St Catherine's News, Autumn 2024

Incorporating the Old Girls’ Bulletin | AUTUMN 2024

“It is no accident our exemplary academic results in recent years have been the highest on record at our School. These results are because we have a tightly connected community where the care of individuals is paramount.”

On behalf of St Catherine’s School Council, I congratulate our Class of 2023 for their remarkable efforts as a Cohort, achieving a median ATAR of 93.4; the highest Median ATAR on our School’s records. We also acknowledge Christina Wu as St Catherine’s School’s 2023 School Dux and Xiaoying (Selina) Weng as our 2023 Proxime Accessit to the Dux.

From the Chair of Council

As a Council we are entrusted with the stewardship and strategic direction of St Catherine’s School, to ensure current and future students, staff, families, and alumnae are educated, nurtured, empowered, and supported by a School continually preparing for the future of education.

In 2024, the School Council along with St Catherine’s Foundation and our wonderful philanthropic community will work together, in true St Catherine’s style, to realise our vision for a transformative Music School. Further details of the new Music School are detailed on page 32 of this Edition.

This year, our School community mourns the passing of three stalwarts of St Catherine’s School. Dr Sylvia Walton AO, FACE, former Principal of St Catherine’s

School, former Head of Boarding, Mrs Sue Collister and Miss Anne Smith, former Head of our Junior School, and Vice Principal.

Under Dr Walton’s leadership many of the School’s facilities were enhanced, including the development of the Clocktower Atrium and the construction of the Marigold Southey Sports & Aquatic Centre. Sue Collister will be remembered for her unwavering dedication to her boarding girls, enthusiasm for life at St Catherine’s and good-humoured approach to the complexities of running a Boarding House. Anne Smith was an outstanding educator who left a strong legacy at St Catherine’s School, as well as being a valued member of School Council. Anne’s warm nature and charisma made her a welcoming figure for students, parents and the staff who worked alongside her.

From the Interim Principal

This edition of St Catherine’s News highlights the achievements, diversity, and connectedness of our extraordinary School community. While the teaching and learning program is front and centre for our students, there are also so many more experiences for them in our ELC, Barbreck Junior School, and our Senior School.

In most schools’ organisational structures, there is a separation between wellbeing and teaching and learning programs. They are often seen as distinct entities. At St Catherine’s we have developed our Academic Care Model which is a common theme that runs through this Edition of St Catherine’s News.

At St Catherine’s we understand that unless our community is focused on strong relationships and the wellness of, and between, individuals, the development of self-esteem, independence, agency, and connectedness will be compromised. Without these characteristics, a strong learning program is just not possible. It is no accident our exemplary academic results in recent years have been the highest on record at our School. These results are because we have a tightly connected community where the care of individuals is paramount. At the core of everything we do is ensuring our students thrive. It is the capacity to thrive

All three women were dedicated to empowering and nurturing our St Catherine’s girls and on behalf of the St Catherine’s School Council I send our condolences to the Walton, Collister and Smith Families.

The true spirit of St Catherine’s is found within the many and diverse members of our School community. Through the impact, both large and small, from each of us, our girls and our School are enriched.

Throughout the Autumn Edition of St Catherine’s News, we share stories of our students, staff, community, and programs that celebrate the many areas of life at St Catherine’s that contribute to the personal success of our students, both within and beyond our School.

Ms Jane Hodder Chair of Council

LEADERSHIP

intellectually, emotionally, physically and being connected within the community. Our Wellbeing Framework, and the Teaching and Learning Framework are designed to overlap and intersect. We value belonging, innovation, inquiry, and adaptive expertise. Our teachers and students have commented in this Edition of St Catherine’s News, on how important it is that St Catherine’s provides a supportive environment which enables strong connections with students and staff. This is exemplified best in the words of past student Miss Diana Dunlop (’14) in her reflection and memory of former Head of Boarding, Mrs Sue Collister. “What followed was the most wonderful and nurturing experience... absolutely core to my success later in life.”

Our well designed and implemented programs commencing in the ELC, right through to Year 12, provide a seamless experience for our students. Whether it is in our Academic Programs, on the sporting fields or though the Arts and community involvement, St Catherine’s girls are taught by highly skilled teachers who ensure every girl is known and valued.

The School’s Thinking Agenda, which focusses on a culture of thinking about how students learn, has been pivotal in the subtle transformation of how we support our students over the last few years. The introduction of the Critical Conversations Program in our Senior School is fostering skills not only important for academic and personal success but vital to lifelong learning beyond the School Gates.

As we continue to provide our students with an education befitting our School being one of the best in Australia, we are constantly looking forward while also valuing our past. The redevelopment of St Catherine’s Music School through the Music Matters Capital Campaign heralds a project that will be transformative for our School. Our Music Programs provide a balance for students to develop their passions and talents. The new Music School will enable our students greater opportunities to thrive and develop a deeper connection to music and in turn for their school as well.

Mr Robert Marshall Interim

Future Focused

There is something very unique about a St Catherine’s education. So unique that it is challenging to articulate into words, even for me, who has a passion for language.

To really understand our School, you need to walk our grounds, meet our students, and immerse yourself in our community.

St Catherine’s is at its core a community of belonging, inquiry, and practice, dedicated to improving outcomes for our learners. We strive in all that we do to develop character, competency, and wellness in every student. In doing this, students feel a sense of belonging, achieve their potential, and importantly, excel in life post-school.

It is this culture that drives our VCE academic achievements which have been stellar over many years. Our 2023 Year 12 Cohort were no exception. Their Median ATAR was an exemplary 93.4; the highest of our School records. The Median Study Score of 36 is also impressive. Of all Study Scores, 29% were above 40 placing the School, once again, among the best in the State.

So, what is it about this school that sustains these remarkable VCE results?

Academic Care – this is at the heart of our decision making. Our whole School Frameworks offer a broad vision of the competencies students need to thrive in school and life.

St Catherine’s School

St Catherine’s School Teaching & Learning Framework

Teaching & Learning Framework Programs

Reflection Reviewing & evaluating

Metacognition

Recognising process

Asking questions

Self-Efficacy

Modelling, Coaching, Scaffolding Teaching for Thinking Learner Competencies

Organising & understanding self

Agency Taking responsibility & initiative

Cognitive Skills Acting with knowledge

In 2019 we commenced our whole school approach to a Thinking Agenda, embedding a culture of thinking about how students learn. This focus shifted away from regurgitation of content to a ‘thinking agenda’ in every classroom.

In 2022, we implemented our Teaching and Learning Framework. The Framework’s learning continuum prioritises eight learner competencies for students reflecting skills necessary for the 21st Century. This Framework provides every student with the strongest foundation possible to reach their aspirations in learning and in life and recognises the strong association between wellbeing and successful learning.

In 2023, we commenced research on our Wellbeing Framework, to further support and develop our students through their social, emotional, and cognitive learning. This Framework is founded on the central intent of We Belong, as it fosters a supportive, connected, and inclusive environment for our students.

Our Innovative & Future Focused Programs

Over the last three years St Catherine’s has continued to design and implement programs that align with our Academic Care Frameworks ensuring our students will always be well-equipped throughout post-school life.

Our Senior Years Learning Model at Years 10 and 11 develops students’ independence and agency and prepares them for tertiary study. Our Critical Conversations Program in Year 9 fosters skills essential for lifelong learning, including critical thinking, effective communication, and collaborative problem-solving along with academic rigour.

This year, we also launched our bespoke Academic Advisory Program for Middle and Senior Years. This Program develops 21st Century skills in all students from Years 7 to 12. Students learn the knowledge, life skills, career skills and dispositions critical to their success in today and tomorrow’s world.

Final Thoughts

“As educators, it is essential we are future focused, action-oriented, inclusive and empowering in our approach and we need to instil these skills and values into students.” (Cummins, 2019)

This is what we strive to achieve at St Catherine's and what I will continue to develop in every learner and teacher. The collaboration and team approach that we have at School is crucial to our academic success.

To come back to that allusive question on what sustains these academic results, in short it is our community that values belonging, innovation, inquiry and adaptive expertise

School

References

Cummins, P. & Di Prato, A. (2019) A School for Tomorrow: Continuous Learning Toolkit Cummins, P. (2023) Retrieved from: https://site.aschoolfortomorrow.com/blog/a-schoolculture-that-fosters-student-voice-0-0-1-0-1-0-0

A Bright Future

As a School we are thrilled to acknowledge the outstanding academic achievements of our Class of 2023 across a broad range of subjects. In 2023, the Median ATAR for the School was an exemplary 93.4; the highest Median ATAR in the School’s records.

In 2023, our Year 12 students demonstrated resilience, determination, and an unwavering commitment to excellence in all aspects of their schooling. As a Cohort they led our School with kindness and a sense of cohesion, displaying empathy and compassion towards each other, and their younger peers.

Our graduating students will be represented in institutes both nationally and internationally. Australian institutes include The University of Melbourne, Monash University, RMIT, The Australian Catholic University, Deakin University, La Trobe University, Victoria University, JMC Academy and the Australian College of the Arts, and internationally in the US at Ohio State University, Northeastern University, University of Pennsylvania, Syracuse University, and in the UK at King’s College London.

TOP 2% in the state

CHRISTINA WU, 2023 DUX

“I am so grateful to my teachers for all their support. They helped me academically with constant communication and advice, but they also helped me emotionally, helping me believe in myself. I encourage future Year 12s to take every opportunity that arises, no matter how daunting or unachievable it seems.”

XIAOYING (SELINA) WENG, PROXIME

ACCESSIT TO THE DUX

“I felt so happy when I saw the results. It was truly an honour for me to achieve my academic goal. Throughout the year, all my teachers were so helpful and supportive. I was able to schedule one-on-one meetings with them regularly whenever I had any queries.”

BRYDIE READ, 2023 GRADUATE

“During my time at St Catherine’s I learned that I don’t have to go through challenges alone and that there are always people around me who want to help. Rather than constantly looking back on the setbacks I now always try to put them behind me and move forward onto the next challenge and see what I can do to overcome it, as well as learn from the setbacks and challenges.”

JEMIMA

WILCOX, 2023 GRADUATE

“One of my greatest highlights was my time in the Boarding House. The girls, across numerous Year levels, became my sisters. Being a boarder is such a different experience. The afterdinner conversations where girls from all Year levels sit and talk were some of my favourite times.”

SHAPING THEIR TRAJECTORY

Early childhood education plays a pivotal role in shaping the trajectory of a child's learning and personal development. It lays the foundation for a lifetime of learning, growth, and success.

Providing children with quality education during their early years offers numerous benefits and sets them on the path towards achieving their full potential. First and foremost, early childhood education fosters cognitive development. During the formative years, children's brains are highly receptive to learning experiences

and stimuli. ELC Programs engage children in learning experiences that stimulate their cognitive abilities, such as problem-solving, critical thinking, and language development. By exposing children to enriching learning environments, educators help build neural connections that form the basis for future academic success.

Our ELC Programs also promote social and emotional development. Children learn essential social skills such as sharing, cooperation, and empathy. They also develop emotional regulation and selfcontrol, laying the groundwork for healthy relationships and positive interactions with peers and adults. Through play-based

learning and guided social interactions, children acquire the social competence necessary for navigating the complexities of the social world.

Early childhood education is instrumental in nurturing social and emotional development. Through interactions with peers and educators, children learn essential skills such as cooperation, empathy, and effective communication. These early lessons in emotional intelligence are invaluable, setting the stage for healthy relationships and successful interactions in the future.

Moreover, St Catherine’s ELC Programs promote a culture of lifelong learning. By instilling a love of learning from an early age, ELC educators lay the

groundwork for children to become curious, creative, and critical thinkers throughout their lives. This sets the stage for continuous personal and professional growth in an ever-changing world.

Our ELC philosophy acknowledges the importance of parental involvement. Educators work collaboratively with parents to create a supportive learning environment both in the ELC and at home. This partnership fosters a holistic approach to a child's development, combining efforts from both educators and parents to ensure all our ELC children receive consistent support and encouragement.

The early learning experience provides children with the best start to their

educational journey. By nurturing their cognitive, social, and emotional development, children are equipped with the skills, knowledge, and attitudes they need to thrive academically and personally.

Providing children with a strong foundation in their early years equips them with the skills and confidence needed to navigate the challenges of the academic journey ahead. Early childhood education is not just about preparing children for school; it is about preparing them for life, unlocking their potential, and giving them the best possible start.

Sarah Bethune

BARBRECK Beginning in

When the foundations in your daughter’s primary school education are robust the pivotal years of secondary education are successful.

Having worked as an educator for more than 40 years, I have witnessed firsthand the essential role the primary years of education plays in establishing the groundwork for all subsequent learning endeavours in a student’s senior years of education.

At St Catherine’s School our girls in Barbreck not only receive a contemporary and robust academic program but also receive the benefits of continuity and scaffolding into St Catherine's School’s outstanding Senior School Academic Program.

Barbreck's foundation is meticulously crafted through a combination of teacher expertise,

high-quality educational programs, dedicated support for each girl, personalised learning initiatives, empowerment to express their voices and foster confidence and self-esteem, the cultivation of sisterhood, and avenues for girls to pursue their passions and excel in the arts, music, and sports. These components are intentionally designed to construct a foundation that bestows advantages for our Barbreck girls when entering Year 7 and beyond.

At Barbreck, we recruit top-tier teachers – individuals with experience and knowledge in the specialised field of primary teaching. Their proficiency in understanding how

children learn, determining each child's instructional level, and devising programs tailored to that level ensures our girls make optimal progress. Our Barbreck Teaching Model (I do, We do, You do), coupled with instruction in complex reasoning skills and a diverse array of thinking strategies, equips our girls to tackle tasks demanding the application of intricate skills.

Establishing high standards for learning and instilling strong values enables Barbreck girls to achieve to an exemplary standard, demonstrating adept social and leadership skills and cultivating a growth mindset. Our girls display confidence in themselves

and their abilities, approaching challenges with determination. This self-assuredness is nurtured during their time at Barbreck and proves advantageous for them upon entering Senior School.

Our Pastoral Care and Ambassador Programs are purposefully tailored for our girls, instilling a sense of belonging, kindness, resilience, and collaboration, resulting in a sisterhood where every girl knows and looks out for each other. These bonds extend beyond Barbreck and seamlessly transition into the Senior School and beyond. As Barbreck girls move into Year 7, they do so with the reassurance of knowing many peers

in the Year levels above them, creating a support network that looks out for their wellbeing.

Class of 2023 graduate, Miss Zara Peele commenced at St Catherine’s in the Early Learning Centre when she was three.

“The 15 years I spent as a St Catherine’s student were amazing. I was surrounded by such a supportive environment my whole life and built strong connections with students and staff. The time I was there meant I had the opportunity, support, and confidence to try everything, including Sport, Music, Drama and Debating,” Zara shares. Later this year, Zara will commence at Northeastern

University, Boston studying Health Science and continuing her rowing pursuits.

St Catherine’s Prep to Year 12 academic approach means programs developed in Barbreck seamlessly extend into the Senior School so our students commence their high school years with academic confidence and a knowledge base that has fully prepared them for the rigours of Years 7 to 12.

McArdle

Every now and again there are events in your life which cause you to stop, reflect and consider your place in the world. The death of Mrs Sue Collister is one of those.

Sue Collister was, and still is, a beloved part of our community. She was warm, funny, enthusiastic, and passionate about St Catherine’s and the girls she taught and influenced for 40 years.

The outpouring of grief, respect, and love for Sue has been palpable. Social media

has been full of tributes and many past students, parents and staff have contacted our School to share their memories and acknowledge Sue as an enduring influence in their lives.

One reflection from a past student, was from Miss Diana Dunlop (’14) who is studying for her Masters at Oxford University. She described Sue as a second mother. She writes the following about Sue.

“I was ten when I first met Sue, in her capacity as Director of Boarding. I was shy and nervous and quite honestly petrified to start as the only Year 7

MRS SUZANNE GAIL COLLISTER

boarder the following year at ‘Illawarra,’ which was to be my home for the following six years. What followed was the most wonderful and nurturing experience – absolutely core to my success later in life. My experience boarding under Sue’s supervision has shaped me into the woman I am today. She taught me, lectured me, supported me, encouraged me, and raised me like her own.”

Sue was an integral part of the fabric that is St Catherine’s. Her warm and generous personality were exemplary of the Values of our School and made her a much-loved colleague, friend, mentor and for many in the Boarding House, mother-figure.

Vale

Sue commenced working at St Catherine’s School in 1984, where she joined her mother, Mrs Julie Johns, Head of English at St Catherine’s from 1980 to 1990. The mother and daughter duo worked alongside each other from 1984 until Mrs Johns’ departure in 1999.

Throughout her 40 years working at St Catherine’s School, Sue was not only the much-loved Head of Boarding for 16 years but also a passionate History and Geography teacher. Sue also held positions as Director of Student Services, English Exchange Coordinator, Senior School Coordinator, and Year 12 Coordinator.

Appointed as Director of Boarding Services in 2007, Sue was focused on creating a nurturing and supportive environment where girls could thrive and engage in genuine relationships with one another. Sue believed that building these relationships was the key to creating a positive and empowering boarding experience. Her goal was to offer guidance, care, and encouragement to each girl and to create a home where every student felt valued and supported.

Sue’s passion for enriching the student experience through camps, trips, and exchange programs was exemplified by her initiation of our School’s highly successful Central Australia trip for students, with Sue leading and attending many of these camps over the years.

Along with the Central Australia Trip, Sue was an enthusiastic supporter of Year level camps for girls in Years 7 to 10 and provided positive and practical support for the girls and other staff members during many of these camps, which was instrumental in making these experiences away from home positive for the girls.

Sue was involved in the development and coordination of St Catherine’s Middle Years Exchange Program to the USA and St Catherine’s in Bramley, Surrey in England, travelling with students overseas, as well as hosting exchange students and their accompanying international staff in her home when required.

In 2017, Sue also took up the position of Yalari Student Coordinator at St Catherine’s School. Based on the principle that education affords the best avenue to provide opportunities in a young person’s life, under Sue’s care and guidance the

School’s Yalari students embraced this wonderful educational opportunity provided in conjunction with Yalari.

During her time at St Catherine’s, Sue inspired her students and boarding girls to learn, challenge themselves, and believe in their abilities through her practical and nurturing approach. Under Sue’s leadership St Catherine’s Boarding House was a home away from home for hundreds of boarding girls. As well as nurturing her boarding girls, Sue’s two daughters Emma and Rachel also attended St Catherine’s School, further adding to the wonderful contribution the Johns and Collister Families provided to our School.

In 2023, Sue stepped down as Head of Boarding due to ill health. Sue approached her illness with the same practicality and no-nonsense approach as she did all things in life. Sadly, Sue lost her battle on Sunday 4 February 2024.

As a School community we pass on our condolences to Sue’s immediate family, her husband Marc, and her children Matthew, Andrew, Emma, and Rachel.

Vale Mrs Suzanne Gail Collister 1960-2024

THE DIRECTION OF

Academic care embodies a comprehensive strategy aimed at fostering not only intellectual development but also the emotional and social aspects of our students' lives.

At St Catherine's, we firmly believe outstanding academic achievement is intertwined with a culture of academic care that is aligned to our 2024 Wellbeing Framework. This contemporary framework focuses on the key dispositions of cognitive, social, and emotional learning, physical health and wellness, digital literacy, student voice, community, and student pathways.

Overseeing Years 7 to 9, Director of Middle Years, Ms Freda Armstrong says academic care for this age group focusses on belonging, participating, familiarity and encouragement to assist students to articulate their passions.

“In Year 7 we work hard to instill a strong sense of belonging to the St Catherine’s culture and community for our girls. From this foundation students are actively encouraged to participate in a wide variety of co-curricular activities to complement their academic pursuits and create a broader school experience for each girl,” Freda explains.

“As students progress through Years 8 and 9 and their horizons are widened, we work with them to articulate their passions and lean into them in more meaningful ways. Many of our teachers and House tutors teach across these Year levels providing consistency of expectations which creates a sense of calm and familiarity for the girls to feel known and heard.”

“We also work in close partnership with families during Years 7 to 9 to create a secure and well-informed foundation for what lies ahead in the Senior Years. When our students reach Years 11 and 12 the decisions they make for their future paths have been supported by years of encouragement and nurturing from our School community as a whole.”

Director of Senior Years, Alison Cassidy says motivation and engagement are key ingredients for success in Years 10 to 12.

“When students sense genuine care from their educators and school community, they are inspired to invest themselves wholeheartedly in their academic pursuits.

OF STUDENT CARE

The connection established through academic care becomes a driving force, encouraging our senior students to surpass their own expectations and achieve outstanding results,” Alison explains.

“A fundamental aspect of academic care in the Senior Years is the ability to discern and address individual learning needs. By understanding the unique requirements of each student, we ensure that our teaching methods resonate with them, fostering an environment where every student can thrive and excel.”

Beyond academic achievements, the impact of academic care extends to the development of a growth mindset among our senior students. Embracing challenges,

viewing setbacks as opportunities for growth, and cultivating resilience are integral components.

“These qualities not only contribute to academic success but also lay the groundwork for lifelong skills essential for navigating the complexities of higher education and the professional arena.

At St Catherine's School, our commitment to academic care manifests through various initiatives specifically tailored for the Senior Years including mentorship programs, regular check-ins, and access to counselling services. “We are steadfast in our belief that fostering open communication between educators, students, and parents enhances the collaborative nature of our learning

environment, reinforcing the idea that education is a shared journey.”

At its core, Academic Care means students are known, valued, and encouraged. It is at the heart of everything we do, inside the classroom and beyond. It is a privilege to hold the roles we do; to support each student to bring their best selves to school, and then see them take what they know into the world beyond.

Mrs Alison Cassidy Director of Senior Years

Ms Freda Armstrong Director of Middle Years

Meet Our School Captains

Senior School Captains

Alice Molnar and Scarlett Shelton

Junior School Captains

Nina Calvert and Samara Grinsell

Senior School Captains

WHAT DO YOU HOPE TO ACCOMPLISH IN YOUR ROLE AS SCHOOL CAPTAIN THIS YEAR?

Alice: St Catherine's has always provided me with a passionate and supportive community. I want every girl to experience this sense of belonging. It's important for all students to feel comfortable being themselves and exploring new opportunities.

Scarlett: I want each St Catherine’s student to wake up and feel excited to come to School each morning knowing the teachers and Leadership Team have created an environment and culture in which students are challenged, cared for, happy, and set up for success.

HOW DID YOU BECOME INTERESTED IN A STUDENT LEADERSHIP ROLE?

Alice: Leadership has consistently intrigued me – during assemblies when previous Captains would present, I couldn't help but envision what I would do if I were in their shoes. Consequently, I was very keen to be a part of the School Executive so I could be a leader and change agent.

Scarlett: Leadership has always been at the forefront of my mind from an early age. My Dad has always created an idea that leadership is a quality, life skill, and job I should always be willing to accept and strive for. Coming into St Catherine’s in Year 7, I told both my parents and Ms Carroll, that I wanted to be a leader at St Catherine’s.

WHAT ARE THE KEY RESPONSIBILITIES OF BEING SCHOOL CAPTAIN?

Alice: A School Captain should be open to everyone's opinions, whether it is a first-day Year 7 student, someone in Year 12, or a teacher; every idea is valuable. Additionally, I aspire to represent the School Values of Empathy, Perseverance and Gratitude to the best of my ability.

Scarlett: One that I feel tops all responsibilities of being a School Captain is spreading positivity and passion. Another essential responsibility is always looking for ways to enhance the student experience and School. It would be a disservice to the community if effort wasn’t being put into using the role we have.

WHAT IS ONE WORD THAT BEST DESCRIBES THE KIND OF SCHOOL CAPTAIN YOU WOULD LIKE TO BE?

Alice: Kindness. A simple act of kindness can turn someone's day around, fostering a sense of appreciation and positivity.

Scarlett: Driven. I want the students and teachers to have complete trust in me as School Co-Captain and know that I truly will do my best to better this School in any way possible.

WHAT IS ONE QUALITY A GOOD LEADER NEEDS TO HAVE?

Alice: Selflessness. A true leader assumes their role with the primary goal of improving the experience of others. It's not about prioritising personal needs or implementing changes for self-interest, but rather, it's about contributing to the wellbeing of the community.

Scarlett: Confidence. Confidence to take new ideas and turn them into reality, confidence to speak with other Year levels appropriately, confidence to deliver important messages, confidence in my ability to know I have what it takes to do this role well, confidence in the School and the Student Executive, and confidence to take on important roles like School Co-Captain.

SCHOOL CAPTAINS

SENIOR SCHOOL YEAR 12 CAPTAINS

Junior School Captains

HOW DID YOU FEEL WHEN YOU WERE ELECTED JUNIOR SCHOOL CO-CAPTAIN?

Samara: I was thrilled, excited, and proud. I have been at St Catherine’s since 3YO ELC, so it felt nice that I was able to tell my ELC teachers that I was now School Co-Captain!

Nina: I felt really proud of myself and what I had achieved. I know that 2024 will be an awesome year and our Year 6 Cohort will leave a mark on Barbreck!

WHY DID YOU CHOOSE TO NOMINATE FOR THE POSITION OF JUNIOR SCHOOL CO–CAPTAIN?

Nina: I thought, “What a great opportunity to lead my school and set an example for younger students.” I hope this position will help me have my voice heard and encourage others to have theirs heard as well.

Samara: I want to help encourage a sense of School pride in all the girls at St Catherine’s. I want to be able to represent the School in a way that makes the students, teachers, parents, and School community proud.

TELL US SOME OF THE THINGS YOU WILL DO AS JUNIOR SCHOOL CO-CAPTAIN?

We want everyone in Barbreck to have their voice and opinion heard and to always bounce back if something doesn’t work. Overall, we want to create a happy and fun learning environment where everyone feels a sense of belonging.

WHAT WOULD YOU LIKE TO ACHIEVE IN THE ROLE OF JUNIOR SCHOOL CO-CAPTAIN?

Samara: Building a strong School community by including everyone, helping the teachers and students communicate effectively, helping students find ways to overcome challenges and focus on resilience and always setting a good example and being a positive role model.

Nina: I want to encourage everyone to be themselves, always be kind and caring and to always bounce back if something doesn’t go their way. I want every single girl in Barbreck to always set a good example for their friends and wear their uniform with respect and pride.

School Co-Captains

Student Executive

House: Beaulieu Blair

Molnar

Scarlett Shelton

Molnar

Scarlett Shelton Maeli Davenport Mattea Demetriou

Olivia Hargrave

Georgia Hennessy Rhea Werner Jisu Yang

Chang

Scarlett Russell

House: Davis Arabella (Arkie) Bertalli

House: Holmes Kilbride

Olivia Hargrave

Demetriou Georgia Hennessy

House: Langley Templeton Scarlett Pringle

Charlotte Upton

Art & Design Nguyen Thu (Anna)

Nguyen Diep

Boarding Jiarun (Karen) Ai Alexis Chew

Community Service Sophie Abbott Jisu Yang

Cultural Diversity Xi (Sissi) Zheng

Debating & Public Speaking Sienna Lonetti

Scarlett Westaway

Drama Lilla Barrington

Duke of Edinburgh Saffron Scheele

Environment Angelina Chumbley

Human Rights

Holdenson

Music Choral Jixuan (Jennifer) Gao

Music Instrumental Chloe (Coco) Butterfield

Spirit & Wellbeing Maeli Davenport

Sport Indi Cunningham

Annie Seymour

STEM Zenan (Amy) Chen

Sport: Athletics (Track and Field/Cross Country) Mattea Demetriou Indi Cunningham

Sport: Rowing Sienna Rigg Rhea Werner

Sport: Snowsports Amelie Snell-Bliss

Sport: Aquatics

(Swimming and Diving) Charlotte Phipps-Parson

Stentorian Editors Keke Deng

Nguyen Thu (Anna)

Nguyen Diep

Tianqi (Jenny) Lu Isha Paithankar

Music: School Pianist

Zoe Shen

Music: Captain of Orchestras Saffron Scheele

Music: Captain of Bands Jisu Yang

JUNIOR SCHOOL CAPTAINS

Junior School Co-Captains

Nina Calvert

Samara Grinsell

House: Beaulieu Blair Abigail Chan

Soraya Leos

House: Davis Imogen Brownjohn

Stella Ng

House: Holmes Kilbride Aimee Davenport

Willow Douglas

House: Langley Templeton Kimberley Chen

Sophia West

Music Isabella Hampson

Library

Alexandra (Alexi) Kusumah

Elaine Li

Chloe Wang

Emily Wang

Elva Zhang

CREATIVITY Unlocking

In the spirit of creativity and collaboration, the annual House Arts Competition for 2023 proved to be an unforgettable celebration of talent and unity. The theme, structure, and intriguing twists pushed the boundaries of artistic expression.

In February 2023, the Year 11s were tasked with developing a 20-minute mini-musical inspired by four distinct stimuli: a type of character, specific dance, artistic styles, and one of the buildings on the grounds of St Catherine’s School. Each House was challenged to weave these stimuli seamlessly into their performance, infusing them into characters, narrative, conflict, setting, and time.

HOUSE WHO ARE YOU? WHAT ART THOU? HOW DO YOU MOVE? WHERE AM I?

Beaulieu Blair Long Lost Relative Impressionism Latin/Salsa Dancing St Catherine’s House Davis Uninvited Guest Pop Art Disco Sherren House Holmes Kilbride Mysterious Visitor Fauvism Square/Line Dancing Wiltondale Langley Templeton Identical Twins Futurism

Swing/Rock n Roll Dancing Illawarra

Adding a touch of mystery, a ‘Key’ was introduced as the special item for the year. Houses were encouraged to incorporate the key into their performances in a meaningful way, exploring its various forms and symbolic representations. Houses had a choice of four ABBA songs for their performance of a ‘set song.’

To ensure the success of their performances, every Year 11 student was assigned to a team dedicated to one of the portfolios. These teams collaborated closely with specialist staff, attending instructional meetings and workshops. Using specific guidelines and assessment criteria, the Year 11 House groups worked steadily throughout the year to combine the elements of drama, dance, visual art, media, and music into a cohesive performance. This multi-disciplinary approach encouraged students to explore and showcase the diverse talents of students in each House.

Leadership played a pivotal role in the competition, with designated leaders responsible for crafting and coordinating the creative experiences and delegating tasks within their teams. The emphasis on recognising and leveraging individual strengths ensured a collaborative effort that went beyond the sum of its parts.

Langley Templeton used an epic theatre style, along with some tropes from shows like Succession and Schitt’s Creek, to satirise a ‘family quest’ based on greed. Holmes Kilbride set their piece during wartime Britain and a quartet of children took us through the wardrobe to a strange land of line-dancing rhymers. Davis played out an Agatha Christie style murder-mystery, with a witty, fourth-wall-breaking detective cracking the case for the family. Beaulieu Blair employed Día de los Muertos as their backdrop in a fantastical journey into the spirit realm, to help repair a longstanding

family rift. There were spectacular dance routines, epic visual backdrops, clever trailers, eye-catching media boards and posters, super harmonies, hilarious one-liners, and clear narrative messages in each of the four performances –accomplishments of which every House should be profoundly proud.

The judging panel of five were suitably impressed, providing very positive feedback, and announcing Judges Awards across all four performances. It was Beaulieu Blair who pipped Davis by 1.4% for best production.

House Arts stood as an extraordinary showcase of talent and teamwork; once again proving that the Arts are a powerful force that unite us all in the spirit of creativity and expression.

Mr James Brown

Head of Performing Arts

The Critical Conversation

Since 2022, Year 9 Humanities learning and teaching has been transformed through the implementation of St Catherine’s Critical Conversations Program.

Utilising the Harkness-approach, a dynamic method that fosters critical thinking and collaborative discussion among students, the Critical Conversations Program is the culmination of a carefully curated sequence of learning experiences that deepens student knowledge and thinking.

St Catherine’s student Emily Cameron, participated in the School’s first Critical Conversations Program in 2022. Now in Year 11, Emily can see the benefits the Program provided in preparing her for VCE. “Critical Conversations helped me to build the confidence to participate in class conversations and share my ideas with my peers, as previously this was something that I struggled with. Critical Conversations has also helped me stay engaged with class content and is an interesting and expressive way of learning.”

The approach is now well established in Year 9 Humanities and in 2024, we are expanding its practice into Year 10 Humanities electives as well as into other Faculty areas of the School. In 2023, the Arts Faculty successfully adapted the Harkness-approach with its Year 12 Art Creative Practice subject. Year 10 English students are also using critical conversations in their study of texts and authors.

What is the Harknessapproach at St Catherine’s?

The Harkness-approach embodies a pedagogy that promotes studentcentred learning and active participation. Originating from the Harkness Table discussions at Phillips Exeter Academy in the USA, this methodology emphasises students engaging in collaborative inquiry and the exploration of various perspectives.

How does the Critical Conversations Program fit within traditional subjects?

In preparation for the Critical Conversation, students receive

foundational knowledge from their teacher, along with supporting resources. From this the students immerse themselves in the subject matter, synthesise information and develop their analytical skills. Guided by teachers, they engage in thinking routines and utilise subject-specific frameworks to refine their ideas.

During the Critical Conversation itself, students take centre stage, engaging in a dialogue that spans 30 to 40 minutes. This unscripted exchange encourages active participation and cultivates essential oracy skills.

What do teachers do during the Critical Conversations?

Teachers play a multifaceted role in the Program, serving as mentors, facilitators, and evaluators. Prior to the Critical Conversation, teachers guide students through the preparatory phase, providing feedback and guidance as they navigate complex concepts. During the conversation, teachers observe the dynamics unfolding, mapping the student discussion, while refraining from

direct intervention. Post-conversation, teachers assess students with rubrics, evaluating both the substance of students’ contributions and their overall engagement throughout the learning process.

The Critical Conversation: A Transformative Experience

The Critical Conversation Program offers students a platform to articulate their perspectives and engage in meaningful dialogue. While initially challenging, with moments of silence and uncertainty, the conversation gradually gains momentum as students embrace the opportunity to express themselves. Beyond academic achievement, the Program fosters skills essential for lifelong learning, including critical thinking, effective communication, and collaborative problem-solving.

Mr Paul Gilby

Project Leader: Curriculum Innovation (Harkness Model)

ACADEMIC EXCELLENCENurturing

St Catherine’s Academic Honours Program provides select Years 7 and 8 students with a unique opportunity to further advance their established skills and academic talent within specialised small group environments.

The Program operates in conjunction with St Catherine’s academic program, offering a specialised curriculum tailored to students’ talents in English, Humanities, Mathematics, and Science, providing a stimulating environment for academic growth and exploration. Students are selected based on their past academic results, academic testing, and consultation with teachers.

In the realm of English, students delve into the intricacies of language and literature, dissecting excerpts from diverse texts

to understand narrative perspectives, linguistic nuances, and societal reflections. Students in Year 7 are exposed to excerpts from texts including Oscar Wilde, Dickens, Jane Austen, and modern writers such as Neil Gaiman and Suzanne Collins. In Year 8, students identify the views and values presented by an author and discuss how structural and literary features are used to convey ideas.

The Humanities Honours Program ignites curiosity as students explore historical epochs like Ancient Egypt and Indigenous Australia, engaging in immersive virtual field trips in Year 7 and hands-on problem-solving challenges in Year 8.

Meanwhile, the Mathematics program removes conventional boundaries, delving into the fascinating realm of network theory and problem-solving strategies. In Year 7 students tackle complex puzzles like the historic bridges of Konigsberg, honing their analytical prowess and mathematical creativity.

The Year 8 Program follows the Australian Mathematics Trust (AMT) Euler Enrichment Program which includes the following topics: Primes and Composites, Arithmetic Sequences and Figurate Numbers.

Science Honours students find their niche in a realm of practical experimentation and scientific inquiry. From exploring chemical reactions to mastering the principles of simple machines and hydraulics, students in the Science Honours Program gain hands-on experience and cultivate a deep appreciation for scientific methods.

The Academic Honours Program encourages our students to reach their potential through additional engaging and challenging tasks, as well as deepening students’ knowledge and skills through fostering a culture of curiosity.

The Honours Program provides a strong foundation for students to progress into St Catherine’s Critical Conversations Program in Year 9 and Senior Years Learning Model in Years 10 to 11.

Dr Sylvia Walton AO FACE | 1941-2024

“Sometimes we have an opportunity to do our personal best using the various capacities we have, in ways that can change the world or at least a small part of it.” Dr Sylvia Walton AO, FACE.

Sylvia was a much-loved and respected educator, who served as St Catherine’s Principal from 2007 to 2013 with distinction. Under Sylvia’s leadership many of our School’s facilities were enhanced, including the development of the Clocktower Atrium and the construction of the Marigold Southey Sports & Aquatic Centre.

Sylvia was a highly regarded educator across Australia. In addition to being Principal at St Catherine’s, she was Chancellor of La Trobe University (2006-2011) and Principal of Tintern Grammar (1982-2005).

Sylvia was also the recipient of several honours and awards including the Order of Australia in 2003 for service to

Miss Anne Smith | 1941-2024

Miss Anne Smith was Head of St Catherine’s Junior School from 1979 to 2001 and Vice Principal from 1992 to 2001.

Possessing warmth and charisma, many people in our School community have fond recollections of Anne. Anne knew her parents, her girls and her staff.

She selected staff who loved to teach and who nurtured each child as individuals.

Anne valued the importance of selfesteem for the growing girl and that even a shy girl gains confidence as she participates in School sport, attends a School camp, or plays in a music group before Assembly. She was renowned for catching up with and listening to parents and students at the front gates before and after School each day. Indeed, parents describe Anne Smith’s style of leadership as MBWA – Management By Walking About. They always appreciated the fact that she was so accessible.

Anne was a valued member of the School Council, joining as the nominee of the Toorak Uniting Church after an appropriate period of absence between her retirement from the School executive and her appointment to Council.

education at secondary and tertiary levels, particularly through research into specialised curriculum and training programmes, as an administrator, and as a contributor to the development of education policy in both government and non-government sectors.

In 2007, Sylvia received the ACEL Gold Medal. The most prestigious award conferred by the Australian Council for Educational Leaders and in 2014 added to the Victorian Honour Roll of Women.

A leader in her field, Dr Walton will be remembered for her commitment to advancing opportunities for young women through education and her dedication to St Catherine’s School.

In 1987, Anne took up the role of Chair of the Junior School Heads Association Victorian Branch. In 2017 an announcement was made by St Catherine’s that Anne would serve the School again as Patron of the Her Future Begins Here campaign to construct a new Junior School.

The School Crests on the Barbreck entrance gates were generously donated by Anne. Following the Junior School redevelopment in 2018, the driveway leading up to the Barbreck entrance was named the Anne Smith Avenue, in her honour.

Anne was an outstanding educator who has left a strong legacy at St Catherine’s School. She will be greatly missed.

BOARDING | ILLAWARRA

Sharing Students’ TRIUMPHS & CHALLENGES

Boarding at St Catherine’s School provides a strong sense of community for its boarding students.

In 2024, the School’s new Head of Boarding, Ms Claire van Boxel, is looking forward to further strengthening the School’s outstanding boarding program and supporting students to develop resilience, life skills, and independence.

“Boarding staff play a crucial role in providing a caring and stable residential environment for the young women in our care. We get to share in their triumphs and challenges along their educational journey. This is such a privilege and one of the most rewarding aspects of leading a Boarding House,” shares Claire.

Working in education for more than 17 years, Claire always knew she would become a teacher, coming from a long line of educators. “I have worked across Australia and New Zealand in both coeducation and single-sex schools as a Humanities Teacher, passing on my love of history and the ancient world to my students. However, stepping into a boarding role over eight years ago has been the most rewarding part of my teaching career.”

Ms van Boxel believes a successful boarding house is “built around routine and consistency, although, no two days are ever the same in boarding! My first priority is always the girls. Ensuring they are awake, fed, and off to school on time. When their school day ends, we always connect with each girl, finding out about her day. This daily practice ensures we know all our girls well and they receive the support they need when they need it most.”

Claire is looking forward to extending the sense of community within the Boarding House with initiatives that encourage the student voice. “In the Boarding House you get to know students in a different context from the classroom,” explains Claire, “Through the support and expertise of boarding staff we can help our girls build life skills, resilience, independence, and confidence.”

“The relationships built in boarding are special. As a boarder, you get to know students in other Year levels and from different backgrounds. You have a special bond and form lifelong friendships. Within this safe environment, our boarders can step outside their comfort zones, saying yes to new academic and cocurricular challenges and taking on leadership positions within the Boarding House and School,” Claire shares.

Honouring Exceptional Service

MRS BESSIE (LEE)

MASSEY (BYRNE ’35)

Bessie (Lee) Byrne was educated at St Catherine’s School, School Captain in 1935, and won the cup for the ‘Most Reliable Girl’ in the same year.

After her marriage in India in 1941 to Captain Patrick Massey, who was serving in Hodson’s Horse an Indian Army cavalry regiment, Bessie called herself Lee Massey because it sounded less clumsy than ‘Bessie Massey’.

Following her husband, who was posted to the 5th/10th Baluch Regiment, an Indian Army infantry regiment fighting in what was then Burma, Lee joined the Women’s Auxiliary Service (Burma), or WAS(B) known as ‘Wasbies.’ Within the Wasbies, Lee was a Captain and asked to be their Adjutant (Commanding Officer’s Executive Officer).

Captain Lee Massey returned to Australia in 1945 on a recruitment drive for 200-300 women to join the Wasbies. The Australian War Memorial has the transcript of her broadcast dated 5 June 1945 which provides a record of the work of the Wasbies.

“The Wasbies are a military organisation under the South East Command and attached to the 14th British and Indian Armies for duty. We’ve been a serving force for three years, ever since British Women were evacuated from Burma to India. Some of them decided to form a women’s army and so the Wasbies started... We live with the Army. We have tents set aside for us; we’re moved with the troops so we may be on hand to feed them. We share their conditions completely; what they go short of, so we do. We can usually manage a bath though, for we’re issued with canvas bathtubs. As far as amenities go, we’re part of the army; if the going is rough for them, so it is for us. But it’s grand fun, and it’s interesting country.

We are an advanced unit. The Wasbies operate mobile canteens from which the troops are fed, and where they go, so do we – that means all the way (to the

frontline). My face gets black with dirt and dust… Driving a car over rough tracks or pulling it out of mud up to the axle doesn’t leave one looking well groomed.”

Further details of her work have been provided by Lee’s family including working as a signaller deciphering highly classified signals and piloting resupply missions in Dakotas over the Burmese jungle. Lee spoke of clearings being prepared in the jungle as resupply flights came in, which were also used to deliver coded messages to the troops on the front line and back again to headquarters over the Indian border. At the end of the War Lee had four campaign medals. They were the 19391945 Star (War Medal), the Burma Star, the 1939-45 Victory Medal and the 1939-45 India Medal. Lee had them in miniature but never wore them. Lee passed away aged 59 on 17 August 1978.

Thank you to the Massey Family for providing Lee’s biography and Historian Jacqueline Dinan for sharing her extensive research with St Catherine’s School for our Archives Collection.

Ms Melissa Campbell Archivist

FROM THE ARCHIVES

As the tenth recipient of the St Catherine’s Teaching in Excellence Award, Mr Nick Racina was accoladed for his significant contribution to St Catherine’s School at the 2023 Speech Night.

MR NICK RACINA HEAD OF SPORT | HEAD OF BEAULIEU BLAIR HOUSE

Nick has been a pillar of support to his students and colleagues, developing excellent and trusting relationships over his eight years at the School. His work culminated in the School’s successful year to date in GSV participation with St Catherine’s reaching 15 finals across a large range of sports in the 2023 school year.

Creating a culture of inclusion, participation, skill development, and teamwork has been Nick’s mantra, in addition to building expertise through his coaching staff to build technical skills and game awareness.

Nick has also led the development of St Catherine’s Athlete Development Academy, providing students with sports-

specific individualised strength and conditioning sessions for our elite athletes.

On Speech Night we congratulated Nick for the significant value he has added to St Catherine’s Sports Program and applauded his ability to harness a culture of participation, skill development, and achievement.

“I was quite shocked and overwhelmed when Rob Marshall read my name out,” shares Nick. “However, I felt incredibly grateful to be recognised and it was lovely to receive many messages from students and parents. I was also very thankful to the students and staff who make my role so enjoyable and the Sport Program successful.”

“I grew up loving sport and wanted a career where I could be around sport and be physically active. After doing a Bachelor of Exercise Science, I tried teaching and loved it straight away. I love seeing students develop through their involvement in sport, whether it be through the improvement of their physical skills or enjoying the social aspect of sport. Sport can provide such a great platform to build self-confidence.” Nick says.

Congratulations Nick, you are indeed a worthy recipient of the Excellence Award in 2023.

MR CLINT BLENNERHASSETT

HEAD OF YEAR 10

How long have you worked at St Catherine’s?

I started in 2023 as a Humanities (Geography) teacher. This year I am also Head of Year 10.

Tell us a little bit about your role?

To me, the Head of Year role is about working with the cohort on a day-today basis with their academic pursuits, supporting their wellbeing, helping them to balance their co-curricular activities and being a friendly face. The girls can come to me with any questions or concerns they have. It is also about building relationships with families as a key contact at St Catherine’s they can reach out to.

What is your career background including qualifications?

Prior to becoming a teacher, I worked for Parks Victoria in fire management and general work in the national parks and state forest. I completed a Bachelor of Health and Physical Education (Humanities minor) and have since gone on to be a sessional lecturer at Deakin University on the topic of Health and Student Wellbeing.

What influenced your decision to pursue the career you have?

I was lucky enough to have some great teachers who had a profound impact on me. This influenced my decision to become a teacher. Working with young people gives me great energy, drawing off their enthusiasm and optimistic approach to life.

What has been a highlight for you during your time at St Catherine’s?

Working with the Intermediate Softball Team in 2023 was a great way to get to know some of the students at a new school. The team’s atmosphere was so positive, and they made it all the way to the state finals.

What strengths do you believe St Catherine’s has as a school?

Being a smaller school, as staff we get to know the individual students really well, which helps us to form relationships in the classroom that supports quality learning and teaching.

What do you believe is the biggest reward in your role?

I look forward to seeing the girls continue to gain confidence, develop their independence, and pursue their interests as they move towards VCE and hopefully contributing in a small part to their successes in the Senior Years.

MS SAMANTHA BASFORD

HEAD OF YEAR 7

How long have you worked at St Catherine’s?

Originally commencing in 2007 and then returning in 2014 after six years in Girls Sport Victoria education.

What is your current role (2024) at St Catherine’s?

As the Head of Year 7 at St Catherine’s in 2024, I cannot overstate the significance of this year for our students. We have the responsibility to nurture and guide 78

young individuals as they embark on this exciting stage of their educational journey.

Year 7 marks the transition into secondary school, a period that shapes their attitudes, habits, and perceptions of their academic path ahead.

This year lays the foundation for their secondary education. It’s where they establish essential study skills, develop relationships with peers and teachers, and begin to explore their interests and strengths.

Our role is not only to educate them academically but also to support their overall wellbeing, ensuring they feel safe, valued, and encouraged to reach their full potential.

Have you held previous roles with St Catherine’s? If so, can you please share?

Alongside many members of the Wellbeing Team, I have actively supported and participated in various aspects of professional practice. This includes coordinating events such as the Diversity Dash and student Wellbeing Days, as well as serving on sub-committees focused on child-safe practices and mental health and wellbeing programs.

What is your career background including qualifications?

With 20 years’ experience in education, I have attained three degrees: a Bachelor’s degree in Human Movement/ Sports Science, a Graduate Certificate in Education, and a Graduate Certificate in Career Development Practice.

What influenced your decision to pursue the career you have?

My lifelong passion for helping others learn and grow led me to become a teacher. I found joy in assisting others and volunteering from a young age.

What does a typical day at School look like for you?

Is there such a thing as a typical day in 2024? Hopefully not! A day in Year 7 is always busy, with students seeking guidance, support, and encouragement.

Our COMMUNITY

Through being involved, volunteering, participating, and demonstrating the importance of belonging in a community, our St Catherine’s parents actively role model and shape the values and character of their daughters through good citizenship, respectful relationships, and gratitude.

There are so many ways to become involved at St Catherine’s School. If you are interested in volunteering, learn more about our parent-led community auxiliaries here.

Parents’ & Friends’ Association

The PFA is excited for another wonderful year in 2024. Our 2024 Committee is dedicated to building and maintaining community spirit through many events this year.

Throughout the year we bring together parents, students, past parents, and Old Girls. The PFA are still honouring our pledge of $100,000 to the Wintergarden and Sports Centre building project.

In 2024 we have our annual Ruth Langley Luncheon, the ELC and Barbreck Teddy Bears Picnic, Mother’s and Father’s Day stalls and breakfasts, welcome cocktail parties, Fathers’ Night, and our end of year Christmas Fair.

These events help the PFA raise funds for our pledge to the School, but more importantly allow our School community to come together.

Volunteering for the PFA is an excellent opportunity to make a difference, meet new parents and build lifelong relationships. If you are interested in joining feel free to contact me on rktenavos@gmail.com

Roxanne Ktenavos

Heyington Club

The Heyington Club supports the advancement and promotes the enjoyment of St Catherine’s Rowing Program. The fundraising activities run by the Club enable the purchase of new boats, oars, and other rowing equipment for our Rowing girls.

At the start of the 2023-2024 season, the Committee detailed specific goals in response to the challenges of increasing costs of all things rowing. Despite being blessed with a very generous Rowing community, the cost of holding events, merchandise and boat acquisitions were increasing at a rate that was unsustainable for the Heyington Club without significant change.

Consequently, we have adjusted some event formats, streamlined our merchandise through one supplier, sourced a single supplier for all food and accessories, and created a five-year financial plan which responds to the Head of Rowing’s Fleet Acquisition Program. Further, as this season unfolds, we are creating a Manual of Events and Administration Diary which will smooth the transition and appeal for successors and new members to the Committee.

We invite all members of the Rowing community to consider joining the Heyington Club Committee and continue volunteering and supporting our St Cath’s Rowing Program for the upcoming 2024-25 season.

Mr Tom Shelton

Creative Arts Auxiliary

The Creative Arts auxiliary significantly contributes to the wellbeing and performance of St Catherine’s in a multitude of ways. Consistently supporting Music, Drama, and Art productions by improving the whole experience and reinvesting raised monies back into the Departments to acquire necessary resources for students to enhance and enrich their learning process.

The CAA goals for 2024 encompass fostering growth amongst the St Catherine’s community through Drama, Music, and Art productions. The annual events we contribute to include the Concerto Concert, Art Workshop, Senior School performance, Jazz Night, Junior School performance, Gala Concert, Music Breakfast, VCE Art Exhibition, Drama production and our energetic House Arts engagement.

The CAA serves as a bridge between School and parents, facilitating communication and collaboration amongst these stakeholders, fostering a supportive and cohesive School community. Parent involvement is always welcomed and encouraged through the engagement of CAA activities. If you are interested in joining feel free to contact me on irenemkaras@gmail.com

Mrs Irene Karas

Snowsports Auxiliary

The Snowsports Auxiliary actively supports the Sports Department to promote the enjoyment, participation, and competition of girls in skiing, snowboarding and cross-country. Social and fundraising activities, including a Cocktail Party and Presentation Dinner, are held to encourage team spirit and to raise money to purchase equipment. Monthly meetings are held during the season.

In season 2024 the Snowsports Auxiliary aim to continue growing the engagement and participation of St Catherine’s girls in Snowsports activities, with a particular focus on increasing Junior School participation. The Auxiliary will also fundraise in 2024 for the purchase of Snowsports jackets for 2025.

The annual Snowsports Swap will continue to be a major event for the Auxiliary, not only as a fundraising avenue, but also to ensure the quality of recycled clothes and equipment is available to our Snowsports community.

The Snowsports Auxiliary is a great way to meet other St Catherine’s families who love the snow. We encourage all our St Catherine’s Snowsports families to get involved, volunteer where you can, and make lifelong friends along the way. If you are interested in joining the Auxiliary feel free to contact me on Juliasoutter1@gmail.com.

Mrs Julia Soutter President

Sports Auxiliary

The Sports Auxiliary is committed to supporting and encouraging the involvement of our girls and their families in the participation and community spirit of GSV Sport at St Catherine’s School.

Last year we saw several Committee members end their tenure within the Sports Auxiliary, requiring a need to recruit new parents to the Committee. We are delighted to welcome three new Committee members to the Sports Auxiliary, each representing different Year groups to provide a balance of representation across the School.

Our two key events for 2024 will be the Father/Daughter Dinner, celebrated every second year, held in the prestigious Long Room of the MCG and our Celebration of Sport Awards, that recognises the achievements of all our student athletes throughout their 2023-24 GSV calendar.

In addition to this we continue to support the Sports Department providing assistance and refreshments during key events including the Huntington/Heyington Cup, House Cross Country, and Athletic sports.

We look forward to another fantastic year of GSV Sport at St Catherine’s School. If anyone is interested in volunteering with the Sports Auxiliary feel free to contact us on meford@bigpond. net.au or marnie67@gmail.com

Mrs Mary Jesudason and Mrs Marnie Pringle (Ross ’92) Co-Presidents

ST CATHERINE’S

MUSIC SCHOOL Music Matters

The groundwork for the Music School Capital Campaign is in progress as we embark on the design phase for this innovative building project.

Guided by architects at McIldowie Partners, the creation of a stunning and contemporary Music School is underway, meticulously crafted to blend aesthetic appeal with the necessary technical and practical considerations. As the ‘heartbeat’ of St Catherine’s School, the new Music School is set to feature bespoke spaces, each meticulously designed to cater to the diverse needs of our Music students across various music genres.

This ambitious undertaking marks a historic moment for St Catherine’s School Foundation, as we aim to raise $5M, the most substantial fundraising target in our School’s history. Such a monumental endeavour relies heavily on the generous support of our community of philanthropic donors. Your contributions will play a pivotal role in realising our vision for a transformative Music School that serves as the incubator for a profound love of music for all our students for life.

We invite you to join us in this journey to create a Music School that transcends the ordinary, providing an unparalleled environment for musical exploration and education. Your support will not only contribute to the architectural marvel that is underway but also foster a deep and

enduring appreciation for the art of music among our students.

Together, let us elevate the cultural and educational landscape of St Catherine’s through the establishment of a truly exceptional Music School.

I look forward to sharing opportunities for support with you as this incredible project progresses.

Celebrating St Catherine’s Concerto Concert

“Music has the power to evoke emotions, and possesses the remarkable ability to synchronise heart rate, breathing, creating a shared emotional experience among audience members, giving a greater sense of wellbeing.” Mr Francis Blakiston, Head of Music.

Music is integral to St Catherine’s culture. On Monday 25 March, dedicated members of our Music community and parents of performing students attended our annual Concerto Concert. The Jamie and Rebecca Gray Theatre reverberated with harmonious melodies showcasing

the remarkable abilities of our Senior School performers, including the recipients of the Ms Lindy Shelmerdine (’80) Violin Scholarship (Praga and Postiglione violins), and Danielle Lloyd (’83) Scholarship (Colin-Mezin violin).

The Concerto Concert was a display of musical prowess, and an uplifting celebration of dedication, passion, and the transformative power of music in education. It exemplified St Catherine’s School’s commitment to fostering artistic expression in our students.

As the echoes of the Concerto Concert fade, one feeling remains – music matters at St Catherine’s School. It is an essential part of our School’s identity and spirit. Through music, students learn discipline, perseverance, and the joy of creative

expression, laying the foundation for a lifetime appreciation for the arts.

This year St Catherine’s School is embarking on an ambitious fundraising campaign to raise funds for a new Music School. The School will be a bespoke and inspirational space facilitating the holistic development of our musicians, fostering artistic excellence, and creating a dynamic platform for celebrating the beauty of music as a community.

I invite you to join us as we navigate this ambitious fundraising campaign and look forward to keeping you informed as this exciting project takes shape.

Ms Kathy Hines Advancement Manager

MEET THE PRESIDENT

My post St Cath’s journey began at Melbourne University to study a Bachelor of Arts, majoring in USA Politics and Economics, whilst living at Trinity College. College life and connections opened me to the world of advertising, where I discovered my passion for communication, brands and FMCG. By now, the Olympics were coming to Australia, I was working for ADIDAS and living my sporting dreams on the daily, and yet this is where I learnt to pivot. Without the boundless energy I had always relied on, I leaned on my less developed creative side to come out of burn out. Over the next couple of years, I learnt much about the human body, psychology, the potency of creativity and discovered there was a roaring inner artist inside and that I was just as passionate in exploring this new version of Anna. I spent the next three years in Firenze, Italy, met my husband, Andrea, had a couple of art exhibitions and then came home to Australia to settle in Perth. We are now back in Melbourne, where I work privately with women in business as a health and trauma coach, supporting them to breakthrough mental, physical, and emotional blocks that arise when taking leaps in business, whilst also painting private commissions.

I have two children, Hector in Year 12, and Violetta at St Cath’s in Year 10.

Ms Anna Foley (’92) SCOGA President

Bringing Old Girls Together

Whilst newly reconnecting with SCOGA after a 30year hiatus, I’m reminded of the importance of community, belonging and the role SCOGA plays as we welcome those back through the Gates of Heyington Place.

The Committee was abuzz developing a vibrant and celebratory Reunion Weekend Program for early March, as well as building on previous Mentoring Programs to engage more connection between existing and past students.

My first job as President was honouring the Year 6 Barbreck girls with their Red Steps Badge at the end of 2023. It was such a joy to speak to all the Barbreck girls and their parents, describing the significance of those red stairs. To this day I can still hear our Head Mistress, Anne Smith ‘telling’ us to stop leaping off the red carpet like frogs. I rang Anne after I presented the 2023 Barbreck girls with their badges, and 40 years on she was overjoyed to hear about all the families. Anne continued to have deep fondness for all her Barbreck girls.

These first few weeks of 2024 have seen the passing of time for three significant pillars of our School community. Past Principal, Dr Sylvia Walton AO, was a much loved, highly regarded, and respected educator, who led St Catherine’s from 2007-2013. Our beloved Head of Boarding Mrs Sue Collister, who dedicated 40 years of service to her students and the School. Miss Anne Smith, Head of Barbeck for 20 years 1979-2001 and Vice-Principal 1992-2001.

Witnessing our community gathering to honour, remember and celebrate these three devoted educators and women has highlighted the value and care we have for our members and the lives they touched.

The passing of time was no hurdle, our Old Girls came out with their blue ribbons, blazers, hearts, and stories to connect and honour these women.

In this brief space of time, we have reconnected with so many Old Girls, and we are passionate about the greater network of thousands of St Catherine’s girls who spread all over the globe. SCOGA is there to create more opportunities to reconnect, inspire, and ignite the community.

We look forward to a successful 2024 and beyond.

Ms Anna Foley (’92) SCOGA President

Leavers’ Panel & RSA Course

The series of SCOGA events for the year commenced with the much-anticipated 2023 Leavers' Panel. The Panel spotlights exceptional Old Girls and their journeys post-St Catherine's School.

Our esteemed alumnae shared valuable insights on navigating the transition from university to college, exploring gap years, and entering the workforce. This event provided our Class of 2023 graduates with invaluable guidance on maximising their post-school experiences.

We extend our gratitude to our Old Girls Miss Brooke Maat (’16), Miss Olivia Cody (’14) and Miss Tamsin Sleigh (’21), for generously imparting their wisdom to the newest members of our alumnae community.

Following the Leavers’ Panel, we organised the first SCOGA-sponsored RSA course. This was a fantastic opportunity for our Old Girls, providing them with essential skills for entering the workforce after leaving school.

Participants gained valuable knowledge and certification, enhancing their employability and opening doors to various job opportunities. We are excited about the prospect of extending this opportunity to more Year levels in the future, empowering even more students with practical skills for their professional journeys.

SCOGA’s focus is to assist, promote and unify our Old Girl community.

SCOGA is committed to fostering friendships and providing opportunities for engagement among our broad membership of over 7,000 St Catherine’s Alumnae.

Working to support Alumnae and the School, our activities include reunion programs, the SCOGA Fellowship, Mentor Program, awards to students and support for School building works, Heyington Hubs, sporting clubs, representation on School Council and committees and much more.

President

Anna Foley (’92)

Past-President

Sarah O'Brien (’02)

Vice President

Melissa Sweetland (’86)

Sarah O'Brien (’02) and Brooke Maat (’16)

School Council

Melissa Sweetland (’86)

Nikhi Wagstaff (’07)

Honorary Treasurer

Manon Dennison (’15)

Honorary Secretary

Prue-Jane Pisani (Gerritsen ’97)

General Committee

Deb Berry (Manos ’77)

Natasha Dickinson (Wilson ’07)

Persephone Holdenson (’16)

Sonja-Lina Sasse (’84)

Jennifer Wang (’15)

SCOGA reunions took a wild turn this year. Revitalised and shaken up post-COVID we wanted to create a weekend full of fabulous reunions for our Old Girl community.

Friday lunch started with our golden circle of pre-1964 ladies. We launched a trip down memory lane in the Sherren House Ballroom, served by Old Girls and food made by Old Girls. The group was serenaded by two Year 10 soloists, and some guests were transported back to lessons in the classroom with their grandchildren, and our Years 9 and 10 Leadership Diploma students served our Old Girls lunch. The room was abuzz with old friends, and connected by the threads of

Sherren House, the same sun tanning spots around the grounds and their love of retuning to what was.

Friday evening the next drive of reunions unveiled, guests were met at the Heyington Gates by current students, and a big welcome from the SCOGA Committee as this was a celebration of their return. The School Fountain, outside Sherren House was alive with laughter, chatting, hugs, music, and an eagerness for those to take a look at the

REUNION

School. A favourite was the photo booth with numerous School uniforms, blazers to throw on, and the swimming cap was a favourite too.

Thanks to Mrs Ceri Lloyd, Deputy Principal – Head of Senior School for connecting the existing St Catherine’s student body and management to the SCOGA network and voicing her celebration of the richness and diversity of talent in the Old Girls network, and that there is great work for these communities to dive into.

SCOGA showcased Old Girls businesses and friends in their new raffle of the evening, and are grateful for Annie Abbott (Hawthorne ’94), Habbot, Toni Joel OAM (Silver ’82), Tonic, Ms Sarah O’Brien (’92), MECCA, Mrs Nicole McCurdy (Austin ’88), Cable, Sabrina Reinke (’17), POM, and Ben Ranken and Sally Richardson, Wilimee Wines. We celebrated the generosity of these gifts and ended with the School Anthem, Thou I Speak… and then followed by Mamma Mia

WEEKEND

One of the most rewarding aspects of the weekend was witnessing old friendships rekindle and new connections being forged through the cross pollination between the groups, mothers and daughters, sisters, and aunts.

SCOGA couldn't have been more thrilled with the overwhelmingly positive response we received. Thank you to all our guests, your presence and enthusiasm truly made it a standout occasion, and we are deeply appreciative of your support.

Fellowship SCOGA 2022-2023

Each year, SCOGA presents its Fellowship to an Old Girl. This is a tradition initiated in 2018 to enhance SCOGA's mission of promoting the professional growth of Old Girls and making a positive impact on our community.

The Fellowship provides financial support of up to $5,000 for endeavors such as research, professional development, career projects, or relevant travel that aligns with the Fellowship's objectives. Applications will open for 2024 in August 2024.

In 2022, Dr Hilary Grover (’10) received the SCOGA Fellowship, and in 2023, Ms Alexandra Dvorscek (’12) was honored with the same recognition.

2022 FELLOWSHIP UPDATE

We were delighted to support Dr Hilary Grover (’10) with her opportunity to be an outstanding presence at the prestigious Australian College of Sports and Exercise Physician Conference through a Fellowship. She skillfully delved into critical subjects such as concussions, unique considerations for female athletes, and the issue of sudden cardiac death in athletes. Hilary enjoyed learning more about these topics alongside other enthusiastic professionals within the medical and sport science field.

2023 FELLOWSHIP UPDATE

The 2023 Fellowship provided Alexandra Dvorscek (’12) the opportunity to travel to Canada and the UK. Alexandra met with

world-leading researchers in her area of research – immunology, more specifically, antibody responses and vaccinology – to disseminate and discuss the findings of her PhD project.

With the exciting data generated over the last year, Alexandra finalised a manuscript to publish in a high-end journal, outlining her findings of how antibodies can be utilised and manipulated to enhance the immunogenicity of vaccines. In recognition of the significance of her findings, Alexandra was selected to give a presentation at the "T and B cell Collaboration in Germinal Centers and Beyond" Keystone Conference in Whistler, Canada, one of the leading conferences in her research area. Following this, she embarked on a laboratory tour of England to discuss her research.

Connecting our Community

Stay up to date with SCOGA events, programs, opportunities and Old Girl success and stories at:

Facebook Page scoga.au

Facebook Group

SCOGA

Instagram

@scoga.au

LinkedIn

st-catherine's-school

Make sure you have added St Catherine’s School under education on your profile so you are listed as an Alumnae.

St Catherine’s School Camps

We're thrilled to see our Old Girls returning to St Catherine’s to support current students on school camps!

Annie Anezakis (’16), Henrietta (Henny) Paterson (’19), and Georgina Vote (’21) joined in the Central Australia Camp, bringing their invaluable experience to enrich the students' journeys.

Additionally, Jessica Yang (’21), Olivia (Rosie) Bogdan (’22), Lily McNeill (’22), Georgia Stoupas (’22), Holly Landrigan (’22), and Arabella (Bella) Hall (’22) contributed to the Year 10 Wellbeing Camp and Year 9 Program.

If you're interested in joining future initiatives, please let us know!

Honours

MS WENDY WILMOTH AM (’67)

AUSTRALIA DAY

MEMBER (AM) IN THE GENERAL DIVISION OF THE ORDER OF AUSTRALIA

For significant service to the judiciary and to the law.

Congratulations to Nil Magnum Ms Wendy Wilmoth AM (’67) for being awarded an AM in the Australia Day Honours for significant service to the judiciary and to the law.

MRS TONI JOEL OAM (SILVER ’82)

MEDAL (OAM) OF THE ORDER OF AUSTRALIA IN THE GENERAL DIVISION

For Service to the community through social welfare initiatives.

Congratulations to Nil Magnum Mrs Toni Joel OAM (Silver ’82) awarded an OAM for service to the community through social welfare initiatives.

Babies