Mentor Magazine – Issue 1, 2026

WELCOME

FROM THE REGISTRAR

ENROL TODAY

Please contact our Enrolments Team, who would be delighted to answer any questions you may have about Mentone Grammar and support you in making the right decision for your family. Mentone Grammar continues to experience strong demand, with extensive waitlists currently spanning to Year 7 2038. We strongly encourage all families, including siblings of current students and children of alumni, to register as early as possible to secure a place on our waitlist.

Our key intake years, when additional classes are typically offered, are Three-Year-Old Kindergarten, Year 5 and Year 7. Families who commence their child’s journey at Three-Year-Old Kindergarten become part of our “Lifer” pathway, providing students with a continuous educational journey through to Year 12.

Entry into Pre-Prep, Foundation (Prep) through Year 4, and Years 8 – 10 generally only becomes available if a current or enrolled student withdraws. Due to established cohort sizes, these opportunities are rare and limited, and families are encouraged to contact the School to confirm availability at these year levels.

To register for one of our key intake year waitlists, please visit: www.mentonegrammar.net/apply-now

Details of our 2026 School Tours and Open Day can be found on our website: www.mentonegrammar.net/tours

We look forward to welcoming you and your family to the Mentone Grammar community.

PERNILLA EKLUND ALLAN

REGISTRAR

Phone: +61 3 9584 4211

Email: enrol@mentonegrammar.net

Website: www.mentonegrammar.net

OPEN DAY & TOUR BOOKINGS

For more information and online bookings (essential) please visit our website.

APPLY NOW

Register your child on our waitlist.

House pride on full display: Lucca, Angela and Kiarah soaking in the spirit of House Athletics

04 FROM THE PRINCIPAL

06 FROM THE DEPUTY PRINCIPAL

20 BAYVIEW YEARS 7 & 8

22 GREENWAYS YEAR 9

24 FROGMORE YEARS 10 – 12

02 FROM THE CHAIR 40 OUR COMMUNITY

08 10 12 16 18 LEARNING & TEACHING OUR TEACHERS THEIR STORIES LEADERSHIP MARY JONES EARLY LEARNING CENTRE JUNIOR SCHOOL FOUNDATION – YEAR 6

28 34 36 48 NEWS FROM THE CREATIVITY CENTRE SMART SUMMER SHOWCASE SUMMER SPORT THE MENTONIANS ASSOCIATION

We acknowledge the Bunurong people of the Kulin Nation as the Traditional Custodians of the lands where Mentone Grammar now stands and recognise that these have always been places of teaching and learning.

We pay respect to their Elders past and present and acknowledge the important role Aboriginal and Torres Strait Islander people have played and will continue to play in our country.

FROM THE CHAIR

20 YEARS OF COEDUCATION

This year marks a significant milestone in the life of our School: 20 years of coeducation. Anniversaries invite reflection, and this one, in particular, offers us the opportunity to acknowledge both the foresight of past leadership and the strength of the community that has grown from that defining decision.

In 2006, then Chair of the Board, Simon Appel OAM, reflected in The Mentonian yearbook on the “most significant change in the School’s 83-year history with the enrolment of girls”. In doing so, he referenced the words of a Year 9 student, Chloe O’Leary (Class of 2009), whose statement captured the deeper purpose behind this decision with remarkable insight. Her words remain as powerful today as they were then.

She spoke of a School founded by “enlightened educators and community minded individuals” who believed in developing young people for “service and leadership to the world”. She described a vision built not simply on academic excellence, but on “a sense of community and generosity,” and on “the belief that every person has capabilities, abilities and gifts”

Chloe articulated that a school community is enriched precisely because of those individual contributions, and is better because each person is seen, valued, and encouraged to bring their whole self. In her words, the introduction of girls was not a disruption of tradition, but “an extension of that very tradition and generosity of spirit”

Over the past two decades, our coeducational community has transformed, with the number of girls growing from just 105 in 2006 to 900 in 2026, bringing the School close to true gender parity. This shift has reshaped the fabric of school life, enriching classroom dialogue, broadening leadership pathways, challenging assumptions and strengthening our shared sense of community.

As a coeducational school, capability is recognised in all its forms – academic, creative, athletic and personal – as every student is empowered to achieve their own definition of Happy, Healthy & High Achieving.

Mentone Grammar is fortunate to be served by a voluntary Board of professionals and business leaders who are committed to the advancement of education and who are passionate about our School.

The role of the Board is to ensure that such values are not only preserved but actively strengthened over time. Strong governance provides the foundation for thoughtful progress, supporting the School’s leadership, stewarding its long-term vision, and ensuring that decisions remain aligned with our purpose and community expectations.

In this respect, we were delighted to welcome Matt Finnis (Class of 1992) as a new Board Director late last year. As an alumnus and current parent of the School, Matt brings a deeply informed and personal understanding of Mentone Grammar’s values, culture, and educational impact across generations. Professionally, Matt brings extensive experience in ethical leadership and governance, having served as a non-Executive Director of the Victorian Human Rights Commission and as CEO of both the AFL Players’ Association and the St Kilda Football Club. With a background in law and psychology, and current roles including CEO of the Cranlana Centre for Ethical Leadership, Matt adds further depth and capacity to the Board at a time when strong values-based leadership is more important than ever.

As we reflect on 20 years of coeducation, we do so with gratitude for those who led this change, for the students whose voices gave it meaning, and for the community that continues to live the School Values with courage and integrity.

The Board remains committed to sustaining a School where every student is known, challenged, and supported to realise their potential, and where generosity of spirit remains at the heart of our community, now and into the future.

We thank our staff for the care, expertise, and diligence they bring to their work; our students for the energy and purpose they bring to daily life; our parents for working in partnership with us; and our alumni for carrying the spirit of Mentone Grammar beyond our gates.

ROSS JOBLIN CHAIR

MENTONE GRAMMAR SCHOOL BOARD OF DIRECTORS RISK AUDIT & FINANCE COMMITTEE

Ross Joblin (CHAIR)

Natalie Burrows

Amanda Codila

Matthew Finnis

Rev. Kevin Pederson

Michele Rowse

Tony Sheumack

Bruce Stradling

Attendees

Andy Müller – Principal

Jarrod O’Neill – Deputy Principal

Scott Butler – Director of Business

Bruce Stradling (CHAIR)

Natalie Burrows

Michele Rowse

Attendees

Julie Aarons – Head of Finance and Business Performance

Scott Butler – Director of Business

Yana Hall – Director of Risk and Compliance

Andy Müller – Principal

Jarrod O’Neill – Deputy Principal

Tony Sheumack (CHAIR)

Matthew Finnis

Rev. Kevin Pederson

Attendees

Andrew Baillie – Property Manager

Scott Butler – Director of Business

Andy Müller – Principal

Jarrod O’Neill – Deputy Principal

LABORE ET HONORE

OUR VISION

Our Vision is to develop resilient young people with a wide range of skills, interests, and attributes to find their place in an ever-changing world, through a leading educational environment which challenges and motivates within a caring community.

OUR MISSION

Our Mission is to provide our students with a dynamic learning environment in which wellresourced and committed staff lead engaging academic, wellbeing and cocurricular programs.

OUR VALUES

Mentone Grammar is an Anglican school, and we welcome students of all backgrounds and religious beliefs. We are committed to our strong Values of Caring, Discipline, Endeavour, Integrity, Resilience, Respect, and Service which are embedded in the life of our School every day.

INCLUSIVITY STATEMENT

We strive to be inclusive, and welcome and respect all people. We acknowledge the diversity of our School community and care for the safety of all within it; for it is through our differences, that we learn and grow together.

BOARD NOMINATIONS COMMITTEE

Amanda Codila (CHAIR)

Ross Joblin

MENTONE GRAMMAR SCHOOL FOUNDATION BOARD OF DIRECTORS

Established in 1987, the Mentone Grammar School Foundation is the organisation through which the School seeks philanthropic support from the School Community.

The funds raised by the Foundation ensure Mentone Grammar remains a leading school by maintaining, updating and expanding our facilities and educational programs. The Foundation also supports alumni through the annual PhD Scholarship program.

Geoff Ryan AM (CHAIR)

Natalie Burrows

Rev. Kevin Pedersen

Attendees

Andy Müller – Principal

Jarrod O’Neill – Deputy Principal

Scott Butler – Director of Business

FROM THE PRINCIPAL

THE NEUROSCIENCE OF LEARNING AND EXPLICIT PEDAGOGY

One of the core outcomes identified in our Strategic Vision 2025 – 2030 is to develop ‘Engaged and Empowered Learners’. One of the ways to achieve this is to create the best possible conditions for learning. Contemporary research in the neuroscience of learning continues to affirm what great teachers have long known: students learn best when they feel calm, safe and supported, and when learning is purposeful, explicit and consistent.

This article outlines how our growing understanding of the brain is informing our approach to explicit pedagogy at Mentone Grammar, strengthening our shared practices and ensuring every classroom is a place where students can engage deeply, think critically and reach their full potential.

UNDERSTANDING THE BRAIN

The brain is an extraordinary organ. It controls how our bodies work, helps us learn new things and allows us to store knowledge in our memory to be retrieved as needed. Importantly, the brain continues to grow and change as we learn, forming new connections over time.

This ability to learn and adapt is essential for survival. The brain enables people to explore their potential, to invent and think creatively, solve problems and imagine new possibilities; all of which is cognitively difficult. For our students, learning takes real effort. Every day they are asked to concentrate deeply, understand new ideas and apply their thinking across multiple subjects. Even when a concept feels familiar or easy at first, using that learning in new ways still requires significant mental energy.

CREATING THE BEST ENVIRONMENT FOR LEARNING

This is where the neuroscience of learning and explicit pedagogy has become invaluable. It is helping us understand how best to meet the needs of learners by providing the environment most conducive to learning.

Recently I attended a conference and heard from Nathan Wallis, a leading neuroscience educator. His presentation on the neuroscience of brain functioning provided science-backed evidence that supports a common-sense approach to maximising the learning environment in schools; that is, consistent, structured pedagogy (instruction) across the teaching cohort.

Nathan describes four distinct regions of the brain:

Region Function

Brain 1 Amygdala (brainstem)

Detects threats and is responsible for survival and ‘fight or flight’ responses.

Brain 2 Reptilian Controls basic survival functions, such as breathing, heart rate, temperature, etc. and enables movement.

Brain 3 Limbic Controls emotion and although found in all vertebrates, is more developed in mammals.

Brain 4 Frontal cortex

Found in all mammals and most highly developed in humans. It governs high-level executive functions, speech, personality, voluntary movement, and social behavior, integrating complex cognitive processes like planning, decision-making, working memory, learning, reading, etc.

MAXIMISING THE CORTEX FOR LEARNING

Brain 1 (amygdala/brainstem) and Brain 4 (cortex) exist in a symbiotic balancing act and can't both function optimally at the same time. For students to use their cortex for higher-level thinking and learning, their brainstem needs to be calm. In other words, students learn best when they feel safe and settled.

This is why clear expectations and consistent classroom routines are so important. Students learn best when they know what is expected of them and experience familiar classroom routines, no matter who is teaching them. Over time, strong relationships between students and teachers help students feel safe and settled. When the same teaching approach is used across classes, students feel calmer, more confident and ready to learn, which allows them to focus, think deeply and learn more effectively.

BEHAVIOURAL NORMS & TEACHING ROUTINES

To achieve this, we have introduced a suite of research-informed classroom routines that harness the power of the brain and create the best conditions for learning.

This includes beginning and ending lessons with consistent entry and exit routines which helps students feel confident and secure. These ‘Behavioural Norms’ set clear expectations and support a calm, respectful classroom where learning can thrive.

For example, students will consistently hear the acronym LEARN as they prepare to enter the classroom:

• L ine up

• Equip yourself correctly

• A cknowledge your Teacher

• R espect your space and those around you

• N avigate quietly to your seat

In addition to the entry and exit routines, teachers across the School have also been trialing the use of explicit teaching routines to support five core teaching principles:

1. Harness Attention

2. Teach Explicitly

3. Check for Understanding

4. Provide Feedback

5. Scaffold Collaboration

For example, students will consistently hear the acronym STAR to ‘Harness Attention’:

• S it up

• Track the speaker (note, the speaker can be anyone in the classroom)

• A rms folded (i.e., hands free of any distraction)

• R eady to respond

MG PLAYBOOK – A WHOLE SCHOOL APPROACH

The impact of this trial of Behavioural Norms and teaching routines has been incredibly positive, with students feeling calmer and able to maintain focus on their learning for longer. Following this success, these routines have now been introduced across the School through the MG Playbook that provides clear guidance for teachers in the use of these classroom routines. Supporting this pedagogical direction are Instructional Coaches, highly experienced Mentone Grammar teachers whose role is to visit classrooms, observe and provide feedback and support to ensure these routines are used consistently in every classroom.

In conclusion, by combining neuroscience, strong relationships and consistent teaching practices, we are deliberately creating learning environments where students feel safe, focused and empowered to achieve their best.

ANDY MÜLLER PRINCIPAL

FROM THE DEPUTY PRINCIPAL

Learning is seen not just as something that students do, but as something we must all role model.

CELEBRATING PROGRESS

As we began 2026, we did so with a deep sense of purpose, reflection, and celebration. Our community has always taken pride in its ability to evolve our practices thoughtfully, respond to the needs of our students, and pursue excellence in teaching, learning and wellbeing. This year, we unite our continued focus on high-impact teaching embodied in the release of our new Instructional Playbook for teachers and the commemoration of 20 years of coeducation. Together, these milestones highlight the strength, diversity, and constant evolution of our School and our practices.

INSTRUCTIONAL PLAYBOOK

At the heart of our educational mission is an unwavering commitment to delivering high-quality instruction in every classroom, every day. This commitment has been further strengthened through the development of our new Instructional Playbook, a practical, research-informed guide designed to support teachers in implementing evidence-based best practice strategies to optimise learning.

As outlined by both the Principal and Director of Learning & Teaching on pages 4 & 5 and 8 & 9 the Playbook also creates a shared language for learning and teaching across our School. By bringing clarity to what high-impact instruction means in practice, it empowers teachers to refine their craft with confidence and precision. Its focus areas, such as explicit instruction, formative assessment, questioning for understanding, and opportunities for collaboration, ensure that every student has equitable access to the conditions that support deep learning and academic growth. Closely aligned to the core principles of our Learning & Teaching Framework, the Instructional Playbook is a dynamic tool used by teachers in teams to test, adapt, and reflect over time. This shared ownership reinforces a culture where professional curiosity is celebrated, and collaboration is central to our identity as educators.

INSTRUCTIONAL COACHING

Complementing the Instructional Playbook is our new model of Instructional Coaching. At Mentone Grammar, we know that the most meaningful professional learning happens not in isolation but through dialogue, reflection, and partnership. Instructional Coaching brings these elements together by offering teachers personalised, classroom-centred support.

Through coaching cycles, teachers engage in rich conversations about practice, celebrating what is working, identifying areas for growth, and experimenting with new strategies drawn from the Playbook. Coaches serve as mentors and pedagogical experts, helping teachers implement evidence-based ‘plays’ that lead to improved student outcomes.

This model is grounded in trust and respect. It recognises that every teacher, regardless of experience, benefits from feedback and supported reflection. As coaching becomes more deeply embedded across the School, we continue to foster a culture of continuous improvement, one where learning is seen not just as something that students do, but as something we must all role model.

20 YEARS OF COEDUCATION

While we focus on strengthening instruction, we are also taking time this year to celebrate a milestone that has profoundly shaped our community: the 20-year anniversary of girls joining Mentone Grammar.

Since 2006, girls have contributed enormously to the character, culture, and success of our School. Their presence has enriched classrooms, broadened perspectives, and strengthened the coeducational experience for all students. Our move to a coeducational model has helped us mirror the real world, an environment where people of all genders learn, collaborate, and lead together.

Over the past two decades, girls at Mentone Grammar have excelled across all facets of school life: in academics, the arts, sport, leadership, service, and beyond. They have helped redefine what it means to be a Mentonian, bringing diversity of thought, exceptional talent, and a spirit of collaboration that continues to inspire. The coeducational structure we embrace today is not simply about inclusion; it is about preparing all students for a future built on mutual respect, shared opportunity, and collective problem-solving.

Our dual focus on instructional excellence and community celebration reminds us of where we have been and where we are going. The Instructional Playbook and our coaching model strengthen the learning experience at the classroom level, ensuring every teacher has the tools and support to deliver their best. Meanwhile, celebrating 20 years of coeducation honours the people and decisions that have shaped our identity and enriched our community.

LOOKING AHEAD

As we move through the year, we look forward to sharing more stories that recognise the remarkable contributions of all those who have helped shape our School over the past two decades. With a clear instructional vision and a strong sense of community, 2026 is already shaping up to be a year defined by both reflection and forward movement. We are proud of the progress we have made, and even more excited about the growth still ahead. Together, as learners, teachers, Mentonians and parents, we continue to work together to build a school where excellence is expected, diversity is valued, and every student is supported to flourish.

JARROD O’NEILL DEPUTY PRINCIPAL

LEARNING & TEACHING

BRIDGING THE GAP: FROM RESEARCH TO CLASSROOM PRACTICE

Globally, education has never been richer in research in relation to how students learn. As outlined in the message from the Principal, cognitive science continues to deepen our understanding of memory, attention, and the conditions that enable deep learning. Yet despite this growing body of knowledge, schools everywhere face a persistent challenge: translating research into consistent classroom practice. In simple terms, we often know what works, but ensuring it happens consistently across classrooms requires clarity, structure, and collective commitment. In 2026, Mentone Grammar’s focus is clear. We are bridging the gap between research and classroom practice, making sure every lesson reflects evidenceinformed teaching.

MENTONE GRAMMAR INSTRUCTIONAL PLAYBOOK

As outlined by the Deputy Principal on page 6, our Instructional Playbook brings together the research-informed practices teachers already use and unifies them across the School. Rather than adding complexity, the Playbook brings coherence, aligning routines, principles and instructional moves across year levels and subjects. It ensures that every student benefits from high-quality teaching in every lesson. The Playbook honours the best of our teaching foundations while strengthening consistency, clarity and purpose, supporting every student to achieve their potential. It helps teachers design lessons that capture attention, provide time for practice, and revisit key ideas so students can build on what they know and use it confidently. These strategies benefit every student, supporting both high achievement and equity across our diverse learning community.

THE HIGH 5

To bring our learning model to life, the Playbook introduces the ‘High 5’ - five simple high-impact routines that are being used consistently across the School to create calm, focused, and productive classroom environments. Each routine plays a specific role: some help students recall prior knowledge; others model new ideas clearly, check understanding, or give students structured opportunities to practice and collaborate. Used together, the High 5 provides a strong foundation for every lesson while ensuring that teaching remains purposeful, consistent, and engaging for all learners.

Our carefully designed routines build on established teaching practices while integrating contemporary research. They reflect the practices that have guided great teachers for generations: clear explanations, guided practice, and structured opportunities for students to think and apply their learning.

This is not a return to old-fashioned methods, it is a renewed focus on clarity, structure, and purposeful practice, which are the elements that have always mattered most in effective teaching. Parents will recognise familiar teaching approaches in the classroom: clear explanations, guided practice, meaningful repetition, and structured opportunities for students to think and apply their learning. The Playbook makes these practices visible and purposeful, showing how students are supported in every lesson and giving families confidence in the quality and consistency of teaching. Our focus remains on creating learning experiences where every student can thrive.

JAMES WALTON DIRECTOR OF LEARNING & TEACHING

OUR TEACHERS, THEIRSTORIES.

Culture, community, and courage, these are the threads that weave through Alicia’s journey from Singapore to Mentone Grammar.

As a Junior School Chinese Teacher, Alicia Tan has a way of bringing language and tradition to life, creating experiences that connect students to culture in meaningful ways. I first met her while photographing the School’s Chinese celebrations, and I watched in awe as the event unfolded with meticulous care. It wasn’t just a celebration; it was a bridge between language, tradition, and community.

Alicia explains how she was drawn to the diversity of the Mentone Grammar community. “A multicultural environment allows students to develop respect and understanding for different cultures which I truly value.” She also treasures the trust the School gives her to create experiences that bring heritage to life. Chinese competitions, cultural excursions, and celebrations like the Lunar New Year allow students the chance to explore Chinese culture and traditions hands-on. Foundation students craft Mandarin trees for red packets, Years 1 & 2 make lucky fish symbolising abundance, and older students create dragons and lanterns while learning the stories and symbolism behind them.

Alicia’s passion for teaching and culture is rooted in her childhood. “I have a very close relationship with my family, especially my dad. One of my favourite memories is watching him prepare Chinese tea in the traditional way while sharing stories about China and our traditions,” she says. These early experiences nurtured her love for sharing knowledge and naturally led her toward teaching. “Even as a teenager, I helped my younger siblings and cousins with their homework. Seeing children make progress step by step gives me great fulfilment. Knowing I can help build their foundation motivates me every day.”

Her path was confirmed when she received a scholarship in Singapore to study Chinese and train as a teacher. “I feel very fortunate, as I have wanted to become a teacher since I was young. When I was awarded the scholarship, it felt like a natural step and reaffirmed that this was the path I was meant to pursue,” Alicia recalls.

Migration, however, has been one of her greatest teachers. Arriving in Australia in 2014 with just one suitcase, she faced uncertainty and the challenge of leaving everything familiar behind. “Moving away from my comfort zone forced me to grow in ways I had never imagined. Over the years, I have learned resilience, independence, and a deeper appreciation for my parents. It was one of the most challenging decisions of my life, but it shaped me into a stronger person.”

Her advice to students reflects this journey: step beyond comfort, embrace challenges, and trust that growth often begins where certainty ends. Through her teaching, Alicia offers more than language; she fosters culture, belonging, and inspiration, enriching the Mentone Grammar community every day.

ASTRINI KOPELOUDI - WALLACE PUBLICATIONS & CONTENT SPECIALIST

Watch Alicia's video here

...step beyond comfort, embrace challenges, and trust that growth often begins where certainty ends.

STORIES.

TEACHING IN SINGAPORE

Celebrating Racial Harmony Day by embracing culture and wearing traditional attire.

CHILDHOOD WITH GRANDPA

Weekly visits to our grandparents’ home, where family time always came first.

CHINA TRIP WITH MUM

A special moment at Panda Lake in Jiuzhai Valley, China.

CHINESE

NEW YEAR

FAMILY PHOTO

Our annual family photo tradition during the Chinese New Year.

SIBLINGS PHOTO

Recreating a pose from 20 years ago to see how much we have grown.

HIKING DAY

Exploring nature with my dad in Singapore, a love for the outdoors we share.

STUDENT LEADERSHIP 2026

HEAD PREFECTS

Leadership is often thought of as setting a vision and guiding people towards a common goal. Yet one of the most important parts of leadership is learning – learning from people with different backgrounds, perspectives, and personalities. Coeducation has played a key role in this, with one of our most rewarding experiences as Head Prefects being the opportunity to connect with and learn from our School’s diverse and coeducational student body.

As Head Prefects, we are fortunate enough to have many opportunities to grow and

ACADEMIC CAPTAINS

We are both very excited to be the Academic Captains of Mentone Grammar in 2026! We strive to continue to promote a healthy academic environment in which everyone, despite their varying goals, is motivated and supported to achieve their personal best. Through our leadership development in a coeducational setting, we have come to understand that true effectiveness in leadership is built on collaboration and adaptability. This environment is filled with diverse perspectives, learning styles, and personalities, which coalesce to form a cohesive academic community. As Academic Captains, it is our privilege to gradually learn how to navigate and drive this atmosphere as one that continues to be inclusive, with mutual respect, as we embrace and celebrate differences.

In alignment with this goal, we are continuing to facilitate a program in which Year 12 senior mathematics students attend the Bayview mathematics support sessions before school and during

develop our leadership skills, both within our School community and through engaging with a wider network of student leaders. Our leadership days spent with school captains from across Melbourne have been both inspiring and insightful, offering valuable perspectives on the aspirations shaping student leadership for 2026.

We heard from motivational speakers, professors and athletes about their experiences and learnings, leaving us with a range of ideas to bring back and implement within our own School community.

lunchtimes to aid with queries from students in Years 7 & 8.

With this, we hope to foster peer-led guidance by posing Year 12s as role models from which younger students can learn strategies on how to best navigate their studies.

Furthering this, as students with a keen interest on how to maximise study efficiency and retention, we are constantly learning about new, effective methods and strategies which may benefit students’ learning. As a result, it is our aim to share these strategies and assist in providing students with the tools necessary to enhance their academic performance. Having done this at a Frogmore assembly, we strive to continue to promote these strategies in Bayview and Greenways assemblies as well. It is ultimately through these initiatives that we hope to promote a collaborative environment in which students uplift each other to achieve their full potential.

Reny Zhang and Rimjhim Singh

Furthermore, the introduction of our Year 9 Leadership Program has been an exciting addition to our leadership structure at Mentone Grammar. The aim of our initiative is to foster further collaboration and teamwork between boys and girls in Year 9, to encourage them to have a voice and to share their ideas and suggestions with us. Ultimately, our experiences so far have reminded us that leadership is not about individual recognition, but about learning, understanding, and striving to leave a positive impact on our School.

Curtis Murphy, Natalie Nomikos, Benjamin Costa and Ella Whittaker

HEAD PREFECTS 2026

DEBATING & PUBLIC SPEAKING

Becoming Debating & Public Speaking Captains has been an incredible leadership opportunity. After spending countless hours committed to the Debating Team, we were proud to take on the challenge of leading others as Captains.

In this role, we've had the chance to organise exciting new opportunities for the Debating & Public Speaking program including the Mentone Grammar Model UN based on the internationally recognised Model UN.

This role has also provided us with numerous opportunities to promote the Debating & Public Speaking program through assembly presentatons. These experiences have helped strengthen the program while also helping us build confidence, leadership, and further develop our own skills in public speaking and persuasion.

APPLIED LEARNING CAPTAIN

My time so far as Applied Learning Captain has been a lot more about growth than just holding a role. Leadership hasn’t been about being in charge, but about setting the tone and helping shape a space where everyone feels supported and included.

Within the VCE VM environment, leadership shows up in small, everyday ways. It’s in checking in on others, helping keep people on track, and making sure no one gets left out. Being part of a coeducational setting has made that even more important, as it means understanding different perspectives and learning how to communicate across a wide mix of people.

Over time, leadership has become more natural. There’s been a shift from overthinking every decision to just stepping in when it’s needed. It’s not about getting everything right, but about being consistent, reliable, and approachable.

The experience has also highlighted that leadership is shared. It’s not one person doing everything, but a group effort where everyone contributes in their own way. That’s what strengthens the environment and allows it to keep improving.

I have already seen myself grow in confidence, awareness, and my ability to support others. It’s not perfect, but it’s real, and it continues to build.

Zara Moloney

Serving as cocurricular leaders has also provided us with opportunities to take on additional responsibilities outside our portfolio such as gate greetings and ensuring the Year 12 Study Centre is a clean and tidy space for all students, which supports positive learning.

Ultimately, taking on the role of Public Speaking & Debating Captains has been a formative experience that will help shape our lifelong leadership journey and we look forward to continuing to serve in our position throughout the year.

Darcy Duncan and Noah Horsley DEBATING & PUBLIC SPEAKING CAPTAINS 2026

INCLUSIVITY CAPTAINS

As the 2026 Inclusivity Captains, we recognise the importance of equality and inclusion within an educational context. As we celebrate the incredible milestone of 20 years of Coeducation, it is important to reflect on the valuable development that is able to occur as a result of students of all genders, backgrounds and identities being able to work together. At the end of the day, being in a school environment that is coeducational best prepares us for the real world, and it is through this setting that we have developed life skills that will extend well beyond our years at Mentone Grammar.

We are so grateful for the many opportunities that coeducation has been able to provide us in our experience as leaders and students. But above all, we are grateful for the relationships we have been able to build through the school's inclusive coeducational setting, for these relationships have played a pivotal role in shaping the people and leaders we are today.

Bimal Seneviratne and Skye McCowan INCLUSIVITY CAPTAINS 2026

PERFORMING ARTS CAPTAINS

At Mentone Grammar, the Performing Arts program fosters a collaborative and nurturing environment where students of all genders feel safe, valued, and empowered to express themselves freely. It is a space that actively challenges traditional gender roles, encouraging individuality, and celebrating diversity both on and off the stage. Students are encouraged and supported to explore a wide range of characters, styles, and performance forms without limitation, allowing them to build confidence in who they are and how they choose to present themselves. Through opportunities such as musicals, plays, the Cre8tive Dance showcase, and ensemble concerts featuring our bands and choirs, students can engage

SOCIAL SERVICE CAPTAINS

As the 2026 Social Service Captains, we have found that leading in a coeducational setting has significantly shaped both our leadership and growth as individuals. Working within a diverse community has pushed us to become more inclusive, thoughtful, and considerate in the way we lead. We appreciate more than ever that communication is not one size fits all, and we must listen to every perspective and be open to ideas that may challenge our own. Organising and running School fundraisers, alongside our team, has strengthened our ability to collaborate with individuals across all year levels, ensuring everyone is included, feels valued and is heard. This has also increased our confidence with public speaking and in making decisions that reflect the needs of the wider community.

Leading in a coeducational environment has helped us understand that everyone approaches challenges differently. It allows individuals to build trust and receive support from their peers, encouraging collaboration and the sharing of a range of ideas, while making sure everyone feels safe and respected. This promotes both personal and collective growth within our team. It has shown us that strong leadership is not about control, but about connection and inclusion.

Our experience continues to help us build important qualities and values to ensure a positive and safe environment within Social Service. Qualities, such as inclusivity, respect and adaptability influence and shape the way we think, lead and interact both within and beyond the School.

Michelle Veisman and Claire Coquerel SOCIAL SERVICE CAPTAINS 2026

SPORTS CAPTAINS

When we first stepped into the role of Sport Captains, we didn't fully anticipate just how much Term 1 would change the way we see sport and each other. It has already been such a rewarding experience for both of us. One of the biggest highlights this year so far has been seeing both boys and girls come together to support each other, whether it was the incredible energy at AGSV swimming, the atmosphere at the boys’ basketball games, or the excitement around the girls’ touch footy matches. Moments like these really have shown us how much of an impact simply turning up and cheering can have. It’s not just about the result, but about creating an environment where everyone feels

in performances that reflect a broad spectrum of voices and experiences. The program promotes inclusivity by ensuring that everyone has a place, regardless of gender identity or expression, fostering a strong sense of belonging and respect within the community.

As the 2026 Performing Arts Captains, we have immersed ourselves in multiple areas of the program and have seen firsthand the importance of creating an inclusive and supportive environment. We are passionate about continuing to break down barriers and encouraging participation from all students.Our goal is to ensure that Performing Arts remains a space where everyone can feel confident, represented, and proud to share their voice.

Thomas Bailey, Grace Hughes and Riley Hamilton

PERFORMING ARTS CAPTAINS 2026

supported and part of something bigger, regardless of the team or sport.

Our outlook on sport has become so much broader. We’ve seen firsthand that sport isn’t just about winning, it’s about effort, resilience, and the connections you build along the way. Being in this role has been about encouraging both boys and girls to get involved, support each other, and enjoy being part of the wider sporting community at Mentone.

Overall, this experience has taught us that leadership is about bringing people together and creating a culture where everyone feels included and inspired to participate.

Luke

Georgiou and Kiara Fernando SPORTS CAPTAINS 2026

VISUAL ARTS CAPTAINS

As the Visual Art Captains for 2026, we strive to create an inclusive and imaginative environment through the creative arts program where students are encouraged to express themselves through their work. We advocate for students to think outside the box and to try out new artistic mediums that they may have never tried before. Our main goal is to allow for more creative opportunities outside of the School curriculum so that students can explore that side of themselves without boundaries.

SUSTAINABILITY CAPTAINS

As Sustainability Captains this year, we have been working towards increasing the sustainability profile of the School as well as the positive impact we can have on the local environment.

The VCE Vocational Major (VM) students have been collecting 10-cent cans and bottles to raise money for the Bayside Friends of Native Wildlife, whose mission is to protect and support the local area’s native wildlife. They also work to promote the conservation of Australian species through education and engagement, surveys, advising local authorities, and improving the local habitats.

In alignment with this goal, we have been holding art clubs at lunchtime for Year 7s as a way to not only make new friends but try out fun art activities that don’t require a set theme or style. In addition, we intend to promote art competitions so that students can submit their personal artworks too. We encourage all art students, including those studying Media, VCD and Creative Arts, to utilise the after-school lessons, where work can be done with the help of the Visual Arts teachers.

Most importantly, our overarching goal is to leave a legacy within Mentone Grammar whether that is helping students discover their love for art or giving them more space to explore and adventure creatively.

Mary Chamberlain and Chloe Scott

VISUAL ARTS CAPTAINS 2026

WELLBEING CAPTAINS

Stepping into the role of Wellbeing Captains, we have discovered that leadership is far more than holding a title, it’s about learning to understand, support, and uplift a diverse community. As we reflect on 20 years of coeducation, we appreciate even more the incredible community we are part of and the many opportunities we have to grow as leaders who can listen deeply and lead with empathy. Working alongside students of all genders has strengthened our ability to communicate confidently, collaborate respectfully, and appreciate different perspectives.

We are looking to hold a fundraising day later in the year during which students will be encouraged to bring any 10 cent cans or bottles from home to raise funds through the Victorian Container Deposit Scheme. Through this initiative, families can support our recycling efforts and together we can raise much-needed funds to support the important work of the Bayside Friends of Native Wildlife organisation.

Sofia Bishop and Elliott Savage

SUSTAINABILITY CAPTAINS 2026

As part of the Wellbeing Team, we’ve learned that effective leadership is rooted in connection. Whether we’re running initiatives, supporting younger students, or promoting positive mental health, we’ve seen how important it is to create spaces where everyone feels valued. Being young women in leadership has also taught us to back ourselves, trust our voices, and model the kind of inclusivity we hope to inspire in others. This role continues to challenge us, encourage us, and shape us into more thoughtful and resilient leaders.

Harper Attard and Pippie Lansley

WELLBEING CAPTAINS 2026

MARY JONES EARLY LEARNING CENTRE

GROWING TOGETHER: HOW COEDUCATIONAL SOCIAL LEARNING SHAPES THE HEART OF OUR ELC

At the Early Learning Centre, learning is far more than a series of activities; it is a shared journey. Within our coeducational environment, children grow side by side, learning with and from one another as they build the foundations of social understanding, emotional confidence, and lifelong wellbeing.

Our year has started with classrooms and outdoor spaces alive with the hum of collaboration. From curious conversations to creative problem-solving, every interaction provides an opportunity for children to practise empathy, communication, and cooperation. It is within these everyday moments, helping a friend, negotiating a turn, celebrating a shared achievement, that the heart of social learning truly comes to life.

A COMMUNITY OF BELONGING

A defining strength of our ELC is the warm, inclusive community created by our families, educators, and children. New families have joined us seamlessly, welcomed with genuine care and openness. This sense of belonging not only supports children as they transition into the ELC but also affirms to them that they are part of a wider network of relationships where they are seen, valued, and respected. These types of connections lay the groundwork for emotional safety, one of the most essential ingredients for deep and joyful learning. When children feel secure, they take risks, explore freely, and engage with others confidently.

Play remains central to our educational philosophy, and within it, we see the rich tapestry of coeducational social learning unfold daily. In sensory play, our children learn to share materials. In imaginative scenarios, they practise leadership, negotiation, and perspectivetaking. During outdoor exploration, they have been collaborating to climb, build, investigate, and invent.

Whether strengthening fine and gross motor skills or simply delighting in messy play, our children are simultaneously building friendships, forming social identities, and developing emotional resilience. In every corner of the ELC, play becomes a catalyst for social connection and learning.

Inside the classroom, purposeful planning blends with spontaneous discovery. Educators gently scaffold interactions, supporting children to express their feelings, navigate challenges, and recognise and celebrate differences. Alongside peers with diverse experiences and viewpoints, children explore themes such as identity, family, colours, shapes, literacy and numeracy. These shared explorations enrich their understanding of themselves and others.

Friendships blossom as children collaborate on group art, investigate new materials, and celebrate each other’s successes. Their enthusiasm for learning is matched only by their capacity for kindness, encouragement, and joyful connection.

CREATING CONNECTIONS BEYOND THE CLASSROOM

Special programs continue to deepen social connections. Library visits spark shared curiosity, and sports sessions foster teamwork and perseverance. Community events such as the Welcome Picnic strengthen relationships among our families, community, and educators, reinforcing the collaborative spirit that underpins our ELC.

Our first excursion to Shoreham Beach was a memorable milestone. Together, children explored rock pools, observed marine life, and learned about Indigenous perspectives and care for Country. Their discussions broadened into reflections on sustainability, responsibility, and the impact of everyday choices. These are powerful ideas for young learners, nurtured through community and connection.

LOOKING AHEAD

As the year unfolds, our commitment remains clear: to nurture the social and emotional wellbeing of every child; to create environments where positive interactions flourish; and to champion the power of coeducational learning. Through this, children grow into confident, curious and compassionate community members.

Within our ELC, children are not just learning; they are learning together . And that makes all the difference.

PETA STUBBS DIRECTOR OF ELC

JUNIOR SCHOOL FOUNDATION – YEAR 6

Young learners have a wonderful way of reminding us of what truly matters: connection, curiosity, growth and a shared purpose. It is a privilege to be part of a community built on these foundations.

These words resonate as I step into my role as the new Head of Junior School . The beginning of a new school year always carries with it a special energy, and 2026 has been no exception. From my very first days here, I have been welcomed with such openness by students, staff, and families, and I have been struck by the joyful, assured, and distinctive spirit that defines this community.

The Junior School years are among the most formative in a child's educational journey, a time when character begins to take shape, a love of learning takes root, and the foundations for a meaningful life are laid. At Mentone Grammar, this understanding is deeply embedded in everything we do.

What distinguishes this experience is a deep commitment to knowing every learner as an individual. Students and families become part of a strong, purposeful community where every child feels supported and truly seen. This sense of belonging creates the foundation from which confidence and enthusiasm can flourish. At the heart of our approach is a carefully considered curriculum, designed to challenge every child and nurture confidence along the way. Learning is not simply about academic achievement; it is about developing each student intellectually, socially, and emotionally, and celebrating the progress they make.

Throughout Term 1, it has been wonderful to watch our students settling into routines, reconnecting with friends, and embracing the rhythms of school life with resilience and enthusiasm. The move of Years 4 – 6 into the Don Ingram Centre has brought fresh energy to our community, and with Foundation – Year 6 now forming one Junior School, we are already seeing increased collaboration, stronger cross-year relationships and a deeper sense of shared identity.

This year also marks a significant milestone for our School as we celebrate 20 years of coeducation. This anniversary is more than a reflection of time passed; it is a celebration of our commitment to an educational environment where girls and boys learn, grow and thrive together. Coeducation enriches our learning culture by fostering mutual respect, building strong interpersonal skills and preparing our students for the world beyond our gates. It is wonderful to see these values lived out daily in our classrooms and on our grounds.

Integral to this is our Together-Apart-Together model, which reflects the care and thoughtfulness with which we approach each stage of development.

From Foundation – Year 4, students learn together in a coeducational environment that supports collaboration and shared experience.

In Years 5 & 6, the Apart phase provides age-appropriate support, targeted wellbeing strategies and space for open conversation during an important period of personal growth and development. This intentional structure allows us to respond meaningfully to the needs of each learner as they develop in confidence and identity, before coming back together.

It has also been a particular joy to watch our Foundation students embrace their very first weeks of school life with such wonder and confidence. Across the Junior School, our Learning Journeys have already showcased the enthusiasm and growth of our learners, and there is so much more to look forward to in the year ahead.

I feel genuinely optimistic about all that we will achieve together in 2026. It is a privilege to work alongside such a dedicated team, to celebrate our students and their many successes, and to continue shaping a Junior School where every child feels known, valued and inspired to contribute something bigger than themselves.

BELINDA KLOSE HEAD OF JUNIOR SCHOOL

BAYVIEW YEARS 7 & 8

The 2026 school year has begun with a wonderful sense of energy and purpose at Bayview, and this year feels especially significant as we celebrate two decades of coeducation through our unique Together – Apart – Together model.

Reaching this milestone has prompted me to reflect not only on the values that have shaped our community, but also on the thousands of young people who have grown through their time in Bayview, forming their identity, discovering their strengths, and learning who they want to become.

One of our greatest strengths is how we nurture and support students through Years 7 & 8. Single-gender classes during these formative years allow students to settle into secondary school with confidence. Free from some of the social pressures that can hold young people back, they are able to truly find their feet. This model of learning encourages participation and gives students the freedom to develop their academic voice. At an age when identity is still taking shape, learning in a space tailored to their developmental needs can make a meaningful difference.

I often say we truly have the best of both worlds. Beyond the classroom, I watch boys and girls play kick-to-kick at lunchtime, collaborate, laugh, problem-solve, and celebrate together. These shared experiences are where character is tested, friendships are formed, and a strong sense of belonging takes shape.

During Term 1, students have embraced a wide range of coeducational activities that strengthen our community. Wholeschool assemblies and guest speakers have sparked thoughtful conversations and encouraged students to think beyond themselves. Leadership committees have given emerging young leaders the chance to contribute their ideas and shape the culture of the School.

Creative and physical pursuits have also played a central role. The Junior Play rehearsals have brought together students with a passion for performance, teamwork, and storytelling, while the House Athletics Carnival ignited friendly competition and House spirit.

All of these experiences, big and small, help our young Bayview students develop a stronger sense of self and purpose, gaining a deeper understanding of who they are and who they are becoming. As we celebrate 20 years of coeducation, I’m reminded daily that identity is shaped not only by what we learn, but by the people we learn beside.

With such a strong beginning to the year, I’m genuinely excited to see how our students continue to grow, challenge themselves, and surprise us as 2026 unfolds.

DAN NEWTON HEAD OF BAYVIEW

YEAR 7

THINK SET GO: BUILDING RESILIENCE AND A GROWTH MINDSET IN YEAR 7

In Term 1, our Year 7 students were inspired by a dynamic Think Set Go presentation delivered by Lauren Munday. Their excellent energy and enthusiasm set the tone for a meaningful learning experience focused on resilience, mindset, and goal setting.

The Think Set Go program is designed to equip students with the mindset, structure, and behavioural skills needed to pursue meaningful goals and respond constructively to challenges. At its core are three simple but powerful stages: Think, Set and Go.

In the Think phase, students learn how to shift their perspective. They explore how to reframe challenges, refocus their thinking and importantly identify what is within their control. Set encourages planning and preparation – students consider how they can set themselves up for success, learn from others and adjust their environment to support positive outcomes. Ultimately, Go focuses on action. Students practise strategies such as productive selftalk, calming techniques such as controlled breathing, and ways to persist when motivation is low.

A week after the presentation, students participated in mixed group hands-on workshops, completing a range of challenges in small teams. These activities reinforced the skills of collaboration, problemsolving, and perseverance. Since then, Mentors have been working through the Think Set Go booklet provided by Lauren, embedding the learning into regular Mentor sessions.

Throughout these lessons, students reflect on their understanding of resilience, identify moments in their own lives where resilience was required, and discuss how setbacks and failures contribute to growth. They explore growth versus fixed mindsets, understand that abilities can be developed, and learn that mindset can shift with conscious effort.

Students have thoroughly enjoyed the interactive activities and continue to build confidence, resilience and a strong growth mindset, all skills that will support them well beyond the classroom.

JACQUI CARTWRIGHT YEAR 7 COORDINATOR

YEAR 8

After having developed a strong understanding of the fundamentals of secondary school last year, the current cohort of Year 8 students hit the ground running in 2026.

A key focus for Term 1 has been to establish a positive academic and social culture within each Mentor group. Students have successfully achieved this, with each class gelling together into a more cohesive unit as the term has progressed. This growth has been encouraged by Mentors through a series of activities designed to enhance their feelings of belonging and camaraderie.

Outside of the classroom, students have taken up a number of opportunities to enhance their learning. A highlight for many was Medieval Day, which brought their Humanities learning to life. Through hands-on activities, students explored aspects of medieval fashion, entertainment, crime, punishment, weaponry, and armour. Students were able to wear replica suits of armor and handle swords, shields, and axes. Thankfully, no teachers were harmed during these weapons demonstrations!

Year 8 students also engaged in a wellbeing workshop delivered by Toolbox Education. The program focused on addressing negative self-talk and managing anxiety, and, when combined with the ongoing Mentor program, supported students to further develop emotional awareness and regulation.

In addition, the newly appointed Bayview Student Leadership Team embraced their roles with enthusiasm, participating in meetings, organising assemblies, and planning fundraising initiatives. This select group of students deepened their understanding of leadership through a full-day incursion led by Yellow Arrow. We are excited to see the positive impact the Bayview Leaders will have as they bring their ideas into action throughout the year.

ANGUS TODD YEAR 8 COORDINATOR

GREENWAYS YEAR 9

EXPLORING COEDUCATION, INDEPENDENCE, AND COLLABORATION

This year marks 20 years of coeducation at Mentone Grammar, a milestone that invites reflection on what it means to educate young people holistically. At the heart of this journey is the understanding that learning is not solely academic; it also requires a focus on social and emotional development and is deeply connected to how students grow as individuals and as members of a community. This is most evident in the Greenways program, where students are intentionally supported to learn together, and apart, as they move towards greater independence.

Year 9 is a formative stage in adolescence, a time when students are developing confidence, autonomy, and a stronger sense of self. The Greenways program embraces this developmental moment by offering a learning environment that balances structure with freedom and purposeful opportunities for coeducation beyond our single gender core classes. This balance reflects our holistic philosophy of nurturing academic growth while intentionally developing personal and social capabilities and an awareness of the wider community.

A key focus in Greenways is experiential learning, where students learn by doing, reflecting, and applying skills in authentic contexts. Throughout Term 1, students participated in Community Connections Week, spending time in Melbourne’s CBD and surrounding areas. For many, this was a significant step outside their comfort zone. Students were responsible for navigating public transport, managing time effectively, communicating with peers and adults, and responding to unexpected challenges. These experiences fostered independence and resilience while reinforcing personal responsibility and developing life skills that extend far beyond the classroom.

Importantly, Community Connections Week also emphasised collaboration. While students travelled and worked independently, they relied on teamwork, problem-solving, and communication to succeed, as well as strengthen friendships, develop empathy, and gain insights into diverse perspectives within their cohort.

Another standout experience for many students has been their time in the Greenways Café Program. This hands-on opportunity brings learning into a practical, real-world context, allowing students to develop skills in food preparation, customer service, organisation, and teamwork. For some students, the Greenways Café provides an opportunity to lead and collaborate with confidence, while for others it offers a supportive space to strengthen communication skills and develop self-belief. These authentic learning moments emphasise the value of contribution and community, which sit at the heart of experiential learning in Greenways.

As part of our program, students also begin to reengage in coeducational learning through their elective subjects. This gradual reintegration reflects an approach that recognises the benefits of single sex environments at certain developmental stages while preparing students for the collaborative, coeducational setting of Frogmore and beyond. These shared classes allow students to practise respectful communication and collaboration in coeducational environments, easing the transition ahead of full reintegration in Year 10.

The Greenways experience encourages students to discover who they are as individuals while learning how to contribute meaningfully to a broader community. So, as we celebrate 20 years of coeducation, we continue in our belief that education is at its strongest when it supports the academic, social, emotional, physical and spiritual growth of the child. In Greenways, we continue to honour this commitment, equipping Year 9 students with the independence, confidence, and collaborative skills they need to thrive, now and into the future.

JAYNE SHEUMACK (ACTING) HEAD OF GREENWAYS

FROGMORE

YEARS 10 – 12

VCE RESULTS 2025

The Class of 2025 achieved so much, and we are immensely proud of all of their accomplishments.

As we look back on the achievements of 2025, it is a privilege to acknowledge and celebrate the outstanding VCE results of our graduating Year 12 students. This exceptional cohort has demonstrated remarkable perseverance, dedication, and maturity throughout their final year. Their enthusiasm, leadership, and contributions have enriched our School community and left a lasting legacy for future years to aspire to.

These accomplishments also reflect the unwavering commitment of our staff across every campus. The guidance, care, and expertise offered by our teachers and support teams have been instrumental in nurturing both the academic growth and personal development of our students during their time at Mentone, some over many years and others just a few.

As the Class of 2025 steps into the next chapter of their lives, we look forward to seeing where their aspirations lead them. We have every confidence that the opportunities ahead will be diverse, inspiring and filled with promise. Congratulations to this exceptional group, may their future be marked by purpose, discovery and continued success.

Together, the Class of 2025 achieved the following:

• Median ATAR – 83.2

• 35% of ATARs over 90

• 58% of ATARs over 80

• Median Study Score – 34

• 22% Study Scores of 40+

• 12 Perfect Study Scores of 50

• Dux – Jessica Chaplin (99.95)

• Dux Secundus – Jack O’Connor (99.90)

• 100% VCE VM Completion

Congratulations to Mentone Grammar Dux 2025: Jessica Chaplin (99.95) and Dux Secundus: Jack O’Connor (99.90) who achieved extraordinary academic success throughout their school years.

JASON MANN HEAD OF FROGMORE

JESSICA CHAPLIN 2025 DUX

What are you studying?

I'm at The University of Melbourne studying Commerce and Maths.

What are the resources that Mentone Grammar gave you and drove you to these excellent results?

Just moving into VCE, I was surprised by how many resources and support systems we had. We have afterschool tutors every single day there to help you, and they're people who got 40 pluses in the past. And I just thought, I've never heard of that happening. It's just incredible. And then the number of online resources we have, practice exams, SACs and everything, is just amazing. And the teachers also run their own extra support sessions. So, I felt so supported and uplifted, and it put me in the best position to succeed, having these resources back me up.

What would you like to say to your teachers?

If I could say anything to my teachers, I would just say thank you for being there for me always and thank you for being such a role model and inspiration. We definitely don't say it enough, but they really are there for us and it means so much behind the scenes as well. I just would love them to know how much of a difference they've made in my life, and how much I look up to them, and how much they bring the next generations up.

JACK O’CONNOR 2025 DUX SECUNDUS

What are you studying?

I am currently studying Commerce at The University of Melbourne and will move into a Law degree after three years.

What are the resources that Mentone Grammar gave you and drove you to these excellent results?

I found with Mentone Grammar, having only come here recently, that the biggest thing is the teachers, that they're really engaged in your learning. They sort of want to be a part of it, so it's constant feedback. But also, the tutors and then you have the study centre, which is a great place to go, which a lot of schools, I'm sure, don't have. But mainly the teachers again and the people as well, very likeminded and push you to achieve your best.

What would you like to say to your teachers?

I'd say a big thank you, couldn't have done it without them. And it's just been really great getting to know them all and having that experience with them as well, feels like a journey that I've sort of shared with them.

PERFECT SCORES

The School congratulates nine students who, between them, achieved perfect scores of 50:

• James A: General Mathematics

• Daniel C: General Mathematics

• Jessica C: English, Mathematical Methods, Physics

• Jasmine D: Literature

• Alice F: General Mathematics

• Chloe G: Health & Human Development

• Naima L: Economics, Physical Education

• Jack O: English

• Reny Z: Health & Human Development

ACADEMIC FULL COLOURS 2025 CERTIFICATES OF EXCELLENCE

Dimitri A

Russell A

Aaron B

Daniel C

Jessica C

Bailey D

Jasmine D

Daniel G

Sienna H

Kevin H

Daisy H

Darcy H

Thomas H

Eliza H

Yasmin I

Alan J

Matthew K

Julian L

Naima L

Jack O

Eve O

Helena S

Andy S

Grace S

Oliver S

Andrew Z

SCHOOL COLOURS – LAUREATE AWARDS

Designed to recognise the outstanding achievements of Year 12 students across myriad academic and cocurricular endeavours. The Laureate Award is seen as the pinnacle of student achievement across their time at Mentone Grammar and is therefore only awarded to a select group of students.

Ruby A

Dimitri A

Jessica C

Emma E

Darcy H M

Yasmin I

Alan J

Julian L

CLASS OF 2025 VICTORIAN UNIVERSITY AND TAFE DESTINATIONS

Monash University (38%)

Deakin University (21%)

RMIT University (14.5%)

University of Melbourne (8.5%)

Swinburne University (8%)

Australian Catholic University (5%)

Victoria University (3%)

La Trobe University (1%)

Box Hill Institute (0.5%)

Holmesglen (0.5%)

CLASS OF 2025 COURSE DESTINATIONS

Commerce/Business (20.5%)

Health/Health Sciences/Sports Science (20%)

Society & Culture (includes Law) (16.5%)

Natural & Physical Sciences (12%)

Engineering & Related Studies (10%)

Architecture/Property/Building & Construction (6%)

Design and Communications (5%)

Creative Arts (4%)

IT/Computer Science/Data Science (3%)

Education (1.5%)

Agricultural, Environment and Related Studies (1.5%)

CLASS OF 2025 DESTINATIONS

Bachelor/Associate Degrees in Victoria (89%)

Diploma/Certificate programs in Victoria (4%)

Apprenticeships (2%)

Employment (1.5%)

Interstate/Overseas Study (1.5%)

ACKNOWLEDGING OUR WONDERFUL STAFF

10 YEARS

Gennie McNair (English Teacher, House Coordinator - White)

Prue Richards (Head of Faculty - English)

Rebecca Stembridge (Head of Learning Enhancement)

Mel Di Rosato (ELC Co-educator )

Marina Basin ELC Co-educator

Alana Leahy (ELC Co-educator)

20 YEARS

Deborah Heath (Facilities Manager)

Meg Hayes (Junior School Visual Arts Teacher)

Vicki Octigan (ELC Teacher)

Kris Little (Junior School Teacher)

Mary Howard (Learning Support Officer)

Aaron Richard (Head of Faculty - Languages)

Kate Friend (Music Teacher)

Michael Prabaharan (Chaplain)

30 YEARS

Emma Heine (Mathematics Teacher, Drinan House Mentor)

Paul Matthew (Mathematics Teacher)

40 YEARS

Michael Martin (Health and Physical Education Teacher)

HEART AND SOUL

Terry Matthew (English Teacher)

Michele Gill (Head of Visual Arts, Johnston House Mentor)

Bridgitte Roberts (Head of Student Wellbeing - Psychologist, Officer of Cadets)

NOTES FROM THE CREATIVITY CENTRE

VISUAL ARTS

CULTIVATING CREATIVITY AND WELLBEING IN 20 YEARS OF COEDUCATION

As we celebrate 20 years of coeducation, the Visual Arts Faculty reflects on how creativity has shaped and been shaped by our School’s commitment to holistic learning. Over two decades, our classrooms and studios have grown into vibrant spaces where students of all genders explore identity, develop confidence, and discover the joy of self-expression.

Creativity sits at the heart of wellbeing. When students draw, paint, sculpt, or design, they engage in a mindful process that encourages focus, emotional awareness, and a sense of accomplishment. In art, there is space to pause, reflect, and reconnect to an increasingly necessary counterbalance to the fast pace of modern life. Our coeducational environment strengthens this, fostering collaboration and empathy as students learn from one another’s perspectives and lived experiences.

Over the years, we have witnessed how mixed - gender creative spaces naturally encourage mutual respect and broadened understanding. Students challenge assumptions, celebrate diversity in expression, and recognise that every artistic voice brings something valuable to the collective culture of our School. These shared artistic journeys build resilience, compassion, and confidence, key pillars of wellbeing and central to the holistic approach we champion.

This year’s milestone invites us to honour not only the evolution of our Visual Arts Programs, but also the growth of the young people who shape them. Our art rooms have been places where students learn to see the world and themselves more clearly. They remind us that creativity is more than a subject; it is a way of thinking, a way of feeling, and a way of connecting.

Looking toward the next 20 years, the Visual Arts Faculty remains committed to nurturing curiosity, courage, and wellbeing through creative practice, ensuring that every student continues to flourish in an environment built upon inclusivity, imagination, and shared discovery.

MICHELE GILL HEAD OF VISUAL ARTS

TECHNOLOGIES

Reflecting on Term 1, the Technology Faculty has much to celebrate. From outstanding student achievement to creative innovation and purposeful learning, it exemplifies a truly holistic approach to learning, where creativity, wellbeing and practical skill development sit at the heart of the student experience. Across all year levels, students engage in rich, hands-on learning that not only builds technical competence but nurtures confidence, collaboration and a strong sense of belonging. Through Food Studies, Digital Technology, and Product Design & Technologies, students are empowered to think creatively, solve problems and apply their learning in meaningful, real-world contexts, skills essential for both personal wellbeing and lifelong success.

PRODUCT DESIGN & TECHNOLOGIES

In Product Design & Technologies, students develop a strong foundation in creative thinking and the design process from their first year in the Faculty. Beginning with engaging and accessible projects such as designing and making passive speakers, students learn to safely and confidently use workshop tools alongside modern technologies including Computer Aided Design (CAD), laser cutting and 3D printing. As projects progress in complexity, students manage design briefs, explore materials and refine solutions, fostering resilience and independence. Senior students demonstrate impressive autonomy as they take ideas from concept through to final prototype, experiencing the satisfaction and wellbeing that comes from seeing a creative vision realised, in a way that mirrors authentic industry and collaborative practices.

DIGITAL TECHNOLOGY

Digital Technology supports students’ wellbeing by equipping them with the skills to confidently and responsibly navigate an increasingly digital world. Early learning focuses on foundational computer skills, digital safety and cybersecurity awareness, as well as establishing a secure and supportive environment for exploration. As students advance, they engage in programming, animation, game development and robotics, creative outlets that promote logical thinking, perseverance, and teamwork. Senior students further extend these capabilities through data analysis and software development, building confidence and adaptability for future pathways in technology-driven industries.

FOOD STUDIES

Here's where creativity meets real life! Through the study of nutrition, food safety, sustainability, and food production, students apply design thinking to plan, prepare and evaluate food solutions. Practical cooking experiences foster independence, mindful decision-making and an understanding of how informed food choices contribute to both physical and emotional health. You can read more on page 31 about our Food Studies program. Together, these subject areas reflect the strength of the Technologies Faculty and its alignment with the School’s commitment to a rich and holistic coeducational environment. By blending creativity with technical knowledge, wellbeing and real-world application, the Faculty continues to nurture confident, capable and adaptable learners, preparing students not just for future careers, but for balanced and fulfilling lives.

ANTHONY BACON HEAD OF TECHNOLOGY

FOOD STUDIES

Our Food Studies kitchen buzzes with energy and collaboration, building vital life skills through healthy eating, safe food production, and creative dish development. Every day, it is inspiring just how vibrant and capable our learners are when working together.

Our Year 8 students embark on their Food Studies journey with a strong focus on health, hygiene, and safety in the kitchen. Alongside developing essential knife skills, they are establishing effective cleaning routines ensuring a safe and enjoyable kitchen experience.

Year 9 students have been investigating both quantitative and qualitative food testing, culminating in an Evaluation Assessment where they compared chocolate biscuits. Meanwhile, Year 10 students are delving into Australian cuisine, exploring the diverse cultures and traditions that have shaped it over time.

At the senior end of the School, our Unit 1 & 2 VCE class is taking a historical approach, tracing the journey of food across cultures and how globalisation and technological advances have shaped

contemporary eating patterns. Through dishes such as quinoa burgers and lamb koftas with flatbread, students discovered how ancient ingredients continue to influence modern cuisine.

For our enthusiastic Unit 3 & 4 VCE Food Studies class, the year has begun delving into the digestive system, allergies, and food intolerances, topics essential to understanding the diverse needs within our community. They are discovering how recipes can be adapted to meet dietary requirements by preparing zucchini slice four different ways, followed by a detailed sensory analysis and comparison of the outcomes.

As we look ahead, it is wonderful to see the confidence and creativity of our students continue to grow. With each new skill learned and every dish prepared, they are building not only culinary knowledge but also resilience, teamwork, and a genuine appreciation for the role food plays in our lives. We are excited to watch their capabilities flourish throughout the rest of the year.

PERFORMING ARTS

MUSIC

Term 1 has been an energising and rewarding start to the year for the Music Department, featuring a range of performances that have celebrated student growth, creativity, and musical excellence across all year levels.

A major highlight of Term 1 was the VCE Music Assessment Recital, where senior students presented polished and expressive performances as part of their coursework. The recital reflected the dedication and hard work of our VCE musicians and provided an excellent opportunity for families and staff to celebrate their progress and achievements.

Our contemporary musicians also took to the stage at the annual Shave for a Cure event, with MG Rock Bands delivering high-energy performances in support of this important cause. The enthusiasm and professionalism shown by these students is a testament to the strong performance culture within the Music Department.

Another exciting milestone was the first ever performance by our youngest ensemble, Mini Vox, performing under their new name.

This debut was a proud moment, showcasing the confidence and joy of our junior singers from Years 2 – 4 and marking an important step in their musical journey.

Term 1 concluded with our much-anticipated Singers Soirée, an intimate and engaging evening that highlighted the depth of vocal talent across the School. Students captivated audiences with a wide variety of repertoire, creating a warm and supportive performance environment.

Looking ahead, we are thrilled to be preparing for our first biannual Mentone in Concert, to be held at the Melbourne Recital Centre on 27 May. This flagship event will showcase the breadth of ensembles and soloist performers across the School.

Following this, excitement continues with the MG Rock Showcase, featuring a Stranger Things theme. This highly anticipated event will spotlight our rock musicians in a bold and creative performance, rounding out an exciting period for music at Mentone Grammar.

SASHA POLLARD DIRECTOR OF MUSIC

DANCE & DRAMA

2026 has begun in wonderfully dramatic style for Dance and Drama, perfectly befitting our celebration of 20 years of coeducation. Leading the charge is 2025 graduate Lucy Riddle, whose selection for Top Class Drama is a remarkable achievement and a proud reminder of our long-standing tradition of excellence. It was a true honour and inspiration for our Years 11 & 12 Drama students to be able to watch her take to the stage of the Melbourne Recital Centre. Her success reflects the strength of our Performing Arts program and the high standards our students continue to uphold, as Mentone Grammar once again ranks amongst the best in the state.

This spirit of excellence has flowed through every rehearsal room and studio this year. Across the Creativity Centre, our vibrant Cre8tive Dance program has been buzzing with energy as students from Years 5 – 12 collaborate to bring their Term 2 showcase, A Night at the Tiv, to life.

Meanwhile, our Years 5 – 8 performers have been testing capes, masks, and heroic poses as they prepare to leap onto the stage in the Junior Play, Superheroes. Not to be outdone, our Years 9 – 12 students who are gearing up for an out-of-this-world adventure with the Senior Play, Alien Invasion, a quirky and hilarious take on War of the Worlds

The laughs continue with our Senior Musical, featuring students from Years 9 – 12 in the Australian school debut of The Olympians: An Epic Muse-ical. This joyful and witty production celebrates the power of changing the narrative and reminds us that sometimes we can all be heroes.

As we mark two decades of coeducation at Mentone Grammar, our Performing Arts program continues to showcase the creativity, passion, and collaborative spirit that define our students. With so many exciting productions ahead, the Dance and Drama Faculty and the Performing Arts community can’t wait to share these stories and celebrations with you in the coming months.

JAMIE MCCARNEY HEAD OF DANCE & DRAMA

SUMMER SHOWCASE

The SMART Program continues to offer students in Years 8 – 12 a unique pathway to pursue a cocurricular passion as an alternative to one season of Saturday sport. Each season, student preferences determine the range of courses offered, ensuring the program remains responsive, engaging, and student-driven. For the Summer 2025/2026 season, students opted to explore and extend their abilities across Cyber, Dance, Robotics and Visual Arts.

Throughout the season, students collaborated closely with their facilitators, rehearsing, refining, experimenting, and developing their skills in preparation for the Summer 2026 SMART Showcase held on Saturday 14 March. This annual event provides a wonderful opportunity for the School community to come together and acknowledge the creativity, effort and commitment demonstrated by our SMART participants.

SMART CYBER

Students developed skills in cybersecurity and its fields, including open-source intelligence (OSINT), cryptography, steganography, reverse engineering and website exploitation. This facilitated a deeper understanding of the threats of today's modern technology-based world, while simultaneously offering students experience for modern careers in the IT field. The summer season allows students to further explore and improve in preparation for competitions mainly held over the winter season, including the Australian Schools Cyber Challenge and the PECAN+ capture-the-flag competition.

SMART ROBOTICS

Students were given the opportunity to design their own programs without any prior experience. With our Sphero educational robots, students explored their robotics capabilities from movement and display to sound and sensors, together with the fundamentals of coding. They also learned basic computer logic using different simulators (including Minecraft!) and began to learn breadboarding. For their showcase, they put together a fantastic variety show demonstrating the robots and their learning.

SMART VISUAL ARTS

Students created mixed media landscapes, with the requirement that each artwork incorporate watercolour and at least one additional material. This project encouraged them to experiment with a range of mediums and techniques, refining their skills while exploring how different materials can work together cohesively to form a unified composition.

After experimenting with various approaches, students then moved into a student-led project that allowed them to further develop their preferred materials and styles. Each student contributed three words, which were combined and randomly selected as prompts. Using these words as inspiration, students were challenged to create an artwork that incorporated all three concepts. With complete freedom in their choice of materials and techniques, this task encouraged creative risk-taking, problemsolving, and individual expression.

SMART DANCE

The Showcase concluded with a series of captivating and diverse performances that highlighted the depth of talent across the SMART Dance program. Year 9 students took to the stage first, delivering a vibrant Broadway jazz routine to Another Day of Sun from La La Land. Their dynamic choreography and infectious energy immediately set the tone for the day. This was followed by a powerful contemporary performance from the Years 11 & 12 students, who moved the audience with an emotion-filled interpretation of When We’re Older by James Blake, showcasing maturity, artistry, and expressive storytelling.

The presentation concluded with a thrilling finale featuring all Dance students in a commercial jazz performance to Smooth Criminal. Set around a jewellery heist theme, this high-energy number combined sharp choreography, theatrical flair and seamless ensemble work. The excitement on stage was matched by the enthusiasm in the audience, bringing the Showcase to an unforgettable close and leaving guests in awe of the students’ creativity and talent.

With the Winter 2026 SMART season having commenced, we look forward to welcoming a new group of students ready to explore their passions and develop their skills. We are excited to see what they will create and share at the Winter 2026 SMART Showcase, scheduled for late July.

Students interested in learning more about the SMART Program are encouraged to email smart@mentonegrammar.net, or speak with their Head of Campus for further information.

CAMERON LANCASTER DIRECTOR OF SCHOOL OPERATIONS

SPORT SUMMER

PREMIERSHIP PROUD

This summer, Mentone Grammar's sporting excellence was on full display. Our Girls’ Firsts Touch Football program claimed an extraordinary 10th consecutive Premiership, while our Boys’ Firsts Tennis team delivered a stunning back-toback Grand Final victory over Camberwell Grammar. These results are a testament to the dedication, culture, and high standards that define sport at Mentone Grammar. You can read more about Touch Football on page 38 and more about Tennis on page 37.

Thank you to all our summer coaches, parents, supporters and of course our students for their dedication, camaraderie, sportsmanship and true Mentone spirit!

BASKETBALL

The Boys’ Firsts Basketball team showed resilience and composure, falling just short in a three-point semi-final loss in a challenging away environment. Max M (Year 11) was named MVP, with Angus A (Year 11) and Kieran M (Year 10) providing strong contributions throughout the season, while Captain Will W (Year 12) led the group effectively.

CRICKET

The Girls Open B Cricket team enjoyed a rewarding and successful season, bringing together a diverse group of students from Years 7 - 12 with a wide range of prior experience in the game. Throughout the season, the team demonstrated strong growth in both skill and teamwork, with more Senior players leading by example and supporting the development of their younger teammates. Under the guidance of coaches Ella Clark and Evie Stansby (Class of 2022), and the leadership of Captain Lois B (Year 12), the team built a positive and inclusive environment that fostered confidence and resilience. Their efforts were reflected in impressive on-field results, finishing the season with five wins from eight rounds, a testament to their commitment, collaboration, and enthusiasm for the sport.

The Boys’ team experienced a mixed season, ultimately finishing 5th. While results were inconsistent, there were several strong performances across the nine rounds. Jake O (Year 12) was recognised as MVP, with Dylan W (Year 12) and Raphael W (Year 12) also contributing significantly. Importantly, the group was relatively young, and under the leadership of Captain, Ben C (Year 12), there is confidence that the foundations have been laid for improvement in the coming years.

GOLF

Our Golf program has continued to go from strength to strength, with approximately 90 students involved this season. Weekly sessions at Spring Valley Golf Club, led by professional coaches, have provided students with the opportunity to develop their technical skills before applying them in weekend 9-hole rounds. The growth of the program reflects the enthusiasm for the sport within the School, and we now look forward to the upcoming AGSV/APS/BAS Golf Competition in Term 2.

HOCKEY

Our summer Hockey program also had a strong season within the AGSV competition, with Mentone Grammar hosting fixtures alongside PEGS. The modified 7-a-side format created an enjoyable and competitive environment, with strong engagement across the group.

TABLE TENNIS

Our summer Table Tennis program continues to build, with a young Open B team gaining valuable experience throughout the season. While results were mixed, the focus remains on development, and the group is well placed for future growth.

TENNIS

A major highlight of the summer was the success of our Boys’ Firsts Tennis team, who secured back-to-back AGSV premierships with a 10 sets to 6 victory over Camberwell Grammar in the Grand Final. In a tightly contested match, the boys demonstrated outstanding composure under pressure, particularly in multiple tiebreak situations, to secure the result.

Hudson C (Year 12) was deservedly recognised as MVP for the season, while Alex B (Year 11) and Stevan D (Year 11) were consistent standouts. Ray L (Year 12) and Caleb J (Year 11) were instrumental in the Grand Final with crucial tie-break victories. A special mention must go to Coach, Brad Crosher, whose long-term work with the group has played a significant role in their development and success.

The Girls’ Firsts Tennis team enjoyed a great season defined by growth, resilience, and strong team spirit. The standout moment came in their dominant performance against Geelong Grammar, where they secured an emphatic 15 sets to 1 victory.

This match was particularly significant as it marked the debut for several younger players, who rose to the occasion with impressive composure. Despite early nerves, the team was buoyed by the unwavering encouragement and leadership of the Year 12 players, creating a supportive and uplifting environment that made the achievement even more meaningful.

Under the guidance of coach Lorena Fromberg, the team developed both confidence and cohesion across the season. Captain Jacinta L (Year 12) led with determination and consistency, while Vice-Captain Mia D (Year 12) provided valuable support on and off the court. Together, they fostered a culture that celebrated effort, teamwork, and growth, ensuring that every player contributed to the team’s success. Awards for the season went to 3rd place: Jacinta L (Year 12), 2nd MVP: Sarah W (Year 12) and MVP: Belis G (Year 11).

TOUCH FOOTBALL

Our Girls’ Firsts Touch Football team once again delivered an exceptional summer season, showcasing skill, teamwork, and determination to remain undefeated from start to finish. Their dominance culminated in a convincing 4–1 victory over Carey in the Grand Final, securing an incredible 10th consecutive Premiership. The team’s consistency and composure under pressure were evident throughout the campaign, with each match reinforcing their status as a benchmark in girls Touch Football.

Under the guidance of coach Elies El Char, the squad demonstrated discipline and cohesion, while captain Sophie M (Year 12) led with confidence and poise, ably supported by Vice-Captain Chiara P (Year 12). Together, they fostered a strong team culture that balanced competitiveness with sportsmanship. This latest triumph adds to Mentone Grammar’s proud and longstanding tradition of success in the sport, further cementing the program’s reputation as one of sustained excellence. The award winners for the season are in 3rd place: Chiara P (Year 12), 2nd MVP: Ella W (Year 12) and MVP: Sophie M (Year 12).

Boys Touch Football continues to develop as an emerging program, with the AGSV competition now in its second year of trial phase. This season featured three competing schools - Mentone Grammar, Ivanhoe Grammar and Trinity Grammar. While no official ladder was recorded, our boys performed strongly across the competition, winning most of their matches and representing the School with distinction. It is particularly encouraging to see strong talent emerging in the younger year levels, especially within Years 7 & 8. With this foundation in place, we look forward to continuing to build the program and, over time, emulating the success of our Girls’ Touch Football program.

SAILING

Sailing has also enjoyed a highly successful season. The squad competed consistently in the Middleton Series while training weekly at Sandringham Yacht Club. Their efforts culminated in a strong performance at the Victorian State Championships, where they progressed to the semi-finals and ultimately finished 5th overall. They were narrowly defeated in a close elimination final against Peninsula Grammar, in what was a race that could have gone either way. The group’s commitment and resilience across the season have been excellent. Well done to all students involved.

SOCCER

Our new Summer Soccer program operated as an internal roundrobin competition, with five teams involved in a 5-a-side format, open to students from Year 8 who had already played in our A-level teams across the year levels. Designed to develop skills and build fitness ahead of the winter soccer season, the competition attracted around 45 students, and the program received very positive feedback.

SWIMMING

The Girls Swim Team is a dynamic group of very committed young people. The team ranges from Years 6 - 12. The girls brave the early mornings to be in the pool by 7.00am, chasing the everlasting black line. This year we had 28 students qualify for the AGSV championships. There were many individual successes on the night, along with tears from our Year 12 swimmers as they complete their final year. A highlight of the night was race number 80, the last event in the program concluded with the girls’ 4 × 100 m relay. Our girls stormed home to touch the wall in first place! Overall, the team finished on the podium in third place for the night. Award winners for the season are in 3rd place: Gemma S (Year 11), 2nd MVP: Kiara F (Year 12) and MVP: Alana M (Year 12).

The Boys Swim Team demonstrated exceptional commitment, with many students training multiple mornings each week before school. The season culminated in a strong 4th place finish at the AGSV Championships at MSAC. Lachlan B (Year 8) was outstanding, earning MVP honours and breaking several AGSV records, while Lachlan D (Year 12) and Mathew M (Year 11) also produced excellent performances. A standout moment was the Open Medley Relay, featuring Dion G (Year 12), Tiger M (Year 12), Mathew M (Year 12) and Viggo B (Year 12), which highlighted the strength and depth of the squad. Thank you to coaches Andrew Lauterstein and Lex Sendikas for their leadership and dedication to the program.

VOLLEYBALL

The Girls’ Firsts Volleyball team experienced a season defined by perseverance, growth, and strong team connection. While results did not always fall their way, the team showed clear improvement across the season, securing three well-earned victories against Wesley College (3–1), PEGS (3–2), and Peninsula Grammar (3–0). Each win reflected the team’s developing confidence and ability to compete under pressure, with the five-set triumph over PEGS standing out as a particularly hard-fought and rewarding performance.

Guided by coach Minja Zlatic, the girls demonstrated outstanding commitment, training three times a week, and building a close-knit, supportive culture. Captain Reahn O (Year 12) led with resilience and determination, while Vice-Captain Isabella B (Year 12) played a key role in uniting the team on and off the court. A highlight of the season was the selection of two players in the AGSV representative team, recognising both their individual talent and the program’s continued development. Despite the challenges, the season proved to be an important step forward, laying a solid foundation for future success. Awards for this team are 3rd place: Reny Z (Year 12), 2nd MVP: Reahn O (Year 12) and MVP: Isabella B (Year 12).

The Boys’ Firsts Volleyball team, led by Captain Saby D (Year 12), competed consistently throughout the season and were unlucky to go down in a five-set semi-final thriller to Marcellin. Mitch L (Year 11) and Michael P (Year 12) were standout performers across the year, with the group building on last year’s Grand Final appearance.

Closing, the summer season has been a reflection of the strong culture of sport at Mentone Grammar. Across all programs, students have demonstrated commitment, resilience and a willingness to represent the School with pride. Thank you to all coaches, staff, and students for their efforts throughout the season. We now look forward to building this momentum as we transition into the winter season.

COMMUNITY EVENTS

YEAR 12 FORMAL

Set against the backdrop of Pullman Melbourne Albert Park, the Year 12 Formal marked a memorable beginning to 2026, bringing the cohort together to celebrate a milestone moment in their final year of schooling.

COMMUNITY WELCOME

The evening provided a wonderful opportunity to reconnect and strengthen our School community as we began the year together. It was a pleasure to see so many familiar and friendly faces come together, and we look forward to many more opportunities to connect throughout the year.

FOUNDERS’ DAY SERVICE

We celebrated a truly significant milestone in our School’s history, reflecting on 3 March 1923, when the School first opened its doors to a small group of students. This year’s Founders’ Day Service also marked 20 years of coeducation, a defining chapter in our School’s journey. The occasion provided an opportunity to honour the vision and legacy of those who came before us, while also recognising the growth, diversity and strength of the community we are today.

YEARS 5 & 7 PARENTS WELCOME

Years 5 & 7 parents and carers came together to connect and get to know others within their year level in a relaxed setting. Principal Andy Müller, Head of Bayview Dan Newton, and Head of Junior School Belinda Klose, shared their vision for the year ahead, outlining key priorities and opportunities for students in 2026.

ANZAC DAY

INTERNATIONAL WOMEN’S DAY

As Mentone Grammar celebrates 20 years of coeducation, International Women’s Day 2026 held particular significance for our community. On Friday 6 March, students, staff, parents and alumni came together to reflect on empowerment, equity and connection. Guest speaker Australian Paralympian Kelly Cartwright shared her inspiring story of resilience and achievement, leaving a lasting impression on all in attendance.

On Friday 24 April, Mentone Grammar came together as one community for an Anzac Day assembly, for all staff and students from Foundation - Year 12. This meaningful occasion honoured the bravery, sacrifice and selflessness of those who have and continue to serve our nation. The ceremony featured a performance of the National Anthem by our brass ensemble, a student rendition of The Last Post, and a moment of solemn silence, while our Cadets performed a slow march and formed a catafalque party to guard the memorial. At the conclusion of the Service, students and staff placed a wreath and single roses along the School's cherished Avenue of Honour, a powerful reminder of the freedoms secured through the service of so many. As a community, we remain deeply committed to preserving the legacy of ANZAC Day for generations to come. Lest we forget.

(Note: All ceremonial weapons used are permanently modified and non-operational.)

MENTONE GRAMMAR COMMUNITY COMES TOGETHER ON THE GREENS

On Friday 1 May, the Mentone Grammar Community Golf Day was proudly held at Spring Valley Golf Club, delivering a memorable celebration of sport, connection, and community. The day dawned beneath a spectacular pink-sunrise sky, setting a stunning backdrop for what would become an outstanding event. While there were no hot air balloons drifting across the horizon this year, the atmosphere was buoyant with energy, anticipation, and camaraderie.

Guests were warmly welcomed by Principal Andy Müller while enjoying a delicious buffet lunch, as he reflected on the many connections in the room, bonds spanning generations that unite current parents, alumni, staff, and community members in a shared sense of belonging. Looking across the gathering, he spoke to the enduring strength of the Mentone Grammar community and shared insights into the exciting developments ahead, including a new Master Plan for Keysborough. His remarks highlighted how this important space is set to evolve over the coming years, shaping the future of sport at the School for generations to come.

A total of 32 teams, comprising 128 players, took part in the 4 Ball Ambrose Competition. Teams represented the breadth of the School community, including current and past parents, Mentonians, alumni sporting groups, and friends of the School, highlighting the strong ties that connect our community.

One of the standout moments came early when current parent, Chris Thick achieved an extraordinary hole-in-one on his very first hole, a thrilling and unforgettable highlight that quickly became the story of the day.

Individual excellence was recognised across the course, with the following competitions on the day proudly supported by our sponsors Quayclean, GrasSports and CPC Insurance Services:

• Nearest to the Pin

– (F) 5th hole: Kylie Burchmore

– (M) 10th hole: Chris Thick

• Longest Drive

– (F) 7th hole: Amanda Hough

– (M) 17th hole: Stephen White

Two prestigious perpetual trophies were also at stake. The RB Johnston Perpetual Cup, recognises the best performing team of Old Mentonians, while the Sporting Club Community Perpetual Cup, is awarded to the best performing team representing a TMA Sports collective. Both were jointly won by the team of Brad Norton, Tom Cashion, and Cameron Dennis (all Class of 2006), alongside community member Matthew Pettering, who also represented the Footy Club. The team finished sixth overall with a strong score of 58, securing both cups.

Topping the field to win the Parents & Friends Golf Trophy were current school parents Liam O'Donnell, Troy McGlone, and Tim Hilton, joined by community member Anthony Lewis. Their exceptional teamwork and consistency across all 18 holes resulted in the best score of the day, an impressive 55.5, earning them a well-deserved overall victory.

The day also featured a popular raffle and prize draw, with participants enjoying the chance to win a fantastic range of prizes generously contributed by the School and community partners. Highlights included a Mentone Grammar hamper, a PowerPlay Go Kart Racing experience, an Air Adventure Golf experience, a Spring Valley Golf Club round of golf for four, and a House of Golf –5 Iron Simulator package valued at $1250, all adding excitement and energy to the celebrations.

Adding an element of fun to the day, the Lucky Prize for the 50th person to register was awarded to Mark Ticli, rounding out a day filled with celebration and shared success.

The Community Golf Day organising committee extends its sincere thanks to Spring Valley Golf Club and their staff for the exemplary presentation of the course and their generous hospitality throughout the day. Heartfelt appreciation is also extended to the volunteers from the Parents & Friends group, The Mentonians Association, and School staff, whose tireless efforts were pivotal in making the event a resounding success.

Special thanks go to Convener Josh Burt (Class of 1989) for his leadership and coordination, and to P&F member and MC for the day John Merkus who expertly guided proceedings and kept the program running smoothly Equal thanks to Mark Evans (Class of 1990) and community member Tim Cocks, whose professionalism and generosity of time were invaluable to the smooth running of the event.

A final thank you is extended to all of our sponsors for their generous support of the Mentone Grammar Community Golf Day. We are sincerely grateful to Quayclean, GrasSports, CPC Insurance Services, House of Golf, Spring Valley Golf Club, Air Adventure Golf, PowerPlay Go Kart Racing, LOD Promotions, Chartwells, and MMR Creative Agency. Their generosity was felt by every participant on the day .

From meaningful connections and shared vision to remarkable performances on the course, the 2026 Mentone Grammar Community Golf Day was a fitting reflection of the pride, spirit, and future focused strength of the Mentone Grammar community.

The Mentone Grammar Parents & Friends (P&F) is a welcoming group of parents who volunteer their time, working with the School to build a sense of community and the connection our families have to the School and each other.

EVENT HIGHLIGHTS

One of our highlight events or the year is always the P&F Christmas Lunch. While it seems a long time ago now, the 2025 lunch was once again a roaring success. Held at Rossdale Golf Club, the lunch was a great way to see out the year and was particularly meaningful for Year 12 parents celebrating the end of a journey (though of course many are still on the journey with younger children). We are grateful to our amazing sponsors, who help make the day extra special. We are already planning the 2026 Christmas Lunch –December will be here before we know it!

As the new school year began, we spent Term 1 busily reconnecting and of course welcoming many new families to our School. It was great to see so many families at the 2026 Community Welcome event and we were delighted to host a number of coffee

mornings for parents and carers from Foundation – Year 7, as well as our ELC Fun & Friends afternoon.

Towards the middle of the term, we hosted the popular Years 5 & 7 drinks on the deck, and while the weather drove us into the Greenways Café for a more ‘intimate’ evening, it was nonetheless a fun night. On International Women’s Day we were pleased to partner with the School and The Mentonians Association to host Paralympian and adventurer Kelly Cartwright to share her inspiring story. The Term concluded with our first Dads@MG event of the year, a well-attended night out at Ginger Fox in Beaumaris. All in all a busy and rewarding term.

UNIFORM RECYCLING

Term 1 has not been purely social, and we’ve been so proud to work with the School to run a recycling program for the old uniform, following the completion of the two-year uniform transition. Across the three collection days in 2025 & 2026, we gathered 1.6 tonnes of uniform that will be given new life as yarn. We are grateful to the School for their clear commitment to sustainability in funding these collections with our recycling partner, After

THANKS TO OUR SPONSORS

NEWS FROM THE SHOP

Another great way we support sustainability is through The Shop, for secondhand uniform sales. We are incredibly grateful to the School for refurbishing The Shop creating a beautiful new space. We celebrated the new look with a French-themed opening at the end of Term 1 with coffee provided by our own MG Coffee Van and delicious pastries from local French Patisserie, Gateaux in Mentone. Come and have a look on a Friday morning (8.00 - 11.00am term time) and bring your good quality pre-loved uniform to sell on consignment – a great way to support other families and earn a little back too! New uniform stock is building up now, and we also have some great merchandise including beanies and scarfs ready to show your support for our Mentone teams in the upcoming winter sports season. We are also delighted to once again support students who are completing the Duke of Edinburgh’s Award. We currently have one Silver student and a Bronze student will join us later in the year.

CREATING CONNECTIONS

Since early 2025, we have been focusing on ways for parents to connect in smaller groups, particularly across year levels. Our Parent Reps and year level WhatsApp groups have been an important part of this, and we are very grateful to the many volunteers who dedicate their time. We have a wonderful group of Parent Reps, who perform the incredibly important role of coordinating the year-level WhatsApp groups for communication, as well as coordinating events like coffee catch-ups, year-level picnics or other out-of-school activities within the year group. Many year levels in the Junior School also have individual Class Reps who put in an incredible amount of time and energy to engage and support other parents.

Two P&F groups support specific cohorts in our community. One is Dads@MG, supporting connections between the important men in our families. The other is Mon Ami, which was set up many years ago to welcome parents new to Australia – hence the name, which is French for ‘my friend’. It continues to evolve as a smaller, cross yearlevel community, mainly through walks and dinners.

LOOKING AHEAD

Our Events Sub-Committee focuses on larger events, and their Term 2 focus is maintaining momentum, supporting event leads and continuing to build strong community engagement. Our first event was the Community Golf Day at Spring Valley Golf Club, co-hosted with the School and The Mentonians Association. Later in the term we will host the P&F and Holland Foundation Trivia Night. We will also host a Mother’s Day event for the first time, trialling a brunch for Year 7 mums to support those connections at the start of the secondary school journey. We are excited for our first Book Club, and our Term 2 Dads@MG event. Check our website for details.

Thank you to all of the volunteers who keep the P&F running and connecting families and thank you to the School for working so closely and supportively with us.

It’s already been an exciting year so far, and we are looking forward to all that is still to come.

P&F COMMITTEE

THE MENTONIANS

TMA COMMITTEE

TMA COMMITTEE

PRESIDENT & ACTING TREASURER

Jonathan Ponnusamy (2010) VICE PRESIDENT

Katie Sawford-Barnett (2013) COMMITTEE MEMBERS

Georgia Ahem (2011)

Joshua Burt (1989)

Mike Durack (1967)

Ivan Eaves (1966)

Jono Ling (2008)

Taylah Woods (2011)

Gustaf von Zweigbergk (2020)

ALUMNI & DEVELOPMENT MANAGER

Dorianne Spiteri

FROM THE PRESIDENT

As we move into winter, it is a wonderful moment to pause and celebrate some of the recent events and achievements across our Mentonians community. March, in particular, was an energetic and rewarding month for both the School and our alumni.

We were proud to co-host this year’s International Women’s Day celebration with the Parents & Friends group, a highlight in our calendar. We were delighted to welcome Kelly Cartwright as our inspirational speaker on the day. Kelly is a Paralympian, adventurer and ambassador for the Make-A-Wish Foundation, and her story of courage, resilience and determination left a strong impression on everyone who attended.

During our Founders’ Day Service, TMA Vice President Katherine Sawford-Barnett (Class of 2013) presented the Young Mentonian of the Year Award to Kate Hore (Class of 2012). You can read more about how Kate balances her outstanding on-field success as Captain of the Melbourne AFLW team with her work supporting emerging players on page 52. Founders’ Day also provided a wonderful opportunity to reflect on the School’s journey. Alongside honouring our Founders, we celebrated a more recent milestone – marking 20 years of coeducation at Mentone Grammar. We were especially proud to acknowledge some of our earliest female students who enrolled when the School first became coeducational. Many of these early students returned for the occasion and took on special roles during the Service. Continuing with the sporting theme, our sporting clubs continue to thrive, with strong participation and impressive results. A special mention goes to the OMCC Panthers (Old Mentonians Cricket Club), who fought back from a challenging start to the season to achieve three consecutive wins. Although they narrowly missed a place in the Grand Final, their determination and late-season resurgence were outstanding. You can read the full story on page 50.

In March, more than 120 Mentonians from the classes of 1986, 1996, 2006 and 2016 returned to the School to celebrate their milestone reunions. Held in the Gumtree Courtyard, which is part of the impressive Bayview Precinct, it was wonderful to see so many past students as well as a number of current and past teachers who also joined the celebrations. The laughter, stories and reconnections made for a memorable night for all. You can read more about the reunions on page 56.

In looking further back to 2025, we were once again thrilled to be part of the School’s annual Colours of Creativity Art, Design, Media & Technology Expo. As part of this event, Daisy Hinton (Class of 2025) was named the Mentonians Emerging Artist for 2025, and Sienna Sullivan (Class of 2025) was named the Mentonians Emerging Designer for 2025. These awards recognise exceptional creative talent among Year 12 students and highlight the high standard of work produced within the School’s Visual Arts program. A special thank you to Committee Member Gustaf von Zweigbergk (Class of 2020) who presented the awards on the evening.

In 2025, we were also delighted to join over 432 donors from across the School community who participated in the inaugural Giving Day, raising a total of $415,203 with all funds going towards the new Community Scholarship.

You can learn more about the fully-funded Community Scholarship on the website, and I encourage you to share the link with anyone who may be eligible to apply now that the 2027 applications are now open: www.mentonegrammar.net/enrolment/community-scholarship

Please save the date of Tuesday 18 August and join us in supporting the 2026 Giving Day, where the focus will be on enhancing the facilities at our Keysborough Playing Fields. I look forward to sharing more in the coming months about the TMA’s exciting role in this and how you too can become part of this important initiative.

Finally, please save the date for our upcoming Mentonians Association AGM on Wednesday 22 July. This is your opportunity to have your say and contribute to shaping the future of your alumni community.

As always, I encourage you to stay connected with your classmates and with the Mentonians community, and I look forward to reconnecting with many of you at our upcoming events.

JONATHAN PONNUSAMY (CLASS OF 2010) PRESIDENT

THE MENTONIANS CLUB NEWS

OLD MENTONIANS CRICKET CLUB

The 2025-26 season saw the Club competing in the Cricket Southern Bayside Sunday Division 1. After just missing the Finals the previous season, the Club was optimistic about the prospects for 2025-26.

In classic Melbourne style, the season began with the opening match being washed out, followed by a loss to Beaumaris. But the team found its feet with a comfortable win against Hampton. Batting first, we posted 143 from 35 overs before dismissing Hampton for 83, largely thanks to Connor Ramm's outstanding figures of 4 for 15 from just 5 overs.

The weather once again continued to disrupt proceedings, with two further washouts, before the Cub endured four consecutive losses. The low point came against Mentone, where we were dismissed for just 53 from 16 overs - a total Mentone reached with ease, losing only one wicket in 10.2 overs.

Fortunately, we were able to redress the balance once again defeating Hampton in the penultimate match before the ChristmasNew Year break. Frustratingly, at the break, the Club sat last on the ladder: two wins, five losses, and four washouts – with relegation to Division 2 a very real prospect. That said, the competition was notably even, Mentone aside, and we were just two wins from a Finals berth.

The first match after the Christmas-New Year break saw another loss, again to Mentone, although the performance was considerably more competitive than our earlier meeting. It left us needing to win our final three matches to remain in contention.

With enormous credit to the players, they brought their A game. First came a crushing win against Richmond Academy, who were dismissed for 47, a total we easily achieved with the loss of just one wicket. Our fielding and bowling were of the highest standard with Connor Ramm again excelling, taking 4 for 6, ably supported by Leroy D’Souza (3 for 15), Harvey Samild (2 for 18) and Scott Berger (1 for 8).

An equally emphatic win followed against Emmanuel-South Oakleigh. Having dismissed them for 128, we easily replied without losing a wicket. Josh Ramm (3 for 19) and Harvey Samild (3 for 25) led the attack. Then with the bat, Harvey Samild (50 retired not out), Brandon Tauro (50 retired not out) and Josh Ramm (23 not out), posted the winning score inside 20 overs.

The final match of the regular season was against Parkdale United. By this stage, we had reached 4th place and Parkdale United were 3rd and the winner would advance to the Finals. Our bowlers once again led from the front dismissing Parkdale United for 51 with Leroy D’Souza taking 5 for 12 and Connor Ramm taking 4 for 12.

Given our excellent batting form from the previous match, a target of 52 seemed like a walk in the park, especially as the wicket was a batters’ paradise. However, pressure can do strange things.

Having struggled to 4 for 43, we proceeded to lose 3 for 0 crashing to 7 for 43. Nevertheless, we managed to score the required runs and finished the season in 3rd place. This meant we would play Emmanuel-South Oakleigh in a semi-final.

Given our previous form only a couple of weeks earlier, a place in the Grand Final seemed well within reach. However, Melbourne’s unpredictable weather again took charge, and the semi-final was washed out without a ball being bowled. As Emmanuel-South Oakleigh had finished above us on the ladder, they progressed to the Grand Final and we were left to contemplate the 2026-27 season.

Our leading batter for the season was Brandon Tauro who scored 171 runs at an average of 24.43. Not surprisingly, our leading bowler was Connor Ramm with 15 wickets at 8.20.

The Club would like to take this opportunity to thank Mentone Grammar for making the Keysborough Playing Fields available to us and, once again, our special thanks are due to Tom Donnell and his Ground Staff for preparing excellent wickets and a superb outfield. The grounds really are the best in Cricket Southern Bayside! Here’s to a stellar season ahead.

IVAN EAVES (CLASS OF 1966)

TMA COMMITTEE MEMBER

THE MENTONIANS AWARDS YOUNG MENTONIAN AWARD 2026

On Tuesday 3 March, we were delighted to announce Kate Hore (Class of 2012) as the recipient of the Young Mentonian of the Year Award. The award was presented by Katie Sawford Barnett (Class of 2013), Vice President of The Mentonians Association, during the School's annual Founders’ Day celebration, which this year was equally special acknowledging both the School’s founders and the more recent milestone of 20 years of coeducation. While Kate was unable to attend in person, her parents, Jeff and Louise Hore, were delighted to accept the award on her behalf. Jeff conveyed Kate’s heartfelt gratitude for the honour and expressed her regret at being unable to join the celebration. Kate’s achievements as an elite athlete, respected leader and passionate advocate are a testament to her dedication and character. As Captain of Melbourne’s AFLW team for three seasons, she demonstrated exceptional skills and commitment on the field, whilst also driving meaningful change beyond it. Through mentoring young players, advocating for gender equality and strengthening community connections, Kate has played a significant role in shaping the AFLW and continues to inspire young people to pursue their goals with confidence and resilience.

The Young Mentonian of the Year Award recognises Mentonians aged 35 and under who are making meaningful contributions in Australia or abroad through their professional achievements or personal passions. Kate embodies the values this Award was created to celebrate.

We look forward to sharing a short video message from Kate, recorded prior to her departure overseas, in which she extends her personal thanks to the Mentone Grammar community.

In a generous reflection of her commitment to young people, Kate has chosen to donate her prize money to the Jim Stynes Foundation, where she serves as a Board member. The Foundation is dedicated to nurturing happy, healthy and resilient young Australians through programs focused on leadership, wellbeing and access to sport, with a particular emphasis on improving health outcomes for Aboriginal and Torres Strait Islander young people.

Congratulations to Kate Hore, our 2025 Young Mentonian of the Year. Her leadership, generosity, and unwavering commitment reflect the very best of Mentone Grammar values, and we are immensely proud to celebrate her achievements.

FOUNDATION PHD SCHOLARSHIPS THE MENTONIANS ALUMNI EVENTS

The Mentone Grammar Foundation provides the opportunity for Mentonians to apply for a grant of up to $15,000 to assist with the pursuit of Doctoral studies. The Mentonians Association and broader Mentone Grammar community proudly support our students to continue to 'dream big' long after they leave school.

Congratulations to our 2025 recipients Conor Murray (Class of 2018) and Songyi (Eric) Li (Class of 2017). Each received a $15,000 grant, presented by Foundation Chair, Geoff Ryan AM (Class of 1956), at the Mentone Grammar Awards Celebration Evening on Thursday 4 December 2025.

Here is a snapshot of our outstanding awardees and their individual PhD projects.

CONOR MURRAY (CLASS OF 2018)

Area of study: Assessing the Potential for Deep ClosedLoop Geothermal Systems to Provide Heat for Green Alumina.

Australia has committed to achieving net zero carbon emissions by 2050, with much of the focus on reducing emissions from electricity generation. However, more than 20% of Australia’s enduse energy is consumed as heat for industrial processes, primarily sourced from fossil fuels. While alternatives such as electrification and green hydrogen are being explored, neither currently offers a viable zero-emissions solution for industrial heat.

Conor’s research investigates the potential of emerging Deep Closed-Loop Geothermal Systems (DCLGS) to supply low to medium temperature process heat (below 250˚C) for Australian industry. DCLGS are underground networks of closed pipes through which fluid circulates, absorbing thermal energy from deep geological formations.

These systems involve inlet bores branching into multiple horizontal extensions to maximise heat transfer before reconverging and returning to the surface. The designs under study extend several kilometers vertically and horizontally, creating significant surface area for heat exchange. Currently, only one such system is under construction globally, and none have been deployed for industrial heat generation.

Conor’s research has a particular focus on the Bayer Process used in alumina manufacturing at five major refineries across Australia. This process accounts for roughly two-thirds of each refinery’s energy demand, which is currently met entirely by natural gas and coal. These facilities rank among the largest consumers of industrial process heat in the country, making them critical targets for sustainable heat solutions. Preliminary estimates indicate that optimised DCLGS designs could theoretically deliver the approximately 600 MWth required by a sample refinery in Western Australia. The primary challenge lies in determining whether this technology can compete economically with fossil fuels.

To address this, Conor is collecting operational data from participating alumina refineries to design bespoke, optimised DCLGS systems tailored to their specific needs. In addition, he is developing a computational program to generate DCLGS designs, predict output temperatures, and model thermal impacts on surrounding rock over a 30-year lifespan. Future stages will include geological data analysis, probabilistic modeling of geophysical parameters, site-specific DCLGS design, economic modeling, retrofit planning for refinery systems, and comprehensive econo-environmental assessments including comparisons to fossil fuel baselines.

Conor shared this reflection:

“I am extremely honoured to receive a 2025 Foundation Award. This grant will enable me to attend conferences around the world to learn from other researchers in my field, and to present my own work. I’m truly grateful to Mentone Grammar for their continued support, even after finishing my time there.”

SONGYI (ERIC) LI (CLASS OF 2017)

Area of study: Investigating Microbial-Derived T Cell Antigens Presented by MR1

Eric is conducting research to understand how microbial metabolites interact with the immune system through MR1mediated antigen presentation. Group A streptococci (GAS; Streptococcus pyogenes) is a pathogen that poses a significant global health burden, causing over 500,000 deaths annually. While acute pharyngitis (strep throat) is the most common manifestation, Streptococcus pyogenes can also lead to severe illnesses such as scarlet fever, cellulitis, necrotising fasciitis (flesh-eating disease), toxic shock syndrome, and post-infectious complications including glomerulonephritis, acute rheumatic fever, and rheumatic heart disease.

Despite its clinical significance, there is currently no vaccine available for Streptococcus pyogenes. This highlights the urgent need for new prevention and treatment strategies. Developing an effective vaccine requires a deep understanding of the immune response during infection, which remains incomplete. Evidence suggests that protective antibodies are generated by B cells following infection, supporting the feasibility of an antibody-based vaccine. However, the vast diversity of Streptococcus pyogenes serotypes allows the bacterium to evade antibody recognition, making alternative vaccine strategies essential.

Eric’s research focuses on T cells, which play a central role in immunity by coordinating immune responses and directly killing infected cells. To function, T cells must recognise specific molecules presented on host cell surfaces by antigenpresenting molecules. One such molecule is MR1, which presents metabolites produced through metabolic processes. MR1 is highly conserved in humans, making it a promising target for universal and off-the-shelf therapeutics.

Recent studies have shown that Streptococcus pyogenes produces a unique metabolite that can be presented by MR1. The ability of this metabolite to stimulate T cells has been confirmed, but its identity remains unknown. Eric aims to uncover the

REMEMBRANCE DAY

A TIME TO REMEMBER

On an overcast and windswept day, the Mentone Grammar community gathered in the Sports Centre for the annual Remembrance Day Service, but for the first time attended by all students from Foundation - Year 12. The Service, led by Chaplain Andrew Stewart, brought together students, staff, alumni and invited guests in a moving and reflective occasion.

In particular, our Year 6 students played a central role, delivering thoughtful reflections honouring the young men of Mentone Grammar who lost their lives in WWII. This was followed by the laying of a wreath to remember all those who have and continue to serve and a cross for each of our fallen Mentonians, a moment that resonated deeply with all in attendance. Following the ceremony, guests gathered in the Creativity Centre for light refreshments, allowing time for reflection and connection. The occasion was furthered enriched by the presence of a number of alumni, reflecting the enduring bond between past and present members of the Mentone Grammar community. We are grateful to TMA Committee Members Ivan Eaves (Class of 1966) and Jono Ling (Class of 2008), who attended alongside past Committee Member Peter Newton (Class of 1966), past staff member Allen Hicks, and P&F President Justine Piper with P&F Secretary Kate Edwards.

molecular nature of this metabolite and its interaction with the immune system to inform vaccine development.

To achieve this, he will use advanced approaches in immunology, microbiology, and chemistry. The project will employ mass spectrometry to analyse the components of the metabolite and nuclear magnetic resonance (NMR) spectroscopy to determine its chemical structure. Finally, Eric will assess its immunological effects by administering it to human cells and mice and evaluating the resulting immune response.

By characterising this MR1-presented, T cell–activating metabolite, Eric seeks to advance understanding of how Streptococcus pyogenes is recognised by the immune system, with the potential to inform the development of novel diagnostics or vaccine strategies to combat Streptococcus pyogenes and other pathogens.

Eric expressed his joy at receiving this award.

“I am profoundly honoured to receive this scholarship, which is truly transformative. It not only provides essential financial support but also affirms my potential to succeed, enabling me to fully dedicate myself to my studies in biology.”

As the School paused together in remembrance, the gathering stood as a meaningful expression of respect, gratitude, and shared history.

MENTONIAN MILESTONES WORTH CELEBRATING 10 TO 40 YEARS SINCE GRADUATION!

On Thursday 19 March, Mentonians from the classes of 1986, 1996, 2006 and 2016 gathered to celebrate milestone reunions marking 10, 20, 30 and 40 years since graduation. The evening was a joyful celebration of shared memories, lasting friendships, and the enduring strength of the Mentonian community.

Set beneath festoon lighting in the School’s beautifully landscaped Gumtree Courtyard, the atmosphere was warm and welcoming as old friends reconnected, swapped favourite School stories and reflected on the paths they’ve taken since graduating. The enticing aroma of freshly prepared paella welcomed guests on arrival, while the smooth sounds of duo Waves set the scene for a relaxed evening of celebration.

Procedings began with a welcome address from Mentonians Association President, Jon Ponnusamy, whose words perfectly captured the spirit of connection and community that defines Mentonians gatherings. The popular campus tours sparked both excitement and nostalgia, as alumni marveled at the changes while reminiscing about their own experiences and memories. A special thank you goes to School Chaplains Michael Prabaharan and Andrew Stewart, together with current staff, Stuart Bainbridge (Class of 1997) and Michael Martin (Class of 1980), for leading the tours and sharing their insights that made the experience even more meaningful.

Adding an extra layer of fun to the evening, five lucky alumni each scored a $50 gift card in the door prize draw. Congratulations to:

• Wes Flavell (Class of 2016)

• Hans Siebrand (Class of 1986)

• Warrick Turnbull (Class of 1986)

• Ryan Alexander (Class of 1996)

• Toby Bayer (Class of 1996)

Their wins brought plenty of smiles and laughter, perfectly reflecting the celebratory spirit of the evening.

As the night continued, the courtyard came alive with hugs, laughter and heartfelt conversations. A highlight of the evening was an engaging address from Principal Andy Müller, who shared the exciting launch of the Community Scholarship, an initiative that reinforces the School’s commitment to inclusivity and opportunity. This announcement was fittingly aligned with the spirit of our first Giving Day, which united and empowered many across the School community to give.

Looking ahead to Giving Day 2026, the focus will be on enhancing the Keysborough Playing Fields, an initiative that will benefit our current and future students, as well as our alumni and clubs who utilise the grounds. Every gift will go a long way in helping achieve this shared goal.

Finally, we extend our sincere thanks to the current and past staff members who joined us on the night. Their presence added an extra layer of warmth and welcome, and was deeply appreciated by our alumni:

• Kristie Beames

• Mal Cater (Class of 1981)

• Michele Gill

• Kirsty Klimas

• Cameron Lancaster

• Belinda McNeil

• Rohan Murphy

• Ian Webster (Class of 1962)

We look forward to continuing this wonderful tradition and welcoming even more Mentonians back in the years ahead.

Make sure to visit our website to view the event images, by scanning the QR code https://mentonians.mentonegrammar.net/ publications-gallery/photo-gallery/

FROM THE ARCHIVES

CELEBRATING 20 YEARS OF COEDUCATION

In 2026, Mentone Grammar proudly marks two decades of coeducation, a significant milestone that invites us to reflect on how far we have come and celebrate the vibrant, inclusive community we are today. It is a moment to acknowledge the courage and vision of those who led the way, and to recognise the profound and lasting impact coeducation has had across our School. Twenty years on, coeducation is no longer a defining change; it is simply part of who we are.

LEARNING TOGETHER

The influence of coeducation can be seen and felt throughout every corner of Mentone Grammar. It extends far beyond the classroom, shaping learning, creativity, leadership, and relationships in both visible and deeply embedded ways. Coeducation is about learning from one another, an ongoing exchange of perspectives, ideas, and talents that has enriched school life and strengthened the sense of community that defines our School.

A VISUAL STORY

To mark this anniversary, a poster series was created and launched at the start of the year, as a striking visual celebration of our holistic education. Rather than highlighting individual programs or achievements, the posters present an interconnected story of school life. Featuring student images from the past 20 years, they capture shared experiences and reflect the many ways coeducation has shaped our community over time.

BREADTH, DEPTH & BELONGING

From academic learning to leadership, sport, and the creative arts, coeducation has enriched every dimension of school life. Shared experiences encourage students to challenge ideas respectfully, collaborate with confidence, and strive for their personal best within a supportive and connected environment. Learning beyond the classroom through programs such as Cadets and Learning Journeys builds resilience, empathy, and community awareness, while creative and sporting pursuits thrive through collaboration, shared ambition, and collective achievement. Together, these experiences highlight the strength of a coeducational environment that nurtures curiosity, character, and a deep sense of belonging.

CHARACTER AT THE CORE

What stands out most powerfully after 20 years is not any single initiative, but the way coeducation continues to shape our young people. It fosters confidence, understanding, and respect; broadening perspectives; and strengthening relationships across the School. Central to this remains our commitment to developing ‘good humans’, guided by our School Values of Caring, Discipline, Endeavour, Integrity, Resilience, Respect, and Service. It is this values- driven, holistic experience that has become a defining strength, enriching learning and preparing students not only to enter the world, but to thrive within it and contribute positively to their communities.

LOOKING FORWARD TOGETHER

As this poster series is explored, each image can be seen as part of a greater whole, revealing the connections between learning, creativity, leadership, discovery, and belonging that define life at Mentone Grammar. Together, they celebrate 20 years of shared growth and shared purpose and look forward with confidence to the generations yet to learn, lead, and flourish together.

Every performance, every rehearsal, every roll call reflects a School that is stronger, more vibrant and more whole.

THE MENTONIANS

MENTONE MEMORIES

A BORN LEADER

JOHN BOLING (CLASS OF 1952)

As World War II broke out, John Boling and his siblings were abruptly evacuated from the UK and shipped across the globe to find a new home in Bayside, Melbourne. When John joined Mentone Grammar in 1949, J.J. Thorold recognised a young man with maturity beyond his years and strong leadership capabilities – traits that would ultimately lead him to a successful and rewarding career in senior management.

A long way from home, John Boling made a choice to throw himself into every opportunity that his new life presented him with. At Mentone Grammar it was cricket, football, athletics, cadets and even a spot of ballroom dancing. John was quickly identified by his teachers as someone with strong leadership capabilities and cut his teeth in roles such as Captain of Jones House, Prefect and School Captain.

HOW DID YOU COME TO JOIN MENTONE GRAMMAR?

When my siblings and I were evacuated from the UK, we lived in Frankston and I went to Frankston State School. We returned to England in 1945 for three years and then moved back to Australia with our parents in 1948 to live in Parkdale. So, that's why I came to Mentone Grammar in 1949.

WHICH TEACHERS WERE MEMORABLE?

My favourite teacher was Austin Ivy, who took us for geography and history. We had this hut over the other side of the School with only five of us in there, so it wasn't like a real classroom, and we had a very informal sort of relationship with him. He was a very sincere teacher. And Phil Kent who was doing his student teaching. I had been learning French in England, but we didn't have a French teacher here, so Phil helped me with my French. I remember him very distinctly.

WHAT DID YOU PURSUE AFTER GRADUATING?

School really gave me a lot of confidence in myself. I knew I could achieve. I left at matriculation and went straight into the navy for national service training. I was offered an officer's course, but I didn't take it. Instead, I called Colonel Weir, who was the Personnel Officer of Shell, and said, ‘Can I get a job at Shell?’ and he said, ‘Yeah, sure.’ So, I worked my way through into sales and finally into management, travelling overseas and dealing with large corporations.

WHAT ADVICE DO YOU HAVE FOR STUDENTS?

Get involved in all the activities that you possibly can, and make sure that you take advantage of every opportunity that this School offers.

THE MENTONIANS VALE

The Mentonians Association records with sadness the passing of the following members of the Mentone Grammar community. Our thoughts are with their families and friends.

JOHN UPHAM (CLASS OF 1968)

9 AUGUST 1950 –25 NOVEMBER 2025

Born on 9 August 1950, John led a life of dedication and achievement before passing away on 25 November 2025.

John joined Mentone Grammar in 1967 in Form V and completed his schooling in 1968 in Form VI (Year 12). During his time at the School, John made an indelible mark through his sporting achievements and leadership. In 1967, he was a member of the First XVIII Football Team and received Half Colours for football and Full Colours for athletics. The following year, John captained the First XVIII Football Team, represented the School in the Tennis First IV Team, and was awarded Full Colours for football and athletics and Half Colours for tennis. His commitment and talent exemplified the values of Mentone Grammar and continued to inspire generations of students.

A memorial service to honour and celebrate John's life took place on Friday 5 December 2025 at Beaconhills Golf Club, Beaconsfield Upper. In lieu of flowers, John's family kindly invited donations to the Kiwanis Club of Waverley, supporting their community work.

John was remembered with great affection and respect by all who knew him. Our thoughts and prayers remain with his family and friends.

Labore et Honore

THE MENTONIANS KEEP IN TOUCH

There are many ways that you can stay connected with fellow alumni through The Mentonians Association, as well as the broader School Community.

We welcome your comments, suggestions, and stories, and we encourage your active participation. Attend one of our reunions or special events, join a sporting club, become a Tutor for current students, join the School’s coaching team, or attend one of the incredible student performances. We would also be more than happy to organise a private tour of the School or discuss other ways for you to get involved with The Association or the School.

THE MENTONIANS CONTACTS

Dorianne Spiteri

ALUMNI & DEVELOPMENT MANAGER

E: thementonians@mentonegrammar.net

T: +61 3 9584 4211

Visit our website for all the latest news and events and don’t forget to update your details and/or share your Mentone Memories with us!

https://mentonians.mentonegrammar.net

STAY INVOLVED

There are many ways that Mentonians can stay involved with our community. Visit our website or contact the Alumni & Development Office for further information.

Dorianne Spiteri

Every effort has been made to ensure the accuracy of the information in this magazine at the time of printing. The School appreciates your understanding should any errors or omissions occur.

COMMUNITY CONNECTIONS

Mentone Grammar has a vibrant and welcoming community of parents, alumni, clubs, friends and partners who provide an extended network of opportunities and support to the School.

OPEN DAYS & SCHOOL TOURS 2026

A great opportunity to explore our School if you are interested in enrolling your child.

PLEASE NOTE: Places are limited so all prospective students must be registered on our waitlist. Apply early to avoid disappointment.

Open Day

Saturday 8 August 2026

9.00am – 12.00pm (Whole School)

School Tour

Thursday 22 October 2026

9.30am (Years 5 & 7 entry only)

For the latest information on our Open Day and School Tour dates please head to our website www.mentonegrammar.net/tours

PRIVATE TOUR

If you would like to arrange a Private Tour, please contact the Enrolments Team on:

T: +61 3 9584 4211

E: enrol@mentonegrammar.net

CAMPUSES & FACILITIES

In addition to the School’s main campus in Mentone, we operate additional facilities that extend the educational offering of our School.

R. M. Sykes Shoreham Camp Marine Parade, Shoreham

Keysborough Playing Fields 756-768 Springvale Road, Keysborough

ARCHIVES CENTRE

For all historic Mentonian donations please contact:

Kerryn Van Der Merwe

Records & Archives Manager

T: +61 3 9584 4211

E: kerrynv@mentonegrammar.net

KEY CONTACTS

For all School and campus contacts, please visit our website: www.mentonegrammar.net

Mentone Grammar @mentonegrammar

Mentone Grammar

THE MENTOR

PUBLISHED BY MENTONE GRAMMAR

63 Venice Street, Mentone 3194

T +61 3 9584 4211

W www.mentonegrammar.net

E enquiry@mentonegrammar.net

ABN 87 616 069 977

EST. 1923

Editor Astrini Kopeloudi-Wallace

Artwork Mosaic Studios

Print Eastern Press

PARENT GROUPS

Parents & Friends (P&F)

Being involved in P&F activities is a great way to connect with other Mentone families. The P&F also offers two special interest groups: Mon Ami for new families to Mentone/Australia and Dads@MG.

P&F contact

E: pandf@mentonegrammar.net

MENTONE AQUATIC

Swimming programs are designed by Olympians Toby Haenen and Andrew Lauterstein who share a love and passion for swimming focused on fairness, consistency and progression.

T: +61 3 9581 3288

E: info@mentoneaquatic.com

Cnr Como Parade West & Lucerne St, Mentone

Mentone Aquatic @mentoneaquatic

CONTRIBUTORS

With special thanks to: Ross Joblin Chair Andy Müller Principal Dorianne Spiteri TMA Editor

Harper Attard, Anthony Bacon, Thomas Bailey, Sofia Bishop, Peter Bratuskins, Jodie Burton, Jacqui Cartwright, Mary Chamberlain, Benjamin Costa, Darcy Duncan, Katya Dunham, Pernilla Eklund Allan, Kiara Fernando, Wendy Gardner, Luke Georgiou, Michele Gill, Riley Hamilton, Vandra Harris Agisilaou, Noah Horsley, James Houghton, Grace Hughes, Zahra Jacobs, Garrett Kinchington, Steph Kinnear, Belinda Klose, Danielle Lamb, Cameron Lancaster, Pippie Lansley, Rose Marcombe, Jason Mann, Caitlin May, Jamie McCarney, Skye McCowan, Archie Minster, Curtis Murphy, Dan Newton, Natalie Nomikos, Jarrod O’Neill, Justine Piper, Sacha Pollard, Jonathan Ponnusamy, Kylie Reardon, William Richardson, Beck Russell, Brenton Sanderson, Elliott Savage, Chloe Scott, Bimal Seneviratne, Jayne Sheumack, Rimjhim Singh, Peta Stubbs, Clare Thompson, Angus Todd, Kerryn Van Der Merwe, James Walton, Ella Whittaker, Cameron Wilson, Ben Wolstencroft, Danny Yardis, Reny Zhang.