Child Safety

At Oakleigh Grammar, the safety and wellbeing of every student is our highest priority. As part of our duty of care, all staff, volunteers, contractors and members of our school community share a responsibility to help create an environment where children and young people are safe, respected, heard and supported.

In Victoria, all schools are legally required to implement the 11 Child Safe Standards. The Standards provide a framework for preventing child abuse and harm, promoting student wellbeing and establishing a strong culture of child safety. For Victorian schools, the Standards operate alongside Ministerial Order 1359, which sets out the requirements for implementing child safety measures in school environments

The Child Safe Standards focus on:
1. Culturally Safe Environments – Respect and value the diverse identities and experiences of Aboriginal children and young people.
2. Leadership and Culture – Embed child safety and wellbeing in governance and everyday practice.
3. Empowering Children and Young People – Support student voice and participation in decisions affecting them.
4. Family and Community Engagement – Involve families and communities in promoting child safety.
5. Equity and Inclusion – Respect and respond to diverse needs in both policy and practice.
6. Suitable Staff and Volunteers – Ensure all adults working with children are appropriately screened, trained, and supported.
7. Child-Centred Complaints Process – Provide clear, accessible, and age-appropriate processes for raising concerns.
8. Education and Training – Equip staff and volunteers with ongoing training in child safety.
9. Safe Environments – Design physical and online spaces to minimise the risk of harm.
10. Continuous Improvement – Regularly review and strengthen child safety practices.
11. Documentation – Maintain clear policies and procedures to support a child-safe environment.

Child safety is not simply about having policies in place. It is an ongoing commitment to creating a culture in which students feel safe to speak up, adults understand their responsibilities, and concerns are listened to and acted upon. Student and family participation is an important part of this work, helping schools understand what safety looks and feels like from the perspective of children and young people.

Our approach also recognises that child safety extends beyond the physical school campus. Victorian guidance specifically requires schools to consider risks in online and virtual environments, as well as during camps, excursions, sporting activities, competitions and other school-related activities. Schools must identify and manage child safety risks and review the effectiveness of their controls each year.

These arrangements reinforce that child safety is a shared and ongoing responsibility. At Oakleigh Grammar, we will continue to review and strengthen our policies, practices, training and risk management processes, while ensuring that the voices of students and families remain central to our child safety work.

As part of this approach, we encourage all members of our school community to familiarise themselves with our Child Safety and Wellbeing Policy and Child Safety Code of Conduct which are on our website, and to speak with a member of school leadership if they have a concern about the safety or wellbeing of a student.

All students in Years 3 – 12 have an opportunity to share their thoughts on their sense of safety at school and to advise any areas or situations where they may feel unsafe or uncomfortable. Trusted adults will respond to any concerns raised. These comments also allow us to review any practices or policies. In the school diary there are also steps students can take if they feel unsafe.

Together, we can help ensure that every student experiences our school as a place where they are safe, respected, included, listened to and empowered.

Peter Dickinson

Deputy Principal

Becoming What We May Be

“Lord, we know what we are, but know not what we may be.”
William Shakespeare, Hamlet, Act 4, Scene 5

Semester 2 is now well underway. The early energy of a new beginning has settled, and the more demanding work has begun.

In the previous Grammar News, I reflected on the courage required to begin. Beginning matters. Yet education asks something more of us. It asks that we continue when progress slows, confidence wavers or results disappoint.

Shakespeare’s words remind us that who we are now does not define who we may become. A student is not fixed by one assessment, one mistake or one moment of uncertainty. Current performance tells us something, but it does not tell the whole story. It is a starting point, not a verdict.

Potential, however, is not fulfilled by optimism alone. Growth requires deliberate action. It develops when students listen carefully, ask questions, practise what they do not yet understand and respond honestly to feedback. It grows through revision. It deepens when students return to difficult ideas rather than avoiding them.

This is where aspiration becomes practical. It is found in the student who improves an explanation because it lacks precision. It is found in the learner who studies consistently rather than relying on a final burst of effort. It is found in the courage to say, “I do not understand this yet.”

Our teachers support this growth by making expectations clear, designing purposeful learning and giving feedback that identifies the next step. Families play an important role. Questions can help. What did you find difficult today? What feedback have you received? What will you do differently next time?

These questions shift attention from marks alone to the habits that produce lasting progress.

The promise of education lies partly in this openness. We know something of who we are today. We should be honest about our strengths, our gaps and our responsibilities. But we are not finished. What we may become will depend on what we choose to practise now.

Let us choose to Exceed the Expected.

Lance Ryan

Assistant Principal - Academic

Big Rocks, Small Rocks

At Oakleigh Grammar, so much of what makes our community special is found in the everyday moments the conversations at the gate, the encouragement in classrooms, the celebrations, the challenges, and the many small interactions that shape a child’s experience of school.

From time to time, it can be helpful for all of us to pause and think about the big rocks the things that matter most.

For our students, these are feeling safe, known, and valued; developing confidence and curiosity; learning how to navigate challenges; and experiencing kindness, respect and a genuine sense of belonging.

Around these big rocks sit the many smaller moments that naturally come with school life. Plans may change, questions arise, things do not always unfold exactly as expected, and sometimes we simply need a conversation to better understand one another.

The partnership between families and school is an important part of helping our children navigate all of this. Families bring a deep understanding of their child, while our staff bring their care, professional expertise, and knowledge of the many children they support each day. When those perspectives come together, our children benefit.

Our HARK values of Humility, Aspiration, Respect and Kindness provide a wonderful foundation for that partnership. They remind us of the kind of community we want our children to experience and, importantly, the way we hope they see the adults around them working together.

There will always be big rocks and small rocks along the journey. What matters most is that, together, we continue to keep our children, our relationships, and our shared values firmly at the centre of all that we do.

 Shelley Parkes 

Assistant Principal ‑ Head of Junior School

Chaplain's Corner

One of the great blessings of an Oakleigh Grammar education is the many opportunities afforded to our students to grow not only in knowledge and achievement, but also in character, faith and wisdom. Education is ultimately about the formation of the whole person: developing the mind, cultivating the heart, and discovering how the gifts God has given each of us can be used in service of others.

Every student possesses unique God-given talents. As St Paul reminds us, “We have different gifts, according to the grace given to each of us” (Romans 12:6). Our responsibility is not to compare our gifts with those of others, but to recognise them with gratitude, develop them with perseverance, and use them with humility.

Throughout school life, students are presented with opportunities in learning, leadership, sport, the arts, service, worship and community life. I encourage our young people to embrace these opportunities. Sometimes growth requires us to move beyond what is comfortable, to take a risk, to participate, and to discover abilities we did not realise we possessed.

Yet, as an Orthodox Christian school, formation cannot be limited to academic or personal success. At the heart of our identity is the call to cultivate faith and a liturgical life. Prayer, participation in the Divine Liturgy, the Sacraments, fasting, service and belonging to the life of the Church help us understand that our talents are not simply for our own advancement. They are gifts entrusted to us by God for the building up of others.

This liturgical life is beautifully expressed in the rhythm of our school community, particularly through moments of shared prayer. A recent highlight was the Whole School Paraklesis Service, prayerfully chanted by our Byzantine Choir, with the heartfelt participation of our Junior School and Early Learning Centre students during their visits to the Church. In these sacred gatherings, our students experienced the unity of the Church across all ages, joining their voices in supplication to the Most Holy Theotokos. Such moments remind us that prayer is not only spoken, but lived forming bonds of faith, reverence and belonging that extend beyond the classroom.

This is particularly meaningful during August as the Church journeys through the Dormition Fast and prepares to celebrate the Dormition of the Most Holy Theotokos on 15 August. Panagia offers our students and all of us a profound example of what genuine greatness looks like. Her life was marked not by status or recognition, but by humility, obedience, courage and complete trust in God.

At the Annunciation, her response was simple yet extraordinary: “Let it be to me according to your word” (Luke 1:38). Panagia placed the gifts, possibilities and direction of her life into God's hands. She reminds us that humility does not mean hiding our gifts. Rather, it means recognising where those gifts come from and allowing God to work through them.

As we continue through the school year, may our students embrace the opportunities before them with confidence and gratitude. May they work hard to develop their talents, remain open to new experiences, support one another, and understand that genuine success is found not only in what we achieve, but in the people we become.

Above all, may the example of Panagia encourage each of us to cultivate a life grounded in prayer, worship and trust in God bringing together Faith and Wisdom so that the gifts we have received may ultimately become gifts offered back to God and to one another.

Through the prayers of the Most Holy Theotokos, may God guide and strengthen our students as they continue to grow in knowledge, faith and love.

With Love in Christ

Rev. Fr. Stavros Kakavas
School Chaplain

Message from the Director of Early Learning Centre

It has been a wonderful start to Term Three at the ELC, with our students returning with enthusiasm, curiosity and excitement for another term of learning and discovery.

This term, we are delighted to have launched our new Expressive Arts Specialist Program for our K2 and K3 learners. Led by our specialist teacher, Miss Milly Brodie, the program provides children with rich opportunities to explore creativity, self-expression and the arts through music, movement, drama and visual arts. These experiences encourage children to develop their confidence, imagination and ability to communicate their ideas in a range of meaningful ways.

We were also thrilled to celebrate our Pre-Prep Athletics Day, which was a wonderful opportunity for our children to participate in a range of fun and engaging athletics experiences. Supported by our Year 5 Junior School leaders, the children embraced each activity with enthusiasm, developing their physical skills while also experiencing the importance of teamwork, encouragement and having a go. A special thank you to our Year 5 students for their wonderful leadership and for being such positive role models for our youngest learners.

It is wonderful to see our ELC community continuing to grow and thrive, and I look forward to sharing many more moments of learning, connection and celebration with our children and families throughout the term.

Katarina Hills

Director of Early Learning Centre

Filling Our Buckets

This term, we read Have You Filled a Bucket Today? and explored the important message that each of us carries an invisible bucket. When our bucket is full, we feel happy, valued and cared for, while an empty bucket can leave us feeling sad or lonely.

Together, we discussed the words and actions that can fill someone’s bucket, as well as behaviours that can dip into it. The children shared their ideas about what fills their own buckets as they created their own bucket. This extension activity helped the children to visualise their buckets and think about the people, words and actions that help to fill them.

Building on our learning about emotions in Term 2, our circle-time discussions have encouraged the children to think about how their everyday choices can make a positive difference to others. They have been invited to share whether their bucket feels full, half-full or empty, creating wonderful opportunities to talk about ways we can support ourselves and our friends.

It has been heartwarming to see the children’s smiles when a friend shares how someone has helped fill their bucket. They are beginning to understand that our buckets are not always full, and that we cannot fill our own bucket by dipping into someone else’s. We are excited to continue exploring what it means to be a bucket filler.

Andrea Kartika

ELC Teacher

Where to next?

The Bluebells exploration and learning of the land, sea and sky assisted the class in the success of creating their beautiful kingdom and form an emerging understanding on how we belong for our learning journey evening. It was wonderful to see the children take such pride in their creations whilst building lifelong skills such as research, design, form greater fine motor skills and a develop a deeper understanding of our world. With the success of our kingdom, I asked the children this term ‘What shall we do with our kingdom?’

After much deliberation and group discussion the class has concluded that they would like to build a city! Keeping our animal kingdom separate it shall be on one side of the room and a bustling city on the other. Buildings, roads, helicopters and beyond! The children have set to work and are eager to continue creating an in room display the will grow over the term.

Learning together in such a collaborative and interest driven capacity has allowed the children to all shine as individual and valued members of our classroom. Their growth this year has been a joy to witness.

Bea Campbell

Bluebells Teacher

Responsible Pet Ownership

Grevillea have recently had a Responsible Pet Ownership incursion. We were excited to meet a friendly dog named Zaria. Through stories, songs, and interactive activities, the children learned about safe and respectful ways to interact with dogs. They discussed when it is best to leave dogs alone, what to do if they are approached by an angry or aggressive dog, and how to safely approach and greet a dog.

At the end of the session, every child had the opportunity to practice these skills by asking the owner if they could pat Zaria before gently greeting and patting her. It was a wonderful hands-on learning experience that helped build the children's confidence and understanding of responsible pet ownership.

Jackie Walker

ELC Teacher

Our Lavender Inquiry

In the Waratah room, our children have begun to show interest in the lavender bush growing outside our classroom. They were curious about why the flowers were purple and why they were a little rough. Some of our children took their time to make observational drawings of the lavender bush and the flowers, first taking the time to touch, smell and look closely at the lavender before drawing them.

This inquiry provided the children with an opportunity to use their senses to explore and investigate the natural environment around them. By touching, smelling and observing the lavender, the children were able to notice its different textures, colours and scents. Their observational drawings also supported the development of their fine motor skills, hand-eye coordination and ability to represent what they could see through drawing. Inquiries such as these encourage children to slow down, observe closely and share their ideas, while continuing to develop a deeper connection with nature and their learning environment.

Dilshi Samarasekera

ELC Teacher

Learning Challenge and Growth

Term 3 is a wonderfully full and purposeful term in our Junior School. As we move into the second half of the academic year, our focus is on building on our Semester 1 learning, challenging ourselves and striving to achieve to our highest capabilities. Exceeding the Expected.

This term, we encourage our students to draw on their learning and apply it in new and increasingly challenging ways. As we progress through the year, there is an elevation in our expectations. We want students to take greater ownership of their learning, persist when learning becomes challenging and recognise that effort, reflection and a willingness to learn are essential to growth.

There is certainly no shortage of opportunities to learn, explore and be challenged this term. Alongside our rich classroom learning, students will participate in exciting educational experiences including Book Week, Science Week, Literacy and Numeracy Week, as well as opportunities designed to extend their thinking, creativity, curiosity and problem-solving.

Our Leader in Me principles continue to guide how we approach learning and life at Oakleigh Grammar. We encourage students to be in charge of themselves, accountable for their choices and actively engaged in their learning. Our 7 Habits provide practical strategies to help students take responsibility, work effectively with others and maintain respectful and kind interactions with their peers.

Students will also continue exploring our Round Square Discovery Heroes, considering how their attributes can support us in our learning, relationships and personal growth. These experiences encourage students to reflect on the qualities that help us become courageous, curious, compassionate and principled learners.
Term 3 is a time to step up, draw on what we know, embrace challenge and make the most of every opportunity to grow. We look forward to seeing our students demonstrate their learning, leadership and character as they continue to strive for their personal best.

Sarah Caffrey

Head of Junior School Curriculum

Building a Positive School Community

Respect is central to a safe, positive school environment. As students in Years 6–9 develop more independence, they are learning how their words, actions and choices affect those around them.

We continue to encourage respectful behaviour towards peers, teachers, staff and the wider school community — speaking appropriately, listening to others, following instructions, respecting personal space and belongings, and treating others with kindness.

Disagreements and conflict are a normal part of school life, and they offer valuable opportunities to build communication, problem-solving and resilience skills. We encourage students to try resolving minor issues respectfully first, and to seek help from an appropriate adult when needed.

Families play a key role in helping to reinforce and model these expectations also. Conversations about respectful communication, appropriate language and taking responsibility for one's actions makes a real difference and build life long skills.

Together, we can build a community where everyone feels valued, safe and respected.

Ashlee Scott

Middle School Pastoral Coordinator

Be the Content Creator, Not the Content Imitator

At Oakleigh Grammar, we have been actively discussing the impact of Artificial Intelligence (AI) on education and what its rapid development means for teaching, learning and assessment.

The School developed guidelines for the use of Generative AI (GenAI) in 2025. Given the pace at which this technology is evolving, these guidelines are reviewed annually. This year’s review has recently concluded following robust discussions among our teaching staff, with a particular focus on learning and assessment.

GenAI has enormous potential as a learning tool. However, it also presents the risk of cognitive offloading, allowing technology to do the thinking students need to do for themselves. Our position is clear: AI can support learning, but it should never shortcut learning.

As part of this year’s review, teachers audited learning tasks and assessments that may be particularly vulnerable to GenAI. Our approach emphasises making student thinking visible and gathering evidence of learning throughout the process, rather than relying solely on a final product. This may include drafts, discussions, oral explanations, reflections, process journals and supervised tasks. These approaches help ensure that assessment remains an authentic and trustworthy reflection of student understanding.

For our students, the message is simple: be the content creator, not the content imitator.
Our next step will be to provide more student-friendly education about AI, including clearer guidance on appropriate use, academic integrity and how GenAI can extend rather than replace thinking.

Technology will continue to evolve, and so will our approach. What will remain constant is our commitment to developing curious, creative and responsible learners who can confidently say: this thinking is mine.

Guang Wu

MYP Coordinator

Finding Comfort in Christ Through Every Season

As we reach the halfway point of Term 3, it is worth pausing to acknowledge what many of our Senior School students are carrying. Assessments, SACs, examinations, co-curricular commitments and the everyday challenges of adolescence can sometimes feel overwhelming. It is easy to believe that a result on a page somehow determines our worth or our future.

Our Christian faith reminds us of something different.
Christ never promised us a life free from hardship. In fact, throughout the Gospels we see that suffering, uncertainty and struggle are part of the human journey. Yet we are never asked to walk that journey alone. In every trial, Christ walks beside us, offering peace, strength and hope. It is often through life's greatest challenges that we discover resilience, compassion and a deeper understanding of who we are called to become.

Academic success is important, but it is never the measure of a person's value. A SAC result, an assessment or an examination is simply one step along a much greater journey. It does not define character or determine potential. Every student has unique gifts, talents and a purpose that extends far beyond a single mark or pathway.

As a school community grounded in Faith and Wisdom, we remain committed to walking alongside every young person. Whether a student is striving for an ATAR, pursuing a vocational pathway or simply navigating the challenges that come with growing up, they will always find people willing to listen, encourage and guide them.

As we continue through the remainder of the term, may we remember to show ourselves and one another kindness. Reach out if you need support. Offer encouragement to one another. Celebrate effort as much as achievement. Most importantly, remember that our identity is not found in our successes or setbacks, but in Christ’s love, who calls each of us to something far greater than the challenges we face.

Paula D-Tsiagalos

Year Level Leader (Years 10 and 11), Acting Senior School Pastoral Coordianator

Senior Mathematics News

Term 3 is always a busy and exciting time for our Senior Mathematics Department as our VCE students continue their Unit ¾ studies and prepare for their end-of-year examinations. Through their commitment, perseverance, and the continued support of their teachers, our students have demonstrated excellent progress and have excelled in their assessments throughout the year.  

We are incredibly proud of the Year 12 students with their achievements and wish them every success as they approach the final stages of their VCE journey. 

It has also been wonderful to witness the continued growth of Senior Mathematics at Oakleigh Grammar. The increasing number of students choosing Mathematics subjects at the VCE level has led to an expansion in the number of senior mathematics classes. This growth reflects not only our students’ enthusiasm for Mathematics but also the dedication, expertise, and collaborative efforts of our outstanding Senior Mathematics teaching team, who continually inspire students to achieve their personal best. 

A valuable part of our students’ success is the support available beyond the classroom. We are fortunate to have a team of Oakleigh Grammar alumni who return to the College each week to tutor our Mathematics students. Having recently completed their own VCE studies, these past students provide invaluable academic support, practical study strategies, and encouragement to our current students. Their willingness to give back to the College community is greatly appreciated, and we thank them for the positive impact they continue to have on our learners. 

Special Acknowledgment: Mr Steve Zafiropolous 

The Senior Mathematics Department would also like to acknowledge and celebrate a remarkable milestone achieved by one of our long-standing colleagues, Mr Steve Zafiropoulos.  

For the past 30 years, Mr Zafiropoulos has demonstrated exceptional commitment to teaching and has provided unwavering support to countless students at Oakleigh Grammar. His wealth of experience, passion for Mathematics, and genuine care for his students have enabled generations of learners to excel both academically and personally. 

Congratulations, Mr Steve Zafiropoulos, on reaching this significant milestone. Your dedication, professionalism, and lasting contribution to the Oakleigh Grammar community have made an immeasurable impact, and we sincerely thank you for your outstanding service over the past three decades and look forward to many more years to come.

Leanne Giaimo

Academic Leader Senior Mathematics

Year 12

The first four weeks of Term 3 have been busy and purposeful for our Year 12 students as they move closer to the conclusion of their secondary schooling. Our focus continues to be on ensuring students remain focused, connected and united, while making the most of every opportunity available to them.

This term has seen the extension of Year 12 privileges, providing students with greater independence when they do not have scheduled classes or commitments. These privileges are designed to build responsibility, organisation and time-management skills in preparation for life beyond school. Students are reminded that they must sign in an out using their student ID cards.

Our pastoral program has also been particularly active. Ms Zoe Markopoulos, Clinical Psychologist presented Staying Steady Under Pressure, equipping students with practical strategies for managing stress, maintaining wellbeing and studying effectively during the examination period. Students have also participated in a panel with Victorian Governmnet representatives, developing their understanding of civics and citizenship through discussion and questions; team-building workshops led by Mrs Scarlatta and Mrs Giaimo; and a Faith and Wisdom Hour Q&A. Students have also enjoyed the opportunity to share morning tea with the Principal in small groups, allowing for conversation and reflection on their Year 12 experience.

Attention is now increasingly turning towards pathways and examinations. Students need to ensure they are registered with VTAC and should see Mrs Mascaro, who is working closely with students throughout this process. Students are also strongly encouraged to take advantage of the afterschool tutoring service and practice examination opportunities being offered by VCE Coordinator Ms Hallam. Practice examinations are an important opportunity to identify areas for improvement, develop examination technique and build confidence.

We also congratulate Nathanel Anastasiou for receiving the Premeirs Award for Modern Greek and Lazarus Athanasopoulos, Benjamin Carmody and Peter Spanidis on their achievements in the recent e-sports competition.

As the term progresses, the message to our Year 12 students is clear: stay focused, stay united and make every opportunity count. The coming weeks will move quickly. Continue supporting one another, seek assistance when needed and maintain the high standards expected of Year 12 students. As students were reminded during Staying Steady Under Pressure, the goal is not perfection, but to remain steady, use the support around you and keep taking the next useful step.

Dean Damatopoulos

Acting Year Level Leader - Year 12

Celebrating Growth and Excellence in the Arrowsmith Program

We warmly welcome the new students who have joined the Arrowsmith Program in Term 3. It has been a busy and productive term, with assessments underway to support the transition of our new students and evaluate their suitability for the program.

This term, we introduced a weekly award recognising students who have pushed themselves beyond their expected outcomes in their respective cognitive exercises. The Arrowsmith Program involves highly intensive cognitive exercises, with students’ engagement and progress monitored in real time during each session. The weekly award celebrates students who have demonstrated outstanding commitment, focus and progress across both areas.

Importantly, the award also provides encouragement and motivation for all students to approach their learning with mindfulness, consistency and determination.

We wish Mrs Papadakis a wonderful and restful period of long service leave and look forward to welcoming her back in Term 4. During her absence, Mrs Stella Kyritsis will be supporting the Arrowsmith Program. Mrs Kyritsis is a trained and experienced Arrowsmith teacher who has previously worked within the program at Oakleigh Grammar.

Helen Gilinas

Arrowsmith Coordinator

At Oakleigh Grammar, we are committed to making a positive difference within our wider community by supporting organisations that provide care, comfort, and assistance to those in need. As part of this commitment, we are proud to launch our Ronald McDonald House (Monash) Donation Appeal, inviting our students, families, and wider school community to contribute to this meaningful cause.

Ronald McDonald House Monash provides a welcoming and supportive “home away from home” for families with seriously ill children who are receiving treatment at Monash Children’s Hospital. During some of the most challenging moments in their lives, families are offered a place where they can rest, reconnect, and receive support while remaining close to their child’s medical care.

Since opening in 1993, Ronald McDonald House Monash has supported more than 10,000 families who have travelled to Melbourne seeking medical treatment for their children. While every family’s journey is unique, each one shares the need for compassion, care, and a supportive environment during difficult times.

The Oakleigh Grammar Ronald McDonald House Monash Donation Appeal will run until Friday 31 August, and we warmly encourage families to contribute whatever they can. Every donation, regardless of size, has the potential to make a meaningful impact and bring comfort to families when they need it most.

The school community is invited to donate non-perishable food items and brand-new children’s items to support families staying at Ronald McDonald House Monash.

Suggested food donations include:
 Tinned tuna, salmon, sardines, and ham
 Pasta, rice, and pasta sauces
 Breakfast cereals, muesli bars, and breakfast bars
 Biscuits, cooking oil, lentils, and beans
 Tea bags, instant coffee, Milo, and juice boxes
 Tinned fruit and vegetables
 Small jars of Vegemite, honey, and jam

Suggested brand-new children’s items include:
 Reading books
 Coloured pencils and colouring books
 Board games (sealed and packaged)
 Balls
 Stuffed animals (new and packaged)
 Small toys (new and packaged)
 Dress-up costumes (new and packaged)

Families are reminded that all food donations must be within their use-by or best-before dates.

Students can place their donations with their Home Group Teacher, at the Front Office, or at Mrs Spanos’ Office.

We thank our Oakleigh Grammar community for their generosity and support. Through this appeal, we can come together to provide kindness, comfort, and practical assistance to families experiencing some of the most difficult moments of their lives.

Natasha Spanos 

SRC Coordinator

Instrumental Soirée

On 31 August, we will celebrate our annual Instrumental Soirée—a wonderful opportunity to showcase our Instrumental Music Program and recognise the dedication of our talented instrumental music teachers.

Students who participate in instrumental lessons will have the opportunity to share their learning and musical progress through a performance that they have rehearsed with their instrumental music teacher.

We look forward to celebrating the students’ hard work, growth and passion for music with our school community.

Monday 31 August, 2026 Performance commences at 4:30pm Conference Centre

https://www.trybooking.com/events/landing/1623358

Introducing Our New Violin Program

Our Year 2 students in the Junior School have been enjoying our exciting new Violin Program, providing them with the opportunity to develop their musical skills from an early age.

The program runs weekly, with each Year 2 class participating in a 30 minute violin session each fortnight. Students are introduced to the fundamentals of violin playing, including how to hold the violin and bow correctly, develop bowing technique, identify the strings, use pizzicato (plucking the strings), and produce their first clear and controlled sounds.

It has been wonderful to see our young musicians developing confidence, coordination and a growing enjoyment of making music together.

We look forward to sharing a glimpse of our young violinists with the school community through future performance opportunities.

ART & DESIGN EXHIBITION | SAVE THE DATE

19 NOVEMBER | SCHOOL LIBRARY
Celebrating creativity across our ELC, Junior School and Senior School communities.
After school

Rebecca Bettiol

Learning Leader ‑ Arts & Design & Round Square Coordinator

Year 12 VCD Pitch Presentations

During the end of July and beginning of August, our Year 12 Visual Communication Design (VCD) students successfully concluded their School-assessed Task (SAT) pitch presentations, marking an important milestone in their design journey. Each student confidently presented a clear and well-considered design direction for their final SAT project, showcasing months of research, creative thinking and thoughtful design development.

The presentations reflected not only the students' growing confidence and professionalism but also the collaborative culture that is fostered within the VCD classroom. Students engaged respectfully with one another, offering constructive feedback and insightful suggestions that will assist in refining their final design solutions.

The standard of work presented was exceptional. Students demonstrated creativity, innovation and a sophisticated understanding of the design process, communicating their ideas with clarity and purpose. Their presentations highlighted the depth of thinking, problem-solving skills and commitment required to undertake a major VCE design folio, and they should be incredibly proud of what they have achieved so far.

These presentations would not have been possible without the generous support of staff from across the College. We extend our sincere thanks to Mr Robertson, Mr Dickinson, Mrs Chitra from the Library, Mr Ware, Ms Volakakis and Ms Yang, whose valuable feedback, encouragement and professional expertise provided students with authentic perspectives to strengthen their design proposals.

A special thank you also goes to Mrs Watson for her exceptional support in organising the Boardroom and ensuring the presentation space was professionally prepared, as well as to the IT team for their assistance in setting up and supporting the technology throughout each presentation session.

The Year 12 VCD students are now entering the final stage of their School-assessed Task, where they will further refine and develop their concepts into resolved design outcomes. We congratulate each student on the outstanding quality of their presentations and look forward to seeing their innovative ideas come to life in their final submissions. Here are some pictures of their design concepts that were presented in their pitch presentations.

Emily Sacco

Arts/ Design Teacher

A Busy and Exciting Start to Term 3

Term 3 has started with plenty of energy, creativity and hands-on learning across Years 6 to 10, with students involved in a range of exciting Digital Technologies, EDIM and engineering projects.

Year 9 EDIM students headed into Melbourne’s CBD for their “Through the Lens: This is My Melbourne” excursion. Exploring Melbourne’s iconic laneways, street art and city spaces, students captured original footage for a two-minute film showcasing their own interpretation of Melbourne. The project brings together digital storytelling, camera techniques, composition, sound and editing.

Year 10 Digital Technologies students have been getting hands-on with computer hardware, disassembling PCs as part of their CPU project. Alongside their practical investigation, students have researched the global semiconductor industry, exploring how different countries contribute to CPU manufacturing, resources, technology and global supply chains. They will present their findings this week.

Meanwhile, Years 6, 7 and 8 have entered the construction stage of the 2026 Spaghetti Bridge Challenge. Following their engineering research, students used AI to further investigate bridge design before creating 3D digital prototypes using Minecraft Education to simulate their chosen designs. They are now transforming these ideas into physical single-span bridges using spaghetti and hot glue.

It has certainly been a busy start to Term 3, with plenty more designing, testing, presenting and creating still to come!

Peter Akbiyik

Teacher, VCE Applied Computing & Data Analytics

Oakleigh Grammar Celebrates eSports Success

Oakleigh Grammar students have achieved outstanding results in the 2026 Australian Esports League High Schools Competition, competing in Nintendo Super Smash Bros. against secondary school students from across Australia.

The school celebrated success across both divisions, with Vasilios Barbagiannis taking 1st Place in Division 1 and Peter Spanidis securing 1st Place in Division 2. Their achievements earned championship medals and certificates, together with an Australian Esports League Champion trophy for Oakleigh Grammar.
Vasilios's journey to the Division 1 title was particularly impressive. After losing a game in his first semifinal, he faced the challenge of progressing through the run-offs to keep his championship hopes alive. Showing tremendous resilience, determination and composure under pressure, Vasilios fought his way back into contention before going on to win the Grand Final.

These achievements highlight the strategic thinking, rapid decision-making, concentration and adaptability required in competitive eSports. Supported by the Digital Technologies Department, Oakleigh Grammar’s eSports program runs after school every Tuesday and Thursday from 3:30pm to 4:30pm, providing students with regular opportunities to practise, compete, develop their skills and represent the school in external competitions.

The students were formally recognised at Tuesday’s school assembly, where they received medals and certificates celebrating their exceptional achievement and contribution to Oakleigh Grammar.

Peter Akbiyik

Teacher, VCE Applied Computing & Data Analytics

Hellenic Culture

At Oakleigh Grammar, our students are continually encouraged to embrace opportunities that allow them to represent our school community at significant cultural and commemorative events organised by Greek and Hellenic organisations. These experiences provide students with meaningful connections to Hellenic culture, Orthodox traditions, and important moments in history, while developing a deeper sense of respect, pride, and appreciation for their heritage. Through active participation in these events, our students contribute to the preservation and celebration of the values and traditions that continue to shape our community.

On Saturday 9 August, selected Senior SRC members attended the annual Lemnos Gallipoli Commemorative Service at the Lemnos Gallipoli Memorial in Lemnos Square, Albert Park. Students were accompanied by Deputy Principal Mr Dickinson and Hellenic Culture Coordinator Mrs Spanos.

The commemorative service recognises the important role the Greek island of Lemnos played in Australia’s ANZAC history, particularly during the Gallipoli campaign of 1915. The ceremony pays tribute to the Australian nurses and soldiers who served on the island, the 148 Australian servicemen who remain buried there, and the Lemnian people who provided vital support and care during this significant period.

Representing Oakleigh Grammar, Year 11 SRC members Constantina Lekkas and Irene Koutsovasilis, together with Year 10 SRC member Chrisanthy Psaras, proudly laid a wreath on behalf of the Oakleigh Grammar community, honouring the courage, sacrifice, and enduring friendship between Australia and Greece.

At the conclusion of the event, the President of the Lemnos Gallipoli Commemoration Council of Victoria, Mr Lee Tarlamis MP, addressed the students and expressed his sincere gratitude for their attendance and participation in the commemoration.
 

Natasha Spanos 

Hellenic Culture Coordinator

LOTE

As part of their Greek Language and Culture studies, Year 8 Greek LOTE students from Mrs Spanos’ class recently visited the Shrine of Remembrance to experience the powerful exhibition “Spartans & ANZACs” and explore the significant historical connections between Greece and Australia.

The exhibition provided students with an opportunity to reflect on the enduring values of courage, sacrifice, service and mateship, and how these qualities have shaped stories of remembrance throughout history.

Students explored the powerful connection between the ancient Battle of Thermopylae and the ANZAC experience during World War II. Through the “Spartans & ANZACs” exhibition, they learned how the values of courage, sacrifice and service have continued to inspire generations, from the bravery of the Spartan warriors in ancient Greece to the commitment and resilience shown by Australian and New Zealand troops during the Greek Campaign of 1941.

During their visit, students also explored the Australian Hellenic Memorial, located at Burwood Avenue, which commemorates the Australian and Greek men and women who served during the Greek Campaign of World War II. The memorial recognises the strong bond forged between Australia and Greece through shared experiences of conflict, friendship and cooperation.

Through their visit to both the “Spartans & ANZACs” exhibition and the Australian Hellenic Memorial, students gathered valuable information for the annual Australian Hellenic Memorial Foundation School Competition, which encourages young people to learn about the events of World War II in Greece, honour those who served and understand the importance of preserving these stories for future generations.

The excursion allowed students to deepen their understanding of Greek and Australian history while reflecting on the shared values of courage, sacrifice and remembrance. By engaging with these significant historical sites, students developed a greater appreciation of the experiences of those who served and the enduring friendship between Greece and Australia. The visit provided students with an opportunity to connect with the past, recognise the importance of preserving history, and reflect on how the actions of individuals can continue to inspire future generations.

Natasha Spanos

Hellenic Culture/SRC Coordinator Academic Leader LOTE

Round Square Year 8 Leadership & International Conference Sydney

We are excited to share that a delegation of six students from Years 10 and 11, accompanied by three staff members, is preparing to attend the upcoming Round Square International Conference in Sydney, hosted by the prestigious Barker College.

The conference will bring together Round Square schools from across the globe, providing our students with a unique opportunity to connect, collaborate and learn alongside young people from diverse cultures and backgrounds.

Throughout the conference, students will explore and unpack the Round Square IDEALS through a range of engaging experiences, including urban challenges, Baraza discussion groups, service initiatives, cultural experiences, and explorations of character, citizenship and global responsibility.

This experience will challenge our students to broaden their perspectives, develop their leadership capabilities and consider how they can make a meaningful contribution to their communities and the wider world.

We look forward to sharing our Round Square journey with you next term as our students reflect on their experiences and the connections they make along the way.

Year 8 Leadership Program

As part of the Year 8 Pastoral Program, the MYP and Round Square have collaborated to provide students with a unique Leadership Training Program, embedded within the Pastoral timetable.

Through a series of dedicated lessons, students receive explicit instruction and opportunities to explore leadership skills, attributes, styles and challenges. Students examine different approaches to leadership and consider what it means to view leadership as service, while exploring the relationship between empathy, accountability and effective leadership.

The program also challenges students to consider how to facilitate conversations through an ethical and socially responsible lens, as well as developing strategies for managing and resolving conflict.

As part of the program, students participated in a full-day incursion with Student Leadership Academy Australia through their Redefining Leadership program. Students were challenged to define their own leadership identity, consider how they can demonstrate leadership within their school community, and explore practical ways to develop and implement student-led initiatives.

This program aligns strongly with our school’s focus on Leadership as part of the Round Square IDEALS and has provided our Year 8 students with a deeper understanding of what it means to lead with integrity, empathy and purpose.

Rebecca Bettiol

Round Square Coordinator

Tickets are now available for the Oakleigh Grammar Combined Alumni Reunion.

This November, we look forward to welcoming alumni from the Classes of 1996, 2001, 2006, 2016 and 2021, along with past and current teachers, for an afternoon of connection, celebration and shared memories.

Whether it has been five years or thirty, Oakleigh Grammar remains an important part of your story. This special gathering is an opportunity to reconnect with former classmates and teachers, reminisce about your school days and celebrate the lasting connections formed along the way.

We encourage all members of our Oakleigh Grammar community to help spread the word. If you know a graduate from one of these reunion year levels or a teacher who was part of their journey, please share the event with them.

Secure your ticket and join us as we reconnect and celebrate our alumni community.
Alumni Reunion Tickets
 

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 - Patricia Rozakis (Class of 2019)

In this edition of Grammar News, we are excited to feature alumna Patricia Rozakis, from the Class of 2019!

Following her graduation from Oakleigh Grammar, Patricia pursued a Certificate III in Animal Studies, inspired by her genuine passion for caring for animals and supporting their wellbeing.

Through this pathway, she developed valuable practical skills and deepened her understanding of animal care, reinforcing her commitment to making a positive impact in this space. Currently, Patricia is working as a casual Operational Services Assistant, where she continues to build her experience and demonstrate a strong sense of responsibility and adaptability. Looking ahead, she shares that she may return to university to study early childhood education, reflecting her nurturing nature and her interest in guiding and supporting young learners.

Outside of the office, Patricia places importance on maintaining a balanced lifestyle by embracing her creativity. She enjoys painting, drawing, and candle making, which provide her with a relaxing and rewarding creative outlet. She also enjoys visiting art galleries and spending time shopping with friends, valuing both creative inspiration and connection in her free time.

Reflecting on her time at Oakleigh Grammar, Patricia fondly remembers the meaningful relationships she built with her teachers and peers, as well as her engagement in subjects such as Media and Psychology. These experiences contributed to her growth both academically and personally. One of the most valuable lessons she continues to carry with her is the importance of working hard, staying positive, and not forgetting to enjoy the journey along the way.

Above all, one piece of advice that Patricia would like to leave with our current students is to not give up when the times get tough, and to never feel afraid to ask questions – teachers are always there to help you succeed in life.

Patricia’s creativity, resilience and determination demonstrated throughout her journey are highly commendable, and we are proud to have her as one of our valued alumni!

Join us on Thursday 27 August for Oakleigh Grammar’s annual Business Breakfast, an inspiring morning bringing together leaders from business, education and our wider community.⁠
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Hear from keynote speakers Brandon Chizik, Founder & CEO of RSEA Safety, and Justin Peckett, Director of Leading Teams, as they share their insights into leadership, culture and the foundations of success.⁠
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We are proud to be supported by our valued sponsors, including Platinum Sponsor Bank of Sydney and Gold Sponsor DMC Group, whose generous support helps make this event possible.⁠
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We are also excited to have Pinwheel & Co providing catering for the morning. ⁠
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This special event offers the opportunity to connect with community leaders, gain valuable industry insights and support initiatives that enrich the Oakleigh Grammar student experience.⁠
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Tickets are available via the link below:⁠

Business Breakfast Tickets 

Click here to book your free tickets

2026 Term Dates

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

School Crossing Reminder 

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

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