St Catherines News – Autumn 2025

Incorporating the Old Girls’ Bulletin | AUTUMN 2025

The Mural of the Arts

Painted in 1956 by Sulman Prizewinning artist Miss Elaine Haxton AM, this mural was commissioned by architects Mockridge Stahle & Mitchell for the east wall of the thennew Assembly Hall (now the Ruth Langley Research and Learning Centre, formerly the Nicholas Library).

Photographed midwinter atop scaffolding, Haxton braved the cold in layers as she brought to life a celebration of the arts – music, song, dance, comedy and tragedy. The original bright yellow background was later softened at the request of the School Executive, who asked for a "non-demanding colour."

A member of the Merioola Group, known for its poetic, lighthearted approach to art, Haxton remained a prominent figure in Australian mural, theatre and visual arts throughout her life.

Design Ms Ruth Gavin

Cover Photo The Mural of the Arts: Painted in 1956 by Sulman Prize-winning artist Miss Elaine Haxton AM

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

“If education is essentially about transformation; about the slow movement towards becoming, then we all have a part to play in bringing each generation of St Catherine’s girls into an authentic human community that ultimately serves to enrich the very fabric of society. ”

MS NATALIE CHARLES, PRINCIPAL

In a world marked by uncertainty, rising global tensions, economic pressures and rapid change, it has never been more important to cultivate ethical leaders. At St Catherine’s, we see leadership not only as a position, but as a way of being. From the ELC through to Year 12, our students are encouraged to lead with

From the Chair of Council

integrity, compassion, and purpose; on the sports field, in classrooms, in performance spaces, and within our wider community.

We believe every girl should have the opportunity to lead, not only through formal positions of responsibility, but in the way she chooses to conduct herself each day -thoughtfully, courageously, and with an enduring commitment to others. Leadership at St Catherine’s is not defined by titles, but by action. It is a lived experience – inclusive, relational, and deeply rooted in values that reflect the best of who we are as a School.

To strengthen this commitment, we are proud to be co-creating with the Cranlana Centre for Ethical Leadership, Eudaimonia, an Ethical Leadership Program with a group of our Year 9 students. Officially launching

in 2026, this program will take place at the exceptional ‘Narmbool’ property, offering immersive, live-in educational experiences that invite students to explore the ethical dimensions of leadership in a setting purpose-built for reflection, dialogue and growth. The program will encourage our girls to consider how their choices impact others, to understand the responsibilities that come with influence, and to reflect on the kind of leaders they aspire to become – both within the School gates and beyond them.

Importantly, this is not a one-off initiative but part of a broader, long-term vision. Over time, we will expand ethical leadership learning opportunities across all year levels, in a thoughtful and iterative way.

From the Principal

In sitting down to write my first St Catherine’s News article as Principal, it is perhaps inevitable that my thoughts return to our Founder, Miss Jeanie Hood whose school in Templeton Street, Castlemaine, went on to become St Catherine’s. By her own admission, her first year passed “quietly and uneventfully and although we have as yet no great successes to report, we can conscientiously say that the work throughout the school has been thorough and, in some cases, even brilliant”.

She goes on to write, “we aim at turning out, not only students, but girls fitted mentally, morally, and physically to be the women of the future… we make it a rule not to award a prize unless the marks obtained average 75 per cent, so that every girl whose name

appears on the prize-list has worked for it –not-merely for the prize, we hope, but, true to our motto, Finis Coronot Opus,” she has learnt not for school only, but for life.”

Her vision, embodied as it was in that motto, whispers down to us through the decades to this day. Jeanie Hood could never have envisioned the world that her graduates, our girls, would one day inherit, but perhaps she did not need to. After all, the truth of what it means to prepare a young person for a meaningful life remains an enduring constant as does the true purpose of education. Whatever the decade and whatever the era, St Catherine’s is charged with work that has great moral depth to it, as Amitai Etzioni reminds us:

These experiences will be tailored to the developmental stages of our students and embedded into academic, co-curricular and wellbeing programs. We want every student to feel empowered to lead, regardless of age or experience, in a way that aligns with their values and strengths.

Our goal is simple but ambitious: to prepare young women who are not only intellectually capable, but who are also deeply grounded in what it means to lead well – in service of others and in alignment with our School motto, Nil Magnum Nisi Bonum: Nothing is Great Unless it is Good.

Thank you for your ongoing support of this important and inspiring work.

Ms Jane Hodder Chair of Council

LEADERSHIP

“We aspire to a society that is not merely civil but is good. A good society is one in which people treat one another as ends in themselves. And not merely instruments; as whole persons rather than as fragments; as members of a community, rather than only as employees, traders, consumers or even as fellow citizens. The Good society is an ideal. While we may never quite reach it, it guides our endeavours, and we measure our progress by it.”

Ms Natalie Charles Principal

THE GOOD, THE

The quest for an ideal is a key component of the human condition and it has consumed our collective imagination since childhood. For JR Tolkien, it took the form of Middle Earth –a human-inhabited world, that was the central continent in his imagined mythological past.

Tolkien's stories, as you know, chronicle the struggle between the serene, forest dwelling Elves and the demonic Sauron and his minions, mostly Orcs on the other. And this is where it gets interesting because for all their bestial, grunting, ugly, otherness, the first Orcs after all, were elves. Tolkien knew then (in the horrific aftermath of WWII) that it does not take much to transition from something beautiful to something bestial or worse still, to devolve from an I to an it as a dear friend once described it to me.

The life that Jeanie Hood could not see with its emphasis on automation and algorithms, augmented reality and artificial intelligence; unchecked celebrity and rampant consumerism; might increasingly have us interacting more frequently with the face of our iPhone than the faces around us, but Nil Magnum Nisi Bonum or Nothing is Great unless it is Good, flies defiantly in the face of a world that has

somehow managed to divest the good from the great, to demand from us, at least, a greater accountability.

The inherent tensions between greatness and goodness; between learning to earn and learning to be, are very real, especially when the latter is visible; measurable; Insta-worthy and enviable whilst the former takes shape in its own time beyond the glare of public scrutiny, extrinsic metrics and technological transparency. Given the conditions, it’s easy for our young women to mistakenly believe that they are the sum total of their fit-bits, Instagram likes and Snapchat notifications.

But they are not – they are so much more…

If education is essentially about transformation; about the slow movement towards becoming, then we all have a part to play in bringing each generation of St Catherine’s girls into an authentic human community that ultimately serves to enrich the very fabric of society. To this end, the construction you see on Heyington Place, is about much more than just bricks and mortar; it is about creating dedicated spaces for the Arts and Music and about making space through our groundbreaking partnership with Cranlana Centre for Ethical

GREAT & the True Purpose of Education

Leadership at Narmbool, for the young women of St Catherine’s to engage with fundamental questions of individual and collective goodness, moving beyond external pressures to explore deeper truths about themselves and their place in the world.

Ultimately, it affirms our commitment to honouring our School motto, Nil Magnum Nisi Bonum – Nothing is Great Unless it is Good –at a time when the pursuit of truth, beauty and goodness has never been more pressing.

Ms Natalie Charles Principal

Foundations of Character, Virtue & Leadership toGoodGreat

The launch of a pioneering Ethical

The launch of the St Catherine’s School Year 9 Ethical Leadership Program on Thursday 27 March, was an evening of reflection, engagement, and meaningful discussion.

In partnership with the Cranlana Centre for Ethical Leadership, the event brought together students, staff, and distinguished guests to explore the fundamental questions that shape leadership and responsibility. Lady Marigold Southey AC shared the program’s origins, first hosted in the grounds of her family home at

Cranlana, while Ms Moya Mills, Executive Director of the Cranlana Programme Foundation, spoke about the “social contract” that binds people across generations. The discussions throughout the evening reinforced the importance of ethical leadership in today’s world and the need to foster it in young people.

St Catherine’s School is proud to introduce the Year 9 Ethical Leadership Program –an initiative designed to encourage students to move beyond external pressures and connect with deeper truths about themselves and their role in society.

Developed in collaboration with the Cranlana Centre for Ethical Leadership, the program provides a space for students to explore individual and collective responsibility, equipping them with the confidence and courage to lead with integrity.

Grounded in the philosophical traditions that have shaped leadership for centuries, the program blends intellectual inquiry with real-world application. A key feature is a two-week immersive residential experience at the pastoral property ‘Narmbool’ near Ballarat, where students will engage in thought-provoking discussions, interactive

We want our girls to be active participants and engaged citizens. We know they will graduate from our school to sit in C-suites, board rooms and surgery theatres. That’s where their academic results will get them, but it’s their character that will ensure they can make a positive contribution in those environments. That’s what we’re focusing on at St Catherine’s.”

MS NATALIE CHARLES, PRINCIPAL

Leadership Program for Year 9

workshops, and reflective practices. Capstone elements throughout the year will ensure that these lessons extend beyond the residential experience, fostering an ongoing commitment to ethical leadership in daily life. The program draws upon the expertise of the Cranlana Centre for Ethical Leadership, with contributions from leading thinkers who challenge students to consider ethical dilemmas and the broader responsibilities of leadership. By engaging with timeless wisdom and contemporary challenges, students will develop the clarity and confidence to navigate complex issues with purpose.

A pilot program will take place in June this year, offering an opportunity to refine and enrich the experience before its full implementation in 2026. The enthusiasm and engagement already shown by St Catherine’s students reflect their eagerness to embrace this opportunity, and we look forward to seeing the lasting impact of this program on their leadership journeys.

A heartfelt thank you to Lady Southey AC, Ms Moya Mills – Executive Director of the Cranlana Programme Foundation,

Mr Matt Finnis – CEO of the Cranlana Centre for Ethical Leadership, Ms Lisa Hanlon –St Catherine’s Deputy Principal | Teaching and Learning, Ms Natalie Charles –Principal, as well as the parents, staff, and special guests who contributed to such a meaningful evening.

As we look ahead, we are excited for the conversations and discoveries this program will inspire – helping our students shape not only their own futures but also the world they will lead.

We are delighted to introduce Ms Lisa Hanlon, our new Deputy Principal –Teaching & Learning, who brings a wealth of experience and a deep passion for education.

With a background in public policy and a strong commitment to fostering a dynamic learning environment, she is dedicated to ensuring that students thrive academically and personally. In this interview, she shares insights into her journey, her approach to teaching, and her vision for the future of education at St Catherine’s School.

Inspiring Minds

A conversation with our new Deputy Principal – Teaching & Learning

What inspired you to pursue a career in education, and how has your journey led you to this new role at our school?

I initially studied politics and literature at the University of Melbourne and began my career in public policy roles, working in government and the not-for-profit sector across justice, domestic violence, and mental health. These experiences equipped me with a broad perspective on societal challenges and an appreciation for the role education plays beyond the classroom. Coming from a family of educators, I initially avoided teaching but later realised that it offered a life of meaning and purpose. Teaching is truly a privilege, and I am excited to bring my experiences into this new role.

What about working in an all-girls school environment excites you most, and how do you see it shaping the way we teach and learn?

Girls thrive in all-girls schools – they are more focused, collegial, and encouraging of one another. St Catherine’s fosters a culture of achievement and camaraderie where students celebrate each other’s successes. Research has shown that when girls are not interrupted or competing for space, they are more likely to excel. Girls’

schools also encourage higher participation in STEM subjects, as seen in our strong VCE enrolments. Teaching in this environment allows us to extend, challenge, and inspire students to reach their full potential.

As a graduate of an all-girls school, I understand firsthand the power of female role models in leadership. Marion Wright Elderman’s quote, ‘You cannot be what you cannot see,’ resonates deeply with me. Research indicates that girls in single-sex schools are more likely to aspire to leadership roles, which is reflected in the accomplishments of St Catherine’s alumnae.

If you had to describe your approach to teaching and learning in three words, what would they be and why?

Passion, meaning, and reflection. Great teachers are passionate about their subjects and about sharing knowledge. Education should help students understand their potential impact on the world. Lastly, teaching requires continuous reflection and adaptation to ensure we provide the best possible learning experiences.

What is one piece of advice you would give to students about how to make the most of their education?

Education is more than mastering subjects – it is about self-awareness, resilience, and learning from failure. Girls can be self-critical, so we encourage them to be kind to themselves and approach learning with curiosity and compassion. Self-regulation and adaptability are lifelong skills that extend far beyond the classroom. By the time they graduate, we want our students to have a

strong sense of who they are and how they can contribute to society.

Outside of work, what are some hobbies or interests that help you recharge and stay inspired?

I enjoy spending time with family and friends, reading voraciously, and staying engaged with politics and current affairs. I also appreciate good food and wine – a perfect way to unwind and connect with others.

Ms Lisa Hanlon Deputy Principal – Teaching & Learning

A Bright Future

As a school we are thrilled to recognise the outstanding academic achievements of our Class of 2024 across a broad range of subjects. In 2024, the Median ATAR for the School was an exemplary 95.25; the highest Median ATAR in the School’s records.

We are incredibly proud of our graduating Year 12 students and all they have accomplished. Their dedication, resilience, and growth have been truly inspiring.

Our graduating students will be represented in institutes both nationally and internationally. Australian institutes include The University of Melbourne, Monash University, RMIT, Deakin University, La Trobe University, Australian Catholic University, Swinburne University, and internationally at Harvard University, University of Oxford, University of Miami and University of Washington.

TOP 2% in the state

Study Scores of 45+ were achieved in these subjects:

E

MILLIE NILSEN 2024 DUX

“From my first day at St Catherine’s in Prep I have felt supported, encouraged and inspired. It’s an absolute honour to be named the School Dux and to represent such an incredible and hardworking cohort of girls.”

RHEA WERNER 2024 PRIXIME

ACCESSIT TO THE DUX

“I am so grateful for all the teachers and staff at St Catherine’s. All the late night emails and hallway chats or pre-exam pep talks truly made this possible, and I couldn’t be more grateful to have spent my formative years here!”

SCARLETT PRINGLE 2024 GRADUATE

“I recently signed with the University of Miami on a full rowing scholarship and will be studying medicine at UMiami for four years alongside rowing. The unwavering support and encouragement I received from not only my teachers but staff at the school was incredible and helped me get through Year 12.”

ANNA NGUYEN DIEP 2024 GRADUATE

“My teachers are amongst the most passionate and knowledgeable people I’ve ever met. The students and staff have made my experience wonderful. As a small school we have the benefit of a very tight-knit community where everyone knows and cares for each other.”

Learning Paths SHAPING

Early childhood education plays a crucial role in shaping a child's cognitive, social, and emotional development.

A well-structured early learning program equips children with the fundamental skills and experiences necessary for success in both their academic and personal lives. Research consistently demonstrates that children who benefit from high-quality early education are more likely to excel in school and beyond.

One of the many benefits of our Early Learning Centre (ELC) program at St Catherine’s is the development of

cognitive skills that prepare children for future academic endeavours. Our inquirybased programs immerse young learners in experiences designed to enhance critical thinking, problem-solving, language development, and mathematical reasoning. By engaging in structured play and projects, children cultivate a natural curiosity for learning that extends into their later schooling. Studies indicate that children who attend quality early childhood programs achieve higher proficiency in reading, maths, and science compared to those without a quality early education.

In addition to academic preparation, our ELC programs play a vital role in fostering

social and emotional development. Children learn essential interpersonal skills such as cooperation, sharing, empathy, and self-regulation. These abilities help them build strong relationships with peers and adults while also equipping them to handle challenges and conflicts in a positive manner. Emotional intelligence developed during early childhood significantly enhances a child's ability to navigate social situations effectively throughout their life.

Language development is another key component of our ELC programs, providing children with rich communication experiences. Educators incorporate storytelling, music, discussions, debate

and pre-literacy experiences to strengthen vocabulary and comprehension skills. Early exposure to language in a structured and engaging environment supports literacy development, laying the groundwork for their future education. Research confirms that children who participate in early literacy activities are more likely to become skilled readers and articulate communicators.

Experience gained in the ELC programs helps children acquire essential life skills such as problem-solving, adaptability, independence, and resilience. Activities that encourage exploration, decisionmaking, and teamwork foster creativity and prepare children to face new challenges

with confidence. These foundational skills empower them to approach both their learning and real-world situations with a strong sense of capability.

At St Catherine’s ELC, our exceptional programs are designed to nurture a child’s lifelong learning journey. By fostering cognitive growth, social and emotional intelligence, communication abilities, and essential life competencies, we help children build a solid foundation for future success.

Ms Sarah Bethune Head of ELC

TO SHINE Strategies

At St Catherine’s School, we are committed to ensuring every girl thrives academically and personally. Research shows that key strategies implemented in junior schools can significantly improve learning outcomes for students.

Building Positive Connections

The relationship between teacher and student is a critical factor in improving learning. Positive connections foster trust and create a safe learning environment where students feel comfortable taking risks. At St Catherine’s, we prioritise getting to know each girl and their family individually. Teachers take time to understand the girls’ interests, strengths, and areas for growth, fostering a nurturing atmosphere. These relationships help students develop confidence and a sense of belonging,

which enhances engagement and academic success. We also focus on building trust between the girls to ensure they feel a sense of connection with their peers.

High-Quality Teaching

Effective learning is the outcome of highquality teaching. Teachers who use diverse and engaging methods reach a wide range of learning styles, keeping students motivated. At St Catherine’s, we use a variety of strategies, including direct instruction, group collaboration, hands-on activities, and technology to ensure high quality

teaching is the focus in the classroom. Our teachers are trained in evidence-based practices and continually seek innovative ways to make learning both challenging and enjoyable. This diverse approach helps keep students actively engaged in their education.

High Expectations

Sitting alongside high quality teaching is setting high expectations for students. When students are encouraged to aim for their best, they push beyond their limits and achieve more. At St Catherine’s, we set ambitious yet achievable goals, tracking progress and celebrating successes. This creates a culture of achievement where students understand the value of effort and perseverance. By maintaining high expectations, we foster a growth mindset, where students believe they can improve through hard work.

Timely Feedback

Feedback is one of the most effective tools for helping students understand their strengths and next steps in their development. Research shows that timely, specific feedback enhances learning by enabling students to adjust their strategies. At St Catherine’s, we provide feedback that is both immediate and actionable. Whether verbal, written, or peer-reviewed, our

feedback empowers students to continue progressing, keeping them motivated and on track.

Differentiation

Every student learns differently, so effective teaching must reflect these differences. Differentiation allows teachers to tailor lessons to meet diverse needs, ensuring each child is appropriately challenged. At St Catherine’s, we use strategies like adjusting task difficulty, providing additional resources, small group work and offering one-on-one support when needed. We also have an extensive extension program across the Junior School to further meet the needs of the girls. This ensures all students can make progress and reach their full potential.

Physical Environment

The physical environment plays a key role in learning. A well-organised, stimulating classroom can enhance focus and creativity. At St Catherine’s, we create classrooms that are both welcoming and functional. Our spaces are designed to support individual work and group collaboration, equipped with modern resources and technology. Comfortable seating, natural light, and displays of student work contribute to an atmosphere where students feel inspired to learn.

At St Catherine’s, we are dedicated to providing an environment where every child can succeed. By focusing on building positive connections, delivering high-quality instruction with high expectations, optimising the physical environment, offering timely feedback, and ensuring differentiation, we create exceptional learning experiences that helps students grow academically, socially, and emotionally.

Dr Brendan Kean Head of Junior School

Lifelong Learning AMBASSADOR PROGRAM

Years 5 & 6

At Barbreck, we are deeply committed to ensuring every girl leaves Junior School not only with a strong academic foundation, but with the confidence, curiosity and character to thrive as a lifelong learner.

The Organisation for Economic Co-operation and Development’s Learning Compass 2030 highlights the essential competencies young people need in a fast-changing world – skills such as self-regulation, critical and creative

thinking, empathy, collaboration, and a strong sense of responsibility. One of the ways we help nurture these future-ready skills is through our dynamic Year 5 and 6 Ambassador Program.

Offered to students in their final years at Barbreck, the Ambassador Program is designed to ignite leadership potential while strengthening teamwork, communication, and project management. Through meaningful, hands-on experiences and collaborative challenges, students are encouraged to explore ideas, take initiative and grow both as individuals and as valued members of a team.

BARBRECK AMBASSADOR PROGRAM

A key focus of the program is building the skills needed for effective collaboration.

Students are supported to problem-solve together, share their thinking with confidence, and listen respectfully to diverse perspectives.

Each term, the girls work towards a core project. In Term 1 this year, for example,

our Year 5 Ambassadors designed and delivered a series of Easter-themed events for Prep to Year 4 students. From egg and spoon races to basket weaving, obstacle courses and Easter egg hunts, the girls worked with enthusiasm and heart to create a joyful experience for their younger peers. They showed genuine care, adapted quickly when plans needed changing, and

communicated with warmth across year levels. We look forward to watching all our Year 5 and 6 students continue to flourish through the opportunities the Ambassador Program provides.

Ms Kate Banks Deputy Head of Junior School

Future Ready

Empowering Young Women for a Changing World

As the Director of Senior Years at St Catherine’s School, I have the privilege of guiding and witnessing the transformative journeys of our students as they prepare for life beyond school.

In 2025, the global workforce is experiencing significant changes driven by advancements in technology, climate action, and demographic shifts. In this evolving landscape, our girls’ education takes on new importance as we celebrate their academic achievements while equipping them to thrive in a rapidly changing world.

The World Economic Forum’s Future of Jobs Report 2025 highlights the challenges and opportunities of the next decade.

With an estimated 22% of today’s jobs being transformed by 2030 and new roles emerging in technology, green industries, and the care economy, adaptability has never been more important. This landscape is not just about skills but also

about values, creativity, and resilience – qualities that we, at St Catherine’s School, strive to cultivate every day.

While we are incredibly proud of our students’ impressive ATAR results, we know they are so much more than a number. Their capacity to think critically, solve challenges, and embrace lifelong learning sets them up for success in pathways we can’t even imagine yet. With technology advancing rapidly, skills like AI literacy, data analysis, and cybersecurity are becoming increasingly valuable. At the same time, the growth of green industries highlights the importance of renewable energy and environmental stewardship – fields that demand not only technical skills but also a genuine commitment to making a positive impact.

At St Catherine’s, we are dedicated to providing a holistic education that nurtures ethical leadership, emotional intelligence, and a strong sense of purpose. In a world where resilience, adaptability, and creative thinking are increasingly valuable, our girls’ ability to embrace change is one of their greatest strengths. The growing emphasis on diversity and inclusion as drivers of innovation aligns perfectly with our commitment to empowering every student to contribute their unique

talents. Interpersonal skills like empathy, collaboration, and leadership – qualities we see in abundance among our students – will be essential in shaping the workforce of 2030. Whether pursuing careers in the care economy, education, or cutting-edge technologies, our girls are equipped to lead with intellect and heart, leaving a meaningful impact on the world.

As we celebrate the achievements of our Year 12 students each year, we do so with

the understanding that their ATAR is just one piece of their story. It may open doors, but it is their ability to lead with compassion, think critically, and act with integrity that will define their legacy. Our role as educators is to ensure they leave St Catherine’s not just with knowledge but with the confidence and vision to shape a better future.

The future needs leaders who can navigate complexity, embrace innovation, and advocate for sustainability. At St Catherine’s,

we are proud to be shaping young women who embody these qualities and who are ready to rise to the challenges of the 21st-century workforce. Their journeys are just beginning, and we have every confidence that they will inspire, lead, and excel in the years to come.

Ms Alison Cassidy Director of Senior Years

Meet Our School Captains

Senior School Captains

Rachel Carton and Vinuki Ranatunga

Junior School Captains

Catherine Barry and Pearl Gunnersen

Senior School Captains

RACHEL CARTON

WHAT DOES BEING A CO-CAPTAIN MEAN TO YOU, AND HOW DO YOU HOPE TO LEAVE YOUR MARK?

Being School Co-Captain at St Catherine’s is an honour and privilege. This community has been a huge part of my life, and I strive to uphold its legacy of sisterhood. Alongside my leadership team, I hope to further connect the school, spreading the pride and love my Year 12 cohort has for St Catherine’s.

WHAT ADVICE WOULD YOU GIVE YOUNGER STUDENTS ABOUT LEADERSHIP?

Embrace making mistakes. There’s often pressure for leaders to be perfect, but showcasing vulnerability and growth is just as important as showing strength.

HOW DO YOU HOPE TO INSPIRE OTHERS?

I want young women to have the courage to step up for themselves and celebrate their achievements. Too often, we feel our successes aren’t enough.

In 2025, I want my peers to appreciate every accomplishment, big or small.

WHAT HELPS YOU BALANCE SCHOOL COMMITMENTS?

I love reading and music. Right now, I’m reading Eleven Rings by Phil Jackson, which explores leadership and teamwork through mindfulness. I also enjoy reading musician biographies – learning about others' journeys fascinates me.

VINUKI RANATUNGA

WHAT DO YOU HOPE TO ACCOMPLISH AS SCHOOL CO-CAPTAIN?

I want to cultivate a compassionate, close-knit community where girls feel encouraged to seize new opportunities. From my first day at St Catherine’s, I felt embraced by warmth and support. I hope to extend that same sense of belonging, placing greater emphasis on student voice and existing initiatives.

HOW DID YOU BECOME INTERESTED IN LEADERSHIP?

Leadership intrigued me from a young age. Like every bright-eyed primary

schooler, I initially saw it as “ruling the school.” But even then, my dream ran deeper. I wanted to be a role model, give back to a place I loved, and have a positive impact. That passion has only grown stronger over the years.

WHAT’S ONE WORD THAT DESCRIBES THE KIND OF LEADER YOU WANT TO BE?

Empowering. It’s a big word, but for me, empowerment isn’t just about grand gestures – it’s about uplifting others, fostering confidence, and creating an inclusive environment where everyone feels valued and encouraged.

WHAT MAKES ST CATHERINE’S SPECIAL?

The people. Whether it’s students, teachers, or staff, our community radiates warmth, care, and respect. That’s what makes our school experience truly special.

WHAT’S ONE QUALITY EVERY GOOD LEADER NEEDS?

Empathy. Leadership is about improving others' experiences, and to do that, you must understand their needs and emotions.

SCHOOL CAPTAINS

SENIOR SCHOOL YEAR 12 CAPTAINS

Junior School Captains

WHAT DOES IT MEAN TO YOU TO BE A JUNIOR SCHOOL CO-CAPTAIN OF ST CATHERINE’S?

Pearl: It means taking pride in our school, being responsible, and supporting others. A good leader listens, gives everyone a voice, and inspires others to be their best.

Catherine: Being Co-Captain is about leading by example, taking responsibility, and encouraging others. If I try something new, maybe another girl will, too, and it will create a positive cycle. It’s also about being approachable, kind, and organised.

WHAT ADVICE WOULD YOU GIVE TO YOUNGER STUDENTS?

Pearl: Always do what’s right, even when no one is watching. Stay true to yourself and never give up on your dreams. Be proud to be a St Catherine’s girl and always put your best foot forward.

Catherine: I live by my five C’s – creative, curious, courageous, confident, and caring. I encourage younger students to follow these values and believe in their future. Stay curious and courageous, and you’ll always be on the right path.

WHO INSPIRES YOU?

Pearl: My dad inspires me – he was Junior School Captain and works so hard for our family. My mum, too – she keeps everything organised and supports us. I’m also inspired by child actors who balance hard work with their dreams, just like I balance leadership and school.

Catherine: My biggest inspiration is my older sister. She was a Junior School Co-Captain and encouraged me to go for this role. She taught me to always try my best, think smart, and take opportunities when they come.

HOW DO YOU LIKE TO SPEND YOUR TIME OUTSIDE OF SCHOOL?

Pearl: I love spending time with friends and playing sports like netball and skiing. It helps me stay balanced and happy, especially when school gets busy.

Catherine: I love baking! Sundays are my free days, and I often bake with a friend. It helps me relax and refocus for the week ahead.

School Co-Captains

House: Beaulieu

House:

Community

Cultural

Sport – Rowing

Sport – Snowsports

JUNIOR SCHOOL CAPTAINS

Junior School Co-Captains

House: Beaulieu Blair

House: Davis

House: Holmes Kilbride

House: Langley Templeton

Library

Siswanto

Julia Wong

Kayleigh Wang Francesca Zappone

From the pool to the pitch, from riverbanks to hard courts, St Catherine’s athletes opened 2025 with determination and unmistakable Blue Ribbon spirit. The results are impressive – but it’s the effort, resilience, and unity behind each moment that truly tells the story.

Making a Splash: Swimming

At the GSV Championships, Annabel Taylor (Year 12) clocked a personal best in the 60m Breaststroke, while Vera Zeng (Year 10) qualified for five events at the Australian Junior Championships – an early milestone worth celebrating.

In Barbreck, five students represented us at the SSV State Swimming Championships: Ellie Wang (Year 6), Leticia Campos (Year 5), Arabella Lutz (Year 6), Adelaide Holland (Year 6) and Cate Barry (Year 6) It capped a standout season, with six students selected for Team Victoria to compete at the upcoming School Sport Australia Competition.

Celebrating Courage, Commitment & Camaraderie in St Catherine’s Sport AROUND THE GROUNDS

On the Water: Rowing

At the Head of the Schoolgirls Regatta, our senior crews rowed with strength and synchronicity, finishing at the top of the podium. Zahra Hoban (Year 12) was named to the Rowing Victoria Pathway Girls 8 Team, recognising her impact. We are also proud of Emma Peele (Year 11), Sophia Perton (Year 12) and Kari Prendergast (Year 11), who will represent Mercantile Rowing Club at the Royal Henley Regatta in the UK

Fast Feet: Track & Field

Issy Fox (Year 8) ran a personal best of 25.08 in the 200m at the Australian Junior Nationals. She placed 5th in Australia in the Under 15 200m. Fellow student Imogen Brownjohn (Year 7) competed in multiple events, finishing 6th nationally in the Long Jump.

On the Court: Netball, Tennis & Basketball

Camille Brownjohn (Year 11) helped Victoria win bronze at the U17 National Netball Championships, demonstrating composure and determination.

Charlotte Brodie (Year 11) also led the Altona Gators U20s to a VJBL Grand Final – a remarkable campaign in state basketball. Our students proudly featured in the GSV Tennis Rep Matches, showcasing their talent across codes.

A Historic Hit: Softball

Violetta Capannari (Year 11) made history as our first GSV Representative Softball player in 26 years, helping the team win the tournament.

Ice & Elegance

Congratulations to Ingrid Tan (Year 6) on her selection to the Ice Skating Australia National Squad – a wellearned reward for her dedication.

Grit Under Lights: AFL Shield Showdown

The return of the Huntingtower Heyington Shield brought fierce competition and pride. Seven Year 12s played their final match alongside new faces, led by past captain Celia Cody (’19) and 2024 co-captains Emma Hoban and Charlotte Phipps-Parsons

From the first bounce, St Cath’s brought relentless energy – with standout efforts from Jess Kemp (Year 9), Ivy Cockerell (Year 12), Annabel Calvert (Year 12) and Jess Sibly (Year 12). Lauriston edged ahead late, but the game was a celebration of heart, hunger and sisterhood.

HOUSE ARTS TURNS 20

Our annual House Arts performance evening is a celebration of persistence, learning, creativity, teamwork, and House spirit, showcased through the incredible talents of our students both on and off the stage.

A celebration of Creativity & Spirit

From scriptwriting and performance to stage management and technical design, every element of the performance night was student-led, planned, developed, and produced by our exceptionally talented Year 11s. They spent the year brainstorming and refining their ideas based on the stimulus pack they were given in Term 1, dedicating many form and level meetings to workshopping the five artistic disciplines required to craft their mini musicals. In the final five days leading up to the performances, they worked tirelessly to teach, rehearse, and refine their productions alongside the rest of their House group.

The stimulus for 2024 was an exciting challenge: “A minor character gets their main character moment.”

Each House was also given a unique illustrated children’s book as inspiration for their characters, artistic design, and narrative direction. Additionally, every production had to incorporate

a ‘wheel’ – whether literal or figurative –and the number 20 to commemorate the 20th anniversary of House Arts.

The evening was filled with innovative storytelling, stunning performances, and a display of immense teamwork. The final results were as follows:

4TH PLACE: BEAULIEU BLAIR

Charlie and the Chocolate Factory

3RD PLACE: DAVIS

Peter Pan

2ND PLACE: HOLMES KILBRIDE

Charlotte’s Web

1ST PLACE: LANGLEY TEMPLETON

Mary Poppins

A huge congratulations to Langley Templeton for taking out first place with their imaginative and skillfully executed production of the backstory of the Bird

Lady from Mary Poppins. However, every House should be immensely proud of the work they put into their performances. The creativity and determination displayed on stage were inspiring, and the spirit of House Arts shone through in every moment.

The impact of this event goes far beyond the performances themselves. The students not only developed artistic and leadership skills but also forged new connections across the Senior School. As highlighted by the House captains in their reflections, the experience has been one of learning, growth, and building strong relationships.

To all the students who took part in House Arts 2024: congratulations! Your hard work and passion brought magic to the stage, and your creativity made this 20th anniversary celebration one to remember.

Mr James Brown

Head of Performing Arts

LANGUAGE EXCHANGE

FRENCH EXCHANGE PROGRAM

“I am very grateful for this opportunity to participate in this program during the summer holidays. Isabella and I participated in this program at the end of Year 10 because it made us feel more prepared for VCE French and was a wonderful opportunity to practise the language. For me, this was a once in a lifetime opportunity, as I will never be able to live with another family and go to a different school on the other side of the world for 4 weeks. I discovered that the school system in France is quite different from schools here in Australia. For example, they have longer school days, and they do not wear school uniform. Overall, it was an amazing experience, and I would recommend everyone who is learning French to consider joining this French immersion program.”

Amy Luo, Year 11

“My experience in France was once in a lifetime learning so much from my 6 weeks there. I participated in the AFX one way exchange to France over my summer holidays and stayed in a city called La Rochelle. I had no clue what it would be like and was extremely nervous waiting as the train arrived at my station where I would meet my host family for the first time.

I had a period of adjustment however my lovely exchange made me feel welcome not only with her family but at school too. I loved experiencing a different school experience and even though there were long days it was fascinating learning all their slang, habits and routines. During my 2-week Christmas break I visited my exchange’s grandmother in Britanny, Auray and I also got to travel to different regions like Vyanne and learn about all their local customs. Overall, I encourage everyone who is studying a language to experience its culture firsthand as it is not only rewarding for your subject but also the cultural knowledge you will gain from this experience.”

Isabella Wang, Year 11

“This trip was an unforgettable experience that allowed us to improve our French while fully immersing ourselves in the culture. Surrounded by the language, we developed our speaking, listening, reading, and writing skills in an authentic setting. Beyond academics, we gained a deeper understanding of French traditions and daily life, making our classroom learning more meaningful. The trip also built our confidence in navigating new environments, from ordering at cafés

to making friends. Isha and I chose to participate after Year 11, feeling more prepared academically and personally, which helped us adapt, engage, and make the most of every opportunity.”

Karis Chan, Year 12

“During my exchange, I stayed in Brittany, with some of my best memories being visiting the unique boutiques along the streets, eating traditional crepes during the Saturday markets, and getting to know people in my local area. Christmas especially was a core memory, having indulged in typical French desserts such as the galette des rois, and playing a range of board card games with my host family. I was also lucky as I got to spend two days visiting Paris. During this trip, my host family and I visited the different monuments and had the typical croissant and coffee at a Parisien café. What I enjoyed about this exchange is visiting in parts of France that were lesser known. I found that since each part has different niches, including its architecture, people and customs. It was eyeopening, as I would have never normally experienced this on a regular holiday.”

Isha Paithankar, Year 12

The French and Japan Exchange Programs offer students a unique chance to immerse themselves in school and home life abroad, strengthening their language skills, cultural understanding, and confidence in communication.

JAPAN EXCHANGE PROGRAM

Through the Japan Exchange, I was able to experience daily life in Japan, improved my Japanese listening and speaking skills, deepened my cultural understanding, and formed new friendships. I was pleased that, for the most part, I could hold conversations with classmates and my host family, even initiating discussions. However, I sometimes struggled to express myself beyond basic conversation, which was a bit frustrating. Despite this, I viewed these moments as opportunities to learn and felt even more motivated to improve my fluency in Japanese. By the end of the three weeks, I learned lots of new phrases, slangs, and expressions, and felt more confident in my ability to understand and respond naturally.

In my opinion, three weeks was the ideal duration as it allowed me to fully immerse myself without feeling like the experience was too short or overwhelming. My schedule at Shukutoku High School (our sister school in Nagoya) was wellbalanced, and I attended a variety of classes across different year levels, which helped me connect with students of all ages. I enjoyed subjects such as calligraphy, where I learned proper

stroke order and kanji meanings, and traditional Japanese class, where I was introduced to poetry and the card game karuta. With the Year 12 students, I also took part in sports such as volleyball, badminton, and table tennis, as well as Chemistry, where I engaged in interesting experiments. One surprising cultural difference was that students weren’t allowed to bring snacks to school, which feels almost unfair considering how delicious Japanese snacks are!

Outside of school, I joined my exchange Sena’s English tutoring class, which helped me learn Japanese in a unique way by reversing the language-learning process. During my last week in her English class, we celebrated with a snack party where I tried a variety of traditional Japanese treats. I also attended her calligraphy class, further appreciating the artistic and cultural significance of this tradition. Some of my most memorable experiences included visiting Ghibli Park with Sena’s parents and going to famous sightseeing places such as Nabana no Sato (to see their breathtaking light show) and Inuyama Castle. I also spent time with Sena’s friends on our

day off, eating Japanese street food and taking purikura photos together. Although I was the only person from St Catherine’s on this exchange this time, I didn’t mind it at all. In fact, I felt that being on my own somehow gave me the courage to fully engage in activities, meet new people, and push myself to communicate in Japanese without relying on others.

Overall, this Japan Exchange was an incredible experience, and I wouldn’t change much about it. I am immensely grateful for the opportunity to go on an exchange to Shukutoku High School in Nagoya, a school St Catherine’s has been connected with since 1997. I would also like to thank Okumura Sensei and Ms. Mélinand for making this experience possible. We are excited to welcome students from our sister school in August this year! Cadence Law, Year 11

As the eleventh recipient of the St Catherine’s Teaching in Excellence Award, Ms Vicky Spanos was accoladed for her significant contribution to St Catherine’s School at the 2024 Speech Night.

MS VICKY SPANOS

HEAD OF YEAR 12

ENGLISH & LITERATURE TEACHER

Can you share your journey as a teacher at the school over the past 21 years and what has inspired your commitment to teaching and learning?

Teaching is a great privilege. Over 21 years, despite rapid global change, the classroom has remained a place of pause and depth – a space where students can think critically, speak truthfully, and express themselves creatively. It’s a safe environment for developing confidence and courage, and for learning not just curriculum but also life: friendships, family, and future pathways. Being part of that journey is humbling. The hope and energy of young people remind us of our responsibility to give them our very best. I am inspired daily by the belief that education is a fundamental right and a powerful force in shaping society.

Your VCE results are consistently among the best in the school. What do you think has been the key to achieving such outstanding student outcomes?

At St Catherine’s, passion for teaching runs deep. We live and breathe our subjects. Our collaborative approach – sharing resources, open dialogue, and mutual encouragement

– helps create a rich learning environment. Students are driven and deeply engaged, and this culture of academic excellence is reinforced through strong teacher-student relationships. Whether it’s in a classroom or the Nicholas Library, you’ll find meaningful conversations taking place, with students confidently justifying their interpretations and developing their voice.

The school’s values –empathy, integrity, curiosity, perseverance and gratitude –are central to this award. How do you incorporate these values into your teaching and relationships?

Everyone is on a learning journey, and I try never to forget that. Children are experiencing life for the first time –it’s thrilling and joyful, but can also be overwhelming. That’s why empathy matters so much. A kind word or a smile can change someone’s day. I try to embody the values of faith, hope, and love –reminding students and colleagues alike of our shared humanity. When students feel safe and supported, learning naturally follows.

You are passionate about girls’ education and amplifying

women’s voices. How do you foster these values in your classroom and interactions?

Student voice is at the heart of our classroom culture. At St Catherine’s, respectful expression and critical thinking are central. The school has a strong tradition of amplifying women’s voices, evident not just in our teaching but in our assemblies and student leadership. Walking through Sherren House, you see portraits of remarkable women whose legacies we uphold. It’s a living, breathing commitment to empowering young women.

After two decades of service, what do you feel has been your most significant contribution to the school community?

My greatest contribution has been in the area of adolescent wellbeing. As Head of Year, I introduced the Year 10 Wellbeing Retreat in Marysville – a transformative experience focused on resilience, mindfulness, and peer connection. Students learn from the town’s story of rebuilding and leave with a deeper sense of hope and strength. St Catherine’s is a school that allows growth to happen, and it’s an honour to play a role in that.

MS FLORENCE MÉLINAND

FACULTY LEADER –LANGUAGES

FRENCH TEACHER

How long have you worked at St Catherine’s?

I joined St Catherine’s School in 2023 as a French teacher for Years 8 to 12, after 12 years at my previous school, where I taught French and served as Head of Languages.

What inspired you to pursue a career in education, and what do you love most about teaching?

My passion for languages began early when my family moved to Brazil at age 2.5. I attended a Brazilian school while speaking French at home. Later, I studied in a bilingual French school in Rio and completed my French Baccalaureate after moves to Mexico and Belgium. I then studied at ISTI in Brussels, the school of Interpreting and Translating. Teaching in Australia reignited my love for languages – sharing that love with students has become my vocation. As Mandela said, “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.” That is the joy I aim to bring to the classroom. What do you hope students remember most about their time in your class?

I hope my students remember the pride they felt in speaking French – whether a

simple “bonjour” or a full conversation. I want them to know that mistakes are part of the journey, and that persistence builds progress. My wish is for them to leave with curiosity, cultural appreciation, and confidence in their ability to communicate across languages.

What excites you most about being part of the St Catherine’s School community?

St Catherine’s combines tradition, academic excellence, and a strong sense of community. The school empowers students to lead with confidence and curiosity, supported by a rich co-curricular program in sports, music, and the arts. Being part of a community where teachers, students, and families are so deeply engaged is both inspiring and rewarding. Most of all, it’s a privilege to help shape young women into capable, compassionate leaders.

MR TIM TAINSH

YEAR 6

TEACHER

How long have you worked at St Catherine’s?

I joined the Barbreck Teaching Staff in 2006, so 2025 marks my 20th year at St Catherine’s.

If you could describe your teaching style in three words, what would they be and why?

Engaging, Adaptive, Supportive.

I aim to create lessons that capture attention through visual hooks, thoughtprovoking questions, or props. When learning is interactive and relevant,

students are more likely to connect with the content. I adapt my teaching to suit individual learning needs by adjusting pace, content, and delivery based on data and feedback. Most importantly, I strive to create a safe, encouraging classroom where students feel confident to take risks, ask questions, and grow.

How do you encourage curiosity and creativity in your students?

Curiosity and creativity thrive in an environment that values inquiry, exploration, and self-expression. I begin new topics with open-ended questions that prompt students to think critically and explore ideas. Through guided research projects, students ask their own questions and use digital tools to find answers, developing independence and research skills.

Hands-on and project-based learning allows students to apply knowledge to real-world problems, encouraging collaboration and deeper understanding. I nurture divergent thinking by valuing multiple solutions and perspectives. Activities like creative writing, drama, and brainstorming sessions promote flexible thinking and allow students to showcase their learning in unique ways.

Above all, I foster a growth mindset – celebrating effort, resilience, and learning from mistakes. I often begin lessons with games or brainteasers to spark imagination, and even include fun elements like dress-ups during creative play to keep learning playful and joyful.

What’s the best piece of advice you’ve received, and how does it shape your teaching?

“Meet students where they are, not where you expect them to be.” This advice reminds me to see each student as an individual and tailor my teaching accordingly. It reinforces the importance of patience, flexibility, and building strong relationships. When students feel understood and supported, they’re more engaged, confident, and ready to learn.

BOARDING | ILLAWARRA Sharing Stories BUILDING CONNECTIONS & MAKING FRIENDSHIPS

The first months at Illawarra House are pivotal for both new and returning boarders – a time of settling into routines, building friendships, and fostering community.

The transition to boarding life can be overwhelming, but these early months offer invaluable opportunities to form lasting connections.

A key aspect of this period is adjusting to daily rhythms – mealtimes, nightly prep, weekend activities, and outings for frozen yoghurt. Shared experiences create strong bonds, with friendships often solidified in these moments of mutual adjustment.

Community-building is central, with activities designed to bring everyone together. New boarding families gathered for a meal with staff, the Principal, and Deputy Principals, followed by an informal afternoon tea. A highlight of the first weeks is Closed Weekend, where students stay on campus for group activities such as board games, bedroom pennant-making, a polaroid board, and an inflatable cinema night with fresh popcorn and M&Ms.

This tradition fosters camaraderie and connection beyond daily routines.

Lunar New Year celebrations further unite the students, featuring vibrant decorations, festive snacks, and a special dinner with Heads of Year. An afternoon tea hosted by the PFA created a joyful atmosphere, bringing the boarding community together for a shared cultural experience.

For Year 12 students, a new tradition –a special off-site dinner – offers a chance to reflect on their journey, celebrate achievements, and strengthen bonds before their final year. Meanwhile, Boarding House captains play a key role in fostering connections. They began the year with the Australian Boarding Schools Association Student Leadership Event, where they engaged in leadership development and event planning to enhance the experience of their peers.

At the first meal with new families, Principal Ms Natalie Charles described Illawarra House as a “grand old lady” – a fitting tribute to a heritage-listed building that has been a home away from home for generations of St Catherine’s boarders. Every girl who passes through its halls adds to the rich, evolving story of St Catherine’s boarding –one as unique and enduring as the house itself.

Music Matters

HONOURING MARIANNE HUNT (MAXWELL ’39) & ST CATHERINE’S MUSICAL LEGACY

When Marianne Hunt walked through the doors of The University of Melbourne’s Conservatorium of Music, she intended to pursue a career as a pianist.

However, her teacher, Henri Touzeau, saw something special and advised her to focus on the cello. By 1946, she had earned a place in the Melbourne Symphony Orchestra (MSO), marking the beginning of an extraordinary journey that would shape generations of musicians.

More than a remarkable cellist, Marianne was a passionate educator and mentor, leaving a lasting impact on Melbourne’s music community. As St Catherine’s embarks on an exciting new chapter with the construction of a dedicated music building in 2025, it is fitting to reflect on the legacy of one of our most esteemed musical alumnae.

A Legacy Rooted in St Catherine’s

A student at St Catherine’s from 1932 to 1940, Marianne was School Captain (1939-1940) and an influential presence in the school’s music scene. She won the Singing Cup four years in a row (19361940), served as Secretary and later President of the Music Club, and played a key role in establishing the school choir as a cherished tradition. The 1940 school magazine acknowledged her dedication:

“A new innovation, and one which we hope has been appreciated by the school this year, is the choir. It has only been made possible by the untiring energy and, we are afraid, patience of Marianne Maxwell, who has conducted it unaided by any of the mistresses.”

The choir, consisting of 12 students, sang at church services, club evenings, and even during German broadcasts – an early sign of the school’s commitment to musical excellence.

A Life Dedicated to Music

After St Catherine’s, Marianne studied at the Conservatorium before joining the MSO in 1946. Her passion took

her to Paris, where she trained under Paul Bazelaire from 1949 to 1952. She later married Kenneth Hunt and shifted her focus to teaching, leaving an indelible mark on Melbourne’s music community. Three of her five children became professional musicians, continuing her legacy.

For over five decades, Marianne mentored generations of young musicians, teaching at the Victorian College of the Arts and the University of Melbourne’s Conservatorium of Music. She also revised the AMEB cello syllabus in 1994, further cementing her influence on Australian music education.

A Fitting Tribute to a Musical Visionary

Marianne’s contributions earned her numerous accolades, including a Distinguished Teacher’s Award and recognition from the Australian Strings Association. As St Catherine’s prepares to open a new music building, we honour her remarkable journey and reaffirm our commitment to fostering musical excellence.

Music still matters. It always will. And at St Catherine’s, it will always have a home.

FROM THE ARCHIVES

CATHERINE’S SCHOOL | ELC & BARBRECK

TWILIGHT PICNIC ST

Friday 14 March, the PFA hosted the annual Barbreck Twilight Picnic. With fabulous weather, there was nothing to stop the parade of teddy bears dressed in their favourite ‘Disney Character’ and a bake off delivering some incredible creative designs from Years 4-6. Thank you to the Year 12 students, School Co-Captain Vinuki Ranatunga and Caris Ho, for judging the teddy bear and cake decorating competition.

The evening went really well with about 400 parents and children enjoying either their own picnic or food provided by the PFA. Special thanks to the Ktenavos Family for donating the Lickt Gelato and Angela Woodruff for knitting the raffle prize teddy.

Many thanks to Ms Sarah Bethune, Head of ELC, Dr Brendan Kean, Head of Junior School, the Barbreck staff, the PFA, Year 6 for running the BBQ and sales and class representatives for their help in making this event such a lovely night for Barbreck families.

Mrs Camilla Byrne PFA Co-President

Heyington Club | St Catherine’s School INAUGURAL REGATTA

The St Catherine’s Auxiliary for Rowing, the Heyington Club, hosted their first ever regatta on Saturday 8 February, a thrilling event dedicated to Year 9 and Year 10 rowers. As the official hosts, the Heyington Club worked closely with Rowing Victoria and provided an army of volunteers for a range of regatta tasks such as providing a food tent, timekeeping, the race registration desk, commentators, car park marshals and safety officials.

Months of meticulous planning by the Heyington Club committee was finally put into action at 6.00am on the morning of the regatta, transforming the area into a bustling St Catherine’s village

erected with stalls ready to sell bacon and egg rolls, sausages, salad rolls, pizzas, baked goods, fruit cups, ice creams and drinks. 72 rowing parents volunteered for shifts on the BBQs and food stalls, as well as the regatta support tasks. Parent volunteers included those with daughters in Years 11 and 12 who were not competing in the regatta. The quality of the food options was a hit with the regatta spectators and long lines persisted all day, helped by the spruiking of the menu from the commentary box.

The regatta attracted entries from 24 schools comprising nearly 1,000 students. The first race began at 8am followed by

another 156 races through to 4.45pm, with Year 9 races in the morning and Year 10 in the afternoon. School Principal Ms Natalie Charles officiated in the medal presentation ceremonies to winning crews.

Adding to the spirit of sisterhood and camaraderie, although the St Catherine’s Senior crews were not competing in the regatta, the Senior girls travelled to Geelong for an early training row on the Barwon River, and afterwards supported our Year 9 crews as they set out for their races; the first time in living memory the Seniors have been available to support the Junior crews in their races.

membership levels progressing to Benefactor and Patron status which sit within the Jeanie Hood Society.

music education more effective, enjoyable, and inspiring for students, teachers, and audiences.

The St Catherine’s Foundation plays a vital role in supporting philanthropy and fundraising initiatives that enhance our School’s educational programs and facilities.

Through the generous contributions, the Foundation invites a culture of giving that strengthens our community, deepening connections between past, present, and future St Catherine’s families.

By investing in key projects, such as scholarships and capital building developments supporting innovative learning programs, the St Catherine’s Foundation ensures that our students have access to exceptional opportunities, empowering them to thrive, and shaping the future of education at St Catherine’s. Foundation Membership begins with gifts of $10,000 and above, with elevated

This commitment to fostering excellence extends to one of the school’s most exciting projects, the new Music School, a space designed for everyone in our community. More than just a building, the new Music School will be a place where passion is nurtured, confidence is built, and dreams take flight. The Music School will evoke a deep sense of belonging, creativity, and self-expression, empowering every girl to embrace her musical journey with joy and courage.

You are the music while the music lasts.

– T. S. ELIOT

The new Music School will transform the student learning experience, offering a centralised, purpose-built space where students can learn, practise, and perform. With modern, well-equipped facilities, it will enhance lessons and rehearsals, making

We invite you to be part of this transformative project and help bring the new Music School to life, ensuring future generations of St Catherine’s students have the opportunity to thrive in an environment that nurtures their musical talents and aspirations.

I look forward to keeping you informed throughout the Music Matters campaign as our fundraising efforts progress.

Mrs Sally Joubert

St Catherine’s Foundation Chair

Music Matters

ST CATHERINE’S MUSIC SCHOOL

Inspiring Futures, One Note at a Time Fundraising has commenced! Our campaign goal is to raise $5 million to support the new Music School, and we are deeply grateful for the generosity shown so far. We are delighted to share that three spaces. in the Music School have been named as a result of generous gifts received from current parent families.

A memorial space will be dedicated in honour of the late Stephen Davis; a Junior School parent survived by his wife Caroline, and daughters Victoria Year 2, and Elizabeth ELC3.

Wilson Lai and Anita Wong, Trustee Foundation Members, who have

contributed to previous building campaigns; The Jamie & Rebecca Gray Theatre and Sports Centre, and also thoughtfully supported the Hardship Fund during Covid. Wilson and Anita generously pledged a gift recently to the Music Matters campaign, naming the Recording Studio as a tribute to their daughter Alicia’s (Year 8) grandparents, who have been long-time philanthropists with a focus on education.

These significant heartfelt contributions will shape this inspiring project by creating named legacies, reflecting the profound impact of our donors and their families for decades to come.

To ensure the Music School is completed on time for its anticipated handover in 2026, your support is essential to the project’s success. I look forward to connecting with you to discuss how you can play a meaningful role in bringing this exciting vision to life and making a lasting impact on our students and community.

Ms Kathy Hines Advancement Manager

FOUNDATION ANNE SMITH BEQUEST

Miss Anne Smith served as Head of Barbreck, St Catherine’s Junior School, from 1979 to 2001 and as Vice Principal from 1992 to 2001. A dedicated and inspirational educator, Anne was deeply loved by students, staff, and parents. Her passion for teaching and commitment to academic excellence left an indelible mark on generations of students. Anne believed in nurturing curiosity, confidence, and cultivating a lifelong love of learning. Through her leadership, Barbreck flourished as a place where young minds were encouraged to grow, explore, and reach their full potential. Her legacy continues to shape the spirit of St Catherine’s today.

Through a generous bequest to St Catherine’s, Anne’s legacy of dedication to education and her many years as Head of Junior School will be honoured with the naming of the Barbreck Library. This lasting tribute reflects her passion for learning and commitment to instilling a love of reading in young minds. Anne’s influence on generations of students will continue to inspire, ensuring her impact is felt for years to come in the very space where curiosity and knowledge flourish.

If you would like to discuss leaving a legacy gift to St Catherine’s, please contact Kathy Hines, Advancement Manager at kahines@stcatherines.net.au or phone +61 3 9828 3032.

Bringing Old Girls Together

Time

present and time past

Are both perhaps present in time future,

And time future contained in time past.

– T.S ELIOT, FOUR QUARTETS

In preparation for our 14th Principal Natalie Charles, it has been an opportunity to take a deep dive into the school’s history, seeking relevance of our history in present time, and having glimpses of the past, influencing the future. I didn’t realise at the time however this groundwork was also preparing me for the farewell of past Principal Dorothy Pizzey, and the eulogy I would present on behalf of her time at St Catherine’s. Here is an excerpt from Miss Pizzey’s Memorial on December 3 2024:

Firm, yet fair, and visionary was often the description for Miss Pizzey and whether you were the gardeners, teaching staff, students, or parents, we were all on the receiving end of this style of leadership. All these strong relational foundations paved the path for

the dynamic decades ahead. Looking back at that time in the School’s history we all benefitted from her visionary outlook for what girls’ education could be, and it was all hands-on deck to herald in the new projects for 17 Heyington Place. New classrooms, a new library, and breaking ground to create the deepest hole in Toorak, Miss Pizzey left no stone unturned. These were not only grand visions spoken of amongst a few, with Dorothy at the helm, she lit the path for all to come on board. We all experienced these projects coming to fruition. They became not just part of the school’s landscape, but also part of the fabric of our education – showing us what’s possible. Women can do great things. As Miss Pizzey often reminded us: “Don’t wait for the knight in shining armour, ladies. Make it happen.”

What I didn’t realise until recent conversations with Miss Pizzey, is that being principal of St Catherine’s was never about the title, or the glamour that came with the role, it was being in service to something greater

than herself and what flowed through from this place, has empowered and inspired generations.

One of the greatest insights of being President to date has been witnessing the importance of each person in our network and their unique contribution to the success of SCOGA. None of this network would be possible without each one of you showing up and being yourselves and daring to contribute uniquely. Whether it’s been through the current restructured reunions bonanza weekend, offering to be part of the mentoring programs or careers workshops, or continuing to stay connected with friends from your year levels, every connection point matters and is of value. The SCOGA committee is full to the brim with Old Girls who welcome you to reconnect with the school and update your details and be part of the new chapters unfolding with St Catherine’s.

Ms Anna Foley (’92) SCOGA President

LEAVERS’ PANEL

The St Catherine’s community gathered on Monday 17 February, to celebrate the Class of 2024 at the Leavers’ Assembly. The event recognised students’ achievements, with Principal Ms Natalie Charles and staff presenting VCE Subject Awards and AMEB certificates, including special commendations for Junya Jiang and Elaine Li for their AmusA success.

The 2025 Student Executive hosted the Leavers’ Panel, featuring Millie Nilsen, Georgia Hennessy, Anna Nguyen Diep, and Jenny Liu, who shared insights on VCE, study balance, and post-school plans. Their reflections inspired younger students, reinforcing the strength and ambition within the St Catherine’s community.

SCOGA’s focus is to assist, promote and unify our Old Girl community. SCOGA is committed to fostering friendships and providing opportunities for engagement among our broad membership of over 7,000 St Catherine’s Alumnae.

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

President

Anna Foley (’92)

Past-President

Sarah O'Brien (’02)

Vice President

Melissa Sweetland (’86)

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

School Council

Melissa Sweetland (’86)

Nikhi Wagstaff (’07)

Honorary Treasurer

Manon Dennison (’15)

Honorary Secretary

Prue-Jane Pisani (Gerritsen ’97)

General Committee

Deb Berry (Manos ’77)

Sarah Carlile (’96)

Natasha Dickinson (Wilson ’07)

Marigold Hayward (’15)

Amy Hessel (Lawford ’01)

Persephone Holdenson (’16)

Anna Nieuwenhuysen (’91)

Emma Robertson (’21)

Alex Shergold (’21)

Sonja-Lina Sasse (’84)

Julia Thomas (Hammond ’00)

Jennifer Wang (’15)

The SCOGA 2025 Reunion Weekend was a spectacular celebration, reuniting St Catherine’s old girls from across generations. The event was filled with heartfelt reunions, cherished memories, and a deep sense of connection to the school’s enduring legacy.

The Pre-1970 Reunion Luncheon in the Sherren House Ballroom was a highlight, with school tours led by ‘resident historian’ Meg Begg

(Christensen ’61). Meg also welcomed Principal Ms Natalie Charles with fourteen yellow roses, acknowledging her as the 14th St Catherine’s School Principal. Natalie proudly held up her SCOGA-gifted pale blue Le Creuset pot of foundational soil, a tribute to the school’s origins in Castlemaine.

A touching moment was the introduction of the Golden Pen Pal initiative, designed to bring the archives to life. Year 7 student Evie Joseph read the first letter in this intergenerational project, sharing a story

about her great-grandmother Shirley Strauss, who once wrote a letter to Shirley Temple –an act of courage that resonated deeply. The room buzzed with conversations, stories, and photos, culminating in a powerful rendition of the School Song that nearly lifted the ballroom’s roof.

Another highlight was the House Captains Reunion, bringing together past and present House leaders. The fountain area overflowed with generations of women reminiscing about house swimming, athletics, ball games, and

REUNION

debating. Natalie Charles discovered stories of boarders sneaking through Sherren House windows in the 1960s. The occasion also honoured Blair’s senior captains, Lady Southey and Pamela Warrender, with hand-designed golden sashes, a tribute to the school’s evolving House traditions.

Reunions throughout the weekend saw Old Girls from 2020 to 1970 reconnect, proving that the St Catherine’s spirit only strengthens with time. Attendees toured the school, guided by Meg Begg (Christensen ’61) and Year 9

leadership students, and enjoyed musical performances that set the stage for an evening of celebration and year-level dinners.

This unforgettable weekend was made possible by the dedication of many –SCOGA’s Committee for curating the event, Meg Begg (Christensen ’61) for leading tours, the Year 9 leadership students for their warm welcome, and the St Catherine’s Music Department for their performances. Special thanks to the businesses that contributed to the Old Girls Raffle and to Principal Ms Natalie

WEEKEND

Charles, her staff, and the students for opening their doors to the largest gathering of St Catherine’s alumnae to date.

To all who attended – thank you for bringing the St Catherine’s spirit to life once again. Stay tuned for next year’s 130th anniversary celebrations!

SCOGA Committee

Fellowship

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

In 2024, the SCOGA Fellowship was awarded to Ruby King (’15) to study a Masters of Economic Policy at Utrecht University, Netherlands.

AN UPDATE FROM THE ST CATHERINES OLD GIRLS ASSOCIATION FELLOW RUBY KING (15)

I am now halfway through my Master’s in Economic Policy at Utrecht University in the Netherlands. Over the past six months, I have deepened my theoretical and quantitative knowledge and begun applying it to real world public policy contexts.

Given the Netherlands' leadership in climate action, I am particularly eager to learn about reducing climate change vulnerability from a national resilience and equity perspective. This semester, I have started learning about environmental economics, a field which explores the economic rationale and effects of climate policies. Additionally, I have started a subject where students collaborate with social organizations in Elangata Wuas, Kenya, to design a randomised controlled trial, addressing a specific challenge linked to the United Nations' Sustainable Development Goals. These courses involve using economic theory and quantitative

SCOGA 2024

methods to solve complex global problems, skills I hope to further expand in my thesis in the coming months.

Beyond academics, in December I had the privilege of traveling to St. Catherine’s Monastery at the base of Mount Sinai in Egypt. It is the world’s oldest continuously inhabited Christian monastery and is dedicated to Saint Catherine, the patron saint of learning and students. We toured the monastery with a Greek Orthodox monk, who also serves as the librarian. He shared the legend of Saint Catherine, a princess who, despite familial pressure to marry, chose to pursue knowledge and converted to Christianity. She debated 50 philosophers, using her education to defend her faith. According to tradition, many of them converted as a result. Saint Catherine

was sentenced to death by a spiked breaking wheel, but the instrument miraculously shattered. Ultimately, she was beheaded, and her body was believed to have been transported by angels to Mount Sinai, later resting at the monastery named in her honour.

Admiring the biblically profound mountains and learning about Saint Catherine’s life and enduring impact on the world were incredible experiences. Saint Catherine’s legacy serves as a motivation – courageously pursue knowledge and your passions.

I thank the St Catherines Old Girls Association for their support in recent months, checking in on my progress and connecting me with people in our global St Catherine’s community.

OLD GIRLS EMPOWERING YOUNG WOMEN FROM CONFLICT ZONES

Over the past 6 months I have been meeting various old girls, from different fields, eras and countries. Through these connections and conversations, over the generations, the depth and breadth of our St Catherine's education is laid bare.

One extraordinary meeting in January this year was with Clare Cannon (Darling ’77) and Dr Edwina Thompson (’96), who without a doubt shine a light on our St Catherine’s èspirit de corps and what it means to be good citizens in the world.

Both old girls have found innovative ways to create opportunities for women.

Edwina, through her organisation Amanacard, has pioneered a way to deliver secure payments to people at risk in some of the world’s most dangerous countries. Amanacard is directing payments to

vulnerable individuals who have chosen to stay and serve their communities in some of the world’s most harrowing circumstances, where hope is often the most valuable currency of all.

Clare established Cricket Without Borders (CWB) with Ken Jacobs, former CEO of Cricket Victoria, as only boys got opportunities to travel overseas with cricket until then, and there were no opportunities for her daughters, Grëtel and Grace who were cricketers themselves. In the past 14 years since its establishment, CWOB has taken girls, who have often worked two jobs to pay their way, to England, Singapore, Hong Kong, Japan, Darwin, Fiji, Samoa, Vanuatu, and last year, Malaysia.

Recently CWOB had the great privilege to play the Afghan Women’s team who are refugees in this country. This was the first time the Afghan women, who are banned from playing cricket in their home country, and who fled for their lives having burnt their

cricket equipment and scorecards, have played together since they arrived in Australia three years ago. Cricket Australia hosted the match, and the Governor General, Her Excellency Samantha Mostyn AC attended and mingled with the crowd where she expressed a sign of hope, that this is the first step in a long cricketing journey for the Afghan Women’s team.

Edwina’s passion for educating girls has led her to support hundreds of schools in Afghanistan to Syria. She is directly connected with teachers who fight for the right to provide quality education for young girls (like the one pictured), courageously enduring oppression, civil war and unimaginable loss. Under the leadership of Miss Anne Smith and Miss Dorothy Pizzey AM, she learned that strength isn’t always loud or forceful; sometimes it’s found in the quiet acts of defiance – whether in a Melbourne classroom, a school under fire in a war zone, or on the cricket pitch at the Junction Oval.

Connecting our Community

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Facebook Group

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

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