‘Over the past six years, within Ivanhoe’s walls we have built a home, a place where strangers have become friends and friends have become family. We have relied on this family, leaned on it and grown within it.’
— 2025 School Captain Grace Alberti
CONGRATULATIONS CLASS OF 2025
I am proud of all our students, whose commitment, perseverance and hard work have delivered outstanding results. The Class of 2025 are all young people of character, they have studied diligently, shown great commitment and produced a set of very strong academic results.
Congratulations to our Dux of School, Dux of VCE and Dux of Plenty Campus, Rakhi Patel, with an ATAR of 99.75, our Dux of Ridgeway Campus and Dux of VCE Ridgeway Campus, Leah Delios, with an ATAR of 99.7 and our IB Duces, Rick Li and Emi Sugimoto, who received ATARs of 99.25.
As an open-entry school, we proudly welcome students of all abilities into our community. While the results above highlight some of our highest individual achievements, it is equally important to recognise and celebrate every student’s personal best. I congratulate all students who have worked to their capacity and sincerely thank our dedicated teaching staff for their unwavering support.
Take the guidebook we have offered—or better still, write your own. Break new ground, serve with conviction and continue to live the values that have been etched into your hearts and minds throughout your Ivanhoe Grammar School journey.
Congratulations. Go forward with confidence and show the world what an Ivanhoe education truly means.
CONSOLIDATED RESULTS
Combined VCE and IB ATAR scores 42
12 STUDENTS
Top 1% of the State
VCE and IB
32 STUDENTS
Top 2% of the State
69 STUDENTS
121 STUDENTS
2/3 OF STUDENTS
Top 5% of the State 90+ ATAR
Top 10% of the State
80+ ATAR
Top 20% of the State
COMBINED NUMBER OF PERFECT STUDY SCORES
Combined number of IB and VCE perfect subject scores
DUCES OF 2025
RAKHI PATEL
Dux of School, School VCE Dux and Dux of Plenty Campus
ATAR: 99.75
What university are you going to and what will you be studying?
I’m going to Monash University to study Biomedical Science - Scholars Program.
What is your future aspiration? I would like to become a doctor.
EMI SUGIMOTO
Dux of International Baccalaureate (IB)
ATAR: 99.25
What university are you going to and what will you be studying?
I am going to study a Bachelor of Science at Melbourne University.
What is your future aspiration?
To finish university and to find my passion.
LEAH DELIOS
Dux of Ridgeway Campus and Dux of VCE Ridgeway Campus
ATAR: 99.70
What university are you going to and what will you be studying?
I will be studying a Bachelor of Science at Monash University.
What is your future aspiration?
I plan to pursue a career in psychology.
RICK LI
Dux of International Baccalaureate (IB)
ATAR: 99.25
What university are you going to and what will you be studying?
I will be studying the Bachelor of Science + Doctor of Optometry Graduate Degree Package at the University of Melbourne.
What is your future aspiration?
My future aspiration is to become a medical doctor, GP or Specialist.
STUDENTS WITH AN IB SUBJECT SCORE OF 7
36 subject grades of 7 attained by 16 students 26% 53% 16 STUDENTS
Top 5% of the State
IB DIPLOMA MEDIAN ATAR
Top 10% of the State
IB HIGH ACHIEVERS
80+ ATAR
The IB median ATAR is an impressive 90.6 and 81 percent of the IB Class of 2025 achieved an ATAR above 80.
In 2025, a number of Year 12 students at Ivanhoe Grammar School pursued the prestigious International Baccalaureate (IB) Program, to expand their options for tertiary education. Congratulations to all IB students, particularly our IB Duces Rick Li and Emi Sugimoto, who achieved an ATAR of 99.25 which places them in the top 0.75% of the State.
UNIVERSITY CAMPUS
Preparing our students for Senior Years and beyond
In 2025, Ivanhoe Grammar School marked the 7th anniversary of University Campus, Australia’s first dedicated Year 9 campus offering a year-long hybrid secondary school-university experience. Established through a pioneering partnership with La Trobe University, the campus provides students with an immersive taste of university life that challenges, inspires, and prepares them for the future. Each year, students in Year 9 relocate to University Campus to engage in a unique educational journey, enriched by access to La Trobe’s facilities and the expertise of its leading academics.
We asked our graduating class about their experience at University Campus and how it has influenced and shaped them.
Parin Techapan
In 2022, University Campus was a breath of fresh air in my schooling journey. Starting at a new campus with a lot of new people and new opportunities made school more motivating. Aside from all the cool new academic opportunities we were given to engage in such as IGNITE, which is a program that allows you to study and present your personal passion, generally the best parts of my experience were the simple things, such as walks around campus with friends and lunchtimes at The Agora. University Campus made me a more sociable person. I had never had the chance to interact and bond with the Ridgeway Campus students and I’m glad University Campus gave me that opportunity, as I met some amazing, funny, talented and like-minded people, some of whom I keep in touch with to this day. Ivanhoe’s partnership with La Trobe University allowed us students to take part in activities within the La Trobe University campus, such as lectures, experiments in the science lab, playing sports at the La Trobe sports stadium and most memorable of all, having lunches at The Agora. These experiences gave us a snapshot into university life and were fun. University Campus expanded my connections in the school community; I met and connected with new people and gained strong friendships that supported me throughout my Senior Years and beyond.
Mia House
My time at University Campus was one of my best experiences at Ivanhoe. I loved being with the Ridgeway Campus students and having the chance to make so many new friends. What I enjoyed most, though, was how University Campus offered so many different opportunities, like the IGNITE Program, which encouraged me to follow my passions and step outside my comfort zone. It was truly an experience that shaped who I am today and gave me friendships I’ll cherish for a lifetime. University Campus pushed me beyond my comfort zone, which gave me confidence heading into Senior Years. The variety of classes and electives allowed me to explore my creative side and helped me discover my passion for fashion. Being able to mix with students from both campuses was such a unique and rewarding experience. During Year 9, I made so many new friendships across campuses, many of whom are now some of my closest friends. Being constantly encouraged to step outside my comfort zone and collaborate with new people helped me develop confidence and adaptability. Working with different teachers also taught me new study strategies and ways to improve my learning. The skills and resilience I built at University Campus continue to support me in everything I do today.
Our dedicated Year 9 campus offers students a year-long, university-based learning experience made possible through our partnership with La Trobe University. Year 9 at University Campus is an exciting and transformative journey where students embrace new experiences, build resilience, and form lasting friendships. Programs such as Challenge Week, Wellbeing Retreat, and House Activities help students develop confidence and independence. Learning extends well beyond the classroom, with access to La Trobe University’s facilities and a wide range of experiential opportunities—from the University Immersion Program to hands-on initiatives like City Programs, Food Culture, and MasterTech. Students explore university labs, conduct fieldwork in the Wildlife Sanctuary and engage in creative projects through Media and the Artists-in-Residence Program. These authentic learning experiences foster critical thinking, leadership and adaptability, while also sparking interest in future pathways across fields such as business, law and science. Student wellbeing is a central focus, with mentors and staff providing guidance and support as students navigate their transition into the senior years.
Stella Batsanis Head of University Campus
Chris Oliver
My time at University Campus in 2022 was without a doubt the most fun I have ever had at school. I had very positive relationships with my teachers and the time and effort they put into their quality of teaching was evident. I loved going to La Trobe University during the week to access their science labs and the sporting facilities, which introduced variety into my learning. I also really enjoyed each of the four electives that were provided. I was lucky enough to make some valuable friendships and relationships with people that have lasted through Senior Years and were a crucial part in making the rest of my time at Ivanhoe enjoyable and meaningful. A special memory from my time in Year 9 was the IGNITE Project. I really enjoyed working on a project of my choosing, and I found the entire process rewarding, working with people from the university and my teachers to create my final project. I’m sure most people would agree with me that during your time at University Campus, you develop a sense of independence and self-reliance, which is crucial in succeeding in the senior school, whether you choose to do VCE or IB. Self-reliance is also a critical skill in life after school, being able to make the right decisions and being able to manage your own tasks.
Hannah Kocev
My experience at University Campus opened me to a wide range of academic opportunities, as well as opportunities to form new connections with my peers. University Campus had a significant effect on my character and who I am as an Ivanhoe Learner. At University Campus, we were provided with a significant amount of independence that we had not had as Middle Years students. One way in which University Campus set me up for my life after Senior Years and my future after school is by teaching me what it means to be independent. Although we had constant support from our teachers in all our endeavours, there was a degree of independence that allowed us to discover what worked best for us as students in terms of studying and in all other aspects of our lives. Independence, learning new study techniques, and how to solve problems on our own, were crucial skills I will carry with me beyond school. I will always remember the new relationships I made with students from across the school when we were brought together on one campus for Year 9, allowing me to expand my network of friends. The friendships I formed will stay with me forever, well beyond my time at Ivanhoe.
THE IVANHOE INSTRUCTIONAL MODEL
The introduction of our Instructional Teaching Model, in 2025, has been a highlight of our academic program. Across the School, our learning environments are being built around the explicit teaching of key competencies in each subject area and deeper opportunities for individual growth and personal best are being nurtured. Our Instructional Teaching Model demonstrates our commitment to creating learning environments where every student can experience meaningful academic growth. It reflects the best contemporary advice on effective instruction provided by educational research and key educational authorities, including the Australian Education Research Organisation (AERO). Ivanhoe Grammar School is committed to providing learning environments in which every student can achieve meaningful academic growth.
Amber Sowden Deputy Principal/Head of Ridgeway Campus
WHY EXPLICIT TEACHING?
The Ivanhoe Instructional Model is founded upon a deep understanding of how students learn.
Explicit teaching the Ivanhoe way:
• establishes high expectations, reliable routines and positive relationships
• makes learning visible and interactive via clear goals, modelling and guided practice
• is responsive to context and students’ needs
• gradually builds independence, moving learning to deep and transfer phases, and
• teaches students how to monitor and evaluate their own learning.
CHARACTER EDUCATION AT IVANHOE GRAMMAR SCHOOL
Ivanhoe Grammar School is Australia’s first internationally accredited School of Character, recognised by Character.org in 2024 for meeting its 11 Principles of Character Education. From its founding over 100 years ago, the School has upheld the belief that character training is the core of education. Ivanhoe’s mission is to develop students’ moral, civic and performance character, fostering resilience, curiosity, independent decision making and respect for diversity.
The school’s approach integrates character into every aspect of learning through the Ivanhoe Learner Attributes—courageous, innovative, balanced, collaborative, ethical, reflective and compassionate. These traits guide students to embrace opportunities, think creatively, act ethically and show empathy.
Character education is embedded in curricular and co-curricular programs. In 2023 the Ivanhoe Grammar School Army Cadet Unit received recognition from Character.org for exemplifying the 11 principles of character.
Ivanhoe’s Character Hub provides curated resources for students, parents and educators, supporting lifelong character development. Through strategic clarity and daily practice, Ivanhoe Grammar School shapes courageous and kind leaders prepared for life beyond school.
Fiona Devlin Leader of Character Education/Deputy Principal/ Head of Plenty Campus
Being a young person of character involves caring about other people.
Jeremy R
#ClassOf2025 #YoungPeopleOfCharacter
A young person of character is someone who stands up after every fall, who doesn’t let failure define them but lets it shape them into something stronger.
Aayan N
#ClassOf2025 #YoungPeopleOfCharacter
11 PRINCIPLES
The 11 Principles focus on all aspects of school life including school culture and climate, social and emotional learning, student engagement and academic achievement amongst others. They are:
1. Core values are defined, implemented, and embedded into school culture.
2. The school defines “character” comprehensively to include thinking, feeling, and doing.
3. The school uses a comprehensive, intentional, and proactive approach to develop character.
4. The school creates a caring community.
5. The school provides students with opportunities for moral action.
6. The school offers a meaningful and challenging academic curriculum that respects all learners, develops their character, and helps them succeed.
7. The school fosters students’ self-motivation.
8. All staff share the responsibility for developing, implementing, and modelling ethical character.
9. The school’s character initiative has shared leadership and long-range support for continuous improvement.
10. The school engages families and community as partners in the character initiative.
11. The school assesses its implementation of character education, its culture and climate, and the character growth of students on a regular basis.
A young person of character is someone who acts as their true self regardless of who they are surrounded with.
Matilda W
#ClassOf2025 #YoungPeopleOfCharacter
A young person of character makes an effort to understand and uplift others, and has the belief in themselves to keep doing what they love.
Eleni P
#ClassOf2025 #YoungPeopleOfCharacter
IVANHOE LEARNERS
Ash Daly, Year 12
A young person of character is someone who has the courage to step out of their comfort zone and try new things regardless of their fears of failing, learning from their mistakes and growing as an individual.
The Ivanhoe Learner Attribute Reflective, resonates with me as I believe reflecting on memories, good and bad, helps us grow into the individuals we want to become. By reflecting on decisions we have made it allows us to understand our strengths and weaknesses, encouraging us to learn from our mistakes and help us to make better choices in the future.
As a student at Ivanhoe Grammar School since Foundation, I can confidently say that Ivanhoe has impacted the person I am today. Over the past 13 years, I have made lifelong friendships and hundreds of memories that I will cherish for the rest of my life. From camp trips in primary and secondary school, musicals and sporting opportunities, service trips and a crosscampus year at the University Campus in Year 9, I am more than happy with how I have spent my time in the last 13 years at Ivanhoe Grammar School. Through trying new things and stepping out of my comfort zone, I have been able to build selfconfidence and learn new skills that I will be able to apply to my future aspirations.
Once I graduate, I am hoping to study Interior Design at RMIT and continue to learn new things.
Ali Maghasedi, Year 12
Being a young person of character means treating others with respect, staying true to my values and speaking up when something isn’t right. It’s about having integrity, acting with honesty and consistently choosing to do what is right even when it’s difficult.
The Ivanhoe Learner Attribute that resonates most with me is Ethical. I’ve always believed in standing firmly for what is right and making decisions guided by strong moral principles. In everything I do, I aim to act with integrity and ensure my choices align with what I believe to be ethical.
Ivanhoe has shaped me in almost every area of my life. Academically, it has taught me the value of hard work, the importance of asking questions and how to manage stress and pressure. Through co-curricular opportunities, I’ve learned to step outside my comfort zone, try new things and build genuine confidence in myself. These experiences together have played a major role in shaping the person I am today.
I plan to study Electronic Engineering and build a future in the engineering industry or in a business related to this field, where I can be innovative and create meaningful solutions.
Julian Harsley, Year 12
A young person of character is someone who respects others by showing kindness and inclusivity, whilst also being involved as a member of the broader community. This also means being honest and upholding high ethical standards, even when it may be easier to ignore those values.
The Ivanhoe Learner Attribute that resonates most strongly with me is the attribute of Balance. This quality stands out because I believe that maintaining balance highlights the importance of valuing all aspects of life. It is an approach I continually strive to embody, not only in my time at school but throughout my life, as it allows me to become a young person of character.
My time at Ivanhoe Grammar School has shaped me not only through the knowledge I’ve gained in the classroom but also through the growth I’ve experienced as a person. Programs such as the Cambodia Service trip have played a particularly influential role in this journey, broadening my perspective and helping me develop a deeper understanding of my wider community and the importance of contributing to it.
After graduating, I plan to go camping and then pursue a Bachelor of Science degree at the University of Melbourne.
STUDENT PATHWAYS WHERE TO NEXT?
TERTIARY OFFERS BY INSTITUTION
TERTIARY OFFERS BY COURSE
Australian Catholic University – 5.92%
TAFE – 4.05%
Deakin University – 10.28%
Overseas Universities – 2.80%
Federation University Australia – 0.31%
La Trobe University – 13.71%
University of Melbourne – 25.23%
Monash University – 17.76%
RMIT – 9.97%
Swinburne University of Technology – 6.54%
Victoria University – 1.25%
Interstate Universities – 2.18%
TERTIARY OFFERS
Agriculture/Environmental – 0.9%
Architecture & Building – 3.4%
Creative Arts – 0.9%
Education – 2.5%
Engineering & Related Technologies – 3.4%
Food, Hospitality & Personal Services – 2%
Health – 19.6%
Information Technology – 2.8%
Management & Commerce – 25.2%
Natural & Physical Sciences – 29.3%
Society & Culture – 10.0%
DEGREE OFFERED
59 99.47
Over 99 percent of the Class of 2025 received a university offer as at 5 February (excluding studentswho didn’t apply for a local university place through the VTAC system).
SPECIAL PROGRAMS
59 students from the Class of 2025 were offered a double degree (excluding the University of Melbourne as they do not offer double degrees).
PARENT SATISFACTION WITH CHILD’S TERTIARY PLACEMENT
Parent Score 9.19
Every year students get accepted into Special Programs such as:
52 students from the Class of 2025 appplied for the ASPIRE Program at La Trobe University.
16 students from the Class of 2025 were offered the University of Melbourne Graduate Entry Guarantee.
Disappointed
In a recent survey of parents of the Class of 2025, their average satisfaction was found to be extremely high regarding their child’s tertiary placement.
Wishing the Class of 2025 the very best in their future endeavours!
‘Being a School Captain added more than a title to my name; it made me a true young person of character, someone I never pictured myself being, especially when I had my doubts about being nervous before a speech or not being able to live up to the role itself. Before this role, I never believed in myself or had faith in what I wanted to say; now I do. I would do it all again in a heartbeat.’
— 2025 School Captain Cristian Corvetti