Traffic and Safety Reminder

The safety of our students, staff, and families is always our highest priority. I would like to take this opportunity to remind everyone of the importance of safe and courteous behaviour during drop-off and pick-up times.

We ask all drivers to please respect traffic signage and use only designated parking areas. Adhering to posted speed limits in and around the school is essential, particularly as children can move quickly and unpredictably. Extra care should be taken when parking and especially when reversing, as visibility can be limited in busy areas.

Some additional suggestions to ease the congestion include having Middle School and Senior School students arranging to meet their parents a block or two away from the school site, and/or having a later collection time, for example, 3:40pm.

All members of our community are reminded to demonstrate patience and courtesy toward one another - drivers or pedestrians. Calm, respectful interactions, help ensure that our school environment remains positive and welcoming for everyone.

By working together and modelling safe, respectful behaviour, we can help ensure that arrival and dismissal times run smoothly and, most importantly, that every child remains safe.

Thank you for your continued cooperation and support.

Peter Dickinson

Deputy Principal

Exceed the Expected

Exceeding the Expected – One School, Together                                                                                                                                                                                                                                       
As I move between our ELC classrooms and Year 12 learning spaces each day, I’m reminded that a school is not defined by age levels. It is defined by culture. By the way we speak to one another. By how we respond when things are challenging. By the small, quiet choices that shape our community.

This year, our theme Exceed the Expected is not about doing more just because. It is about intention. It is about asking, “What does excellence look like?” and then choosing to rise toward it. Sitting in the discomfort.

Excellence at Oakleigh Grammar is grounded in our HARK values

Humility reminds us that leadership is service. That we can achieve greatly while remaining grounded.
Aspiration encourages our students to aim high not only academically, but in character and contribution.
Respect underpins every interaction. It is visible in how we listen, how we disagree, and how we honour difference.
Kindness is not softness. It is strength. It is choosing empathy when it would be easier to withdraw.

Across ELC to Year 12, we are seeing students step into these values in meaningful ways. Our younger learners are developing independence and voice. Our Junior School students are modelling leadership through action rather than titles. Our Middle and Senior students are increasingly taking ownership of their pathways and working towards navigating the challenge alongside this.

Exceeding the expected does not mean perfection. It means growth. It means reflection.
Together, we continue to exceed what is expected not because we are asked to, but because it reflects who we are.
When we sit in discomfort with humility and kindness, we build the resilience to exceed what we thought was possible.

Shelley Parkes 

Assistant Principal - Head of Junior School

The Courage to Begin

Oakleigh Grammar’s 2026 academic year is well underway and with familiar promise we hope for a clean start, a clear focus, and a chance to do the work better than we did it before. However, a fresh calendar is different from fresh results. Results follow habits. They follow the small decisions we take and do when no one is watching. Results occur when we follow through when the task is difficult, when the standard is high, but the easy option is to delay, or to take the easy path.

The academic goal is as simple as it is important. Aim high, not through noise or pressure, but through precision and determination. Learning is a deliberate act, not accidental. Contrary to common practice, it is not dependent on motivation or waiting for the “right time”. Thinking matters, and learning is difficult. Only when we accept this can our knowledge, skill and achievement grow and flourish.

At the beginning of the year our ambitions are high, and our hope for success is a limitless field of dreams. However, our biggest obstacle in crossing it is not the self-talk of our inability, but indeed, our hesitation to begin the journey. It is the quiet, subversive belief that we will “get to it soon,” that we must wait until we are, or at least feel, ready for the crossing. We tell ourselves that confidence must come first. In truth, confidence is usually the outcome, not the entry point. Shakespeare captured the risk we face at the start of any serious endeavour: “Our doubts are traitors and make us lose the good we oft might win, by fearing to attempt.” (Measure for Measure” Act 1. Sc 4.) Doubt can look safe. It can sound reasonable. But it steals our progress.

We have begun the year and our studies with a commitment and the expectation that strong learning is sustained attention, careful thinking, and the willingness to confront what we do not yet know. We understand that high achievement is not talent on display, but a craft developed through consistent work and extra effort.

For our students, now is the time act. Learning is a verb; it is something to be done, not just something that happens to us. Each lesson is a chance to sharpen your thinking, to move forward in your achievements and success. For our staff, we will keep the academic core clear and strong, so every student experiences both challenge and support. For our families, keep supporting the quiet disciplines and actions that make success possible, and keep the conversations anchored in progress, not promises.

We have started this year with optimism, not the soft kind, but the type built with clarity, standards, and on the daily choice to act.

Exceed the Expected

Lance Ryan

Assistant Principal - Academic

Chaplains Corner

On behalf of our Archbishop Makarios and our Bishop Kyriakos, I welcome all of you to the beginning of the new school year.

We have begun the new school year with the blessings of the church with our whole school blessing.

This year we begin the journey of Holy and Great Lent very early. This season of lent not only give us the opportunity to abstain from meat, dairy, fish(we can eat fish on March 25 and Palm Sunday) and poultry but also to cultivate our spiritual lives with prayer, increased church attendance, confession and helping those in need.

As a school community and parish we have emphasised the importance of participation in the life of the church but also have really focused this year on the power and need for forgiveness. A concept that allows each and every one of us to heal what is broken and come together with unified hearts to proclaim the great message of Pascha, CHRIST IS RISEN!

I leave you all with the Prayer of St Ephraim the Syrian which is the epitome of our Lenten struggle;

Lord and Master of my life!
Give me not a spirit of idleness, meddling, love of power and idle talk.
But grant me, your servant,
a spirit of soberness, humility, patience and love. Yes, Lord and King,
Grant me to see my own faults,
and not condemn my brother;
For blessed are you, to the ages of ages.
Amen

Wishing you all a very blessed and holy lent and journey to Pascha. I look forward to seeing you all at church.

In Christ,

Rev. Fr. Stavros Kakavas
School Chaplain

Message from Director

As we begin the 2026 school year, our children in the Early Learning Centre have made a wonderfully positive start. The first weeks of term have focused on building strong foundations, supporting children to settle into their new spaces, form trusting relationships with their teachers and peers, and develop a growing sense of belonging within their classrooms. Establishing familiar routines and supporting smooth transitions throughout the day are so important at this stage of learning. Predictable rhythms help our youngest learners feel secure, confident and ready to explore.

Outdoor play has been a particular highlight, with children enthusiastically engaging in imaginative play, collaborative games and hands-on discovery. Time spent outside nurtures curiosity, resilience and social development in authentic and meaningful ways. The children have also loved getting to know Hop the rabbit and our ELC fish, who have quickly become treasured members of our community. Caring for them provides daily opportunities to practise gentle hands, responsibility and empathy, beautiful expressions of our school values of humility, respect and kindness. Even at this early stage of the year, we see aspiration shining through as children challenge themselves, try new experiences and take pride in their achievements.

Across the school, students in all classes have also begun exploring our first SEED inquiry for the year: How do we belong? Through our whole service approach to The SEED Project, learning is child-led and inquiry-based, inspired by the Reggio Emilia philosophy. Children are encouraged to share their ideas, wonder aloud, ask questions and co-construct their understanding alongside their peers and teachers.

As students explore what belonging means within their classrooms, friendships, families and the wider community, they are developing a strong sense of identity and connection. It has been heartening to see children supporting one another, including others in play and learning, and demonstrating kindness in everyday interactions.

We are incredibly proud of the confident and caring way our children have begun 2026 and look forward to a year of continued growth, discovery and meaningful learning together.

Katarina Hills

Director of Early Learning Centre

Our Class Promises - Banksia

During mat time, we read Rainbow Fish and discussed the importance of sharing and kindness in our classroom. This led to a conversation about our Banksia Class Promises. As a class, we collaborated and shared ideas about what a promise means to us. It was wonderful to hear every child’s voice as we worked together to create promises that will help make our classroom a happy, safe, and caring place to learn and grow.

In the Banksia’s the children have been also exploring colour, and an exciting moment occurred when one child accidentally created green. This sparked curiosity and became the starting point for our latest provocation. Educators provided the children with opportunities to experiment with colour mixing in a hands-on and meaningful way, encouraging them to explore how different colours combine and transform. The children engaged with enthusiasm, discovering new shades, expressing their creativity, and learning through playful experimentation.

Melissa Manaras

Early Childhood Teacher

Lilly Pillys – Settling In

The Lilly Pilly children are settling in beautifully. They are building relationships and becoming familiar with their routines, educators, and peers. They have sparked an interest in rainbows, and each child had the opportunity to draw their own rainbow, exploring and learning about colours in a fun and creative way. They are also enjoying time outdoors and developing independence in their new environment. It’s wonderful to see their confidence, curiosity, and creativity growing each day!

Melissa Manaras

Early Childhood Teacher

Self Portraits and the Giant Bubble Experience

Self Portraits
Inspired by the Reggio Emilia approach, this experience symbolises each child’s unique identity. The branch design thoughtfully incorporates Reggio Emilia principles into the program while providing a meaningful way to display the children’s self-portraits, highlighting their individuality and sense of self.
By creating their own designs, carefully selecting and threading beads of their choice onto pipe cleaners. This process provided opportunities for creative expression, independent decision-making, and the development of fine motor skills, while also fostering a sense of ownership and pride in their work.
The children also engaged in a self-portrait experience, exploring concepts of self-expression, identity, and belonging. The use of mirrors supported careful observation and attention to detail, encouraging the children to notice both their unique features and shared characteristics. These portraits represent each child’s developing sense of self. The branch design brings the children together as a group, celebrating both their similarities and their differences, and reinforcing a sense of connection and community.

The ‘Giant Bubble’ Experience
The children participated in a “Giant Bubble” experiment. This experience was designed to intentionally teach children about spatial awareness and understanding what it means to stand too close to others. We used the phrase “You’re popping my bubble” to help reinforce the concept. This experience provided a visual and interactive way for children to understand that everyone has an invisible personal space “bubble” around them and to recognise how it feels when someone stands too close.

Milly Brodie 

Early Childhood Teacher - 3 Year Old

Welcoming Greek to Grevillea class

The Grevilleas were excited to welcome the Greek Program into their classroom and explore the Greek language. Students enjoyed learning new words, practicing their pronunciation, and growing in confidence as young language learners.

They loved saying Kaliméra (Καλημέρα) and singing the Kaliméra Song, discovering the rhythm and sounds of Greek in a fun and engaging way. Students also created their own Kompoloy (Κομπολόι), linking language learning with Greek culture through hands-on creativity.

While learning about Kathará Deftéra (Καθαρά Δευτέρα), students explored the tradition of flying kites to mark the beginning of Lent and were introduced to Kyria Sarakostí (Κυρά Σαρακοστή), who helps count the weeks to Páscha (Πάσχα – Easter).

This connected beautifully to K is for Kindness καλοσύνη (kalosýni) and the HARK values at Oakleigh Grammar. Through words such as Kaliméra, Kompoloy, Kathará Deftéra, Kyria Sarakostí, Páscha and Κalosýni, the Grevilleas are learning language, culture and the importance of kindness. 💙

Stella Minopoulos

ELC Language Teacher

Building Learning Communities

The start of the school year has focused on establishing strong routines that support both learning and wellbeing in the classroom. Predictable routines help students feel safe, organised and ready to learn. When students know what to expect each day, they are equipped to focus more fully on their learning, collaborate effectively with their peers and develop independence as learners.

Across the school, classes have begun the year by intentionally building their learning communities. Students have worked alongside their teachers to co-create Class Mission Statements that reflect the values and commitments they want to see in their learning environment. Through thoughtful discussion and reflection, students identified how the HARK values will be actioned within their classroom.

Each Mission Statement represents a shared agreement about how students will work together to create a positive and productive learning space. By contributing their own ideas, students develop a strong sense of ownership and responsibility for their classroom culture. These statements are displayed proudly in our hallways and are referred to regularly to guide decision making and reinforce expectations.

Students have also begun setting Wildly Important Goals (WIGs) to support their growth throughout the term. These goals help students focus on what matters most in their learning and encourage them to take an active role in their progress. Students have shared their goals with their families, strengthening the partnership between home and school and allowing families to celebrate progress along the way.

An important part of this process is tracking progress. Students are regularly monitoring how they are progressing towards their goals and reflecting on the strategies that support their success. This ongoing reflection helps students build important skills such as perseverance, responsibility and self management.

By establishing clear routines, shared values and purposeful goals, our classrooms are becoming strong learning communities where every student understands their role in contributing to a positive environment. These foundations set the tone for a successful year of learning, growth and leadership for all students.

Sarah Caffrey 

Head of Curriculum Junior School

Setting Up Positive Routines

Welcome back to a new school year! It has been wonderful to see our students back and welcome a number of new families to the Middle School!

Students have settled in well and are quickly building positive routines that will support their learning. The beginning of the year is an important time to establish strong organisational habits. We encourage students to ensure they bring all required resources to class, arrive on time, use locks on their lockers, and wear the correct school uniform each day. These simple routines help create a calm, focused environment where everyone can learn effectively.

Developing good habits early sets the tone for the rest of the year. Organisation, punctuality, and preparedness are key skills that support both academic success and personal responsibility. We appreciate the support of families in reinforcing these expectations at home.

We would also like to remind families about the acceptable use of technology. All students have been introduced to the school’s ICT Acceptable Use Policy and are expected to follow it at all times. This applies to laptops, mobile phones and other devices, both during school hours and outside of school when using school platforms or communicating with members of the school community. Respectful, safe, and responsible online behaviour is essential for maintaining a positive digital environment.

In addition, families should be aware of Australia’s social media restrictions for young people. As a result, all Middle School students should not be accessing the platforms included under this ban. This includes, but no limited to, Instagram, Snapchat and Tik Tok. We encourage parents and carers to monitor and guide their child’s technology use at home, supporting healthy digital habits and age-appropriate online activity. Our Pastoral Program will also continue to provide skills and encourage appropriate behaviour when navigating the online world.

We look forward to a productive and rewarding term ahead.

Ashlee Scott 

Middle School Pastoral Coordinator 

Growing Thinkers, Principled Learners: Academic Life in the Middle Years at Oakleigh Grammar

As the MYP Coordinator at Oakleigh Grammar, I would like to warmly welcome all new families to our Middle School community. My name is Guang Wu, and I oversee the implementation of the International Baccalaureate Middle Years Programme (MYP) in Years 6–9.

At the heart of an IB education is the IB Learner Profile. These ten attributes — Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, and Reflective — describe the type of young person we are striving to develop. In practical terms, this means our academic program goes beyond content delivery. When students design experiments in Science or debate ethical issues in Individuals and Societies, they are developing as Thinkers and Communicators. When they reflect on feedback and set goals for improvement, they are becoming Reflective learners. When they acknowledge sources correctly and act with honesty, they demonstrate what it means to be Principled.

These attributes are not posters on a wall; they shape our daily interactions, procedures and policies. 

Our updated MYP Assessment Policy, now available on the school website, reflects this philosophy clearly. Assessment at Oakleigh Grammar is educative — it exists to support growth. Students are assessed against subject-specific criteria (A–D) using the MYP 1–8 achievement levels. This criterion-related model ensures fairness and clarity, helping students understand what success looks like and how they can improve. Through continuous reporting on Compass, families can see learning tasks, rubrics, and feedback throughout the semester.

Being Reflective and Balanced also means helping students manage responsibility. Clear processes are in place regarding late submissions and absences.
Absent from Assessment

Students are expected to communicate proactively with their teachers and provide appropriate documentation where necessary. These structures teach organisation, accountability, and self-management — essential Approaches to Learning skills within the MYP framework.

To further strengthen accountability, we have introduced Academic Detentions in the Middle School. These supervised sessions are designed not as punishment, but as structured support, an opportunity for students to demonstrate resilience and take ownership of incomplete or unsatisfactory work. In this way, we are intentionally developing Risk-takers who learn from setbacks and grow through challenge.

Alongside accountability, we provide support. Homework Club, free Mathematics tutoring, and the use of Progressive Achievement Tests (PAT) help us identify where students need extension or additional guidance. Our goal is always to ensure that each child is appropriately challenged and supported.

As a Christian school, our HARK values, Humility, Aspiration, Respect, and Kindness, sit naturally alongside the IB Learner Profile. We want our students to aspire to excellence, to act with integrity, and to treat others with care. Personally, I see my role as ensuring that our academic systems are clear, consistent, and aligned with these values.
I look forward to working with you as partners in your child’s journey, as together we nurture not only strong academic outcomes, but confident, capable, and principled young people.

Guang Wu

MYP Coordinator 

Year 12

The 2026 academic year, is now in full swing. Our Year 12 cohort are well into their final and most significant chapter at Oakleigh Grammar. Year 12 is not simply about completing school; it is a year of growth, leadership, resilience, and striving for excellence.

We commenced the year with a clear focus on setting a strong academic tone. From the outset, students were reminded that success is built on daily discipline, organisation, and consistent effort. Year 12 is not a journey undertaken alone it is collective. The strength of this cohort lies in its unity: we rise together, support one another, and share in each other’s successes.

Highlights of our commencement included a communal lunch, our Year 12 camp, and the presentation of jackets. The lunch reinforced the importance of connection and belonging. Camp deepened trust, strengthened friendships, and encouraged reflection on leadership and responsibility. Receiving the Year 12 jackets symbolised not only privilege, but accountability the responsibility to lead by example within our school community.

Throughout the year, our pastoral team consisting of Mr Zafiropoulos, Mrs Scarlata, Mrs Giaimo and Mr Gobbo stand beside our students as mentors and guides. Their commitment to both academic achievement and personal wellbeing is second to none and ensures that every student is supported, challenged, and encouraged to grow.

As a community grounded in Humility, Aspiration, Respect, and Kindness; we are reminded that excellence extends beyond results. Humility keeps us teachable. Aspiration drives us to aim high. Respect shapes our relationships. Kindness strengthens our community.

There will be challenges, but these moments will shape character and resilience. I encourage every student to exceed themselves not only academically, but in leadership, integrity, and service.

Year 12 will pass quickly. Make it purposeful. Support one another. Seek excellence in all areas of life.

The journey has begun.

Dean Damatopoulos

Acting Year Level Leader (Year 12)

Senior School

As we approach the middle of the term, we reflect on an action-packed start to the year that has kept our senior students busy, engaged, and forming strong connections with their peers. From outdoor adventures to in-school experiences, it has been a term filled with opportunities to feel part of our Oakleigh Grammar community. We shared the experience of the whole school Blessing, the staff cutting of the Vasilopita, school photos, the up-coming Academic Assembly, Swimming Sports, Camps. It feels like we are already halfway through the year in such a short time.

Our Year 11 students ventured to Anglesea, where they embraced the waves with surfing and Paddle Boarding. They also built connections with their peers through onsite activities like ropes obstacles, archery, bush hiking or just connecting over the campfire. The camp provided an incredible opportunity for students to bond while stepping outside their comfort zones.

Meanwhile, our Year 10 students also immersed themselves in the natural beauty of Anglesea, where they participated in bushwalking, canoeing, and stand-up paddleboarding. These activities and more, like the incredible high ropes course, skateboarding, beach volleyball, basketball encouraged teamwork, as students navigated new challenges and celebrated their achievements together.

Beyond outdoor adventures, our Senior School Leaders will also participate in the 2026 Leadership Conference, held at St Leonard’s College on the 3rd March . Our School Leaders will further refine their leadership capacity and forge connections with one another and student leaders around from other Independent Schools in Melbourne. We all look forward to attending and being inspired.

In the first few weeks of Term One, we celebrate the friendships strengthened and the skills gained. It has been a fantastic start to the year, and we look forward to what the term has in store. Thank you to all students and staff who made these experiences so rewarding we can’t wait for more learning, adventures, and opportunities in the months ahead.

Paula D-Tsiagalos

Year 10 and 11 Year Level Leader and Senior School Pastoral Coordinator

Senior Mathematics

The 2026 school year has commenced with great enthusiasm and purpose in Senior Mathematics at Oakleigh Grammar. We are delighted to see strong enrolments across our senior classes, reflecting both the commitment of our students and the confidence families place in our mathematics program. The year has begun extremely well, with students demonstrating focus, determination and a genuine desire to achieve their personal best.

Our dedicated senior mathematics teachers have been working collaboratively to ensure every student is both supported and challenged. Through careful planning, targeted feedback and high-quality instruction, the team is committed to fostering strong conceptual understanding and consistently pleasing academic outcomes.

To further strengthen our program, the senior mathematics staff recently attended a VCE professional development day focused on reviewing the previous year’s VCAA examination papers. This important day provided an opportunity to analyse question trends, discuss assessment expectations and refine teaching strategies. By engaging deeply with VCAA materials, our teachers continue to enhance their practice, ensuring that classroom learning remains aligned with current standards and best prepares students for success in their final examinations.

We are also proud to offer an outstanding tutoring initiative within our school community. Three of our 2025 Year 12 graduates — Mattea Georges (Dux), Alexander Korlos (Dux Proximus), and Mary Alexopoulos (achieving ATAR in the 90s) — are now supporting our current senior students.

Each of these exceptional young mathematicians excelled across their subjects and brings both expertise and enthusiasm to their role.

These tutors are available Monday to Thursday from 3:30pm to 5:30pm in the Academic Centre for Excellence and are able to assist students in Year 10, Year 11 and Year 12 across all mathematics subjects. This program provides a valuable opportunity for students to seek clarification, consolidate understanding and build confidence in a supportive environment.

We are incredibly proud of the strength of our Senior Mathematics program and the culture of excellence and collaboration that continues to grow. We look forward to a productive and successful year ahead for all our students.

Leanne Giaimo

Academic Leader Senior Mathematics

Arrowsmith 2026

Welcome back to all families.

This year, we have welcomed four new students into Arrowsmith, and they have all settled nicely into the existing class. We also welcome Miss Katselli to our classroom. Miss Katselli will be assisting Mrs Papadakis and myself. 

She is a trained Arrowsmith facilitator and has been supporting the Arrowsmith Program for nine years.

We are very proud of our students, who have been working to the best of their ability and challenging themselves to reach their daily goals. Already, two new students have mastered Two-Handed Clocks in a short amount of time, which is a wonderful achievement.

We are also excited to share that our 10 Year Arrowsmith event will be held in May 2026. We look forward to welcoming back past and present students and their families, and to hearing about their educational journeys and successes. Further details will be sent to Arrowsmith families via email shortly.

Just a reminder to please email myself and the School Office if your child is going to be absent.

Helen Gilinas

Arrowsmith Coordinator

SRC

On Saturday 7 and Sunday 8 February, the Serbian Vašar Festival in Keysborough brought the wider community together through traditional music, dance and food. Families and friends gathered to honour Serbian traditions, enjoying vibrant performances, authentic cuisine and the warm spirit of community that makes this event so special.

We were especially proud to have our Senior School Leaders in attendance, representing our school with dignity and enthusiasm. Their presence reflected our commitment to celebrating the diverse cultural backgrounds within our community and supporting events that strengthen cultural understanding and unity. Through their participation, they demonstrated leadership in action, engaging with community members, showing respect for tradition, and proudly standing alongside our Serbian families in celebration of their heritage.

On Friday 13 February, our school community came together for the much-anticipated Leaders Induction Assembly. During this significant occasion, we proudly acknowledged and presented our Student Leaders, including the newly appointed Student Representative Council (SRC) members for 2026. The assembly served as an important reminder of the value of leadership, accountability, and the vital role of student voice in guiding and enriching the future of our school.

The SRC holds an essential responsibility within the school, acting as a voice for the student body, raising matters of importance, and coordinating initiatives that contribute positively to school life. Whether organising events or advocating for the needs and ideas of their peers, these students are committed to building a supportive, inclusive, and vibrant school community.

In 2026, the SRC will work in partnership with the Middle School Vice Captains, the Social Justice Leaders, and the School Vice Captains to ensure that student projects and initiatives are successfully implemented. Through collaboration and teamwork, they will strive to enhance school spirit, increase student participation, and play an active role in key school events and activities.

We warmly congratulate all newly inducted SRC members and eagerly anticipate the meaningful contributions they will make to our school throughout the year.

Natasha Spanos 

SRC Coordinator

Digital Technology: Year 6 & 7 Explore Computer Systems

This month in Digital Technology, our Year 6 and Year 7 students participated in an exciting and highly practical unit focused on computer systems and digital hardware. 

Students explored the components that allow computers to function, including operating systems, embedded and non-embedded systems, CPUs, RAM, storage devices, cooling systems, and internal hardware connections.

To build deep understanding, learning moved beyond PowerPoint presentations and into hands-on exploration. Students were given the opportunity to disassemble and reassemble desktop computers, identifying key components and discussing their purpose within the system. This approach allowed students to recognise the physical hardware that supports the software tools they use daily for learning, creativity, and problem-solving.

Throughout the process, students carefully located and examined essential parts such as the motherboard, RAM, hard drives, power supply, and CPU cooling fan. A major focus of the unit was understanding the importance of cooling and airflow. Students observed how dust build-up can affect system performance and reliability and practised safely cleaning dust from fans and heat sinks, including the fan above the CPU. This was an excellent opportunity for students to develop real-world awareness of how computers are maintained in homes, workplaces, and professional IT environments.

Students also developed an understanding of how operating systems work as the “manager” of a computer system. They compared how different devices use operating systems in different ways, and they explored examples of embedded systems, such as smart devices and appliances, versus non-embedded systems such as desktop computers and laptops.
This unit directly aligns with the Australian Curriculum v9: Digital Technologies, particularly in the area of developing knowledge of digital systems and understanding how hardware and software interact. Students were supported to explain how digital systems are structured and how components work together to process, store, and transmit data. They also developed important skills in problem-solving, collaboration, and safe technology practices through the structured disassembly and reassembly process.

The unit also helped students make meaningful links to future learning and STEM pathways. Understanding computer systems provides strong foundations for future topics such as cybersecurity, robotics, software development, data analytics, computer engineering, and IT support. By engaging with real computer hardware, students developed confidence and curiosity, and they strengthened the practical knowledge required for future digital technologies learning.

Overall, this hands-on learning experience was a valuable and engaging way for students to develop technical understanding, critical thinking, and future-ready skills in Digital Technology.

Peter Akbiyik

Teacher, VCE Applied Computing & Data Analytics

LOTE - Greek

Learning an additional language is one of the most valuable gifts we can offer our students. Beyond developing communication skills, language learning strengthens cognitive growth, deepens cultural understanding, and nurtures empathy and global awareness. At Oakleigh Grammar, our LOTE – Greek Department provides students with meaningful opportunities to be immersed not only in the Greek language but also in the rich traditions, history and customs that accompany it. Through engaging and interactive lessons, students explore vocabulary, grammar and expression while experiencing Hellenic culture in authentic and dynamic ways. From music and storytelling to cultural celebrations and hands-on activities, our classrooms are vibrant spaces where language comes alive and every learner is encouraged to connect with both heritage and the wider world.

A highlight of the term was the celebration of International Greek Language Day, a day dedicated to recognising the global influence and enduring legacy of the Greek language. Students across year levels enthusiastically participated in a range of creative and educational activities. They solved crosswords and word puzzles, engaged in collaborative language games, and discovered how Greek words and ideas extend far beyond the walls of the classroom. Throughout the day, students demonstrated their growing confidence in Greek by performing traditional songs and taking part in lively storytelling experiences that brought the language to life. In some classrooms, interactive trivia challenges added an extra layer of excitement, as students tested their knowledge of Greek vocabulary, mythology and significant historical personalities. The celebration highlighted not only linguistic achievement but also the pride our students feel in engaging with one of the world’s oldest and most influential languages.

Our Junior School students also embraced the joy of cultural learning through the celebration of Clean Monday, marking the beginning of Great Lent in the Greek Orthodox tradition. Students were introduced to the meaningful custom of “Kyra Sarakosti,” learning about its symbolism and the way it helps families count down the weeks to Easter. With creativity and enthusiasm, students designed and decorated their own colourful kites, reflecting the traditional practice of kite flying on this special day. The festivities extended beyond craft activities, as students explored Lenten foods, discussed traditions observed in Greece and Australia, and reflected on themes of renewal, preparation and community. Through these experiences, even our youngest learners gained a deeper appreciation of Greek customs and the values they represent.
 

Natasha Spanos

Academic Leader - LOTE

Hellenic Culture 

At Oakleigh Grammar, celebrating Hellenic culture is at the heart of our school community. Throughout the year, our students are honoured to be invited to numerous community events that commemorate and promote Greek history, language and traditions. On each occasion, our students represent the School with pride and dignity. Both Greek and non-Greek students participate enthusiastically, demonstrating deep respect and admiration for Hellenic heritage and embracing the rich cultural identity that defines our community.

Recently, students attended the wreath-laying ceremony and memorial service dedicated to Theodoros Kolokotronis, the legendary leader of the Greek War of Independence. This solemn occasion allowed us to reflect on his unwavering dedication to freedom and his lasting impact on Hellenic history. The event took place on Sunday 15 February at the Cathedral of Our Lady “Axion Estin” in Northcote and was organised by the Panarcadian Association of Melbourne and Victoria “O Kolokotronis”. Our Year 6 SRC members, Maria Kaimakamis and Carly Makris, laid a wreath on behalf of Oakleigh Grammar, honouring the memory of this national hero with respect and pride.

In addition, our School proudly participated in celebrations for World Greek Language Day. On Monday 9 February, a major celebration was hosted recognising the global significance of the Greek language. In 2025, the UNESCO General Assembly declared that 9 February would be celebrated each year by all nations as World Greek Language Day, a historic and significant global recognition of the Greek language and culture. Unit 1 and 3 students who study Greek attended the event as part of their curriculum at the Capital Theatre, RMIT University. During the evening, our students proudly joined other schools in singing the Greek National Anthem. 

On the same occasion, the Consulate General of Greece in Melbourne and the Office of the Coordinator for Educational Affairs, in collaboration with La Trobe University, hosted an event titled “The Greek Language in Melbourne.” At this special gathering, students Athena Dimopoulos and Eva Bakalis shared their experiences participating in the Certificate of Attainment in Greek examinations, inspiring others through their dedication and commitment to the study of the Greek language.

Through these meaningful events, Oakleigh Grammar continues to strengthen its commitment to preserving and celebrating Hellenic culture, ensuring that the Greek language and traditions remain vibrant within our diverse school community.'

Natasha Spanos 

Hellenic Culture Coordinator

Orthodox Christian Studies

We are pleased to introduce our dedicated Orthodox Christian Studies Team: Mrs Pavlidou, Mrs Tsalapataris, Mrs Bogiannidou, Mrs Tsiagalos, and Mr Damatopoulos. United by a shared love for Christ and His Church, our team works collaboratively from Early Years to Year 12 to nurture faith, understanding, and spiritual growth in every student.

This year we are rolling out our new curriculum framework, “The Way”, inspired by Christ’s words: “I am the Way, the Truth, and the Life” (John 14:6). This framework offers a comprehensive and integrated approach to Orthodox Christian education, firmly grounded in the life and tradition of the Church. Its purpose is not only to inform students, but to form them nurturing an Orthodox Christian phronema, a mindset shaped by truth, love, humility, and communion with God.

“The Way” is structured around five Key Learning Areas:
Scripture and Sacred Texts, immersing students in God’s revelation and the story of salvation;
Faith and Worship, exploring the liturgical and sacramental life of the Church;
Beliefs and Doctrine, grounding students in the teachings of the Creed, the Councils, and the Fathers;
Christian Life: Praxis and Ethos, guiding daily faith lived through virtue and service; and
Christian Ethics, forming moral discernment through the lens of Orthodox values.

These are supported by three holistic Achievement Strands:
Knowledge and Understanding, seeking truth in Christ through Scripture and Tradition;
Reasoning and Responding, engaging thoughtfully with life’s questions in humility and faith;
Personal and Communal Engagement, living the truth through worship, relationships, and service.

At its heart, “The Way” leads students toward a transformative encounter with Christ, equipping them to live faithfully and confidently in the modern world.

This term, our focus is Great and Holy Lent. Through prayer, fasting, almsgiving, and forgiveness, students are invited to see Lent not as restriction, but as renewal a sacred opportunity to realign their lives with Christ. In the classroom and in daily life, they are encouraged to practice kindness, self-control, gratitude, and compassion.

We thank our families for their continued support as we journey together toward Christ, the Way, the Truth, and the Life.

Dean Damatopoulos

Orthodox Christian Studies Leader

Careers Events to Diarise in Term 1

Senior School Careers and Employment Expo at OG Tuesday 31st March, 2026

Please check out the flyer for further information! Parent are encouraged to attend!

What the Career Centre can assist you with?

• Apprenticeships Information
• Résumé Writing and Interview Skills
• Cadetships & Traineeships
• Career Events Internal and External
• Scholarship Opportunities
• Careers Testing - Morrisby Profile
• Subject Selection Counselling
• GAP Year Opportunities
• University/TAFE/College Courses & Programs
• Individual Careers Counselling
• Tertiary Application Process – Local/Interstate/Overseas
• Tertiary Open Day events
• VET in Schools Programs
• Overseas Exchange Programs
• Part-time & Casual Job Opportunities
• Weekly Career News Updates

Applying for a Tax File Number (TFN)

All students need a Tax File Number TFN to start work and to enrol in tertiary study. Year 12 students are reminded that a TFN is required to enrol in a Commonwealth Supported Place (CSP) at university, so early application is recommended. Students apply online, visit TFN Application 

MySCI Science Holiday Program

MYSci is a three-day science program for students in Years 11 and 12 in 2026, held at Monash University’s Clayton campus. The program immerses students in a university research environment through hands-on workshops, access to state-of-the-art facilities and more.

Dates: Wed 8 – Fri 10 April 2026 Location: Monash Science Precinct, Clayton Campus Cost: $125

Places are limited so register soon at MySCI Science 2026.

Michelle Mascaro 

Careers Advisor

In 2026 we are excited to be sharing more of our Alumni’s stories and journeys that have shaped them since their time at Oakleigh Grammar.

Alumni Spotlight - Laura Mandikos (Class of 2007)

In the first edition of Grammar News, we are excited to feature alumna Laura Mandikos, from the Class of 2007.

Following on from graduating Oakleigh Grammar, Laura went on to spend almost ten years in the finance sector, however, at the age of 28, decided to achieve her aspiration to be a lawyer and completed a Bachelor of Law, followed by a Graduate Diploma of Legal Matters.

Currently, Laura is working as a Reader at the Victorian Bar.

Outside of her passion for helping people with their legal matters, Laura enjoys spending time with her beautiful daughter, going on road trips, cooking, and spending time in nature.

Reflecting on her time at Oakleigh Grammar the one piece of advice she received from a teacher that has remained with Laura was to never burn bridges, that you could have disagreement or conflict with another person and then be sitting across from them one day looking to work for them.

Laura’s time at Oakleigh Grammar also taught her the value of hard work – she got out what she put in – inspiring her to keep pushing to be the best version of herself.

With law as Laura’s passion from an early age, returning to it after working in the finance sector reflects that the paths to our goals are rarely linear. Her message to all our students at Oakleigh Grammar is to follow your heart and trust the process.

Laura’s achievements are significant and we acknowledge her commitment, loyalty and work-ethic, and are proud for her to be part of our Oakleigh Grammar Alumni.

School Crossing Reminder 

Oakleigh Grammar would like to remind families to be safe around School crossings. 

2026 Term Dates

Please find the 2026 School Year term dates on our Term Dates page here.

Financial assistance information for parents

Camps, sports & Excursions Fund (CSEF)

CSEF is provided by the Victorian Government to assist eligible families to help cover the costs of school trips, camps and sporting activities.

If you hold a valid means-tested concession card or are a temporary foster parent, you may be eligible for CSEF. 

The allowance is paid to the school to use towards expenses relating to camps, excursions or sporting activities for the benefit of your child.

The annual CSEF amount per student is:

• Payments for 2026 are $400 per year for all eligible Victorian school students.

How to apply

New applicants should contact the school office to  obtain a CSEF application form or download from the website below. 

If you applied for CSEF at your child's school last year, you do not need to complete an application form this year unless there has been a change in your family circumstances. 

You only need to complete an application form if any of the following changes have occurred:

• new student enrolments; your child has started or changed schools this year.
• changed family circumstances; such as a change of custody, change of name, concession card number, or new siblings commencing this year.

Check with the school office if you are unsure.

For more information, visit: https://www2.education.vic.gov.au/pal/camps-sports-and-excursions-fund/resources

2026 CSEF Application Form

2026 CSEF Financial Assistance Information - Parents