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Incorporating the Old Girlsâ€™ Bulletin SPRING 2020

St Catherine’s News Spring 2020

Leadership

You’ll Never Walk Alone

Staff Profiles

Curriculum

Co-Captains

Foundation

Mother Daughter Interview

Boarding

Our Community

Early Learning Centre

Archives

Junior School

Senior School

Old Girls’ Bulletin

Drama

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Learning In Lockdown

For the latest St Catherine’s news and regular updates visit www.stcatherines.net.au

Cover Photo Co-Captains: Alexandra Shergold and Sophie BoyceYear 12)

For editorial queries, feedback or change of address, please email marketing@stcatherines.net.au

Editorial Ms Anna Cairo

Contributors Thank you to all Early Learning Centre, Junior School and Senior School staff and SCOGA (St Catherine’s Old Girls’ Association)

For extra photos and video, read St Catherine’s News eMag online at www.stcatherines.net.au/ about-us/publications

Assistant Editors Miss Rebekah Browne and Ms Kerrie Mussert Design Ms Ruth Gavin

The Bulletin Editor Chrissy Ryan (Graham ’79)

French Teacher, Mr Andrew Gold preparing Year 5 students (Leah Kaplan and Olivia Grasso) for Learn@Home classes, just days before the School closure

St Catherine’s News Spring 2020

School Captains 1956 – Margaret Woodlock (’56) and Elizabeth Stokes (’56). Margaret (pictured left) represented Australia in the 1956 Melbourne Olympics.

From the Chair of Council

From the Principal

It has been an extraordinary year for our St Catherine’s students and the community. Most pleasing is how our School community has embraced and responded to each of these challenges. I am hoping that for our girls, the unfamiliarity of the circumstances we are facing with lockdown, the restrictions of movement and the change to online learning, are all experiences that will contribute to developing their resilience to deal with, adapt to and embrace change, which is a positive contribution to their personal development.

This is, indeed, an apt description of 2020 for all schools across the globe, and most notably students of all ages, extending from our three year old children in the Early Learning Centre to the Graduating Class of 2020. In fact, it is what we are all doing – ‘learning to dance in the rain’.

The strength of our community, in its diversity and flexibility has underpinned our students’ capacity to adapt. I am reminded of St Catherine’s enduring spirit built on a solid foundation of community, a spirit cultivated over many years and one that encourages us to adapt, explore and embrace unfamiliar opportunities. St Catherine’s history of strong women narrates a past of those who have overcome adversity in extraordinary ways to become leaders in their field, achieve success or simply endure in unimaginable conditions. From Joan Gray (Spry ’52) who as a young Barbreck student left the safety and security of home during WWII in 1942 to relocate to Warburton, to Margaret McLean (Woodlock

‘56) who worked worked tirelessly to achieve ‘overnight’ success, representing Australia in the 1956 Melbourne Olympics. She came 12th in the shotput only recently having taken up the sport, while studying Year 12 and as School Captain. Olivia Sayers (’04) who overcame her fear of water to begin swimming competitively aged eight, representing Australia at four World Down Syndrome Swimming Championships. Her greatest success in 2008 yielded her five gold, one silver and one bronze medal, setting four World Records. Or Masha Engmann (Klatchko ‘36) who was enormously resilient in the toughest of times, not only surviving the Second Sino Japanese War (1937 –1945) but detainment in the Japanese prison camp at Chapei in China during WWII after refusing to renounce her Australian citizenship. For a girl who was attending St Catherine’s and was living in leafy Toorak only a few months earlier her amazing strength is evident. Each tale offers a glimpse into St Catherine’s history which lays bare 125 years of stories of remarkable, resilient women. As we navigate this current crisis, ‘what will your story tell?’ Ms Jane Hodder Chair of Council

St Catherine’s students, and staff alike, have admirably embraced the positives of this new way of learning. Undoubtedly, online learning will be a way of life for all our students as they progress through school to university and to the workforce. Perfecting the skills of online learning go far beyond technology and include the significant skills of discipline, focus, determination, curiosity and resilience – soft skills that engage all our values. For students, emerging from this crisis with new learnt skills will enable a life full of learning. As the COVID-19 Winter wave caused Victorians to shelter again at home for a second term, we sought to provide a routine to an otherwise unsettling world. As educators, we are fully aware that young people need routine at the best of times. It is even more important in difficult times. The greatest fear of all is the fear of the unknown. However, the School routine and family rituals support us to cope with that fear.

LEADERSHIP

LEARNING TO DANCE IN THE RAIN I was recently reminded of a saying that resonates at this time – ‘Life is not about waiting for the storm to pass. It’s about learning to dance in the rain.’

This year, the St Catherine’s Learn@Home program provided a routine each day for our students attending online daily classes, completing assessments such as VCE English SACs whilst at home, participating in rowing training with a crew (albeit minus the river and on an ergo at home), rehearsing lines and songs for the Senior Musical, Freaky Friday, zoomed into homes after months of deliberation – of course, the ‘show must go on’, sharpening performances online with peers in the String Quartet, navigating the criteria to achieve Bronze, Silver or Gold Duke of Edinburgh Awards and competing in Interschool Debating and Chess Tournaments are just some small examples of ‘learning to dance in the rain’. This routine has been so important for our students. It matters more so now than ever before, facilitating an environment in which they can flourish. Over the course of this year, I have enjoyed the opportunity to participate in an online Principals’ Chat with Heads of school from across the globe. What started as a small group of five friends, quickly grew each week to 18 school leaders from many countries all seeking shared thinking on how to navigate the COVID-19 pandemic and to fully understand the rapid shift to online education that had occurred across the globe.

Barbreck students relishing in the autumn leaves, during the short interval on campus between the first Learn@Home period, and the second.

COVID-19 has illustrated how connected we all are through common problems requiring new solutions across many professional sectors. We are, undoubtedly, working across international boundaries in a collaborative way. Today, education professionals and researchers across the world would argue that the pivot to online learning could change how we educate future generations. From redefining the role of teachers to unlocking technology, education is being transformed as models adapt and evolve in response to the new circumstances. Together, ‘we learn to dance in the rain’. Undoubtedly, schools will seek to use this new knowledge to integrate the benefits of digital learning into their programs. The traditional schooling model will continue to suit the majority of students, with research showing that most prefer to attend a school campus where they can interact with teachers and socialise with friends, yet the opportunity to integrate online learning into the traditional model will have many benefits from small group tutoring, online lectures and certainly more flexible options for students. The School collection of our St Catherine’s News over many years, importantly, serves as a poignant reminder of our past traditions and this particular Spring edition of

St Catherine’s News will be indelibly imprinted into our School Archival documentation, marking a point in time when the campus remained closed for months at a time. While we certainly hope that we do not experience another such challenging and unprecedented event in our lifetime, it is inevitable that the world will face another pandemic at some time in the future. What significant messages can we take with us from this defining time in our school history? We have seen that our School community presents a united front and works cohesively together to ensure that our students are foremost supported academically, and that their wellbeing is of paramount importance to every member of our School community. We have seen that St Catherine’s is blessed with a strong and compassionate School community of parents, Old Girls and staff never more evident in their willingness to support, assist and donate to the inaugural Giving Day, supporting the establishment of the Hardship Fund held on 5 August. This edition of St Catherine’s News provides an essential thread into the woven fabric of our School’s history – the thread that binds every member of our School community. Mrs Michelle Carroll Principal

St Catherine’s News Spring 2020

FUTUREPROOFING STUDENTS The Coronavirus pandemic is without doubt, a defining moment, the effect of which will be felt for years to come; the impact upon our school, significant. None the less, schools are optimistic places and are always looking towards the future. With that in mind, St Catherine’s School is thinking about what is next. Operating our school in the Learn@Home environment has compelled us to consider how we might operate differently in the future. There are major implications in how we might teach, what curriculum we would provide and the organisational structures we will function within. Even before the pandemic, we had been investigating what learning might look like in the next few years. The recent review of the NSW school curriculum,

Nurturing Wonder and Igniting Passion, chaired by Professor Geoff Masters from the Australian Council for Educational Research identified key findings in the report and stated that the curriculum is too dense. The Report strongly recommends: • De-cluttering the curriculum. • Learning with understanding. • Skills in applying knowledge. • Excellent ongoing progress. Hot on the heels of this NSW review, is a report from the University of Melbourne, Future-Proofing Students: What they need to know and how educators can assess and credential them, which provides a compelling statement of a positive learning direction for schools. At the centre of this report is an acknowledgement that the current model of schools with a heavy emphasis on learning and recalling content, and the narrow focus on achieving a magic ATAR number, are not enabling our students to learn those capabilities which are essential for post school life. The University report argues that “the school models should also encompass broader social skills of communication, collaboration and ethical behaviour and the ability to perform in an intercultural environment. Personal skills, such

as persistence and the capacity to use feedback and analytical skills, such as computational thinking, creativity and criticality, are also paramount.” The current work being undertaken at St Catherine’s and an increasing emphasis on learning for understanding and ongoing adjustments of assessments which examine deep understanding of complex concepts and relationships, is reshaping our School. In turn this focus is redefining how we teach. The work we have commenced with the University of Queensland, and the Teaching for Thinking project will accelerate in the second half of 2020. The University of Melbourne report argues we need to future-proof our students and this means “ensuring that they learn a wide range of skills, or capabilities, that will allow them to thrive in increasingly complex global workplaces.” Our aim is for all of our students to leave school strong and confident in these capabilities. Mr Robert Marshall Deputy Principal – Teaching & Learning References Nurturing Wonder and Igniting Passion, Australian Council for Education Research, https://nswcurriculumreview.nesa.nsw.edu. au/home/homePageContent/view Future-Proofing Students: What they need to know and how educators can assess and credential them, University of Melbourne, https://education.unimelb.edu.au/mgse-industryreports/report-2-future-proofing-students

LEADERSHIP

TOGETHER WHILE APART G R AT I T U D E , J O Y A N D C O N N E C T I O N

It is not joy that makes us grateful, it is gratitude that makes us joyful. – BROTHER DAVID STEINDL-RAST

Never has this quotation been more apt than in 2020 as our community, our nation and the world face a global pandemic. The challenges of isolation, remote learning and fear of the unknown are not typically conducive to ‘joy’, but our girls found ‘joy’ through gratitude, care and connection. The capacity for gratitude that the students, staff and our families have shown has meant that we have emerged more connected and strengthened through shared adversity. The Year 12 ‘We’re All in This Together’ Virtual choir, filmed separately but sung in unison, became a joyful Learn@Home anthem of support and resilience. The online Gratitude Lunch connected students and families in a celebration of thanks. In a time when we all needed

some reassurance, the positivity associated with gratitude has been the best antidote to isolation. Savouring the moment becomes increasingly important in times of uncertainty. Mindfulness expert, author Eckhart Tolle expresses this as being ‘at ease in the here and now and at ease with yourself’. Through appreciation of what is good in our lives now, we can avoid the temptation of always looking to future happiness, while forgetting to experience happiness in the present. Students have reflected on some wonderful examples of savouring these moments; walking in the sunshine, playing with a pet, shooting hoops with a sibling, unplugging or lazing over a jigsaw. The Blue Ribbon Spirit@Home sessions enabled the students to be ‘together’ while ‘apart’ but they also reached out to connect with the broader community. Girls drew rainbows of hope, wrote positive affirmations in the windows of their

homes, wrote letters to children in hospital, or residents in aged care facilities. The Art Challenge, ‘This is Me’ devised by the Art and Design Captains Isabel Simmons and Lara Nattrass, encouraged and invited the girls to create a collage representing themselves, appreciating the small things. The ability to adopt a positive outlook, irrespective of challenges, is a message we strive to send students in the weThrive: Wellbeing@St Catherine’s program. Self-reflection and moments of joy have armed the girls with a renewed sense of compassion and appreciation. 2020 will not only be remembered for hardship but for gratitude and resilience. Ms Merran O’Connor Deputy Principal – Student Wellbeing References Tolle, Eckhart, 2001, The Power of Now, Hodder Headline (Sydney, NSW Australia).

St Catherineâ€™s News Spring 2020

SUCCESS IS DETERMINED B Y AT T I T U D E & H A R D W O R K ANNA What influenced your decision to have a career within the healthcare industry? At school, I developed a curiosity about Science as well as in the Humanities and Languages. In Year 10, I completed work experience in a law office and also in a public hospital. When it came to making a career choice at the end of Year 12, I was advised to consider my interests rather than choosing my ultimate job. I turned to my brother and his friends who had just completed their first years at university. After hearing about their courses, I was more interested in the Science courses and thus my path in Medicine was decided.

What have been some of the biggest obstacles in your career, and what advice would you give your daughters about overcoming similar challenges? Initial challenges related to high workloads, fatigue and being faced with serious decisions regarding patientsâ€™ welfare. The support of family and friends, and drawing on my own experiences helped me to adapt, and to develop the confidence to progress in my training, specialist training, and to attain further radiology qualifications. Later challenges came with balancing childrearing and work, gender stereotypes and workplace politics that accompany part-time work.

How do you believe your career has influenced your daughters? I hope that I have been a good role model for both my daughters and my sons â€“ Toby (18 years) and Joe (13 years), in that they see me taking pride in my work to provide for them, help patients, and also for my personal satisfaction. They can appreciate that females have great potential to contribute to the workplace, society, and family. What advice do you offer Sara and Pia about their education, and future career choices? I encourage Sara and Pia to learn about as many different areas as possible so that as they mature they will have

Old Girl, Anna Davis (’87) is a practising radiologist at both the Alfred and Cabrini Hospitals and Breastscreen Victoria gaining 18 months fellowship experience in Boston at University Massachusetts and Harvard University. Anna’s eldest daughter Sara Zayontz (Year 11) has an enthusiastic presence enjoying a range of activities and making the most of the opportunities available at School. Younger daughter Pia Zayontz (Year 10) has embraced all her experiences at St Catherine’s relishing in her Co-curricular international activities.

acquired broad skills with many options available. One of the most important aspects of school is exposure to the basics of everything, so that children can discover their strengths and interests. What have Sara and Pia achieved that are you most proud of? I am proud that both Sara and Pia have become independent, critical thinkers, and will stand up for what they believe. They speak their minds freely, and do not feel compelled to follow the crowd with a strong sense of identity. What is the greatest lesson you have learnt from your daughters? My girls have taught me that although adolescents today have many

different challenges, the fundamental facets of successful learning remain the same. Adolescent girls need the combination of clear boundaries and creative stimulation, in order to reach their potential. Curiosity and a love of learning determines a career path, but also inspires a lifetime of experiences. Why did you choose St Catherine’s for your daughters? I felt the warmth and kindness in the schoolgrounds, and it felt like a nurturing environment. My girls have different skills and personalities. I felt that the School had the ability to provide opportunities for them both. I wanted them to receive a broad education that would spark their curiosity for future learning.

SARA AND PIA What advice has your mother given you about education and career choices that has impacted you the most? One thing that resonates with us both, is Mum urging us to aspire to a profession that provides security and is also interesting and satisfying. We believe that it is important to find something that we enjoy, as well as providing problem-solving, so that we can maintain interest each day. (Sara and Pia) What has your mother achieved that you are most proud of? The fact that she balances being a working doctor and a mother to four energetic children is incredible. We admire and aspire to having the same strong values of family and productive work. (Sara and Pia) What is the greatest lesson you have learnt from your mother? Through the balance of her work and family life, Mum has taught us to value these things and work hard to balance them. She has made it one of our greatest values not to base our actions around what other people want, but rather what is best for us and for the people we

love. This has greatly impacted the way we face challenges. (Sara and Pia) What do you hope to do when you finish school? I do not know exactly what I would like to do, however, I want to help other people just like my mother particularly people who have not necessarily experienced the same privileged life that I have. Some of my interests include; Philosophy, Science and French. A profession that allows me to explore these areas would be optimal. I also have a love for travelling and the ideal job for me would be one where I either travel with work or have time to travel. (Pia) There are many things I dream of, such as being a performer in the music industry. However, following the advice of mum, I also need a University Degree in something more stable and reliable. This will hopefully be to follow my passion in the Sciences. I would love to be an engineer and have music as a side hobby, or even, hopefully, make a successful career in music. (Sara) What have you gained in your time at St Catherine’s, that will enable you to follow your dreams for after School? St Catherine’s has provided me with many opportunities to travel. I went on the Heyington to Highlands trip and on an exchange to England, where I experienced different cultures and communities and how to adapt to these differences. These skills will be essential to follow my dreams to travel to different communities. (Pia) St Catherine’s has taught me how important it is to be an independent learner and to be proud of my unique personality and skills. My guitar lessons with Mr Wrigglesworth have helped define how important music is in my life. I have also learnt to be responsible for myself, that disappointment is inevitable, and to learn from my mistakes. It has exposed me to different pathways that I could follow for tertiary studies. (Sara)

St Catherine’s News Spring 2020

The Importance of the Early Years It is now recognised that the early years of life are the most important for learning. Neurological research indicates that the early years play a key role in children’s brain development. This is when the foundations for the future are developed.

The United Nation’s Convention on the Rights of the Child states that: “all children have the right to an education that lays a foundation for the rest of their lives, maximises their ability, and respects their family, cultural and other identities and languages.” – EARLY YEARS LEARNING FRAMEWORK 2009

As educators, we acknowledge that the child is first part of their family and cultural group. Children develop a sense of belonging through fostering positive relationships within their

family. It is through these relationships that children gain a sense of who they are and where they belong. When the children make the transition from their home to the Early Learning Centre, they bring with them their own diverse experiences, perspectives and knowledge. At this time, it is important that children begin to develop a sense of belonging within their classroom community where they feel safe, secure and connected. This is fundamental to a child’s early years. Part of this experience is about discovering themselves, building relationships with others and learning to

manage the challenges that may come their way. Children develop their identity through experiences and relationships with others. As children develop their sense of identity, they begin to explore different aspects of it though their play and relationships. “Children’s early learning influences their life chances. Wellbeing and a strong sense of connection, optimism and engagement enable children to develop a positive attitude to learning.” – EARLY YEARS LEARNING FRAMEWORK 2009

E A R LY L E A R N I N G C E N T R E

Early childhood is a time for young children to wonder, explore, discover and make meaning of the world. The children in the Early Learning Centre are presented these opportunities through our educational program. It offers the opportunity for children to enjoy the here and now in their lives. We adopt a holistic approach to the childrenâ€™s learning and development to ensure that they have opportunities to build upon their physical, social, emotional, personal, creative, cognitive and linguistic skills. These experiences gradually expand the childrenâ€™s knowledge and their understanding of the world.

During the early years, young children develop processes for learning such as exploration, investigation and collaboration. It is valuable that they also develop dispositions such as curiosity, creativity and problem solving. Children foster understandings of themselves and their world through active, handson investigation. Active involvement leads to the children developing understandings of concepts and the creative thinking and inquiry processes necessary for lifelong learning.

As children grow, learn and progress through the childhood years their identities, knowledge, understandings, capacities, skills and relationships evolve. This can be a period of significant growth and change, and supports them to discover how to participate fully and actively in society. Our aim is for the children to become successful learners, confident and creative individuals, and active and informed citizens. Ms Sarah Bethune Head of Early Learning Centre

St Catherineâ€™s News Spring 2020

BE NEFITS OF A PERSONALISED LEARNING APPROACH St Catherineâ€™s acknowledge and accept that all children are not the same. They grow and develop at different rates, some take longer to walk and talk than others, some are quite independent, while others require a bit more support. As children do not all develop at the same pace, it would be unreasonable to operate under the premise that once they commence school, they all begin to learn at the same rate and at the same stage. This becomes more untenable when we consider that there can be over a yearâ€™s difference in ages within the one class. To manage for the various levels of learning, a personalised learning approach is both valuable and beneficial. A personalised learning approach acknowledges that children learn differently, and that at any given year level, there may be children at different levels of learning (Miliband, Chapter 1, 2006). Some children commence school already reading while some are just starting to understand that there is a correlation between the letter-symbol and its sound.

These differing learning levels need to be catered to differently. The best practice approach is to personalise learning to meet the needs of each student. In this way, students are progressing at their pace along the learning continuums, which are the typical phases students go through in learning and are different for each of the key subject areas. Continuums set out the usual path learners take to develop knowledge and application skills for each subject area, with the understanding that there are key knowledge and skill factors that need to be developed as prerequisites for the next stage of learning. Teaching is complex. It involves knowing students well, knowing where they are positioned on their learning continuum and developing plans for the next stage of learning for each student. This is what transpires in engaging and quality classrooms.

JUNIOR SCHOOL

Teachers use a range of formative assessment strategies to continually determine where a student’s learning is positioned and at which level they are performing within this stage. “The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching…” (Eberly Centre, Carnegie Mellon University). The information gathered through this assessment enables teachers to analyse students’ work for progress made, gaps in understanding or misconceptions which informs planning. This often results in students working in like-ability groups where they are working at their learning level. These groups are fluid and, while all students are progressing within the group, some progress faster and move to the next learning level. Some students require more time to grasp new learning while some students grasp it quickly but need time to consolidate and show application of new learning.

To accommodate those students working above year level expectations, extension lessons in Mathematics (Number and Algebra) and English (Reading and Writing) have been developed where these students progress to the next year level for instruction in these subject areas. In Years 5 and 6, students in Extension groups work with a Senior School Mathemetics Teacher, and for English they work with Mrs Requin and Ms McArdle in the areas of writing and reading respectively. At St Catherine’s we aim for excellence in all areas of teaching, and a personalised approach delivers best practice for the learning development of all students.

Ms Karen McArdle Head of Junior School References Eberly Centre: https://www.cmu.edu/teaching/assessment/basics/ formative-summative.html Miliband, D (2006) Schooling for Tomorrow Personalising Education – OECD – Google Books.

St Catherine’s News Spring 2020

Nurturing Lifelong St Catherine’s School Co-curricular Programs offer opportunities and experiences to enhance the development of the whole individual, complementing skills learned in the classroom and nurturing lifelong learners. This year presented students, families and staff with challenges not envisaged. Whilst no one could have predicted a year like 2020, we all adapted and continued to engage in the Co-curricular programs virtually, utilising recorded sessions, in real time rehearsals and coaching sessions. Our girls opened up their homes to become rehearsal and training spaces. Utilising technology and resources within their homes, they continued learning; rezoning living rooms, studies and garages to allow for Co-curricular activities to flourish. These months offered opportunities

for families to reconnect and slow down. Performing Arts and Music paved the way for online rehearsals, with Choirs, Music Ensembles and Freaky Friday rehearsals. All students demonstrated versatility in continuing their work with the Specialists teachers in learning new repertoires and rehearsing. Mr Collins and Ms Cher were pivotal in designing these opportunities and working closely with Music staff. “While singing at home in my room, I had time to think about how St Catherine’s girls are handling isolation in the Music@Home Program. We were grateful to continue to have rehearsals and were so impressed at how enthusiastic and motivated everyone was despite everything going on around them.” – Indiana Wilde Our Sports@Home Program provided many opportunities for activity in real time with groups or connecting virtually. With 81 members logging and posting their activities in the School’s Running Club in Strava, the Club offered girls the opportunity to share and acknowledge the efforts of those

SENIOR SCHOOL

Learners around them. These included anything from running, rowing ergos, strength training, bike rides and walks. Within the Virtual Running Club, Head Coach of Athletics, Mr Aidan Debernardi developed training videos to deliver the Cross Country and Athletics Training Programs. These videos were well accessed by students and staff alike. The Sports Department, led by Head of Sport, Mr Nick Racina, also created virtual skill-based training sessions in Hockey, Netball and AFL for our girls to develop and strengthen their skills in the Sport@Home program. “I enjoyed participating in the Ergos@Home Program. It was a great opportunity to stay involved with rowing and maintain some fitness. Being able to do these sessions as a group through Microsoft Teams helped to motivate me as opposed to doing them on my own. It was great to be active in the morning before online classes.” – Claire Gray The Debating and Public Speaking Programs shifted easily to the online space, allowing for training and

internal debates. Ms Mary-Anne Keratiotis and Ms Coolican Dewhurst worked with the teams to continue to develop their skills and adjudicate prior to the DAV Debating shifting to Interschool debates online. Supported by a team of teachers, our Speakers continued to prepare their Speeches for external and internal competitions. Our Mooting teams, prepared for their internal Moot, planned to be at Bond University in May, ably led by Mr John Novak, who coached and developed their mooting skills. Our House and Clubs Program continued using our online platform, with House Cross Country being completed by over 300 Senior School students who completed a 2km or 4km run close to home, with Langley Templeton winning the virtual event. During the Learn@Home period, we were reminded of the deep connections between current, past and future St Catherine’s School families, friends and staff. The School Community is a place of strength and guidance, particularly in times of need and challenge. Our girls are fortunate to have the building blocks of a bright future, with the significant opportunities available to them at our School. Mrs Gina Peele Director of Student Programs

St Catherine’s News Spring 2020

The view

FROM MY WINDOW

“Children need to know that in the midst of uncertainty there is still happiness and hope.” PROFESSOR CAROL MUTCH

JUNIOR SCHOOL

In the first few days of the Learn@Home Program, a friend sent me a Facebook page suggestion she thought I would like. The page is called View From My Window. At the time it had a few thousand members. This page aimed to connect people from all over the world during COVID-19 – by sharing a single photo – the view from your window and a brief comment about the photo shared. I looked forward to seeing the daily post. All corners of the globe starred in the photos, from quaint European towns to the rugged Australian Coast. In comparison, the view from my window seemed pretty bland. A line of Oak trees losing their leaves was the best I could offer. As the weeks of Learn@Home progressed, so too did the pages following. It now has over two million members. I am not surprised. I loved the daily connection I felt from people I am never likely to meet. On the day our girls returned to Barbreck the view from my window topped all the other posts I had seen. The Year 1 classroom was moved to the library to allow us plenty of space to practise social distancing. The Barbreck library window is vast and commands a view to the entrance drive of Barbreck. During the first few days, most girls were excited and relieved to be back with their friends and teachers.

Some however, were understandably nervous and apprehensive. With parents unable to come onto the campus, drop off arrangements changed considerably. Girls now walked up the drive, carrying their own bags after saying goodbye at the gate. In these moments the view from my window really mattered. Some goodbyes were smooth, others bumpy. Some girls happily waved, others needed to race back for a final cuddle. There were setbacks, challenges and uncertainly. But there was also praise, assistance and determination. Melbourne psychologist, Andrew Fuller in his article From ‘can’t do’ to ‘can do’, suggests ways parents can support young people develop a positive growth orientated mindset. From my window, I saw our parents employing these strategies, as their daughters shifted from Learn@Home back to face-to-face teaching. When there were setbacks, I saw encouragement and praise, where there was uncertainly I saw parents saying ‘try again’. As a teacher and parent of two children, I turned to the advice of Professor Carol Mutch, Education Commissioner for UNESCO New Zealand and researcher in disaster response and recovery at the University of Auckland, to learn more about how to best support our students.

“Children will each show different responses to the events that have happened. Some will be well-informed about COVID-19, others will have simplistic or even inaccurate understandings. Some might have found the situation frightening and be quiet and withdrawn, others might be nervy and wriggly. Some might cry, some might get angry and some might even laugh inappropriately. Your response needs to be calm and even handed.” Professor Mutch suggested having fun, re-reading favourite stories and playing games to help lift the mood as children return to school after COVID-19 restrictions. On the first day back, I watched two of my students struggle up the drive with their heavy bags, they were smiling and laughing together, grateful to be in each other’s company once again. There were difficult days when we were apart, but the view from my window at that moment made those hard times seem insignificant. Mrs Courtney O’Brien Deputy Head of Junior School References From ‘can’t do’ to ‘can do’ https://andrewfuller.com.au/ wp-content/uploads/2014/08/from-cant-do-to-can-do.pdf ‘When schools partially reopen’ https://www.teritotoi.org/ advice-for-teachers-and-principals/

St Catherine’s News Spring 2020

YOU’LL NEVER WALK ALONE

“

It is no secret that I am a fanatic Liverpool Football Club fan. Step into my office and you are immediately immersed and surrounded by red banners, flags and my prized autographed sketch of Kenny Dalglish – Liverpool Club legend.

” If you are a sporting buff you will also know that Liverpool has just won the English Premier league for the first time in 30 years, following on from their domination last year raising the European Championship trophy. When Jurgen Klopp took over as manager in October 2015, Liverpool was a mediocre mid-table team who had just been defeated six to one by (to be relegated) Stoke City. This is equivalent to a 100-point thrashing by a bottom AFL team. So how did Jurgen turn it around? What lessons can we as a School learn from this success when we are faced with one of the most challenging periods in the School’s long history?

Confident. Simplicity. Energy. Relationships. Lead by example.

“That’s what leadership is – you have strong people around you with better knowledge than you; you don’t act like you know everything; and you’re ready to admit that you have no clue in a particular moment.” – JURGEN KLOPP

With the impact of COVID-19 in 2020, technology and those of us who lead it, manage it and use it were suddenly

thrust into the spotlight. Everything, and I mean everything suddenly had to be delivered through digital mediums across the vastness of the Internet to reach everyone learning and working from home. And as such, IT departments were expected to know it all. Reflecting upon the year so far, I am the first to admit I didn’t have all the answers. I knew I had to do more than just support learning from home. I wanted to be better than the rest. Prove that we are more technically advanced than other schools. Every School was boasting about their success of zooming classes but for me

LEADERSHIP

that was just the tip of the iceberg. Surrounding myself with key people enabled more online events, streaming conferences and webinars, musical and sporting performances, remote assemblies, staff meetings, open mornings, tours and the list goes on. The fact that we already had a highly developed online learning management platform and teachers armed with the digital skills to use it had St Catherine’s prepared better than most. Jurgen Klopp did not settle for good performances. He demanded the best in people every time they trained, practised and played. Everyone at the club from the shoe strapper to Mo Salah was important to the success of the team. In much the same way, Harj in our support desk, is as integral to our School as the teachers, the administration and café staff, and the Principal. All very significant cogs in

a complex set of gears and pulleys that keeps the wheel of our School turning – steadily, readily and reliably. We all do our part at St Catherine’s to be successful and it is evident day-to-day in what we do for each other. We do it for little Bella in the ELC, to keep the smile on Vita’s face in Year 3 and to enable happiness and enrichment for every girl in the School. COVID-19 has thrown us an unexpected challenge and no matter how difficult it was at times, remember that now timeless tune by Gerry and the Pacemakers: “At the end of a storm there’s a golden sky and the sweet silver song of a lark.” Walk on with hope in your hearts. Just with Jurgen Klopp and his team at Liverpool, no one walks alone at St Catherine’s. Mr John Toulantas Director of Information Communications Technologies

Learn@Home Collaborations June – September 2020

8,454

Work Submitted

44,583

43,686

Channel Messages

SeeSaw Posts

13,071

Comments On Student Work

Portal Logins

Webinars Webinar Held Views

2,986

Parents

38,349

Students

70,217

MS Teams Meetings

5,027

St Catherine’s News Spring 2020

CLASS OF 2020

An Extraordinary Year Vision. That 2020 Vision. It is a bit ironic when you think about the fact that so-called ‘perfect vision’ couldn’t see the unexpected twists and turns of 2020. The whole world defogged their lens’, defied their cataracts, and looked to this year with new glasses, which will be written into history books. Yet, throughout one of the most remarkable years of our lives so far, the Year 12s remained focused, discovered new found respect for study in what is such a crucial year of our schooling, coupled with a free pair of blinders in order for us to stay on track, and maintain that 2020 vision. This year has not been all that different. It brought us all the same shenanigans of a ‘normal’ new year – a different locker area, more work, changing friends, different experiences, not to mention the perks of the common room and those snazzy blue Year 12 jumpers. We started the year with a bang, fulfilling the traditional role of greeting students on the first day of Term, becoming an army of legendary fairy bread makers to share in the newly refurbished clocktower. Term 1 not only established some positive vibes for the rest of the year, it provided Year 12s with something to hold onto as we went into lockdown.

S C H O O L C O - C A P TA I N S

But where 2020 has differed is the universal curveball thrown at us – a global pandemic. If COVID-19 was a person, it would epitomise the phrase ‘big things come in little packages’, because this one non-living, microscopic molecule has somehow managed to change the lives of seven billion people all at once. However, Year 12 picked up those curveballs and ran with them, creating new traditions and memories. For us, we have had the great realisation that we would all make great surfers, having learnt enough about waves this year to last us a lifetime. Here is what we can personally recount to you about waves: 1 There are many, many different types: waves of a virus, waves of emotions, waves of homeschooling, waves of unity, waves of isolation and waves of spirit. 2 They come in sets, so when they do throw us off balance, we know there will always be a moment of calmness that awaits us. And that hope keeps us going. 3 Life is almost always described as a ‘roller coaster’, but depicting life as one big, joyous theme park ride does not properly acknowledge life’s challenges. So a new phrase has been coined this year. People are now saying that ‘life is a wave’ (well, we both are, at least). With new lessons in our back pocket, we feel as though we are finishing Year 12 stronger, more capable, and able to tackle anything that comes our way. We have learnt how important it is to stick together, to stay in touch and to communicate with friends and family. The world is not ready for St Catherines’ Class of 2020, a sisterhood of undeniably extraordinary young women. We began our first assembly address with the idea that as Year 12s, we had chosen the word Vision in the hope of inspiring every girl to use their own glasses, either imaginary or real, to find their purpose and strive to achieve their goals. We are proud to say that this year has brought just that. We know that 2020 vision will follow each and every one one of us into the future, wherever it may lead us, coupled with the strength of simply being a St Catherine’s girl. Alexandra Shergold & Sophie Boyce School Co-Captains

St Catherine’s News Spring 2020

Boarding at St Catherine’s offers students the opportunity to create a community and develop lifelong friends. As the community went into lockdown, the Boarding House was closed, and our boarders departed Illawarra for their homes, in either Australia or overseas to commence their Learn@Home program. Four of our current boarders – Zoe Meggitt (Year 12), April Huang (Year 11), Hazel Wong (Year 10) and Saffron Scheele (Year 8) share their experiences about being away from Illawarra and remote learning during a remarkable time in our history.

ILLAWAR R A

CLOSUR E DURING COVID-19 BOARDING

ZOE MEGGITT

APRIL HUANG

HAZEL WONG

SAFFRON SCHEELE

Co-Boarding Captain – returned to the family trout farm in Alexandra

Boarder, from Hong Kong, stayed with family in West Footscray

Boarder, returned to Hong Kong

It was very strange being at home. Many boarders associate home with being on holidays, so I had to put myself into a school mindset that I would usually have whilst at school. There were some challenges as you are not face-to-face with teachers or peers. It was a good time though for me to reflect on what I need to be doing to achieve, and to be happy with my result at the end of the year. I enjoyed being in the country and spending time with my family, although I am looking forward to returning to the Boarding House and being surrounded by everyone again. I love the bonds and friendships that you gain, not only with girls in your year level, but everyone in the House.

I love the boarding environment, the beautiful flowers and trees which surround the Boarding House; it looks fantastic. The Learn@Home experience was very convenient as I could spend more time on my study, and teachers sent through more study materials. Everyone at the Boarding House is friendly and are willing to help each other. I am looking forward to seeing my lovely friends and enjoying the weekend food.

Boarder from Singapore, stayed with her grandparents in Mt Waverley

I spent 14 days in isolation when I went back to Hong Kong in March. During this isolation period, I spent most of the time with my family. We watched dramas and tried new food recipes. After the two weeks, I was then able to go outside. I found the Learn@Home experience allowed me more family time instead of communicating through Facetime. We also got to work at our own speed, which is good because we all have different learning paces. The online boarders’ meetings were very enjoyable as it is good to hear everyone’s voice. I look forward to seeing my roommate and the other boarders.

The Learn@Home experience allowed me the ability to work at my own pace and to get extra sleep! Connection is important and I am looking forward to being able to play sport again and seeing my friends. I like the Boarding House as it is a community where everyone makes you feel welcome.

FROM THE ARCHIVES

Hardship RESPONDING TO

THE POLIO ERA

St Catherine’s School has weathered many challenges throughout its history including the scourge of the polio epidemic in the years of 1937 – 1938 and 1948 – 1949. It was a time when the fit and healthy were indiscriminately cut down.

In 1937, the School term finished two weeks early for the September school holidays and much-loved events such as Interschool Sports and the annual School play were cancelled. Speech Day materialised in the form of a garden party. Miss Edna Holmes’ Speech Day Report reveals, “We must ask that our requirements and restrictions, which we fear, will have to continue next year, be carried out in every detail (and thanked) ...all in advance for following our rules until the epidemic happily ends.” She acknowledged the staff and their hardworking efforts declaring, “An almost overwhelming burden has fallen on the staff this term. To carry on regular classes, to teach the absentees by correspondence, to keep up the work of children who are at school one week and away… has been a colossal task.”

By April 1938 and the School Easter Holidays, the restrictions which the School had been under for ten months had been lifted. After WWII Australia experienced another polio epidemic. In 1949, the School’s unofficial photographer, Janet Hawkins (Guest ’52) records a Science class being conducted outside by Mrs Pidd because of the fear of polio. In the spirit of community and kindness, St Catherine’s Old Girls continued to assist for many years after polio was virtually eradicated from Australia with the discovery of the Salk and Sabin Vaccines in the 1950s. During the epidemic in the 1930s, St Catherine’s Old Girl Edith Cooke (’25, later known as Lady Wood) drove countless children aged mostly between 2 – 14 years old to hospital for treatment. Lady Southey, drove the Red Cross bus transporting polio sufferers once a month from around 1982 until 2009. St Catherine’s School responses to hardship over the decades, reveals how solid foundations are developed during times of adversity, where kindness and community go hand in hand, and where bonds formed through hardship last a lifetime, providing a legacy for future generations of St Catherine’s girls. Ms Melissa Campbell Archivist

St Catherine’s News Spring 2020

N U R T U R I N G TA L E N T I N T H E D R A M AT I C MORRIS GLEITZMAN STATES “There’s nothing more fearful for a young person than to see that an adult they trust and love just doesn’t want to talk about some aspects of life. Taboo topics in children’s literature shouldn’t be avoided, but rather understood.”

Adapted from the best-selling Morris Gleitzman novel, found on school syllabus nation-wide, this play deals humorously and sensitively with serious issues. Set in 1990 in New South Wales, 12-year-old Colin has a mission – to speak with the Queen about his brother Luke who is dying of leukaemia. Colin is shipped off to London to live with his Uncle Bob, Aunty Iris, and cousin Alistair. It is here that Colin heads out with his cousin to meet the Queen, find “the best doctor in the world” and find a cure for cancer. Along the way, Colin meets wonderful, crazy and caring characters. He assists a man whose partner is dying in hospital of AIDS, and learns the importance of being with loved ones in a crisis. I read Two Weeks with The Queen (TWWTQ) when I was 12-years-old, living in Ballarat. Reading about characters who were different to the norm allowed me to feel

a sense of acceptance within a somewhat sheltered community. As a young man, reading books and seeing plays, I largely remember not seeing someone like myself reflected on the stage. I recall thinking, “Where are the characters like me? Is there something wrong with me?” The answer is of course, no, but this lends itself to the importance of visual representation in the artistic landscape. Diversity is one of the elements which makes Australia the country it is, a marvellous melting pot of culture. We are not lessened by difference, but strengthened. When choosing the Year 7 and 8 production, it was clear to me that TWWTQ provided the opportunity to not only showcase the talent within the cohort, but also explore important themes. This will be the first time characters who identify as gay will be presented on stage at St Catherine’s School. It brings me great joy to present this diversity to the

DRAMA

ARTS

TWO WEEKS WITH THE QUEEN

School community. Through my Doctorate research at New York University, the body of research in support of Student Wellbeing through the exploration of these themes, is evidently clear. While writing this article, I am concurrently analysing the musical production of Shrek for a Year 9 Drama exam. The lyric from this show, “what makes us special makes us strong” I feel summarises my yearning to incorporate diversity, in any way, within our School community. Leading drama educators O’Connor, O’Connor and Welsh Morris (2007) state, “The integration of themes explored through drama education including hope, fear and death, will encourage students to expand on their emotional knowledge.” The authors explain that Drama education has the potential to support students’ emotional and social wellbeing by exposing them to challenging

content while encouraging stimulating and conversations. By introducing students to the play TWWTQ, students will embody other perspectives in an imagined context, which will enable them to suspend their own reality and consider other viewpoints. By normalising the integration of diverse characters, students will feel a sense of acceptance or belonging. Not only those students who identify as LGBTQI, but also for the many students who are allies and wish to support those within marginalised communities. This understanding of the wider world community will continue to create a more inclusive environment at St Catherine’s School, strengthening the wonderful relationships that as teachers, we see every day. Pronouns: he / him / his Mr Dylan Licastro Drama Teacher

St Catherine’s News Spring 2020

T E ACHER S A S DE SIGN ER S

LEARNING IN LOCKDOWN As educators in Australia return to face-to-face teaching, and schools around the world grapple with new ways of working to provide continuing support to students during the pandemic restrictions, readers have been getting in touch to tell us what’s been happening in their own context. ‘Teachers are designers’. The truth of the simple opening sentence of Wiggin and McTighe’s seminal text Understanding by Design (2005) has never been more apparent than during the COVID-19 pandemic and the shift to remote learning. As noted in their text, the requirement for teachers to craft learning experiences is a mode of thinking analogous to engineering, architecture and graphic design. Design cognition is crucial to teacher expertise, and requires a precise understanding of desired outcomes (as intellectual standards), as well as the ability to construct the means of achieving

these standards. Teachers with highly developed design cognition are not just able to construct numerous pathways to a desired outcome, but to recognise opportunities for alternative outcomes as part of the learning experience. In our school context, the design-thinking of teachers allowed for ‘learning’ (but not school as per normal) to continue during the pandemic.

Designing under COVID-19 conditions The rapid shift in conditions for learning due to the COVID-19 pandemic is what is referred to in design thinking as a ‘design challenge’. It requires the harnessing of several cognitive skills: analysis and evaluation of the problem, the proposition and clarification of a solution, followed by the evaluation and justification of the proposed solution (Grubbs, 2019). This type of thinking is best practised collaboratively, in recognition of the value

of collective cognitive application when solving problems (Ellerton, 2020). The design-challenge of COVID-19 was multifaceted. It was not simply shifting rapidly to online learning platforms, but negotiating further limitations such as access to technology, ICT proficiency as well as physical restrictions of a lockdown and quarantine. In addition, the boundaries of the challenge were different for experiential learning. While the academic subjects lend themselves to the remote learning format, in that students can access content online (in written and video form) and then work with the remote guidance of the teacher through a deeper understanding of that content, experiential subjects are severely impacted by a lack of access to learning spaces. If students cannot leave their homes and access the spaces where their hand-on learning experiences take place, then how does the learning happen?

Case Study: Physical Education My Physical Education (PE) colleagues at St Catherine’s School were faced with this issue at the end of Term 1 after they no longer had access to crucial physical sites for learning. In the case of PE, teachers had to operate without access to their conventional learning spaces and equipment.

Year 7-10 Physical Education learning at home program DESIGN CHALLENGE Faced with the situation of having no access to sporting facilities for several weeks, in addition to new circumstances where students would be restricted in their capacity to exercise (plus remaining sedentary for more hours of the day) the PE staff saw quarantine as an opportunity to construct a sustained assessment task that enabled them to offer a more differentiated and individualised experience than would be possible in normal classes.

ONLINE SOLUTION Understanding new physical limitations on student lives, the teachers designed their unit around a core learning intention: To develop and implement strategies that assist you to achieve Australia’s 24-Hour Movement Guidelines. Using the parameters in the guidelines as their basis, students were then tasked with: • Developing a seven-minute muscle and bone strengthening workout. • Developing a 20-minute aerobic workout targeting a particular area of interest. • Completing a reflective journal of physical activity levels, including explanation of design choices for their programs, justification for their aims of the session with clear links to curriculum. The classes conducted online were a mix of theory, student practice and reflective writing. The theoretical element was conveyed via online content and teacher instruction, whilst the practical element was student led. Teachers were able to access student writing and thinking

through OneNote. Final assessments of the journals and fitness course design were conducted online, using a rubric. Over the course of several weeks, the PE staff met online to track the progress of each student (and year level) and were able to make changes as necessary. The technology enabled a more individualised approach, and the opportunity for students to integrate theory with practice. Additionally, by redesigning a program in response to the student’s immediate conditions, the tasked served to meet the alternative outcomes of assisting students to care for themselves physically during quarantine. Miss Kristy Forrest English Teacher References Ellerton, P. (2020) Teaching for thinking: a pedagogical schema. Grubbs, M. E. (2019). Design Cognition: Strategies for Teachers in Practice. In P. Williams & D. Barlex (Eds.), Explorations in Technology Education Research (pp. 193-207). Springer, Singapore. Wiggins, G. & McTighe, J. (2005) Understanding by Design. ASCD. This is an edited version of an article which first appeared in Teacher, published by ACER. Reproduced with kind permission. Visit www.teachermagazine.com.au for more.

St Catherine’s News Spring 2020

Mrs Kelly Brady HEAD OF YEAR 8 AND YEAR 8 SCIENCE AND VCE PSYCHOLOGY TEACHER

In her second year at St Catherine’s joining in 2019, Kelly is currently teaching Year 8 Science along with VCE Psychology, and is the Head of Year 8. “The students and staff have been so incredibly welcoming. I feel like I’ve always been here!” She wears many hats and at times, Kelly observes, “like all of us, it is often hard to keep them all from falling off.”

In her second year at St Catherine’s, Kelly is Head of Year 8 as well as a Science and Psychology teacher. “More than anything else, I love to learn,” explains Kelly. “New ideas, new things, new theories.” The absolute pleasure teaching offers is clearly evident. “To learn not only course content, but every day I am asked a new question by a student which helps me to learn even more.” Kelly wanted a career where she could pass on her joy of learning to others but also pass on her love of Science.

For Kelly, the biggest reward of being a teacher is sparking curiosity. “When a student tells me how they learnt more about what we have done in class at home, or discussed it with their parents at the dinner table, or tried a cool experiment, that is magic. High academic achievement is great, but to know that you have sparked an interest in a student for Science, or made them really wonder about something, that is by far the biggest reward.” Likewise, connecting the students to the learning material through real life “is a pleasure (although I’m sure the students get sick of my rambling).” Being a Head of Year brings such a variety to Kelly’s day. “I often get to chat to parents, staff and students about their well-being, which is my favourite part of the job. Being a Science teacher there are often experiments to perform and supervise. And teaching Psychology is a real joy for me as I love a good story.” In her time at St Catherine’s, the highlight has been participating in the Silver Duke of Edinburgh adventure in 2019. “Hiking long days with an enormous pack, camping in temperatures so cold it snowed one morning. It pushed me out of my comfort zone, as it did for the students, but to see us coming out the end of it having gotten through was a huge sense of achievement for everyone. I predict that seeing my first Year 12 class graduate this year will be a really special moment.” Students that know her, know she is a keen pet owner so before school has even begun, Kelly has “walked my beautiful kelpie, Darwin, fed the guinea pigs, Phineas and Ferb, and checked on the mouse, Carlos.” Kelly believes St Catherine’s strength lies in its sense of community. “I have always felt an enormous sense of welcoming by staff, students and parents. It is this community spirit, this sense that we are all in this together that I believe has seen the students thrive through what has been an incredibly turbulent year.”

S TA F F P R O F I L E S

MRS COURTNEY O’BRIEN DEPUTY HEAD OF JUNIOR SCHOOL (TEACHING AND LEARNING) AND YEAR 1 TEACHER Courtney O’Brien has dual roles at St Catherine’s. Since joining in 2019, she is both Deputy Head of the Junior School as well as a Year 1 teacher. With a Bachelor of Education and a Bachelor of Music, she has taught a range of year levels from Prep to Year 6. “I feel very fortunate to have attended a school that championed all girls’ education. My Principal, Noelene Horton is on the current Council at St Catherine’s. Noelene taught me what true Servant Leadership is.” Before the girls arrive in the morning, Courtney generally meets with Karen McArdle (Head of Junior School) and Luke Russell (Deputy Head of Junior School) to discuss the day ahead. She teaches in the classroom “every day, except Tuesdays where I complete my role as Deputy Head”. Her biggest reward is watching children learn to read, which she loves. “In Year 1 they make such amazing reading progress – the world truly opens up to them.” Balancing work and family is a challenge with some weeks busier than others. “We have a full whiteboard at home with everyone’s commitments!” As a member of the Ocean Grove Surf Lifesaving club she teaches at Lifesaving Victoria a few times a year on how to cater for Nippers with different learning styles and abilities. A key feature of the School is the size which allows all girls and families to be known. “I love saying goodbye to the girls at the end of the day, seeing their siblings and waving to their parents and some furry friends too!”

MS SALLY JACK SCHOOL NURSE

MR HARJINDER SINGH ICT SUPPORT TECHNICIAN

For Sally Jack “nursing always felt a part of my inner being.” She has been a nurse for 40 years, working at St Catherine’s for the past thirteen and half years, a role she currently shares with Ms Anne Quirk.

Harj Singh joined St Catherine’s in 2018 as an ICT Support Technician. He completed a Diploma in computing from Deakin University and a Bachelor of Information Technology from Melbourne Polytechnic.

“I was inspired to pursue a career in nursing, partly because mum trained as a nurse and also because I had a strong interest in understanding the anatomy and physiology of the human body and its ability to heal.”

“In my senior years of school, I was fascinated with computers and how the technology works. I am also interested in innovation and I felt a career in ICT was the perfect path.”

There is no such thing as a typical day for Sally. Currently, her day starts with temperature scans of students and staff. “In my role every day is dependent somewhat on the changing health needs of our students. In the current pandemic, the role has had to respond to the evolving needs of the School Community.” One of Sally’s greatest highlights of her time at the School “has been the great joy of accompanying Year 9 students and staff to the Fiji Highlands on the Heyington to Highlands program. Watching the girls embrace this unique experience, grow and evolve has been both powerful and inspiring.” One of the most rewarding aspects of the role, “is being able to provide care and reassurance at time of need, making a difference to pain control and comfort.” Sally loves sewing and practises yoga daily and at the age of 12, she travelled the world with her family including travelling through Communist Russia on the Trans-Siberian train. The School’s greatest strengths are its teaching and general staff. “Their focus on bringing each student on the journey to be their best, supporting them to grow is what makes St Catherine’s special.”

A typical day for Harj is spent with staff and students troubleshooting, diagnosing, and repairing hardware, and bug-fixing software. “For me I like when I see a smile on a student’s face after I fix their laptop! I get great satisfaction in being in a role where I can make a small difference.” His positive approach to challenges reveals why he loves his role. “Lockdown is for the betterment of society. Although it has impacted on supporting remotely as sometimes the IT problems are complicated, with the help of Microsoft Teams it makes it much easier to reach staff and students and resolve the issues in a timely manner.” Harj has enjoyed his time getting to know the School community. He is a big sports fan. “I love to play and watch any sport, but I go crazy for cricket. I play cricket almost every Saturday and Sunday.” St Catherine’s leadership and equality are the School’s strength as is the focus on the overall development of both students and staff. “It takes pride to call myself a member of such a prestigious School, which offers me strength to focus on communicative skills, think out of the box and be helpful at the same time.”

St Catherine’s News Spring 2020

Kindness

THE QUALITY OF

T H AT B I N D S U S A L L

continued to build community together on a temporary campus in Warburton, imbuing a spirit that has engendered over many years. The establishment of the St Catherine’s Hardship Fund is one of the strongest and most positive responses made by the School to assist its community in crisis. So, though based in hardship, the existence of this Fund highlights the strong thread that binds our community and the spirit of cohesion and resilience that has engendered over many years. We remain inspired by a history built on a solid foundation of community, formed through lasting friendships and preserved by the undeniable St Catherine’s quality of kindness towards each other. This shone so brightly during World War Two when over 200 St Catherine’s girls

We saw this also in St Catherine’s Old Girls helping during many years of the polio epidemic of the 1930s and 1940s, and continuing to care for those affected for decades after. Once again, we will shape our history, our story, by revealing a community prepared to assemble, so that our School can continue to provide an excellent educational offering to generations of young women past, present and future, no matter the financial challenges faced by their families. The Hardship Fund, which exists to support families who would otherwise not be able to send their daughter to St Catherine’s due to financial reasons

or who may need to withdraw their daughter from the School due a to change of circumstances, provides hope as the world faces significant challenges. COVID-19 is but a moment in our history; St Catherine’s has used this time of great change as further inspiration to create the strongest community possible and to continue to provide the best educational opportunities for St Catherine’s girls. The School has committed $500,000 to establishing the Hardship Fund, and have been joined by a collective of matching donors, to help raise a $1 million to set up the Fund in 2020. This corpus will be grown through philanthropy and investment, to make this Fund a permanent part of the School’s offering to those needing scholarship assistance.

Hardship Fund Sub-Committee of School Council Commissioned with its management is the Hardship Fund Sub-Committee of School Council, led by Chair, the Reverend Dr Peter French. Peter is a member of School Council and Vicar of St John the Evangelist Anglican Church Toorak. Peter is joined by Associate Professor Melinda Truesdale, also a School Council member and past student from the graduating year of 1981. Melinda is Director of the Royal

Women’s Emergency Department and Senior Emergency Physician at the Royal Melbourne Hospital.

Building and Property sub-committee. Jamie is the Group Chief Executive Officer at Clarendon Property Group.

Also appointed to the Hardship Fund Sub-Committee is Mr Jamie Gray, who is fondly dubbed as ‘the architect of the Hardship Fund’, in passionately bringing attention to the need to establish it to School Council in the early days of the pandemic. Jamie is a past parent and member of School Council and the

The work of this sub-committee will be supported by St Catherine’s Director of Advancement, Ms Jacqueline Williams. In time, new members will be introduced to assist in overseeing the School’s application of funds and to help develop a long-term plan to enable sustainable funding of hardship scholarships.

F O U N DAT I O N

ST CATHERINE’S SCHOOL

GIVING DAY The incredible generosity of the St Catherine’s School Community was clearly evident on Wednesday 5 August when the first ever 24-hour online Giving Day was held in support of the School’s Hardship Fund. From 10.00am on 5 August, donations secured from our generous matched donors, tripled every $1 donated over the next 24 hours of the campaign. It was a thrilling experience to witness gifts being made in real time and we thank all the volunteers who manned phones on the day, as well as our social media influencers, including members of the Foundation Board. All of this added to the genuine sense of excitement and momentum of the Day. A total of $422,203 was raised through the Giving Day and the generosity of our matching donors. Matched with the School’s contribution of $500,000 to establish the Hardship Fund, the total raised to date is $922,203. As of the time this report was written, the School only has $77,797 to raise to reach our 2020 goal for the Hardship Fund of $1 million. Given the wonderful

generosity of our community, we feel confident of reaching this most ambitious annual giving target in the School’s history. Every sector of our School Community was represented in our Giving Day pool of donors, including students, staff and parents, current, past and future. A phenomenal community effort during extraordinarily challenging times. By helping to establish the Fund, our community has responded with kindness at a time of crisis and created a solution of great impact for generations of St Catherine’s students. At the heart of the donations to this Fund and especially those gifts received on our landmark Giving Day was both equity and hope. For more information about the St Catherine’s Hardship Fund or any aspect of giving to St Catherine’s School, please email our Advancement Office staff at advancement@stcatherines.net.au

Our empathy for those in need and our care of each other remain central to every decision the St Catherine’s School community makes in emergency, just as it does in ordinary times. Only together can we ensure the well-being of our girls and their future.

Giving Day Donor Dedications A great education. Please all keep well and safe. As a former staff member, the St Catherine’s Community is in my heart. Supporting the next generation of young women – scientists and mothers, who will solve the problems of the world. Fantastic to see the St Catherine’s community coming together like this. For St Cath’s present and future. Good luck to our families who need our support, we have your back!

Ms Jacqueline Williams Director of Advancement

The Reverend Dr Peter French – Chair

The School is grateful to the Committee for the work they are undertaking and for each members’ willingness to assist St Catherine’s School families, existing and future, who face hard times.

THANK YOU

Happy to help through this difficult time. We are happy to support such an amazing school.

Associate Professor Melinda Truesdale (’81)

Mr Jamie Gray

Connection 30

St Catherine’s News Spring 2020

THE ENDURING

Baseball Team 1958. Captain Anne Court (Lowry ’58), centre front row. To her left, friend Sue Gorton (King ’59).

A BEQUEST STORY

St Catherine’s School has always been very much a part of my life. My parents were actively involved and certainly modelled to me the importance of fully participating in a community and giving back. My mother Lynette (Walkley), left school in 1935 and my father John Lowry was a member of the School Council for most of my time at school. When I married, I made my first Will. My late husband Jim, who died in 1998, and I both felt strongly about leaving a legacy to the institutions that had provided the foundation for the people we had become and given us so much enjoyment. This was an opportunity to acknowledge the respect we had for our teachers and friends. It was also a way to maintain a connection with the school.

A N NE COURT (LOW RY ’58)

Jim and I were fortunate to have four children, Fiona Langford (’79), David Court, Sandie Gorton (’84) and Amy Paton (’85). Jim was also a member of the School Council from September 1967 until September 1987 as Honorary Secretary and later as Treasurer. Over the years, I have been involved as both a committee member and former President of St Catherine’s Old Girls’ Association and the Foundation. Our son David married Nicola Foley (’83) whose sisters, Lisa Clemenger (’79), Pia Perkins (’81) and Anna Foley (’92), also came to the School. Grandson Edward Court went to Early Leaning Centre (ELC) and granddaughters Lucy Court (’11) and Eliza Court (’15) are also former students. Daughter Sandie (Court ’84), married David Gorton whose mother Sue (King ’59) was School Captain and his sisters, Sally Furphy (’88) and Lisa Gorton (’89)

came to St Catherine’s. Sandie and David’s children are also members of the School community – Elizabeth Gorton left school in 2018, James attended ELC and Sophie is currently in Year 11. I could not have known at the time I made that original Will, how much a part of my life the School would continue to be. Although looking after family will be a priority always, I know that by including a bequest to St Catherine’s contributes to building a foundation for future generations to reach their potential. The benefit of education is the key to transforming lives and extends far beyond the security of our historical front gates. Should you have any questions, or require further information about leaving a gift in your Will to St Catherine’s School, please contact the Advancement Office on +61 3 9828 3032 or email foundation@stcatherines.net.au

Connecting Our Community It was heartening to see our community of parents, teachers and students embracing the return to home-based learning as increased restrictions were imposed across Melbourne and regional areas. In addition, two major events, The Gratitude Lunch and the Sporting Legends Dinner, were recreated virtually, maintaining a vital and much needed connection with our St Catherine’s community. Both events were welcomed by our community as a celebration and acknowledgement of Mother’s and Father’s Day.

SPORTING LEGENDS Online Dinner

Fathers have a special and important role to play in their daughters’ lives, not only in raising resilient daughters but also in supporting and influencing their daughters’ sporting pursuits. Through sport, fathers can influence their daughters’ lives beyond these pursuits and form meaningful bonds lasting a lifetime. The St Catherine’s School Foundation was proud to host this online event in May introducing a panel of sporting legends and St Catherine’s dads – Lleyton Hewitt, Luke Darcy, Andrew Demetriou, Michael Christian and Christopher Tarrant. The ‘virtual’ conversation focused on raising resilient daughters, juggling a career in sport and the unexpected joy in becoming a role model in their own daughters’ sporting participation.

THE GRATITUDE LUNCH The Gratitude Lunch held in May was a chance for our students to express their appreciation for all the care, support and love provided at home during the COVID-19 crisis, and to celebrate those they are grateful for – their mums, grandmothers, aunts, teachers and treasured friends. The Gratitude Lunch commenced with a welcome and live presentation by the Principal, Mrs Michelle Carroll, together with the Senior Leadership Team, followed by a selection of heartfelt messages and colourful works of art from our staff and students. Following this presentation, over 250 students and parents were invited to join online ‘tables’ to share their lunch with other Year Level families. The Gratitude Lunch served as a reminder that despite our discomfort, and in many ways the exposure of our vulnerabilities across a range of areas, we remain grateful for all that we have, and relish the opportunity to celebrate those close and special to us.

St Catherine’s News Spring 2020

A Word from the President St Catherine’s School has had a rich history over its 124 years, and undoubtedly the happenings of 2020 will be deserving of their own chapter in the next book.

At the time of writing, we continue to live with the restrictions associated with the COVID-19 pandemic. I am surrounded by family members scattered through my home as they work and run their businesses; listening to one-way meetings, and the tapping on numerous keyboards. Virtual meetings have become a constant – Zoom, Google, MS Teams and Skype usage have warranted the increase to our data plan. All of us have been affected by COVID-19, whether that be with enforced restrictions around social distancing, closed borders or shut schools. The scariness is the virus itself – keeping ourselves healthy and ensuring that those that are most vulnerable are kept safe. We all await the return of our new normal. SCOGA has worked closely with the School throughout this time, and I am enormously thankful for the both proactive and prompt approach of Council led by the Chair, Ms Jane Hodder, and the School by Principal, Mrs Michelle Carroll. The challenges which have been faced, and continue to impact many, are forefront in our minds. As a result of recent times, SCOGA embarked on initiatives to aid our Old Girls and current families – the ‘Blue Ribbon Angels’ and the ‘Babysitters Club’ were launched. With a call out to our Old Girls community for assistance, we were inundated with offers to help. We can’t thank these women enough for their kindness

and willingness to assist those who may be in need. Feedback from those who reached out for help was genuinely lovely, and we can only hope that these connections will continue as a key component of our Pastoral Care program. Over the years, St Catherine’s School has faced many challenges. One was the School’s evacuation to Warburton in 1942. With little notice, our girls were packed up and moved to make way for the Australian Army to take over Sherren House. War was raging and our girls needed protection. 2020 has once again thrust St Catherine’s into an incredibly difficult situation, where many families are struggling. The St Catherine’s School Hardship Fund was established in May for the support of current families in ensuring the continued education of their girls at St Catherine’s. As a result, SCOGA made a donation of $50,000 to this Fund, and we hope that this embracing gift will assist in leaving a positive and relief filled legacy during a time of great stress. Our wonderful reunions have also been affected by the restrictions placed upon us. One fabulous night snuck in prior to the State of Emergency, however we did need to postpone a number of scheduled events during our days of isolation. We thank the Year Group Representatives for their understanding, and look forward to rescheduling these events for 2021. The SCOGA Mentor program has been set to resume. Following the extraordinary uptake

from its launch, we are looking forward to the industry offerings and future mentors which are being organised for our Old Girls. The St Catherine’s Old Girls’ Association will be celebrating its 100 years in 2021. As a Committee, we have begun working on our timeline of events and merchandise. We will keep all Old Girls informed of what lies ahead for this exciting milestone next year, and what needs to be marked in your diaries to come along and to enjoy the festivities. I sincerely thank the SCOGA Committee for all the reactive and proactive work which was tackled and developed throughout this time. Your dedication to continue to support our Old Girls community is immeasurable. To Principal – Mrs Michelle Carroll, Council Chair – Ms Jane Hodder, School Council, Advancement Director – Ms Jacqueline Williams and SCOGA Executive Assistant – Ms Meredith Taylor – I feel there were many times when we felt that all the balls were in the air. Hand on heart, your leadership has guided our much-loved St Catherine’s School through this difficult and challenging time. Thank you so much. 2020 will undoubtedly be remembered as a year where we lived through a significant time in history. Chrissy Ryan (Graham ’79) SCOGA President scoga@stcatherines.net.au

St Catherine’s Old Girls’ Association

THE BULLETIN

Annual General Meeting The 100th Annual General Meeting (AGM) of the St Catherine’s Old Girls’ Association (SCOGA) will be held on Saturday 28 November 2020 at 10.00am in the Ballroom, Sherren House. All Old Girls are welcome to attend in person or online. The ongoing COVID-19 restrictions will be monitored over the coming weeks with a view to the safety of our members and restrictions that apply. Any changes to AGM arrangements will be emailed to those registered to attend or available to view on the School website (where updates will be available every Friday until the AGM). To attend online, please register with the Secretary to receive a meeting link. Any member who would like to bring business before the AGM is required to give notice in writing to the Secretary no later than Saturday 31 October 2020. RSVP by Friday 13 November 2020 to the Secretary: Stephanie Lazar (John ’86) | scoga@stcatherines.net.au

Blue Ribbon Angels and Babysitters Club There have been many ‘highs’ (and the occasional ‘low’) associated with my time at St Catherine’s Old Girls’ Association (SCOGA). The joys of reunions and the awarding of Fellowships, the promotion of Old Girls in their fields of expertise and the honouring of Nil Magnum Nisi Bonum inductees. The list is endless. All wonderful and special times for our Committee. Thus far, 2020 has bought with it challenges which we never envisaged as the New Year dawned. Restrictions, personal and financial stresses and isolation from family and friends. SCOGA launched its Blue Ribbon Angels and the Babysitters Club in the hope that, we as Old Girls, could offer help to our St Catherine’s community. There are times when one's breath is taken away, and this call out for assistance was one of these times. We were inundated with offers from our Old Girls to assist those who may be in need. On behalf of the SCOGA Committee and families of those who reached out for help, I want to pass on my enormous thanks to all those Old Girls who made themselves available to assist our community through these incredibly challenging times. We ended up with more Angels and Babysitters than needed, however this doesn’t shadow the fact that when asked, our Old Girls came forward to help others. Blue Ribbon Angels and the Babysitters Club remain open and will do so into the future. Please feel free to contact SCOGA at scoga@stcatherines.net.au Chrissy Ryan (Graham ’79) SCOGA President

Shirley Strauss (Ellinson ’42) For a long time now we have spoken about the threads which create the fabric of St Catherine’s School. Some families, including my own, have had many generations who have learned in the classrooms, played on the fields, sung in the halls, studied in the libraries and dreamt of the future with friends within the confines of our small but powerful School. Shirley Strauss (Ellinson ’42) was a member of Kilbride, and was one of the St Catherine’s students who were evacuated to Warburton at the onset of World War II. Shirley and her family have had, and continue to have, a long association with St Catherine’s. Each year we welcome back Shirley at her SCOGA reunions. Long may it continue. Mrs Rita Skolnik (’31) | Sister Mrs Rona Alpins (’38) | Sister Ms Louise Strauss (’62) | Daughter & Past Parent Mrs Carol Keren (’58) | Niece Miss Amber Joseph (’93) | Grand-Daughter Mr James Joseph (’94) | Grand-Son Mr Jonathan Joseph (’95) | Grand-Son and Current Parent Miss Evie Joseph | Great Grand-Daughter and Current Student Tess & Jonathan Joseph (’95)

St Catherine’s News Spring 2020

ON THE In the first of a two part series on Old Girl health professionals working on the front line of the COVID-19 pandemic, we speak to Kate Eaves (’09), Clinical Nurse Specialist – Intensive Care Unit. What is it like nursing during the COVID-19 crisis? Initially there was uncertainty, with many rumours regarding how the virus was spread, its severity and where it originated. As staff, we braced for the worst. Information and updates seemed to change daily regarding personal protective equipment (PPE) products we should use, and how to protect ourselves and the public.

FRONT LINE When we realised it was rapidly spreading internationally and hearing about what was happening around the world, it was like watching a tidal wave approach. The dynamics of hospitals changed dramatically. Older nurses and those with underlying health conditions are discouraged from looking after potential COVID-19 patients. Initially, care of COVID-19 patients was on a volunteer basis. I am in a low risk population so I am suitable to look after these patients. Intensive Care Units (ICUs) care for critically unwell and unstable patients, many of whom require oxygen supplementation and mechanical ventilation with a breathing tube. Supplemental oxygenation of patients and mechanical ventilation creates aerosols that can potentially spread infectious particles. Thus, the COVID-19 crisis created a heightened risk to staff and patients in the ICU.

Nurses shower immediately after a shift in the ICU's staff showers to limit exposure to potentially contaminated clothing.

What’s been the hardest thing with COVID-19 in hospitals? Personally, other than the initial uncertainty and evolving guidelines, the hardest part is the emotional toll on patients and their families. Due to lockdown and isolation, patient visitors are restricted, and at times not permitted to see their loved ones unless there are extenuating circumstances or the patient is terminal. Restrictions of two visitors for limited hours per day understandably upsets family members. In particular, we admitted a middle-aged patient who suddenly became unwell at home with COVID-19 symptoms and passed away within 24 hours. This patient was highrisk and lived with his mother, so she was

St Catherine’s Old Girls’ Association

required to self-isolate at home and could not come to hospital. As the attending nurse, I was limited to telephone communication updating her on his condition and attempting to counsel her on the next steps. This was heartbreaking for everyone involved. Whilst we understood, as healthcare workers, we could not risk exposing other patients and staff in ICU to potentially infected visitors. It conflicted with our values and empathy for the patient’s mother, her emotional wellbeing and the sadness of the situation. Social isolation has also had a detrimental effect on many in our community with an increase in mental health presentations which has been confronting for staff. However in disaster situations or life threatening presentations, emotions have to take a back seat. Fortunately, at these times, the ICU aims to have staff debriefing sessions whenever possible.

Are you worried about contracting COVID-19 yourself? No, I’m not really worried about myself. I have resigned myself to the fact that I will contract the virus and have prepared a plan. I am more worried about passing the virus on to my loved ones or them contracting it independently. Due to this, I limit contact with family and friends. Some of my fellow staff members have elected to stay in Airbnbs or hotels, at times, for fear of transmitting the virus to their partners or children.

Did you have enough protective gear or equipment? Initially, we had sufficient amounts of PPE, but that quickly disappeared. We reused some protective equipment until stocks were replenished. There was a shortage of N95 masks at one stage so that was a little scary. During this time, in order to ration protective gear in ICU, visitors were not allowed to see COVID-19 patients unless their condition was palliative.

Medical staff enter our COVID-19 isolation rooms twice daily to review patients. The assigned nurse remains in the room to monitor the patient continuously, informing doctors of any changes. This is, of course, dependent on the condition of the patient. I work 12-hour shifts, so this can be a long time to spend in PPE. No drink bottles are allowed in the ICU for fear of contamination so we can become dehydrated. My face has developed marks and sores from the repeated pressure of masks and hats. It has become routine to apply a protective dressing to my face prior to donning PPE to prevent my skin breaking down.

Is any good coming out of COVID-19? The knowledge and skills gained during this pandemic will enable the healthcare sector to reflect on the achievements and pitfalls of our response. This has served us well during the second wave and will assist future disaster preparedness. In Australia we have been fortunate and prompt with our COVID-19 response. The majority of the public is accepting and compliant, which has helped with flattening the curve. As a community, we were thrown into the deep end with the emergence of COVID-19 and, like the rest of the world, have faced fear and uncertainty. We have banded together and supported each other through difficult times. It is my hope we continue to face further outbreaks with diligence to avoid the dire situations we have seen overseas. I have been humbled by community support of healthcare workers and the support of my family and St Catherine’s friends who have sent care packages and who constantly check in with me. I am thankful to be a nurse in Australia. My heart goes out to those healthcare workers in many parts of the world who remain under unimaginable stress.

THE BULLETIN

SCOGA Committee President Chrissy Ryan (Graham ’79) Vice Presidents Sarah O’Brien (’02) Deb Berry (Manos ’77) Honorary Treasurer Liv Molesworth (Hocking-Brown ’13) Honorary Secretary Steph Lazar (John ’86) General Committee Nicolle McCurdy (Austin ’88) Melissa Sweetland (’86) Becky Simmons (’07) Virginia Edwards AM (Smith ’56) Persephone Holdenson (’16) Brooke Maat (’16) Sally Hartmanis (’10) Alison Owen (’67) Roz Mackay (Kirk ’75) Prue Pisani (Gerritsen ’97) School Council Nominees Kate Barber (’96) Melinda Truesdale (’81) If you are interested in joining this remarkable group of volunteers and becoming part of the SCOGA Committee, please feel free to contact Chrissy Ryan at scoga@stcatherines.net.au

St Catherine’s News Spring 2020

Weddings

Babies 1. Lucinda (Poole ’07) to Joseph Allman on 7 March 2020 in Red Hill. 2. Bridesmaids included: Lucy Carmichael (’07) and Sally Cassidy (Shannon ’07). Mother of the Bride: Louise Poole (Levy ’76). 3. Emma (Guthrie ’01) to Heath Bruckner.

4. Louise Kavals (’02) to Joel Christie on 27 November 2019 in Lombok. 5. Louise Lampard (’79) to Stephen Weatherley on 3 August 2019. Bridesmaids: Jessie Gleeson (’15) and Georgie Gleeson (’16).

1. Natasha (Wilson ’07) and Tony Dickinson, a daughter Adelaide Wilson Dickinson on 5 August 2019.

6. Emma (Guthrie ’01) and Heath Bruckner, a son John Michael William Bruckner on 21 April 2019.

2. Camilla (Deague ’02) and Nick Speer, a daughter Aurora Loulou Speer. A sister to Billy and Henry.

7. Clotilde (Hammon ’07) and Harley Beaumont, a son Hugo Hammon Beaumont on18 December 2019.

3. Natalie (Simpson ’02) and Andrew Nunn, a daughter Eloise Eugenie Nunn. A sister for Hugh.

8. Jessica (Byrne ’02) and Charlie Horan, a daughter Isabella Joy Horan.

13. Amanda (Nickson ’06) and Paul Kerr, a daughter Ava Lucy Kerr on 18 March 2020.

9. Julia (Stevens ’01) and Nick Elstoft. Elke one and a half years and Rafferty five years. Grandchildren of Jenny (Latreille ’58) and Jorgen Elstoft.

14. Anastasia (McNamara ’07) and Lachlan McNaughton, a daughter Charlotte Isabella McNaughton on 4 May 2020.

4. Anna Crameri (’02) and Bradd Denham, a son Elias George Denham on 5 April 2020. A brother to Olivia. 5. Gemma Goorjian (’02) and Shura Taft, a daughter Elle Caroline Goorjian-Taft. A sister for Edward.

10. Tiffany (Rogers ’01) and Thomas Schofield, a son George Oliver Robert Schofield on 9 May 2019.

11. Polly Viska (’01) and Nicholas Larkins, a son Oscar Viska Larkins on 20 May 2019. A sister to India Rose Viska Larkins. 12. Maddy (Simson ’02) and Sam Gilbert, a daughter Matilda May Gilbert.

St Catherine’s Old Girls’ Association

Obituaries

THE BULLETIN

Vale Joan Glover (Barwood ’40) Mary Hope OAM (Molesworth ’40) Margaret Carpenter (Fowler ’41) Edwina Fordyce (’97) Sandra Bradley (Bird ’63)

MARY HOPE OAM (MOLESWORTH ’40) | 26 OCTOBER 1921 – 11 MAY 2020 | 98 YEARS OLD Born in St Kilda, and the youngest of six children, Mary outlived them all. Her older sister, Maroa had been School Captain in 1925. Mary had a governess in country Victoria until going to St Catherine’s as a boarder in 1936. Prior to starting at St Catherine’s, a teacher went to Mary’s home to assess what standard she was up to, and what class she would go into. Initially when Mary first started at St Catherine’s, she found attending assembly was a trial. To her, being in a crowd was frightening. She was only used to the people on the farm – and there were too many people. Mary hated the wet towels in the boarding house, but one of the things she remembered most vividly was the smell of cooking cabbage. Although she wasn’t mad on school she made a lot of life-long friends there. She was often sick and in sick bay, (she caught everything – the measles, chicken pox, mumps and German measles). Matron Sherren taught her how to knit socks and turn the heel. The School doctor, Harry Douglas Stephens (who was a brother-in-law of her sister Maroa) used to tell Matron ‘to rub her with Camphor Oil back and front’. Mary found this relieved her cough. She didn’t sleep on the open verandah as she was often sick. Some of her good friends were Eve Chauvel, Ruth Patterson, Mary Mackinnon and Pattie (Patience) Wilson who

she stayed with at Big Springs in Wagga. When war was declared on 3 September 1939, Mary left school to help her father and brother on the farm. She joined the Meredith unit of the Red Cross, and Mary rode her horse into the meetings before she acquired her driving licence. Mary Mackinnon, one of her friends, had been a delicate child who had kidney problems. Her parents never went away, but when Mary went to boarding school at St Catherine’s, they went to Hong Kong. She got Mastoiditis and died at the age of 14. Her parents had bought her a sapphire brooch when in Hong Kong and when she died they gave it to Mary, who has subsequently given it to her goddaughter Letitia Shelton, her sister’s daughter. Granddaughter Emily Hope (Hill ’99) went to the School in 1996, as did many nieces and grand nieces, and great grandnieces. Mary, a true country girl, put her hand at anything set before her. She’d gone through fire, plagues of all sorts and drought. She had lived through two World Wars, recessions and a depression, as well as enormous technological and social change. She was born before penicillin, frozen foods, contact lenses, credit cards, computers, split atoms, laser beams, pantyhose, clothes dryers, dishwashers, electric blankets,

air-conditioners, and yet she was able to adapt to the conditions of the times.

She lived by the quote “If you are born to privilege, you must put back into society.” She was one of the inaugural members of Coleraine Hospital Auxiliary, and was always involved with the Country Fire Authority, and Coleraine Racing. Mary and a sister-in-law, Sheila Molesworth, started the Red Cross in the Coleraine area when their husbands were at war and they had children at foot, as well as running their farms. She was the recipient of the Red Cross Distinguished Service Medal in 2010 and was awarded the Red Cross Pin in 2010 for 70 years of service. Other organisations she was very involved with were “The Points Arboretum”, where she planted out Crown land in 1966 for the Wannon Council which had been ravaged by years of grazing and quarrying. It now specialises in research and education and is a world authority on eucalypts. Mary was awarded the OAM for service to Conservation, the environment and to the community in 1991. Letitia Shelton (Cole ’58)

St Catherine’s News Spring 2020 CURRENT STUDENTS OF ALUMNI

Obituaries SANDRA BRADLEY (BIRD ’63) Sandy grew up on the family property near Corowa, New South Wales, the eldest of four children. She began at St Catherine's as a boarder, after attending a oneteacher school for her primary years. From a young age, Sandy showed her love and ability in sport and she continued this at St Catherine's representing the School in hockey and baseball, being awarded a Light Blue for hockey. After leaving St Catherine's, Sandy continued her love of sport and played competitive tennis in recent years. She was also a dedicated supporter of the Melbourne Football Club for sixty-five years! Sandy's leadership skills were evident from an early age, taking responsibility when required. This quality was evident when Sandy was elected School Captain in 1963 and awarded a Gold for all round service to the School.

Child

Mother

Sophie Abbott

Anna Nieuwenhuysen (’91)

Camilla Aberdeen

Nina Kirby (’94)

Fleur Angenent

Emma Stanley (’97)

Susan Connor (’61)

Giselle Armstrong

Lachlan Armstrong (Old Boy ’95)

Toni Pierce (’67)

Ziabella Armstrong

Lachlan Armstrong (Old Boy ’95)

Toni Pierce (’67)

Summer Balla-Kellett

Mandy Balla (’86)

Charlotte Bell

Grandmother

Sue Catchlove (’59)

Zara Bongiorno

Felicity Miller (’87)

Isabella Bufé

Tracy Cedzich (’86)

Katie Cacopardo

Christina Smith (’88)

Prudence Whitehead (’61)

Annabel Calvert

Fleur McKay (’94)

Sarah Baillieu (’68)

Margaret Cox (’35)

Clara Calvert

Fleur McKay (’94)

Sarah Baillieu (’68)

Margaret Cox (’35)

Nina Calvert

Fleur McKay (’94)

Sarah Baillieu (’68)

Margaret Cox (’35)

Lucy Campbell

Amelia Osborn (’86)

Annabelle Christensen

Marion Carlisle (’28)

Milla Cohen

Susan Adamson (’90)

Pernilla Coleman

Kirsty Gilmour (’86)

Saskia Coleman

Kirsty Gilmour (’86)

Chloe Cooper

Sophie Richmond (’89)

Cressida Coote

Daisy McKenzieMcHarg (’03)

Elizabeth Newman (’61)

Millicent Cottrell Briely Trollope (’89)

Charles Deutscher

Rosemary Parsons (’98)

Jessica Dobbin

Fiona Goldstraw (’90)

Helen Crankshaw (’59)

Maggie Dryden

Victoria Krauss (’92)

Amelia Esposito

Suzanne Davies (’91)

Raff Estoft

Julia Stevens (’01)

Sarah Fanning

Samantha St Hill (’87)

Holly Farrer

Susie Cook (’93)

In 1978, Sandy married Alan Bradley and she was the loving mother of two daughters, Susannah and Sarah, and the devoted grandmother of her two granddaughters. Sandy was also the special sister of Sally Giltrap (Bird ’72). In later years, Sandy loved travelling with her elder daughter Susannah on epic journeys through Africa and South America.

Madeleine Farrer

Susie Cook (’93)

Sophie Farrer

Susie Cook (’93)

Arabella Foote

Sarah Scambler (’93)

Margaret Drummond (’62)

Harriet Fortey

Lucy King (’90)

Pamela Rome (’63)

Olivia Fortey

Lucy King (’90)

Pamela Rome (’63)

The ability to keep in touch with friends and family was Sandy's lasting legacy.

Sophie Gorton

Sandra Court (’84)

Anne Lowry (’58); Sue King (’59)

Scarlett Graham

Sophie McSweeney (’93)

Since starting as a boarder at St Catherine’s, Sandy was affectionately known as ‘Bird’ by her many friends. We all remember her fondly and she will be greatly missed. Angela Baker (Singleton ’62)

Prudence Spinney (’68)

Isabella Stokes OAM (’58)

Lucy Green

Isabella Stokes OAM (’58) Georgina McConnell (’88)

Claire Hayne

Leslie Reynolds (’54)

Chloe Handbury

Georgina Seccull (’86)

Emma Hoban

Minnie Law (’83)

Margaret Spinney (’42)

Jenny Latreille (’58)

Georgie Green

Eliza Grey

Betty Lyall (’36)

Constance Vanston (’22)

Scarlett Davis

After completing a secretarial/business course and spending a year on the family property, Sandy worked for six years for the Diplomatic Corps in Australia, the UK and Europe. On her return to Australia, she worked as a ‘live in nanny’ mainly with country families.

Long letters and phone calls were a constant joy. In return, Sandy had close friends and extended family worldwide. Many of these people and particularly her siblings, were a wonderful support to her during her illness.

Great Grandmother

Lynette Walkley (’34)

St Catherine’s Old Girls’ Association CURRENT STUDENTS OF ALUMNI Child

Mother

Zahra Hoban

Minnie Law (’83)

Madeleine Hooker

Antoinette Walshe (’88)

Olivia Howitt

Michaela Grogan (’86)

Isabella Jamieson Lily Jamieson Sunny Jane-Benz

Grandmother

(All mothers, grandmothers and great-grandmothers are listed by maiden name) Child

Mother

Clementine Newton-Brown

Jane Forsyth (’88)

Meg Nixon

Helen Adams (’88)

Martha Officer

Clara Officer (’80)

Emily StephenDaly (’98)

Abby Page

Kate àBeckett (’87)

Emily StephenDaly (’98)

Jessica Paterson

Sophie Nicholas (’89)

Great Grandmother

Amanda Jane (’89)

Ella Johns

Susannah Chapman (’86)

Evie Joseph

Jonathan Joseph (Old Boy ’95)

Louise Strauss (’62)

Eloise Kewley

Sally Stonier (’78)

Noel Lidgett (’50)

Shirley Ellinson (’42)

Constance Vanston (’22)

Holly Landrigan

Margaret Guy (’89)

Amelie Lane

Lisa Tarasio (’95) Genevieve (Jenny) Home (’52)

Ava Lansell Stephanie John (’86)

Adelaide Lempriere

Diana Dougall (’57)

Katherine Lee

Karen Lim (’87)

Cassandra Lie

Kelly Clemenger (’80)

Charlotte Lincoln

Marita Batty (’96)

Astrid Low

Margaret Carlyon (’45)

Coco Lutz

Rebecca Paranthoiene (’97)

Robin Richards (’74)

Jill Sargood (’48)

Luca Lutz

Rebecca Paranthoiene (’97)

Robin Richards (’74)

Jill Sargood (’48)

Poppy Maling

Jean Cameron (’49)

Tabitha Manson

Thea Coltman (’51)

Grandmother

Great Grandmother

Leigh Denham (’61)

Noreen Heath (’34)

Emma Peele

Elizabeth Gillon (’67)

Zara Peele

Elizabeth Gillon (’67)

Nina Portnoy

Sophie Knight

Violet Lazar

THE BULLETIN

Jane Davis (’85)

Sarah Pratt

Jill Cannon (’66)

Hollie Pringle

Marnie Ross (’92)

Victoria Jacobson (’65)

Scarlett Pringle

Marnie Ross (’92)

Victoria Jacobson (’65)

Isabella Rice

Sophie Pelman (’97); Richard Rice (Old Boy ’88)

Emma Robertson

Anna Lally (’88)

Molly Robertson

Anna Lally (’88)

Ellie Rodski

Maggie Harrison (‘99)

Jane Morris (’71)

Charlotte Rodgers

Marion Teare (’50)

Chloe Rodgers

Marion Teare (’50) Pamela Granowski (’51)

Eloise Rudge

Rowena Williams (’87)

Scarlet Russell

Bianca Russell (’95)

Anna Shears

Penny Roysmith (’81)

Betty Shields (’51)

Alexandra Shergold

Holly Tinsley (’89)

Margaret James (’61)

Pippa Shergold

Holly Tinsley (’89)

Margaret James (’61)

Jessica Sibly

Lucinda Langdon (’88)

Janet James (’58)

Serena Sitch

Jacqueline Barnes (’77)

Isabella Soutter

James Soutter (Old Boy ’92)

Prue Macnaughtan (’62)

Katharine Soutter

James Soutter (Old Boy ’92)

Prue Macnaughtan (’62)

Zoe McComas

Phoebe Hammon (’04)

Barbara Boynton (’73)

Jill Warnock (’46)

Eliza McCurdy

Nicole Austin (’88)

Lisa Nicoll (’63)

Marjory Sharp (’35)

Millie McIntosh

Kate Correll (’87)

Brenda Pulling (’49)

Phyllis Rowell (’31)

Chloe McMahon

Caroline Morgan (’95)

Henry Speer

Camilla Deague (’02)

Ella McMahon

Caroline Morgan (’95)

Elizabeth Switkowski

Georgina Hinton (’99)

Alice Menzies-King

Fiona Menzies (’87)

Henri Switkowski

Georgina Hinton (’99)

Catherine Stoney (’97)

Annabel Taylor

Melissa Sweetland (’86)

Alexandra Mirabella

Sophie Panopoulos (’86)

Lily Taylor

Melissa Sweetland (’86)

Adelaide Mitchell

Katie Krauss (’90)

Camilla Thomas

Julia Hammon (’00) Ineke Hay (’98)

Philippa Moffat

James Moffat (Old Boy ’95)

Coco Thomas Mirabelle Thomson

Rebecca Jockel (’98)

Nadia Mohamed

Farah Pasha (’91)

Charlotte Upton

Lisa Hinrichsen (’83)

Jill Smith (’55)

Georgina Moors

Edwina Saunders (’86)

Giselle Upton

Lisa Hinrichsen (’83)

Jill Smith (’55)

Ruby Morton

Renee McNamara (’87)

Mia Upton

Lisa Hinrichsen (’83)

Jill Smith (’55)

Charlotte Myer

Annabel Plummer (’82)

Lily Van der Venne

Susannah Guy (’96) Jonathan Webster (Old Boy ’97)

Phoebe Messum

Prudence Krauss (’68)

Margaret Spinney (’42)

Charlotte Murdoch

Sandra Spry (’59)

Margery Austin (’26); Olive (Bell) Lawson (’19)

Lucinda Webster

Eliza Murdoch

Sandra Spry (’59)

Margery Austin (’26); Olive (Bell) Lawson (’19)

Isabelle Wright

Olivia Nash

Abbey Blackshaw (’93)

Pia Zayontz

Francesca Neve

Alicia Vivarini (’98)

Sara Zayontz

Chloe Nevins

Simone Willis (’91)

Barbara Boynton (’73)

Prue Boan (’69) Anna Davis (’87) Anna Davis (’87)

Julie Davey (’51)

Jill Warnock (’46)

Berwyn Saleb (’38)

www.stcatherines.net.au 17 Heyington Place, Toorak

www.facebook.com/stcatherinesschooltoorak

Victoria, Australia 3142

@stcatherinesschool

T +61 3 9822 1285 E info@stcatherines.net.au CRICOS 00574F ABN 90 004 251 816

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