What Happens After the School Bell Rings?

While students head off to sports, homework, rehearsals or home for the evening, the work of a school community continues long after the final bell.
Across the Junior School, staff continue engaging in reflection, professional dialogue, and collaborative planning focused on how we can best support students across their learning, wellbeing and social development. Like all strong schools, we recognise that supporting children well requires ongoing review, responsiveness and a willingness to continually refine practice as student needs evolve.

Throughout the term, teams have explored ways to strengthen consistency in student experiences across classrooms, specialist programs and playground settings, while continuing to build environments where students feel safe, supported, connected and confident to navigate both the successes and challenges that come with school life.

Importantly, this work is never viewed as finished. Schools are living communities, and the needs of students, families and educators continue to grow and change over time. One of the strengths of our Junior School continues to be the willingness of staff to engage openly in reflection, collaboration and continuous improvement to ensure student wellbeing and growth remain at the centre of decision-making.

So yes, while students may hear the bell ring at 3:25 pm, for us, the thinking, reflecting, planning, and occasional coffee and biscuit-fuelled conversations are often just getting started.
 

Shelley Parkes 

Assistant Principal - Head of Junior School

From Intention to Evidence

As we move toward the end of the semester, the rhythm of school changes. Students are no longer simply doing their subjects, routines and fulfilling expectations. They are now being asked to show what they know.

Assessments, SACs, tests and examinations begin to provide important evidence. They show what has been understood. They reveal what needs to be strengthened. They help teachers make informed decisions about what to clarify, revisit or extend. They also help students see the link between their habits and their progress.

This is why assessment should not be viewed only as a mark.

A mark matters, but it is not the whole story. Assessment is also feedback. It gives students a clearer picture of where they are in their learning. It shows whether their study methods are working. It highlights gaps in knowledge, skill or confidence. Most importantly, it points to the next step.

Earlier in the year, students may have begun with strong intentions. They may have set goals, made commitments and imagined what they hoped to achieve. These intentions are valuable. But intention must become action. Action must become habit. Habit must eventually become evidence.

This is the work of learning.

At this time of year, students are encouraged to prepare with purpose. Effective study is active. It involves more than reading over notes or highlighting pages. Students need to test themselves, complete practice questions, explain ideas in their own words, revisit feedback and return to challenging material. Learning strengthens when students retrieve, practise and refine.

Parents also play an important role. Calm, practical support can make a significant difference. Encouraging a regular study routine, reducing distractions, supporting sleep and asking thoughtful questions can help students stay focused. The most useful question is not always, “Have you finished?” Sometimes it is better to ask, “What are you trying to improve?”

This is a season for honesty, not panic.

If the evidence shows progress, students should build on it. If the evidence shows weakness, they should respond to it. A disappointing result is not a final judgement. It is information. It tells a student where attention is needed next.

The aim is not perfection. The aim is growth with purpose.

When students learn to use assessment as evidence, they become more reflective, more resilient and more capable learners.

Exceed the Expected.

Lance Ryan

Assistant Principal - Academic

Chaplains Corner

As we journey through the joyful season following Pascha, the Church leads us toward two great feasts that reveal both the glory of Christ and the mission of His people: the Feast of the Ascension and the Feast of Pentecost.

Forty days after His Resurrection, our Lord ascended into heaven, seated at the right hand of the Father. The Ascension is not a farewell, but a promise. Christ does not abandon humanity; rather, He lifts our human nature into the very presence of God. The disciples stood looking upward in awe, but they were also filled with hope, knowing that Christ remained with them and that something greater was still to come.

That promise was fulfilled at Pentecost. Fifty days after Pascha, the Holy Spirit descended upon the Apostles “as tongues of fire” (Acts 2). At that moment, fearful fishermen became courageous witnesses to the Gospel. One of the most remarkable signs of Pentecost was that the Apostles were suddenly able to speak in many different languages, and people from every nation could hear the Word of God in their own tongue.

This miracle reminds us that the message of Christ is for everyone. God speaks to every person, every culture, and every heart. Pentecost reverses division and confusion by bringing people together in truth, love, and understanding through the Holy Spirit.

In our own school community, this feast carries a special meaning. We are blessed to come from many backgrounds, cultures, and languages, yet we are united as one community in Christ. Just as the Apostles were called to share God’s Word with the world, we too are called to speak words that bring hope, kindness, peace, and encouragement to others.

Pentecost also reminds us of the importance of listening. The crowds did not simply hear noise; they heard truth that touched their hearts. In a world filled with many voices, may we learn to listen carefully for the voice of God and respond with faith, humility, and love.

As we celebrate these holy feasts, may the risen and ascended Christ continue to guide our school community, and may the Holy Spirit strengthen us to live with courage, wisdom, and compassion in all that we do.
 

Rev. Fr. Stavros Kakavas
School Chaplain

Message from the Director of Early Learning Centre

What a wonderful beginning to Term Two! It has been a joy to welcome our children back through the doors, full of energy and excitement, ready to reconnect with friends and dive into learning. The warmth within our classrooms, and from the gorgeous autumn sunshine outside, has made for a truly special start to the term.

Our outdoor spaces have been at the heart of it all. Children have embraced every opportunity to explore, play and investigate, and we were thrilled to welcome Hop the rabbit into her brand new playground home, complete with an umbrella, seesaw and a dedicated viewing area for the children to enjoy.

We paused to reflect on the significance of Anzac Day in a meaningful and age appropriate way. Through play-based experiences, children explored symbols such as poppies, wreaths and Anzac biscuits, and shared stories to help them understand why this day holds such importance. Our whole community came together for a moving Anzac service, watching 'The Anzac Ted' story, observing a minute's silence and listening to The Last Post. A collaborative wreath, crafted with contributions from every class, stood proudly on display as a beautiful reminder of our togetherness.

Our Pre-Preps have had glorious Autumn weather when venturing to Galbally Reserve for nature walks filled with bug hunts, birdwatching and dry creek bed exploration. The curiosity and wonder our children bring to these experiences is always a delight to witness! They return full of stories and this program continues to be a highlight for our students!

Finally, excitement is building for our upcoming SEED Project Learning Journey Event, centred on our community inquiry, 'How do we belong?' Children across all classes are preparing displays and experiences that make their thinking and creativity visible. Families and extended family are warmly invited to attend and share in this celebration of learning, identity and belonging.
 

Katarina Hills

Director of Early Learning Centre

Exploring Greek Language in the Bluebell Class

Over the past few weeks, the Bluebell class has been exploring the Greek language and culture through songs, interactive experiences, and group discussions. 

The children have been learning Greek songs such as Kalimera, the Days of the Week, Χαρωπά τα Δυο μου Χέρια, and colours in Greek, helping to build their confidence and familiarity with the language. 

We also introduced our special puppet, Dafni, who comes from Greece and speaks only Greek. 

Through interactions with Dafni, the children practised simple conversational Greek, including how to ask “What is your name?” and respond with “My name is…”, encouraging communication, confidence, and engagement in a fun and meaningful way.

Patricia Keramidas

ELC Language Teacher

Reconciliation Week - 'How the birds got their colours.'

As we approach Reconciliation Week, the children have been exploring the Dreamtime storybook How the Birds Got Their Colours. Inspired by the story, they researched different birds and created their own designs by drawing with sharpie on brown paper. They then added a variety of plain and spotted feathers, using different colours and textures to create their own unique birds.

This learning experience connects to Reconciliation by helping children develop an understanding and appreciation of Aboriginal culture, traditions, and beliefs. Through Dreamtime stories, children learn the importance of community, sharing, respect, and understanding others, while recognising the significance of Aboriginal perspectives and storytelling.

Milly Brodie

ELC Teacher - 3 Year Old

Our Pre-prep Community Walk

Last week we went on our Pre-prep Community walk, our focus was looking for the sights and sounds of nature. We discussed before we left, what nature is and what natural things we may find on our walk. As we travelled along our walking route to the park, the children shared their observations of the natural world. Once in the park the children used binoculars and magnifying glasses to look for aspects of nature that they found interesting. Once they had located those things, they spent time studying them with their equipment and then we supported them to take some great photos of their explorations, which we are going to print and use to create artwork with.

Jackie Walker

ELC Teacher

Year 2 Student Paige on FOX FM

We are delighted to share a very special experience from our Year 2 student, Paige, who recently had the exciting opportunity to appear on Melbourne’s FOX FM 101.9 on the popular Fifi, Fev & Nick breakfast show.

On Wednesday 13 May, Paige took on the role of a junior weather presenter, confidently sharing the weather forecast live on air.

“I felt excited and a little nervous before speaking, but I really enjoyed hearing my voice on the radio,” Paige shared afterwards. Her favourite part of the experience was delivering the weather forecast and being part of a live broadcast.

Paige reflected on how proud she felt for being brave and trying something new. It was a fun and memorable experience that she will cherish for a long time.

A wonderful example of confidence, courage, and making the most of exciting opportunities beyond the classroom.

Paige on FOX FM! Year 2 Weather Presenter Live on Air

Our Young Writers

Writing across the Junior School has flourished throughout Term 2, with students from Prep to Year 5 engaging in rich and purposeful learning experiences designed to strengthen creativity, vocabulary, and communication skills.

Prep students explored poetry through similes, creating imaginative comparisons such as “as slinky as a snake” and “as soft as a bunny tail.” These playful activities supported students in developing descriptive language and confidence as young writers.

In Year 1, students discovered the impact of alliteration in their writing. Through highly visual and engaging activities, they experimented with repeating sounds to create lively imagery and fun phrases that were enjoyable to read aloud.

Year 2 students explored Kennings poetry, describing objects and animals through creative two-word phrases such as “bone-cruncher” and “night-shiner.” This engaging writing style encouraged students to expand their vocabulary, think creatively, and build confidence in their writing abilities.

Year 3 students focused on biography writing, researching significant individuals and exploring their achievements, struggles, and impact on society. This work strengthened students’ research skills, empathy, and understanding of how to organise factual information chronologically.

In Year 4, students created information reports about Australia’s landscapes. Through their investigations, students explored how environments are formed, how they can be impacted by people and events, and the importance of sustainability, while developing strong research and report writing skills.

Year 5 students completed detailed character analyses using the PAIRS acronym. Physical appearance, Actions, Inner thoughts, Reactions, and Speech. Using evidence from the mentor text All Four Quarters of the Moon, students produced thoughtful and sophisticated responses.

It has been wonderful to see students across the Junior School developing their writing skills with enthusiasm, creativity, and growing confidence throughout the term led by our incredible team of educators.

Sarah Caffrey

Head of Junior School Curriculum

Middle School Pastoral Coordinator

Last week, our Middle School students participated in a presentation from the Cyber Safety Project. These sessions were targeted at individual year levels and provided students with valuable information, including the importance of maintaining a positive digital footprint, recognising unsafe online behaviour and seeking support when needed.

As technology continues to play an important role in learning and social connection, we would like to remind families of the importance of ongoing conversations around safe and responsible online behaviour.

Some key cybersafety tips discussed with students included:
• Think before you post — once something is shared online, it can be difficult to remove permanently.
• Keep personal information private, including passwords, locations and contact details.
• Be respectful online and remember that digital communication should reflect the same expectations as face-to-face interactions.
• Avoid responding to hurtful messages and report or block inappropriate behaviour.
• Be aware that not everyone online is who they say they are.
• Speak to a trusted adult if something online feels unsafe, upsetting or uncomfortable.

Families are encouraged to continue these conversations at home and reinforce safe online habits. Additional parent resources and advice are available through the eSafety Commissioner, including guides on social media, gaming, cyberbullying and family technology agreements.
We also encourage students and families to revisit the school ICT Acceptable Use Policy to ensure all students understand their responsibilities when using devices and online platforms both at school and at home.

Ashlee Scott 

Middle School Pastoral Coordinator 

Celebrating Cultural Diversity at Oakleigh Grammar

Our recent Cultural Diversity Day was a joyful reminder of what makes our community so special. In a world often overshadowed by conflict, division and uncertainty, our students and staff came together to celebrate something far greater, our shared humanity. Through music, food, language, cultural traditions and meaningful interactions, the day highlighted the richness of our differences while reinforcing the values that unite us as one community.

We are incredibly proud of our student leaders and all those involved in organising the event. Their enthusiasm, initiative and commitment transformed the Outer Yard into a vibrant celebration of culture, connection and belonging. The stalls, activities and performances reflected not only the diversity within our school, but also the deep respect and appreciation our students have for one another. Events such as these do far more than entertain; they build understanding, empathy and compassion, qualities our world desperately needs.

At Oakleigh Grammar we are blessed to be part of a community shaped by many cultures, languages and traditions, yet grounded in shared Christian values of love, dignity and peace. Cultural Diversity Day reminded us that our differences should never be used to create separation but enrich our collective identity.
This message is beautifully captured in the words of Saint Paul:
“There is neither Jew nor Greek, slave nor free, male nor female; for you are all one in Christ Jesus.” — Galatians 3:28

This Orthodox Christian teaching calls us to look beyond superficial divisions and recognise the inherent worth and dignity of every person. It reminds us that unity does not mean sameness; rather, true unity is found when people from different backgrounds come together in love, humility and mutual respect.

We congratulate our leaders for creating an event that not only celebrated culture but also strengthened the sense of harmony and inclusion within our school.

Paula D-Tsiagalos

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

Running the race

As our Year 12 students continue this important journey, it is essential to remember that success is not built in one night of study or one exam, but through daily habits, discipline, perseverance, and the support of the collective.

St Paul reminds us: “Run in such a way that you may obtain the prize” (1 Corinthians 9:24). Year 12 is a marathon, not a sprint. There will be moments of fatigue, pressure, and discouragement, yet resilience is formed when we continue to move forward without losing hope.

At Oakleigh Grammar, our HARK values guide this journey. Humility reminds students to seek support. Aspiration encourages them to strive for excellence. Respect calls students to use their time wisely and value the opportunities they have been given. Kindness reminds us that we carry one another through difficult moments.

One of the greatest strengths of a Year 12 cohort is the power of the collective. Students should encourage one another to remain focused, productive, and disciplined during study periods. The privilege of leaving early, coming late (only on Tuesdays) and independent study time is designed to support learning and preparation and should not be abused. Strong habits create strong mindsets, and mindset plays a significant role in long-term success.

Students are also encouraged to make full use of the support available to them. Teachers and tutors generously provide time after school to assist students, answer questions, and help clarify understanding. Seeking help early, staying consistent with study routines, and remaining connected to staff and peers can make a significant difference during challenging periods.

Practical strategies for managing fatigue and stress include:

• Maintaining healthy sleep routines
• Creating structured study schedules and realistic goals
• Taking purposeful breaks and exercising regularly
• Avoiding procrastination and unnecessary distractions
• Studying collaboratively and supporting peers
• Asking for help before becoming overwhelmed

Students are also reminded that late arrival arrangements apply only on Tuesdays and are intended to support balance and effective study habits. Responsible use of privileges reflects maturity, self-discipline, and respect for the wider community.

Most importantly, one difficult SAC, stressful week, or setback does not define a student or their future. Growth often comes through perseverance. As a community, may we continue to support one another, carry one another’s burdens, and run this race together with faith, courage, wisdom, and hope.

Dean Damatopoulos

Acting Year Level Coordinator (Year 12)

On Thursday 14 May, we celebrated 10 Years of Arrowsmith at Oakleigh Grammar. What an incredible turnout, with past and present students, parents and teachers coming together to mark this important milestone.

It was heartwarming to hear where our former students’ learning journeys have taken them. Standout stories included a student now studying Molecular Biology and completing their third year, another studying Film and Television, one studying Law, and a number pursuing Early Childhood Education. We are very proud of all our students and it was wonderful to hear about where they are now.

Equally heartwarming were the parents’ stories, which reflected the significant and lasting benefits of the Arrowsmith Cognitive Enhancement Program.

We once again thank Mr Robertson for his support of this program in our school, and extend a huge thank you to Mrs Papadakis and Mrs Katseli for their ongoing commitment and dedication.

Helen Gilinas

Arrowsmith Coordinator

Oakleigh Grammar’s Student Representative Council (SRC) continues to play an active and meaningful role within our school community. Through a range of initiatives and events, our student leaders demonstrate responsibility, teamwork and a strong commitment to making a positive difference. The SRC provides students with opportunities to develop leadership skills, support important causes and contribute to the life of the school through action and service.

Our fortnightly SRC meetings, led by Vice Captains Joseph Kontos and Tijana Karac, have been highly productive and collaborative. These meetings provide students with an important platform to express their opinions, share ideas and work together to make decisions that benefit the wider school community. The respectful discussions and enthusiasm shown by all SRC members highlight the strong sense of leadership and student voice within Oakleigh Grammar.

One of the wonderful initiatives organised by our Year 6 SRC members was a Cupcake Stall in support of The Royal Children’s Hospital. Held during the Middle and Senior School lunchtime on Tuesday 28 April, the event encouraged students and staff to enjoy sweet treats while raising funds for a meaningful cause. The initiative was a great success and reflected the compassion, generosity and community spirit of our students, who were proud to support children and families in need.

To commemorate the 111th Anniversary of ANZAC Day, Oakleigh Grammar was honoured to be involved in a number of significant events throughout the commemorative period. Our Middle and Senior School Captains attended the local Dawn Service in Oakleigh, joining community members in a respectful tribute to the servicemen and women who have served our nation. The service provided a meaningful opportunity for reflection and remembrance. Following the Dawn Service, SRC students proudly participated in the official ANZAC Day March along St Kilda Road, carrying the banner for the 2/2 Field Regiment Association. Walking beside veterans and their families was a privilege for our students and highlighted the importance of honouring and preserving the stories and sacrifices of previous generations. On Tuesday 5 May, our Middle School Leaders also attended Melbourne Legacy’s 94th Annual ANZAC Commemoration Ceremony for Students. Together with thousands of students from schools across Victoria, they reflected on the courage, resilience and sacrifice demonstrated by those who served. Throughout all events, our students represented Oakleigh Grammar with dignity, respect and exemplary leadership.

The dedication and enthusiasm shown by our SRC members throughout these initiatives continue to make a positive impact on the Oakleigh Grammar community. Whether supporting charitable causes, contributing ideas through leadership meetings or representing the school at important commemorative events, our students demonstrate compassion, responsibility and pride in serving others. We congratulate all SRC members and student leaders for their outstanding efforts and look forward to seeing their continued contributions throughout the year.

Natasha Spanos 

SRC Coordinator

Leadership, Mentorship and Experiential Learning Across Our School Community

Across Oakleigh Grammar, students and staff continue to embrace the spirit of Round Square through programs and experiences that challenge students to grow in character, compassion and leadership.

Our Year 8 students have recently been engaging in a series of Leadership lessons as part of both their Pastoral Program and MYP alignment. Through inquiry-based discussions and collaborative activities, students explored a range of leadership styles while being encouraged to shift their understanding of leadership away from titles, badges or positions of status. Instead, students examined the ways in which Round Square defines leadership - as service to others, empathy, integrity and the ability to create meaningful change through small acts of kindness and everyday actions.

Students demonstrated considerable engagement throughout the program, contributing thoughtfully to discussions and reflecting deeply on the qualities required to positively influence a community. The lessons encouraged students to recognise that leadership can be demonstrated by anyone, regardless of age or position, and that authentic leadership is often shown in moments of courage, respect and compassion.

Last term, and continuing into this term, our Year 7 and Year 10 students also commenced the Mentorship Program. The initiative provides Year 10 students with the opportunity to mentor younger students as they transition through important stages of their school journey. During the program, Year 10 mentors met with their Year 7 mentees to discuss personal goals, school experiences and strategies for supporting one another throughout the year.

The Mentorship Program is an important opportunity for our senior students to embrace leadership through service, guidance and connection. By acting as mentors, Year 10 students develop empathy, communication and responsibility, while Year 7 students benefit from supportive peer relationships and a stronger sense of belonging within the school community.

During the school holidays, a delegation of students and staff attended the Round Square Conference hosted by Ballarat Grammar, titled “You’re the Voice.” The conference challenged students to explore the foundations of democracy and active citizenship through a range of experiential activities and collaborative challenges.

Throughout the conference, students engaged in UN-style discussions, Barazza groups, performances, physical and arts-based challenges, and explorations across Melbourne and Ballarat. These experiences encouraged students to broaden their perspectives, strengthen their confidence and further develop the character, resilience and communication skills that underpin the Round Square IDEALS. The conference provided students with valuable opportunities to connect with peers from other schools while reflecting on the ways young people can use their voices to contribute positively to society.

In another exciting initiative, our Round Square Student Ambassadors recently distributed a community survey inviting members of the Oakleigh Grammar community to share their ideas about how our school can become more environmentally aware and sustainable. The survey aims to gather authentic student, staff and community voice data, with the hope of identifying a meaningful environmental action to implement in Term 3. This initiative reflects the importance of student agency and demonstrates how young people can lead positive change within their own community through collaboration, inquiry and action.

Meanwhile, our wonderful Junior School staff recently participated in professional learning centred around the Round Square Discovery Framework. Discussions explored the purpose and philosophy of the framework, as well as its capacity to shape learning experiences that are experiential, student-centred and deeply connected to curiosity, discovery and global understanding.

The professional learning highlighted the importance of creating opportunities for students to learn through authentic experiences, challenge, reflection and action - continuing our commitment to embedding the values and spirit of Round Square throughout all areas of school life.

Rebecca Bettiol

Round Square Coordinator

JS Production: Dick Tracet and the Case of the Missing Robot JS Production: Dick Tracet and the Case of the Missing Robot - Tickets

Junior School Production – Years 3–5
Dick Tracet and The Case of the Missing Robot 
The excitement is building as students in Years 3–5 continue rehearsals for the upcoming Junior School Production! Students have been enthusiastically developing their performance skills through singing, acting, movement, and ensemble collaboration, while also building confidence and creativity on stage. The production has already become a wonderful opportunity for students to demonstrate teamwork, commitment, and resilience as they work together towards performance week. We look forward to sharing this vibrant celebration of the Performing Arts with our school community very soon.

Round Square Collaboration – The Red Thread
It is with great excitement that our 3D Art students are participating in an international Round Square collaboration titled The Red Thread. Working alongside Round Square schools from around the world, students will create an artwork featuring a symbolic red thread woven throughout the piece - a thread that will also appear in artworks created by participating schools globally.
Each artwork will reflect the culture, identity, and creativity of its school community while also incorporating subtle clues connected to another participating school. Through this collaborative artistic experience, students are exploring the transformative strength of the Arts as a powerful tool for connection, communication, and global understanding. The project beautifully embodies the Round Square ideals of Internationalism, Creativity, and Collaboration, reminding students that despite geographical distance, we are all connected through shared human experiences.

Year 9 Theatre & Music Production Excursion – ACMI 
Our Year 9 Theatre and Music students recently attended an exciting excursion to ACMI (Australian Centre for the Moving Image), where they participated in a practical workshop focused on mockumentary filmmaking.
Throughout the workshop, students explored how filmmakers manipulate and adapt the conventions of traditional documentary filmmaking to create satire, parody, and exaggerated realism within the mockumentary genre. Students analysed the techniques used to blur the line between fiction and reality, including interview structures, camera techniques, narration, awkward character interactions, and comedic timing.
The workshop provided students with valuable insight into collaborative devising processes and visual storytelling, which they are now applying within their own classroom projects as they create original mockumentary films. Students are currently using these skills to develop character, tension, humour, and social commentary within their collaboratively devised works, while strengthening their understanding of film language and contemporary performance-making practices.

Rebecca Bettiol

Learning Leader ‑ Arts & Design

VCD Excursion to Westwood/ Kawakubo and Games World exhibitions

As part of the study for Visual Communication Design (VCD), the Year 12 VCD students attended the Made to Move and John Golling’s exhibition at the National Gallery Victoria Australia at the Ian Potter Centre at Federation Square on Friday 27th March. Made to move presents from the NGV’s holdings of Australian jewellery spanning 1960 to 2020. Students also viewed John Gollings, Australian photographer and his collection of his architectural photography that bridges modernism and the present day, celebrating Australian architecture through a surreal lens.

We then walked to the NGV where we discussed Westwood and Kawakubo’s artwork and fashion pieces. After lunch, students explored the Games World exhibition at ACMI as part of their games and interactive experiences exploration.

This visit provided inspiration for student’s folio work and school-assessed tasks through viewing different design exhibitions from all design fields of messages, objects, environments and interactive experiences as part of their folio work this year. We are brainstorming different ideas and researching contemporary designers and their work as part of their research along with observational drawings, site visits and interviewing their target audience as part of their analysis for their studies. I have heard many exciting ideas, and I am looking forward to seeing what ideas they have come up with for their designs.

Emily Sacco

Arts/ Design Teacher

Lights, Art, Action! Preparing for the Junior School Production

The Visual Arts room has been buzzing with noise, excitement, and creativity as Year 3–5 students work on artworks and robot costumes for the Junior School 2026 Production. Students have enthusiastically explored the script Dick Tracet and The Case of the Missing Robot  while designing imaginative robot-inspired creations and backdrop scenes for the upcoming performance.

Our talented students are creating vibrant A3-sized mixed media projection pieces using paint, collage, metallic papers, and recycled materials. These artworks showcase bold colours, patterns, and futuristic designs that will help bring the production to life on stage. Alongside these works, students are also constructing creative robot costumes using recycled cardboard as a base, experimenting with texture, shape, and wearable design elements.

The atmosphere in the art room has been energetic and collaborative, with students sharing ideas, solving creative challenges, and encouraging one another throughout the process. It has been wonderful to see students confidently take artistic risks and express their individuality through their work.

The excitement continues to grow each week as students see their ideas transform into finished pieces. We warmly invite our school community to come along and enjoy the Junior School 2026 Production and celebrate the incredible creativity, imagination, and teamwork of our Year 3–5 students.

Vibha Tripathi

Visual Art Teacher

From Script to Screen

Students from the Year 9 Electronic Design and Interactive Media (EDIM) class recently travelled into Melbourne’s CBD to participate in the exciting Film It program at the ACMI, located at the iconic Federation Square.

Throughout the day, students explored the creative world of filmmaking and gained valuable insight into the different stages of movie production, including pre-production, production, and post-production. Working collaboratively in teams, students were provided with professional film scripts and challenged to bring scenes to life through acting, directing, camera work, and editing techniques.

Students also had the opportunity to work with industry-standard video production equipment, gaining hands-on experience using professional cameras, audio equipment, and filmmaking techniques used within the media industry, linking to future pathways in media, film, animation, and digital production.
One of the highlights of the excursion was watching students transform simple scripts into engaging short film scenes filled with creativity, humour, and teamwork. From planning camera angles and organising props to filming energetic scenes around Federation Square, the day was filled with laughter, problem-solving, and hands-on learning experiences.

The excursion provided students with an authentic industry-style experience and further developed their understanding of storytelling, cinematography, collaboration, and media production skills. The EDIM students represented the school exceptionally well and returned inspired by the possibilities within film, animation, and digital media industries.

Peter Akbiyik

Teacher, VCE Applied Computing & Data Analytics

Debating Report

Round 3 of the Interschool Debating Competition was in full swing this week, featuring several “firsts”. Mr Gridley and the team headed to Avila College (not Wesley) on a Wednesday (not Thursday) for a range of Secret Topics (not prepared ones)!

All of our teams had one hour, with no teacher-assistance or technology, to prepare. Oakleigh Grammar took the affirmative side of the following topics:

Year 12: That for movies and TV shows, we prefer sequels to remakes
Year 11: That all sports people (including e-sports) should be paid the same, regardless of experience or skill
Year 10: That schools should only teach books and movies from the last 100 years
Year 9: That all commercial and company vehicles must be electric by 2030

This meant that many of our students had to debate AGAINST their real personal positions, which is difficult, but is exactly the experience that creates excellent debating skills.

The inevitable subjectivity of movie and TV tastes? Brownlow medallists on the same salary as new recruits? No more Shakespeare, Dickens, Darwin or the Bible in schools?! The practicality of policing the vehicle types (e.g. every food delivery driver)? This was going to take some arguing.

Unfortunately, and uncharacteristically, we lost more than we won in this round, with the senior school teams beaten by Caulfield Grammar and Huntingtower. The glory instead went to our Year 9 students, who won by a country mile over Caulfield Grammar. All students were impressive, but it was Alexandra, Tiffany and Eva who stole the show. Individually and as a coordinated unit, they set up a model for the electric cars initiative, and thematically dismantled all the rebuttals that came their way. Eva won a Best Speaker Award from the third speaker position.

Next round is June 17, when we must argue against pursuing life on Mars!

Leigh Gridley

Debating Coordinator

At Oakleigh Grammar, the Junior School places great importance on celebrating and preserving cultural traditions through meaningful learning experiences. In Greek classes, students do not only learn the language but also develop an appreciation and understanding of Greek culture, customs, and values through a wide range of engaging activities and celebrations. A great deal of effort is invested in creating authentic cultural experiences that allow students to connect with traditions in creative, hands-on, and memorable ways.

During the last week, the Junior School was filled with colour, creativity, and joy as students came together to celebrate Protomayia and Mother’s Day.

Protomayia, a beautiful spring tradition in Greek culture, marks the arrival of May and celebrates nature, flowers, and new life. In this spirit, students across all year levels enthusiastically participated in hands-on activities that brought this tradition to life. May wreaths symbolise renewal, happiness, and the beauty of the changing season.

In addition to celebrating Protomayia, students also prepared heartfelt gifts for Mother’s Day. With great care and excitement, they created lovely flower bouquets to take home to their mothers and special caregivers. These handmade gifts were a meaningful way for students to express their love, gratitude, and appreciation.

It was wonderful to see the pride and joy on students’ faces as they shared their creations. These activities not only enriched their understanding of cultural traditions but also provided an opportunity to reflect on the importance of family, love, and kindness.
 

Natasha Spanos

Academic Leader - LOTE

Hellenic Culture

Celebrating and preserving Hellenic culture continues to be an important part of life at Oakleigh Grammar. Throughout the first part of Term 2, our students proudly participated in a number of significant cultural, commemorative and community events that strengthened their understanding of Greek heritage, history and traditions. These experiences provided valuable opportunities for students to honour the past, connect with the wider Greek-Australian community and proudly represent the values of our school.

On Saturday 26 April, members of the Oakleigh Grammar community attended the ANZAC Commemoration Event at the Parish of the Transfiguration of Our Lord. The day commenced with a Divine Liturgy presided over by Bishop Evmenios of Chora, followed by a commemorative ANZAC Day Service and wreath laying ceremony at the Hellenic-Australian Memorial Northern Suburbs. Representing the school with pride and respect, Year 9 student Alexandra Hatzipanagiotou laid a wreath on behalf of the Oakleigh Grammar community, honouring the courage and sacrifice of those who served during WWI and WWII.

In another important act of remembrance, members of the SRC proudly represented Oakleigh Grammar at the 85th Anniversary of the Battle of Kalamata on Sunday 3 May. The ceremony, which took place at the Australian-Hellenic Memorial, recognised the bravery and sacrifice of both Hellenic and Allied forces during World War II. SRC members Chrisanthy Psaras and Maria Kaimakamis laid a wreath on behalf of the school community, paying tribute to those who fought with courage and resilience. Through their participation, students reflected on the enduring friendship between Australia and Greece, built through shared history, loyalty and mutual respect.

On Sunday 17 May 2026, students also attended the memorial service commemorating the Pontian Greek Genocide, organised by the Coordinating Committee of Pontian Associations in Melbourne. The service took place at the Cathedral of Our Lady Axion Estin and was followed by a wreath laying ceremony at the Monument to the Fallen at the garden of the Cathidral. Representing Oakleigh Grammar with dignity and respect, students Danai Pavlou and Eva Bakalis laid a wreath in memory of the thousands of Pontian Greeks who lost their lives. The event served as a meaningful reminder of the importance of remembrance, identity and historical awareness.

Oakleigh Grammar students also proudly participated in the GOAANSE Games in Sydney, with this year’s event proudly hosted by St Euphemia College. Students showcased their talents and passion for Greek culture through the Spoken Arts Festival. The theme for this year’s festival, “All Around Your Table,” celebrated the importance of family, tradition and connection within Greek culture. Our students delivered an outstanding performance of traditional Greek dances, bringing together culture, identity and community spirit. It was especially heartwarming to see students from non-Greek backgrounds enthusiastically participating and embracing Hellenic traditions, highlighting the inclusive and welcoming nature of our school community.

We congratulate all students who participated in these important events and thank them for representing Oakleigh Grammar with pride, respect and enthusiasm. Their commitment to preserving and celebrating Hellenic culture continues to strengthen the connection between our school and the wider Greek-Australian community.

Natasha Spanos 

Hellenic Culture Coordinator

GOAANSE Games 2026: Oakleigh Grammar Celebrates Sport, Culture and Community

Oakleigh Grammar proudly participated in the 2026 Greek Orthodox Archdiocese of Australia National Schools Event (GOAANSE Games), held in Sydney from 4–8 May and hosted by St Euphemia College. The event brought together Greek Orthodox schools from across Australia in celebration of sport, culture and community.

Throughout the week, students competed across basketball, volleyball, soccer, futsal, netball and table tennis, representing Oakleigh Grammar with pride, teamwork and sportsmanship.

Oakleigh Grammar achieved excellent results across the sporting program, with the Girls Basketball Team finishing equal top on five wins and one loss, placing third overall on percentage in a closely contested competition. The Girls Volleyball Team also delivered an outstanding performance, finishing second overall with five wins and one loss.

Beyond the competition, the GOAANSE Games provided students with the opportunity to build friendships and connections with peers from Greek Orthodox schools across Australia while proudly representing the Oakleigh Grammar community.

Greg Joyce

NSE Coordinator

YEAR 10 MORRISBY MEETINGS REMINDER

Year 10 students are now in the process of meeting with Mrs. Mascaro to discuss their results.  Parents

are also encouraged to attend these meetings and can book in a time here: Make a booking 

EARLY ENTRY PROGRAMS FOR UNIVERSITY ENTRY IN 2027

University early offers allow Year 12 students to receive a conditional offer before Year 12 results are released, based on factors such as Year 11 results and extracurricular involvement. Some early entry programs do not require an ATAR, but still need to meet other course requirements and apply through VTAC. Applications are now open for the following programs, and Year 12 students are encouraged to seek assistance from Mrs. Mascaro regarding the application process.

Swinburne University Early Entry Program  Details here Early Entry Program at Swinburne

Applications are open, & close 27 November 2026. Offers issued from 1 September 2026

VU Early Entry Program

 Applications details here Victoria University’s Early Entry Program 

Applications are open, & close 15 October 2026.

Federation University Early Offer Program

 Find out more and apply at Early Offer Program. 

Applications are open & close Tuesday 1 December 2026

La Trobe University Aspire Programs

Community Impact Program   Further details at Aspire Community Impact at La Trobe University

Aspire Academic Impact Program  Further details at Aspire Academic Impact at La Trobe University, 

Aspire Everyday Impact Program Further details at Aspire Everyday Impact at La Trobe University

Applications are open & close for all programs on Friday 4 September 2026.

SAE Early Entry Program

Visit SAE Early Entry Program and SAE Early Entry Application.  Applications are now open.

Bond University Year 12 Early Offer Scheme Studying at Bond

How it works: Find out more Applications are open, and offers released early September 2026. 

Charles Sturt Advantage

To find out more and to access the online application, visit Charles Sturt Advantage.

Round 1 closes 31 July 2026  Round 2 opens 1 August 2026 & closes 31 August 2026

Early University Offer to University of Tasmania (UTAS)

Application details here  UTAS School’s Recommendation Program 

Applications open 25 June and can be submitted until 5 October, and offers will continue to be released in rounds, up until 29 October 2026.

Michelle Mascaro

Careers Advisor

Combined Alumni Reunion 2026

Calling not one, not two, but four graduating classes of Oakleigh Grammar and Oakleigh Greek Orthodox College alumni!

Oakleigh Grammar is delighted to welcome back the graduating classes of 1996, 2006, 2016 and 2021 for a special Combined Reunion on Saturday 21 November 2026.

As we reflect on the meaningful moments shared across the years, we look forward to reconnecting with graduates from 5, 10, 20 and 30 years ago for an afternoon of celebration, connection and nostalgia.

We encourage alumni to complete the online survey linked below to help shape this special event, and to share this invitation with fellow classmates from these year levels. More details coming soon.

Oakleigh Grammar - 2026 Combined Reunion

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 - Paras Papasotiriou (Class of 2011)

In this edition of Grammar News, we are honoured to feature alumna Paras Papasotiriou, from the Class of 2011!

After graduating from Oakleigh Grammar, Paras completed a Bachelor of Primary Education before returning to Oakleigh Grammar to teach – something that has always felt like a natural part of who she is. From a young age, Paras found joy in helping others learn and grow, inspired by teachers who created warm, supportive environments and made learning meaningful and engaging. Today, she continues to be motivated by the privilege of watching her students build confidence, discover their strengths, and develop passions that shape who they are becoming.

Having attended Oakleigh Grammar from Prep through to Year 12, Paras’ connection to the school runs deep. Returning after university allowed her to experience the school from a new perspective, growing both personally and professionally along the way. From beginning her career as a graduate teacher to reaching significant personal milestones – including marriage and becoming a mother – her journey has been shaped by the supportive and nurturing environment of the Oakleigh Grammar community.

A particularly special highlight has been watching her very first Year 3 class grow into the young adults they are today, now completing their final year of school in Year 12. Alongside this, she values the meaningful relationships she has built with students, families, and colleagues, as well as the lifelong friendships formed throughout her time at the school.

Beyond the classroom, Paras embraces her role as a mother, wife, and passionate traveller. She cherishes time with her young son, who brings joy and perspective to her everyday life, while continuing to enjoy creating memories through travel and new experiences.

Reflecting on her journey, Paras shares the importance of making the most of every opportunity and not being afraid to get involved, even when things feel challenging. She believes that growth often comes from stepping outside of your comfort zone, and that embracing opportunities allows you to build lasting friendships, valuable experiences, and a strong education. Above all, she highlights the importance of maintaining balance between work and personal life and fostering positive relationships that create a supportive environment where everyone can grow and thrive.

Paras’ compassion, dedication and commitment demonstrated throughout her journey are highly commendable, and we are proud to have her as one of our valued Alumni.

Student ID cards.

It is a requirement that students have their ID card accessible every day.

These are required for many reasons, but most importantly for late arrivals after 8:45am, and early departures. 

 For Junior School students, their student ID card should be kept in their school bag each day.

 For Middle School and Senior School students, their card should be in a wallet/purse, phone cover or kept in their bag.

 We would appreciate you checking your child has their ID card. Please contact Pota Andrinopoulos (Student Services Administrator) if your child’s cannot be located.

pandrinopoulos@oakleighgrammar.vic.edu.au

Extend -Before & After School Care

Second Hand Uniform Shop - Open Days Term 2 

 Term 2

Friday 22nd May - 2:30pm to 4pm

Friday 5th June - 2:30pm to 4pm

Saturday 20th June - 9:30am to 11am

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