segmenting are all short, sharp activities that our children can participate in and master with the correct scaffolding and intentional teaching.

EACH SKILL IS A PUZZLE PIECE

Reading in its simplest form, is a puzzle that requires a child to be given all of the pieces in order to decode the English language. One skill is not more important than another, and, in fact, it is in the culmination and co-mastery of these skills that a child gains success. The overall aim should not be to have a child reading books by the age of three, however, it should be to learn how to blend decodable words alongside those high frequency words (often referred to as sight words). Alongside this, children can then create an appreciation of how visuals (pictures) enhance the meaning that the author is attempting to convey. It is my firm belief that children should never be taught a reading skill in isolation nor should hierarchical importance be placed on each skill, this then allows children to experience constant success.

PROVIDING RESOURCES TO FAMILIES

We can all attest to viewing our children as curious beings so why then when it comes to learning (even more specifically reading), do we feel like we cannot give them the tools that they need to be successful and force them to wait until Primary School?

My only answer to this question is that parents choose to wait until their child is in Prep so that they are taught using correct methods. Our Toorak College Early Learning Centre staff and families are provided with training to ensure that they have the confidence and knowledge to understand the process of reading. If more services prioritised this, it would ensure that those children who are ready, are reading well before they commence formal schooling at five years old.

A child is ready to develop the skills for reading from as young as two years of age. ”

TOORAK COLLEGE Collegians

All fired up

AMANDA LECK IS THE EXECUTIVE DIRECTOR OF THE AUSTRALIAN INSTITUTE FOR DISASTER RESILIENCE (AIDR) WHERE SHE LEADS A PROGRAM OF WORK ON BEHALF OF THE COMMONWEALTH GOVERNMENT THROUGH THE NATIONAL RECOVERY AND RESILIENCE AGENCY.

BY AMANDA LECK Collegian (TC ‘81)

I didn’t know that my current role even existed when I began my career in the mid-80s. There was never a grand plan to one day lead a National Institute that works to support Australians to be more resilient to disasters. Upon reflection, it seems all my previous roles have led me to this place.

At Toorak, my favourite subjects were English and History. I followed my passion and studied at The University of Melbourne graduating with a Bachelor of Arts (Honours) in History and Philosophy. I honed my research and writing skills and undertook a journalism cadetship at Southdown Press on New Idea magazine.

Toorak instilled in my cohort a “can do” attitude, to empower us to achieve whatever we wanted. This was at a time when there were still so many structural barriers to the full participation of women in the workplace such as a lack of high-quality childcare and parental leave provisions. I have carried this “can do” attitude throughout my life, never saying no to a new opportunity, and this has impacted my career choices and direction.

As a young married woman with three small children I became involved with the local community, joining the Country Fire Authority brigade, helping to establish a Kindergarten, and volunteering my time at the Neighbourhood House.

I gained skills in community development and community engagement through hands-on learning and this, together with my communications background and life experience living in a high bushfire risk area, led me to a career in helping communities to be prepared for bushfire.

I joined the CFA staff in a full time capacity and worked on behaviour change programs to encourage those living in highrisk communities to be prepared for the threat of bushfire. These programs were founded on research and evidence and designed to shift people’s thinking to understand and personalise their bushfire risk, and then to take action.

Up until this time, fire services had traditionally been focused on response and were male dominated.

Prevention and preparedness programs were relatively new and convincing some of those who had been in the fire services for many years that there was another way to save lives and property by empowering communities to take action before a fire started, came with challenges. However, research demonstrated that this approach was sound, and some 20 years later fire services are investing more in community engagement and development programs to build more resilient communities.

Following 10 years with the CFA I worked with local government on a community resilience building project before taking a role with AFAC, the National Council for fire and emergency services, as Director of Community Safety, and then to my current role as Executive Director of the Australian Institute for Disaster Resilience (AIDR).

AIDR influences change through four key strategies: it creates, grows, and supports a range of networks; builds national capability through learning, development and innovation; shares knowledge and resources to enable informed decision making and action; and facilitates thought leadership through national conversations on disaster risk reduction and resilience.

Over recent years, as the impacts of climate change have led to more frequent disasters of a greater scale than we have experienced before in Australia and across the globe, we are seeing a growing community of people across a broad range of sectors who are working together to reduce disaster risk.

If we, as a community, are to cope, adapt and transform in the context of increasing climate risks, we need new leadership qualities to meet the challenges of the future. Women will play a key role as we work to navigate an uncertain future together. Women value relationships and relationships lead to collaboration. Collaboration drives innovation and leads to doing things differently.

I have the privilege of leading the Institute as we work to catalyse change so that Australian communities, economies and the environment are more resilient to disasters. And I know that we will have a growing cohort of young women, in particular, stepping up to address the challenges that the future holds.

Women value relationships and relationships lead to collaboration. Collaboration drives innovation and leads to doing things differently.”

The benefits of school belonging

HOW CONNECTION LEADS TO MOTIVATION AND PERFORMANCE

BY FIONA WINES Head of Senior School, Deputy Principal

At Toorak, belonging to our School community means that every child feels that they are safe, secure, seen and heard by all their peers and teachers. Research shows that when students feel that they belong, there is a positive impact on all aspects of life including their physical and mental health and their academic outcomes. For students to feel that they truly belong, they must feel safe, accepted and valued.

From the moment a student joins Toorak, we encourage them to connect with each other, their teachers and the School. Our transition program provides students with opportunities to connect and develop initial friendships but we understand the importance of continuing to provide these opportunities through the whole school journey. Our wellbeing activities, House program and whole school connection events all support our students to develop relationships.

We foster school connection through our co-curricular program where we encourage our students to try new things and develop friendships.

Belonging means to encourage our students to ask questions and voice their opinions, knowing that their ideas and views are respected and appreciated. Students who feel that they belong and who feel secure in their school community, are often more engaged and motivated and they are comfortable seeking advice and support from both their peers and teachers. They are more resilient, understanding that sometimes things will not go to plan and that they have the ability to decide what happens next.

Students also need to feel connected with, and supported by, their teachers. This comes from the teachers really knowing their students.

Our wellbeing activities are designed so that our teachers can get to know the students in their care and we have one-on-one conversations with every student as part of our wellbeing program. Students need to know that they have a trusted adult that they can talk to and so we provide opportunities for these conversations to take place.

Belonging increases engagement, motivation and resilience as well as supporting the development of relationships with others. When a young person feels valued and respected, self esteem increases, giving them the confidence to be themselves. As we shape our School culture to continue to foster belonging, we know that it will have a positive impact on the wellbeing and academic outcomes for a young person now and into their future.

KICKING GOALS

BUILDING STRONG FEMALE LEADERS THROUGH THE POWER OF SPORT

BY LEE-ANNE MARSH Head of Health & PE

We do not teach sport because our students need to learn how to throw or kick a ball, we teach sport because it provides some of the most important life skills–endurance, discipline, resilience and humility to list a few.

Students who play a sport learn much about themselves as a person and what they really want out of life. It instructs them to be confident leaders and encourages them to be gracious in defeat. No matter if it is a team or individual sport, these life lessons become invaluable as they graduate from Toorak.

In Year 10 Health and Physical Education, we aim to foster lifelong health and fitness habits by offering experiences within the local community. These include indoor rock-climbing, stand up paddleboarding and kayaking, teaching our students about the importance of perseverance and determination.

The Year 10 students also undertake a Peer Teaching Unit, in which they are required to teach their fellow students skills related to a selected sport or activity. They develop their own lesson plan and take on the role of coach where they can teach and apply skills in a practical activity. These types of mentorship opportunities enable our students to practice being a leadera skill that is transferable to other aspects of their life.

Competitive sport is part of the Toorak spirit as it runs through our health and physical education curriculum, co-curricular sporting program and our House system. Many students jump at the opportunity to be a leader in the sporting arena be it a coach, umpire/referee or team captain, our students thrive when they take on additional responsibility.

Whilst physical education and sport are important for the development of students’ physical capabilities such as fitness levels, coordination and skill level, they are just as important for developing the social and emotional skills to truly know themselves, to be able to interact positively with others and to be compassionate leaders.

STUDENT VOICE

ANNA (HONG ANH) NGUYEN YEAR 11

I struggled to thrive in a co-educational school as there were traditionalistic views in regards to how female students should behave and what they can do. Female students in my old school would often bury themselves in textbooks and study for mammoth hours as we were discouraged from participating in co-curricular activities, especially sports, that were considered to be “too manly”. However, at Toorak College, girls are able to thrive in all areas, both academically and personally. In this supportive environment I am able to participate more in team sports and go for leadership positions, as well as becoming a valuable trumpet player in multiple musical bands. I am so fulfilled from the great opportunities that I have taken, as well as being able to achieve my ultimate goal to have a healthy balance in school.

KALLIOPI PSARRIS YEAR 3

What an incredible place Toorak College is! Here, each student and every family is special and part of a wonderful community that is working together to achieve great things. This culture creates the right environment to thrive in whatever we have passion for. Like in maths when Mrs Anderson made the step-by-step process of vertical multiplications seem fun. I’ve enjoyed it so much! There are so many things that make me happy at school. All the support from the teachers and the happiness they spread around us is just contagious.

I love Toorak!

CAREERS OF THE FUTURE

THE GAME HAS CHANGED AND SO HAVE THE RULES

BY BIANCA NEW Student Futures Specialist

What will the workplace look like when our Junior School students turn 18 in 2030? Will university still exist? Will robots be doing our work? The short answer is - we don’t really know. What we do know is our students are planning their careers in a tumultuous landscape, unseen by previous generations, thanks to advances in technology and globalisation.

Our grandparents prioritised job stability and prestige when deciding upon a career. To “like” your job was a bonus and came second to having a “job for life”. Subsequent generations discovered that liking your job actually improved career satisfaction and productivity, and the career advice changed to “seek what you are most passionate about”, but also, “choose a passion that makes money”.

In contemporary society, the focus on passion creates a new challenge for students. What if they have not discovered a passion yet? Do they have more than one? This makes it tough to decide which path to take. This focus on passion is made more complex by 50,000 Australian undergraduate tertiary options currently in existence. Students are overwhelmed by choice and the expectation to “get it right”.

For students about to embark on their first career steps in this current environment, it is important to ease the pressure and expectation of choosing the path you believe is right and will do forever. In today’s climate, we can have many different careers so this is an extinct notion.

The landscape of universities is rapidly changing to meet the demand of growing STEM industries that harness creativity, innovation and communication. You would ideally like to look for an institution that has strong partnerships with industry, promotes flexible delivery, capstone projects, work integrated learning and credit for volunteer work. This is important for employability as it continues to develop those skills, which prospective employers will want to know about.

If you are considering university, take advantage of Early University Entry. This supports school/university transition and decreases the reliance on ATAR, making for a less stressful VCE. Successful early entry applicants can successfully demonstrate the skills in leadership, teamwork, entrepreneurship and innovation. Choose a degree that relates to the problems you wish to solve in the world rather than focus on the job titles, which are rapidly shifting.

As technology becomes more fine-tuned, there are now incredible alternatives to university. Companies such as Google, Microsoft, Amazon and PWC all offer apprenticeship programs to fast track a career without a university degree. Further, with Digital Entrepreneurship (the fastest growing career), students have the tools and capability to create their own enterprises that previous generations never had.

During a career, one always experiences varying levels of certainty. The number one piece of advice I give to students is to maintain a strong sense of “positive uncertainty”, a trust that no matter how unpredictable the labour market is, they have everything it takes to continue to make effective career decisions.

What advice do I have for students taking their first career steps in this environment?

CONSIDER

Ease pressure and expectation by considering that you are deciding what you are going to do next, not what you are going to do “forever”.

MAKE YOURSELF VALUABLE

Skills such as communication, creativity, and problem solving (more than knowledge) are valuable both at school AND after school. Skill development occurs in contexts, such as clubs, sport, music, creative arts, community service and casual employment.

START EARLY

Take advantage of Early University Entry -this supports school/university transition and decreases the reliance on ATAR, making for a less stressful VCE. Successful early entry applicants can successfully demonstrate the skills mentioned above - as well as leadership, teamwork, entrepreneurship and innovation.

PARTNERSHIPS

University is changing - and its relevance is being tested! Look for an institution that has strong partnerships with industry, promotes flexible delivery, capstone projects, work integrated learning and credit for volunteer work. This is important for employability as it continues to develop those skills which prospective employers will want to know about.

AMAZING ALTERNATIVES

Amazing alternatives to university exist, particularly in Technology. Companies such as Google, Microsoft, Amazon and PWC all offer “apprenticeship” programs to fast track a career without a university degree. Further, with Digital Entrepreneurship the fastest growing career, students have the tools and capability to create their own enterprises that previous generations never had.

It’s the little things

CHOOSING TO BE GRATEFUL NO MATTER WHAT

BY KRISTY KENDALL Principal

Each and every one of us is a product of the experiences we’ve had–our successes, our failures, our struggles and our achievements. So how have the past two years shaped our young people and what are we, as educators, seeing within them?

Through the use of our Flourishing program, our students in Year 7-12 undertake a self report survey twice a year. It allows them to consider their own emotions, sense of purpose and meaningfulness, their sleep, exercise and nutrition and other environmental factors. This not only helps our students to reflect and find a language for what they are experiencing, but it allows us as a School to track changes over time, both in individuals and as a community. As a School that values the uniqueness of every individual, we do not just rely on the numbers and data in front of us when interpreting these profiles, we know there is always a story behind it. After completing the survey, every student then has a one-on-one conversation with a teacher to probe a little deeper, ask them questions about their profile and to set future goals. We ask ourselves, what have we learnt through our quantitative and qualitative measures during our last Flourishing cycle?

In a nutshell, we can see that our students have become more grateful, prouder of themselves and better able to overcome adversity. If we are shaped by our experiences then we can see new patterns emerging in our young people. It will be a wonderful journey to see what they choose to do with these new skills next.

1 GRATITUDE

Our students reflected that they have taken so many things for granted for such a long time. They reflect now that the opportunity to come to school and connect with friends, something once considered a given, is now something they appreciate. Having a lens into their teachers’ lives, more of an understanding of the intricacies of managing public health and opportunity, and more and more visibility around decision making has also led to a greater appreciation of the complexities that exist all around them. They are more aware and showing that through extending their gratitude to others.

2 PRIDE

Our students have articulated that they are being easier on themselves and finding a sense of pride in small things. Whether that be stepping up to compete in a House event, or finishing a test after attempting every question, they are learning that everything they accomplish, no matter how small, is something to be proud of.

3 ADVERSITY

While many of our students reported an increase in their negative emotions, it was the story behind the data that was most fascinating. They have experienced more lows, yes, but they are moving through them faster. They are experiencing that true sense of resilience in being able to bounce back. This time has allowed them to really flex that resilience muscle and they have become increasingly proficient at moving past negative thoughts.

In a nutshell, we can see that our students have become more grateful, more proud of themselves and more able to overcome adversity.

Collegians

A leading light

BY IRIS ZHONG Collegian (TC ‘12)

ORIGINALLY FROM SHANGHAI, CHINA, IRIS IS A BOARDING HOUSE SUPERVISOR AND INTERNATIONAL STUDENT COORDINATOR AT TOORAK COLLEGE. HER JOB ENTAILS LOOKING AFTER OUR INTERNATIONAL STUDENTS AND BEING THE COMMUNICATION BRIDGE BETWEEN THE SCHOOL AND OUR INTERNATIONAL FAMILIES.

What were your aspirations before coming to Toorak College?

Before coming to Toorak College, my aspiration was to be an event host. I hosted some school events when I was in China, and I really enjoyed the experience.

Tell us about graduating from Toorak and your ventures into university afterwards. What did you study?

I studied Media and Communications at The University of Melbourne and a Master of Business Management at RMIT.

As a Collegian, what was it about the Toorak Community that made you become a staff member?

First of all, I love Toorak College. This is a beautiful school and some of my best memories are from this school. Toorak College is like my second home in Australia. I know how difficult it is to adapt to new environments as an international student. I would like to use my own experiences to help our international students settle into Toorak College smoothly. These two reasons made me become a staff member of Toorak. I was very fortunate to be offered a job here, working in a role that helped international students in this way.

As a former boarder, what is most rewarding about now being a Boarding House Supervisor/ International Student Coordinator?

The most rewarding thing is being able to witness the growth of the international students. We send off many international students at the end of each year. Most of them have been with us since they were in Year 7 and others have joined us in different year levels. I have witnessed them grow taller, more mature and confident. Some of them were so little the first day they arrived, curious and unsure about all the new things. They quickly grew their confidence and were ready for new adventures when they graduated. Seeing this process every year reminds me of my boarding life in Toorak which feels like not long ago.

How does Toorak empower our international students to shine?

Toorak College offers lots of support, care and opportunities to the international students. We have our Intensive English Language Centre to help improve their English skills and the teachers are experienced and patient so they know how to support international students well. The boarding house provides a warm and loving environment to the international students so that they feel comfortable here. There are also many leadership opportunities in Toorak College to increase students’ confidence, communication and management skills, which help to set up their university life and future career.

This is a beautiful school and some of my best memories are from this school. Toorak College is like my second home in Australia.”

How did Toorak shape your aspirations for your future?

When I was studying in university, Toorak offered me an opportunity to come back and work in the Boarding House. The role keeps growing, and it’s getting more interesting and challenging.

THE HAMILTON SOCIETY

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

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

ROSEMARY PEISLEY (BROMLEY, TC’60)

CHRISTINE FRIDAY (TC’64)

BARBARA THOMAS OAM (PHILLIPS, TC’65)

JILL GRIFFITHS (STEWART, TC’69)

SARAH NORRIS (TC’69)

CAROLYN SUCH (WILTSHIRE, TC’69)

JACQUE ROSS (HAZARD, TC’71)

ROSEMARY SEWELL (MAJOR, TC’74)

PAM HALL (WILKINSON, TC’75)

KATE HOOK (TC’80)

ALISON SWIFT (HURST, TC’86)

PENNY BOWMAN (BOURKE, TC’01) and all those who choose to remain anonymous.

FUTURE INDUCTEES

A luncheon for those wishing to be inducted into the Hamilton Society will be held later in the year. To find out more about this opportunity and the benefits of becoming a society member call the Development Office on (03) 97887200 visit www.toorakcollege.vic.edu.au/community/giving/the-hamilton-society or scan the QR Code.

ANNUAL GIVING

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

BY PENNY BOWMAN Collegian (Bourke, TC ‘01)

Recent times have tested the strength of our School in many ways, but we have seen the community throw their full support behind us, to help us thrive every day, even when we are not near our historic grounds that we love and cherish. Watching this ‘togetherness’ carry us through reminds us that Toorak College is much more than its iconic buildings, it is the community; the parents, Collegians, staff, students and friends that keep the legendary Toorak Spirit going.

In considering this, the 2022 Annual Giving campaign appeals to our community to invest in the people of Toorak College further, by way of supporting our Scholarship Fund.

Our School is committed to offering a greater number of scholarships to broaden our student community and to help young women, regardless of background or circumstance, benefit from the opportunities provided by a Toorak College education.

Your donation to Annual Giving towards the Scholarship Fund will change the lives of many future students, providing them with a strong foundation for world class learning and assisting them to thrive and fulfil their potential. Please help continue the transformation of Toorak College by donating to this year’s Annual Giving Appeal.

PHILANTHROPIC ENDEAVOURS

A LOOK AT SCHOLARSHIPS AT TOORAK COLLEGE

THE CHRISTINE FRIDAY ARTS & HUMANITIES SCHOLARSHIP

The Christine Friday Arts & Humanities Scholarship was established recently by Collegian Christine Friday (TC’64). This Scholarship is open to all external students and covers 100% of tuition fees from Year 7 to Year 12. The successful applicant must demonstrate an interest in studying The Arts (such as Music) and/or Humanities (such as History) and the embodiment of the spirit of the School.

Christine reflects on why she decided to establish this Scholarship at Toorak College:

“My school life at Toorak College afforded me the opportunity to follow my passions of music and history and in doing so ignited a lifelong journey of embracing the joy of humanities. With this in mind, I am proud to gift the Christine Friday Arts and Humanities Scholarship, which will enable a deserving young woman the opportunity to follow her passions as a member of the Toorak College school community, as I did. With all the challenges being faced in the world today, there is no more important time to recognise the importance of the humanities to society and enriching our own lives and our perspective of those that have come before us. It is my hope that this scholarship is a pathway for the advancement of not only the recipient but also the many wonderful humanitarian fields of endeavour taught at the school”.

THE SWIFT SCIENCE AND TECHNOLOGY SCHOLARSHIP

The Swift Science and Technology Scholarship was established by the Swift Family Foundation, of which Collegian Alison Swift (TC’86) is a Director. This scholarship is open to all external students and covers 100% of tuition fees from Year 10 to Year 12. The successful applicant must have an interest in Science and Technology and be committed to studying at least two Science and/or Mathematics subjects at VCE level.

Alison is “extremely proud to be in a situation where (she) can do something which will make a difference to the school that made such a difference in (her) life”.

Mia is the fortunate recipient of this scholarship and has settled nicely into life at Toorak College:

“I’m very grateful to receive the amazing opportunity to study at Toorak College. I am challenged academically everyday and am enjoying the growth this brings with it. I feel I am becoming prepared to make my mark in the future, and will do this alongside lifelong friends I have made here. It is such an encouraging and positive school environment, which has helped me find my confidence.”

TOORAK COLLEGE OFFERS SCHOLARSHIPS FOR GIRLS IN ORDER TO HELP INSPIRED STUDENTS REACH THEIR FULL POTENTIAL. SCHOLARSHIPS ENRICH OUR SCHOOL AND SUPPORT STUDENTS TO FOLLOW THEIR DREAMS. SEVERAL SCHOLARSHIPS HAVE BEEN ESTABLISHED THROUGH THE GENEROSITY OF OTHERS AND HERE WE EXPLORE WHO IS BEHIND THESE LIFE CHANGING GIFTS:

THE MARGARET WALLACE REID SCHOLARSHIP

The Margaret Wallace Reid Scholarship was established by Margaret Caroline Reid (TC’53). This Scholarship is open to all external students and covers 100% of tuition fees from Year 7 to Year 12. The successful applicant must demonstrate the willingness to embrace the range of opportunities at the School, especially sport, and who demonstrate they can make a contribution to the School community.

Sadly, Margaret passed away in 2020, however her legacy lives on through the perpetual gift of this amazing opportunity of a Toorak College education.

Margaret entered Toorak College as a Boarder in 1944, at the age of 9, after a bushfire had engulfed her family’s rural property and her home. Margaret found her School peers and teachers to be very supportive and were instrumental in helping her settle in at Toorak College. At School, Margaret excelled at sport, in particular, and subsequently was elected Sports Captain in 1953. By this Scholarship, Margaret hoped to provide educational and sporting opportunities to students that could, by virtue of financial assistance, enjoy their time at Toorak College as much as she did.

Current Margaret Wallace Reid Scholarship recipient, Lola, has recently commenced at Toorak College. Of her opportunity, Lola notes:

“I am looking forward to the academic and co-curricular activities that I now have the privilege to be part of. I have already experienced the support of my teachers and fellow students and am confident that if I take the opportunities Toorak offers with both hands I will grow as a person and make life long friends along the way”.

THE ALICE SLOAN MEMORIAL SCHOLARSHIP

In special memory of one of our past students, The Alice Sloan Memorial Scholarship is awarded to an external student entering Toorak College at Year 10. This scholarship offers up to half tuition fees. Current scholarship recipient, Hetta, understands the significance of this life changing opportunity:

“I think Toorak College will bring me to greater heights in my learning and communication skills. It will really build and shape me as a person, I also believe Toorak will support and embrace me in what comes next in my future. I’m really looking forward to making new friendships with the girls and accepting any challenges that may come my way”.

CELEBRATION GALLERY

BEYOND BOUNDARIES

YEAR 6 URBAN CAMP

JUNIOR SCHOOL, HOUSE SWIMMING

WHEELS DAY

WARDLE HOUSE TWILIGHT PICNIC

HEAD OF SCHOOLGIRLS REGATTA

AEROBICS AND DANCESTAR DISPLAY NIGHT

ANNIE - PREMIERE

HOUSE ATHLETICS

BEYOND BOUNDARIES

Our Year 10 students travelled to Northern Queensland for their Beyond Boundaries camp experience. They explored Cairns, the Great Barrier Reef and the Daintree Rainforest and they all came home with an abundance of new knowledge.

JUNIOR SCHOOL, HOUSE SWIMMING

Our Wardle House students showed incredible Spirit as they were cheering at the top of their lungs for their House. Congratulations to Gold House for being the champions!

YEAR 6 URBAN CAMP

Whilst on camp our students discovered the history of Melbourne with a guided tour, visited the Ian Potter Centre to observe the ‘We Change The World’ exhibition, organised their own picnics at the Queen Victoria Market and enjoyed mini golf at Glow Golf.

WHEELS DAY

Our Pre-Prep students recently had their much awaited Wheels Day. A massive smile was on every child’s face as they enjoyed themselves. Our students also learned about road safety and how to navigate their way around traffic.

WARDLE HOUSE TWILIGHT PICNIC

This afternoon was filled with laughter and excitement from students, parents and teachers alike, demonstrating just how strong and connected our community really is.

AEROBICS AND DANCESTAR DISPLAY NIGHT

Our Aerobics and Dance students put together an incredible performance for their friends and family to showcase their recent work before heading into the state heats.

HEAD OF SCHOOLGIRLS REGATTA

Our Toorak College rowing team competed in the Head of Schoolgirls Regatta at Barwon River, with over 2000 competitors from over 40 schools. The grit and determination of our squad was incredible.

ANNIE - PREMIERE

Our Senior School students rehearsed tirelessly to create a film of the well-loved musical Annie. They created a spectacular production which we were able to enjoy recently.

HOUSE ATHLETICS

Our Senior School students had an exhilarating House Athletics competition which spanned over two days. After fierce competition, Cerutty House was declared the 2022 House Athletics Champions!

THE ELEPHANT

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

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

Toorak College is committed to ongoing environmental initiatives and sustainability.