From the Principal

The Power of an All-Girls Education

Recently, I was on drop off duty in the Junior School, doing my part to keep the traffic moving by meeting the cars, opening the doors for the students, and helping them out. I opened the car door for one of our kindergarten students said ‘good morning’ and helped her with her bag and hat; she looked at me and said ‘You’re the boss of the whole school, you’re even the boss of Mr Sandral’ and we had a little chat about what ‘being the boss meant’.

I’ve thought a lot about that conversation and why what could be considered a seemly insignificant comment speaks volumes about the ‘why’ of MLC School. Even at five years old, that student knows that she can be the boss if she wants to, that women can lead men and by association that there is nothing that she can’t do. Growing up alongside females who ‘are the boss’ is far more powerful than any leadership program or workshop that she may attend in the future.

I shared this story with those attending our recent School Tour. Following the presentation I received this message:

‘Can you please also pass on a message to Ms Moloney from me – we attended the School open day today, and her presentation was brilliant. Her story today about the child she spoke to in the car really hit home for me – I am a female CFO in a very male dominated industry. Like Ms Moloney, I have gone through so many people and so many barriers telling you that you can’t, hearing her this morning was very inspirational.’ 

So why does this matter? According to the International Coalition of Girls’ Schools, representation of women in leadership is still far from equal:

• The proportion of Chief Executive Officers who are women, according to a survey of enterprises by the World Bank, is 18%. Among Fortune 500 corporations, women make up only 7% of the Chief Executive Officers, which is 37 out of 500.
• An analysis of more than 8,600 companies in 49 countries showed women held 17% of all global board seats. Only 5% of board chair positions were held by women.
• The proportion of managerial positions globally held by women is 28%.
• Among the largest non-profit charities in the world, a slim 18% are led by women, though they make up 75% of the nonprofit workforce.
• In the US, women make up an estimated 75% of all K-12 teachers, but are only 30% of the total number of school board members, principals, superintendents, and chief state education officers.

Girls cannot be what they do not see. We, as their educators and parents, have a critical responsibility to ensure that they see what is possible and have opportunities to take the lead.

Girls’ schools play an essential part in helping to address this imbalance:

All-girls learning environments empower students to become bold leaders:

• 93% of girls’ school graduates say they were offered greater leadership opportunities than peers at co-educational schools and 80% have held leadership positions since graduating from high school.

– Goodman Research Group, The Girls’ School Experience: A Survey of Young Alumnae of Single-Sex Schools

• Programs at girls’ schools focus on the development of teamwork over other qualities of leadership, while the qualities of confidence, compassion, and resilience also ranked prominently.

– D. Nicole Archard, Student Leadership Development in Australian and New Zealand Secondary Girls’ Schools: A Staff Perspective

• At all girls’ schools, girls demonstrate great confidence in female leadership and become increasingly interested in leadership positions themselves. Preliminary data from co-educational schools suggests that girls become less interested in leadership positions with age.

– Dr Katherine Kinzler, Professor in the Department of Psychology at the University of Chicago and Visiting Professor in the Department of Psychology at Cornell University

As well as modelling leadership, we also explicitly develop leadership, read more here.

As MLC School approaches its 140th year of excellence in girls’ education, it’s timely to reflect on the value of an all-girls school and the power it affords girls to flourish and shape their future without constraints or gendered limitations.

You can read more here.

– Lisa Moloney
Principal

Year 7 to Year 11 in 2027 Scholarships – Registrations closing soon

Year 7 to Year 11 in 2027 Scholarship links will be closing on Wednesday 1 October 2025.

Please see important dates below:

Scholarship Registration closes – Wednesday 1 October 2025
Scholarship Examination Day – Saturday 18 October 2025

Click here for full information on Scholarships offered by MLC School.

All Rounder Scholarships – awarded to applicants who demonstrate significant academic potential, together with achievement and potential in two or more of the following areas:

• Leadership 
• Cultural/creative/performing arts
• Service 
• Sport 

Music Scholarships – Music Scholarships are awarded to applicants who achieve excellent results on the entrance examination and are exceptional musicians on their chosen instrument. Successful Music Scholarship applicants are required to participate in the full music program offered by MLC School for the duration of their time at the School.

Edna Curtis (daughter of an Old Girl) Scholarships – Year 7 2027 – is awarded to an applicant who is the daughter of a former student of the School; achieves excellent results on the entrance examination and successfully meets the ‘all rounder’ criteria.

The Principal’s Scholarship for Year 10 2027 – supports girls entering Year 10 2027, who would not otherwise be able to attend the School.

Register here

For more information about scholarships please visit our website, or contact our Registrar Nerida Coman on 02 8741 3165 or email enrol@mlcsyd.nsw.edu.au

2028 Enrolment Interviews Begin – Join Us for a School Tour

The School has waiting lists for many year entries, so it is recommended that an application is made by your daughter’s first birthday or at least three years prior to the nominated entry level. Applications for all years are processed in the order in which they are received. For updated information, please view our online prospectus package.

The School is finalising interviews for girls who will commence in Pre-K to Year 11 in 2027  If you would like to apply for the few places available please follow the link to our online application form here. Interviews for entry in 2028 will commence in October, so you are urged to make an application soon to be considered.

It is always advisable to take a tour of the School as things have changed over the years. The next available MLC School tour day will be held on Thursday 13 November 2025 at 10.30am, followed by Tuesday 24 February 2026 at 10.30am. Why do we hold out tours on school days? It’s so you can see the School in action, nothing is set up, nothing is out of the ordinary – you get a real taste of what a day at MLC School is like.

Numbers are limited and registration is required for all tour days. To register your attendance click on the button below, scroll down the page and click the tour you would like to attend.

If you have other enquiries about the enrolment process, please contact Nerida Coman, our Registrar, by email or phone 02 8741 3165.

Register for a tour

140 Year Countdown has Begun

On 11 September 2025, we marked 140 days until the start of Term 1, 2026, the School’s 140th year. We are counting down the days with a social media (Facebook, Instagram and LinkedIn) post for each day. They are a mix of history, fun facts, trivia and ‘on this day’, all with some great pics.

Please take a look at these (and like them!) when you can. You’re sure to find them a fascinating insight and provide a perspective on how things were and what they are like now. For instance, our first post features a pic of our first student leadership team from 1914.

Throughout 2026, we will be celebrating the School’s 140 years of excellence in girls’ education. We thank Year 6 student Mia for her winning logo design that has inspired our branding for the year.

Instagram: www.instagram.com/mlcschoolnsw

Facebook: www.facebook.com/MLCSchool

LinkedIn: www.linkedin.com/school/mlc-schoolsydney

– Michele Dunn
Head of Marketing and Community Relations

Wakakirri Dancers Success!

Senior School – ‘Sam I Am’, Receives State Story Award and National Nomination

MLC School’s Senior Years Wakakirri entry, Sam I Am, has been awarded the NSW State Storytelling Award and nominated for the National Panel, with results to be announced in Term 4. 

Centred on themes of self-acceptance and identity, Sam I Am follows a character’s journey from conformity to self-expression. The production earned seven awards, including: 

This recognition reflects the dedication of our dancers, backstage crew, and staff, whose creativity and collaboration brought this powerful story to life. We are incredibly proud of their achievement and look forward to the national results.

• Spirit of Wakakirri Award
• NSW State Storytelling Award
• Ensemble Award for Dance Performance
• Ensemble Award for Group Dance
• Lead Cast Award for Performance in Acting 
• Lead Cast Award for Performance in Dance
• Production Award for Sets and Props

We now eagerly await the National results to be announced next term. Regardless of the outcome, we are incredibly proud of our dancers for sharing such a meaningful story.

Photo Credit: WinkiPop Media

Click on image gallery for full size images.

Earlier this term, 85 excited dancers from Years 3 to Year 6 took to the stage at the NIDA Parade Theatre for this year’s Junior School Wakakirri performance. Representing MLC School through their involvement in the Jazz, Contemporary, and Ballet Co-curricular Dance Ensembles, these students delivered a heartwarming and imaginative retelling of the classic nursery rhyme Humpty Dumpty.

Through expressive expressions and well-polished ensemble work, supporting our lead dancer Ariana (Year 6), the Junior School Wakakirri students brought Humpty’s journey to life, highlighting themes of courage, resilience, and the power of supportive friendship. Their performance celebrated the idea that setbacks can be overcome with determination and support, leaving a lasting impression on all who watched.

The power of their message was clearly articulated on the evening by our three public speaking representatives, Aashani (Year 6), Carlyn (Year 6) and Qaylah (Year 6) who were awarded the Best Public Speaking Award. One of only two awards presented on the evening. This honour reflects the students’ confidence, clarity, and ability to communicate their story with conviction and heart.

We are incredibly proud of our Junior School dancers for their creativity, courage, and collaboration to stage this piece with the support of our incredible co-curricular dance staff. ‘After the Fall’ was a true celebration of collaboration and character, and a wonderful representation of MLC School.

Click on image gallery for full size images.

– Jenna Skepper
MLC School Dance Coordinator

Archdale Debaters Secure Overall Shield for 2025

MLC School had the honour of hosting this year’s Archdale Grand Final in the Senior Centre, a tradition awarded to the school that wins the overall shield. With 24 schools competing across 11 divisions, the Grand Final saw all debates conducted simultaneously, showcasing the scale and spirit of this prestigious competition.

In today’s world, the ability to express ideas clearly and confidently is more important than ever, especially for young women. At MLC School, programs such as debating, public speaking and oral presentations empower students to speak up, lead discussions and advocate for themselves and others. These skills are nurtured from the earliest years and refined through opportunities like Archdale.

The Archdale competition began in early May, with teams competing in seven preliminary rounds followed by finals. Points were awarded for each round and additional points for reaching and winning divisional Grand Finals. This year, all MLC School teams performed exceptionally well, leading the standings after seven rounds. Five teams advanced to their respective Grand Finals, securing the overall shield for 2025.

This achievement is a testament to the dedication and effort of our 60-member Archdale team and their coaches, who have worked tirelessly over the past four months. Their commitment to preparation, collaboration and excellence reflects the strength of MLC School’s oratory program, renowned for producing articulate, persuasive and thoughtful speakers.

Congratulations to all involved for representing MLC School with pride.

– Dr Andrea Rowe

Oratory Co-ordinator

Featured photo is of Archdale Grand Final 2  – Group with Archdale Overall Shield Trophy.

High Distinctions for MLC School’s Scientists

Tess Serves as a Youth MP in the State Youth Parliament

Earlier this year, I had the amazing opportunity to serve as a youth MP in our State Youth Parliament, where we worked in committees to write bills about all sorts of important issues that we would get to debate and pass during our week in Parliament. I was on the Women’s Affair’s Committee, which meant we got to propose a piece of legislation on an issue we found important, for which we landed quickly on women’s health and medical discrimination. We wanted to address problems like diagnoses often being based on male physiology and experiences, women’s health services being less accessible, and education neglecting symptomatic and treatment differences, which means across Australia (and the world), women have worse health outcomes across the population. We spent weeks drafting and amending the bill, and ultimately passed it successfully through our parliament. What was particularly special about this program, however, is that it hasn’t only been hypothetical.

While the program itself is a simulation of the government process, it is actually held in the NSW Parliament and chaired by MPs and ministers. Most excitingly, my committee has recently been invited by The Hon Jodie Elizabeth Harrison, the State Minister for Women, to discuss and present our bill for its possible contribution to future legislation. Youth Parliament has been truly beneficial because it gives us, as young representatives, the chance to raise important issues we see around us – we had environmental, mental health, economic, and many more committees who have been similarly focused in their areas. Beyond the experience, this opportunity also let us enter into the real and pressing discussions that are happening in government and contribute to improving – not just noticing – the problems we live with. I would encourage any students, not only those who are already enjoying politics or are experienced debaters, to apply for next year and really get involved with what they’re passionate about.

– Tess (Year 12)

You can read the full bill Tess contributed to here.

The Y NSW Youth Parliament program is a program for students in Year 10 –Year 12 across the state of New South Wales to come together to learn civics education first-hand, develop advocacy skills, and build their leadership skills, confidence, and strong friendships.

The Y NSW’s Youth Parliament program started in February when Tess was selected as one of 93 Youth MPs, holding the seat for Parramatta.

Click on gallery to view full images

Round Square Exchange Program – The Opportunity of a Lifetime

This year marks the exciting return of the MLC School Round Square International Exchange program. Two of our Year 10 students, Lily and Rose, experienced an unforgettable five-week exchange at Bridge House School in South Africa. Their incredible journey included immersing themselves in the vibrant culture and enriching school life of Bridge House. We eagerly anticipate welcoming students from Bridge House School to our campus this November.

HSC Excellence Recognised with Prestigious Nominations

HSC Dance

Congratulations to all our Year 12 HSC dancers who completed their practical Examinations. Callback is a NESA selection of outstanding performances and projects from HSC Dance students. Congratulations to the HSC Dancers who have received a Callback nomination.

This year the following Year 12 students received a nomination:

Kristina 
Core Composition 

Erin
Core Performance
Core Composition
Major Study Performance

The Dance team is extremely proud of the 2025 HSC Dance cohort and all that they have achieved so far within their HSC journey. We wish all the girls the best of luck for their final written examination on 7 November.

– Kate Drady
DDE Teacher

– Jenna Skepper
Dance Coordinator

ONSTAGE (drama)

The following students Group Performance/s has/have been nominated for possible inclusion in OnSTAGE. Having students from your school nominated for an HSC Showcase is an incredible achievement. Congratulations!

Amelia, Ella, Evie and Macy

The Valium Girls

The following students Individual Performance/s has/have been nominated for possible inclusion in OnSTAGE. Having a student from your school nominated for an HSC Showcase is an incredible achievement. Congratulations!

Ella – Anne Boleyn

Olivia – The Age of Consent

Imogen – Rebecca 6.24

Evie – Spring Awakening 6.56

ENCORE (Music) Nominations

The following student/s Music Performances has/have been nominated for possible inclusion in ENCORE. Having a student from your school nominated for an HSC Showcase is an incredible achievement. Congratulations to:

Tiffany, Ava and Khushii

SHAPE (Design and Technology) Nominations

MLC School congratulates our talented HSC Dance students on their remarkable achievements and wishes them every success as they continue to pursue excellence.

The following student/s Design and Technology Major Design Project has/have been nominated for possible inclusion in SHAPE. Having a student from your school nominated for an HSC Showcase is an incredible achievement. Congratulations!

Maya and Olivia

SHAPE is a selection of outstanding projects from HSC Design and Technology, Industrial Technology and Textiles and Design students and will be held at the University of Technology, Sydney from Monday 16 March 2026 to Saturday 11 April 2026.

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Please let us know so that we can continue to keep in touch. 

Update here

Student Voice and Leadership Opportunities

MLC School’s strategic vision ensures every girl is known, challenged, and supported. Leadership is embedded in pastoral care, experiential learning, and co-curricular programs, fostering moral courage, adaptability, and a commitment to positive change.

In the Junior and Senior Schools the girls have multiple opportunities to develop their leadership skills and get involved in student-led initiatives that allow them to have their voices heard. Leadership is a goal accessible for all, from classroom helpers of Pre-Kindergarten to Year 2, to the leadership roles for all of Year 5.

Student Representative Council (SRC)

Student Representative Council provides an opportunity for all students to contribute to their school. SRC discusses changes and improvements they would like to make to the school environment and work together to make these changes happen.

The SRC works together to ensure the voice of all students is listened to. Past achievements include organising school activities and working with the Round Square committee to run Round Square Week, a celebration of international diversity.

Peer Support

Year 10 students took on the role of Peer Support Leaders, guiding and mentoring our Year 7 students. This program is a valuable leadership opportunity, and it was wonderful to hear current Year 11 students reflect on how much they gained from the experience last year. Our Year 10 Peer Support Leaders did a fantastic job, showing care, initiative, and leadership in engaging the Year 7 students to participate in pastoral care activities.

Lean In Girls Leadership Program

Year 8 students have embarked on the ‘Lean In Girls Leadership Program’. The program aims to empower girls to view themselves as leaders in a world that often tells them otherwise. It encourages them to become self-assured, resilient, and inclusive everyday leaders, inspiring them to lead boldly.

Statistics reveal that fewer than one in four girls aged 8 years – 17 years consider being a leader as very important, and nearly 50% believe that speaking their minds makes them unlikeable. This program is designed to equip students with the confidence and skills to be self-assured, resilient, and inclusive leaders.

The program commenced this week with students exploring the concept of leadership. They unpacked a definition of leadership to determine whether they connected with it and considered any components they might add or remove.

In addition to the leadership program, Year 8 students have also begun participating in a community initiative in partnership with Inner West Neighbour Aid. This program allows seniors to connect and lead active, social, and independent lives. Some Year 8 students have volunteered to be involved with this community group, and this week they had their first visits with some of the seniors. The students organised games and activities to engage with the seniors and spend quality time with them. The feedback from the initial sessions has been overwhelmingly positive, and the students should be very proud of their efforts.

Year 5 Leadership Program

During Year 5 all Junior School girls step up to learn about service leadership, with many opportunities to apply their understanding and skills through lived experiences. Every Year 5 girl has a captain or monitor role and each one of them will have opportunities to step up and lead a school activity or initiative. When the girls transition to Year 6, the primary focus becomes their formation as learners, in readiness for secondary education.

Junior School Student Council (JSSC)

The JSSC representatives are elected at the beginning of each year and are the voice of the students in their class. They bring issues to be discussed at each meeting, which are then escalated to the staff and leadership as necessary.

A key responsibility of the JSSC is organising the annual Stay and Play event that fundraises for student-driven initiatives in the Junior School. 

At the final Year 12 Assembly, our 2025 School Captain, Marirose, spoke beautifully about how perceptions of time change as you move through school and how now, as the graduating students look back, each of those moments suddenly seem to have passed so quickly. Suddenly they are on the precipice of graduation and all that lies ahead.

Many families chose to mark their daughter’s time at MLC School with a commemorative paver. These pavers are located at the main entrance to the School and are regularly visited and viewed by past and prospective families and stand as a record of each girl’s part in MLC School’s rich history. I encourage you to take a look next time you visit that part of the School, together the pavers paint the story of the rich history of the School and the many generations of students who have passed through the School gates.

Our School Captain Marirose, and Vice Captains Lefki and Evie, along with the team of Portfolio Captains and Prefects have not only led with vision, commitment and joy but have been wonderful role models for our younger students and contributed across all areas of school life. The 2025 Student Leadership team set themselves the goal of building School and House Spirit and they have been remarkably successful in doing so.

We wish our graduating class all the very best for the future and know that their time at MLC School has equipped them with knowledge, skills, friendships, and experiences that will enable them to navigate whatever lies ahead.

I am delighted to introduce and extend our warmest congratulations to the 2026 Student Leadership Team, who have been chosen after canvassing the opinion of the student body and a two-stage interview process.

Their selection is a testament to their character and the respect they have earned among their fellow students. We look forward to witnessing the positive impact they will make throughout the coming year as they lead with enthusiasm, integrity, and a strong sense of School spirit.

Importantly, I also acknowledge and thank the 2025 student leadership team who have made their mark on the School and the students over the past 12 months.

– Lisa Moloney
Principal 

The HSC and IB Diploma at MLC School

MLC School is proud to offer the NSW Higher School Certificate and the International Baccalaureate Programme (IB Diploma) to our students and is committed to supporting students to excel in both programs of study.

Many myths abound, however, about the two credentials in our School and the community more broadly, and I write to clarify the differences and endeavour to dispel some myths that exist. Much more will be said as students in Year 10 move towards subject selection, however, I am hopeful that this piece does begin to clarify some misinformation.

Myth 1: Parents know in junior years that their child will do IB.

Fact: Subject selection processes do not take place until Year 10. Decisions about which credential to pursue are made during Year 10, and prior elective subject choices do not affect this decision. Student’s individual strengths and areas for growth need to be closely observed during Year 9 and Year 10 to inform the decision.

Myth 2: The HSC pathway does not lead to academic success.

As a Senior Marker of HSC English and a teacher who has taught girls who have achieved at the highest level across their subjects, this narrative is pure myth.

Fact: The HSC is a robust and well-recognised credential that offers a path to academic success. High-ability students can and do achieve very strong results in the HSC. Success is determined by the student’s engagement with their studies, not by the choice of credential. The HSC has been the cornerstone of Australian education for more than 60 years and as such, NESA marking processes are transparent, robust and fair. Many of our teachers are long-serving HSC markers which affords us a strong insight into the standards expected.

The number of students choosing the IB has risen dramatically at MLC School over the last five years, with more than half of our candidature choosing it. This has meant that many of our high range and mid-range students have opted for the IB, changing the candidature for HSC. Many students who may normally have achieved Band 6 results have been opting for IB and this has meant a slight downturn in HSC results, which is expected when a large proportion of academically strong students are choosing IB. When this happens in dual-credential schools, it can lead to the perception that the HSC does not lead to academic success. This view is problematic, evidenced by the fact when HSC candidatures were larger at MLC School (2020, 2021 and 2022), Sydney Morning Herald rankings were much higher.

Myth 3: My daughter will get a higher ATAR if she does IB.

Fact: Enrolling in the IB does not guarantee a high ATAR. The IB is a highly rigorous, multidisciplinary credential that requires students to be academically strong across the full spectrum of subjects. All-rounders with strong verbal and non-verbal reasoning and excellent academic engagement are well-suited to the IB. If girls have strengths in some areas, but weaknesses in others, they are likely to be more suited to the HSC where they can capitalise on these strengths and specialise.

Students undertaking the IB program are very stretched because of the requirement to complete six subjects including a Language, and in addition they need to complete the mandatory Theory of Knowledge, an independent, self-directed Extended Essay of 4000 words and a creative project that involves physical activity and service. As such, students undertaking IB must be independent, highly organised learners who can juggle these competing demands. A key determinant of success is the student’s engagement with their studies and this is a lengthy, two-year campaign. Unfortunately, there isn’t the flexibility in the IB that there is in the HSC if students are finding the demands difficult. If a girl doing the HSC is taking 12 units and she isn’t doing so well in one subject, she can drop down to five subjects and really focus on improving in this narrower range of subjects.

The effort and engagement students have demonstrated in Year 9 and Year 10 provides us with a clear picture as to how girls will engage in senior study. MLC School will be examining each girl’s Allwell data, academic reports and evidence of academic engagement to inform student pathways in Year 11 and Year 12. We will also monitor IB candidates’ performance in the first set of Year 11 exams and encourage movement across to HSC if students are finding the demands difficult.

Myth 4: The School favours one credential over the other.

Fact: MLC School does not favour one credential over the other. Both the HSC and the IB are resourced equitably, and there is no disparity in class sizes or teacher quality. The School aims to have all Stage 6 teachers teaching in both credentials to ensure fairness and consistency. We have a significant number of HSC markers and IB markers. Both credentials are internationally recognised and prepare students for tertiary study and future career opportunities. Regardless of the pathway chosen, students can achieve academic excellence through active engagement and dedication to their studies.

Myth 5: The HSC is only recognised in Australia.

Fact: The HSC is well-recognised both domestically and internationally. It prepares students for tertiary study and is accepted by universities around the world. The HSC provides a solid foundation for further education and career opportunities.

– Melissa McMahon
MLC School Head of Learning and Teaching

Outstanding NAPLAN Results and Individual Student Growth

I would like to take this opportunity to acknowledge the phenomenal achievements and remarkable growth demonstrated by our students in NAPLAN results for 2025.

At a time when public discourse is focused on declining literacy standards across Australia, MLC School continues to buck the trend. Our students’ literacy and numeracy outcomes are not only strong—they are improving year on year.

In Reading, the percentage of students performing at a Strong or Exceeding level is exceptional:

• Year 3: 94%
• Year 5: 96%
• Year 7: 94%
• Year 9: 92%

In several cohorts, less than 1% of students – sometimes even 0% – were identified as needing additional support.

In Numeracy, results are similarly impressive:

• Year 3: 90%
• Year 5: 97%
• Year 7: 91%
• Year 9: 95%

These figures compare very favourably with state averages. In fact, MLC School students are achieving two to three times the state proportion of students in the “Exceeding” category.

Having worked in schools for nearly 30 years, I can confidently say that I have never seen NAPLAN results of this calibre. They reflect not only the skill and dedication of our teachers, but also the high levels of parent engagement and the value placed on literacy in MLC School families.

As a researcher currently studying the teaching of writing, I have encountered significant evidence highlighting the power of oral language, particularly its role in vocabulary development, idea formation, reading comprehension, and writing. I am especially proud of the work being done in our Pre-K program to build strong oral language foundations. I’m confident this will have long-term benefits for our students’ literacy growth.

The more we can encourage our girls to engage in rich conversation, around the dinner table, in study groups, or during classroom dialogue, the stronger their learning outcomes will be.

These results also reflect the impact of explicit instruction, differentiation, and the dedicated efforts of our teachers to maintain high levels of student engagement, particularly through the often challenging middle years. While many schools observe a dip in performance between Year 5 and Year 9, this is not the case at MLC School. I am also encouraged by the number of students who continue to read for pleasure well into adolescence.

Congratulations to our students and teachers on these outstanding results. We are so proud of what you’ve achieved.

Year 6 at MLC School

Year 6 is intentionally structured as a transition and readiness year at MLC School. Research highlights a decline in student engagement and sense of belonging during the move to secondary school. Our program is designed to counter this trend by gradually introducing students to the routines, expectations and culture of Senior School, while maintaining the nurturing environment of the Junior School. Year 6 students remain part of the Junior School community, yet they are physically located on the Senior School campus in the dedicated Year 6 Centre.

While Year 6 students are physically located on the Senior School campus, their academic program remains firmly grounded in the Stage 3 curriculum, as defined by the NSW Education Standards Authority (NESA). This ensures continuity in learning and assessment, with teaching and learning experiences aligned to the outcomes and expectations of Stage 3. Students continue to develop the foundational knowledge and skills introduced in Year 5 and Year 6, with a focus on deepening their understanding, applying learning across contexts, and preparing for the more specialised structure of Stage 4 in Year 7. This approach allows for a supported academic progression while also introducing students to new learning environments and specialist teachers.

We recognise that the transition to secondary school coincides with important social and emotional changes. Our pastoral care framework and transition activities are designed to support each girl’s wellbeing, sense of belonging, and confidence as she steps into adolescence. Every Year 6 girl engages in weekly pastoral care lessons facilitated by their class teacher and Deputy Head of Junior School – Wellbeing.

For more information about the Year 6 program read our Frequently Asked Questions here.

The girl is at the heart of MLC School’s Pastoral Care Program

We invite you to watch the latest video detailing the comprehensive Pastoral Care program at MLC School.

Hear from our Wellbeing Captain and key staff members who work behind the scenes and directly with students.

MLC School’s initiatives are dedicated to supporting growth and wellbeing, ensuring girls thrive both personally and academically.

Dedicated staff are committed to the development of social-emotional learning, wellbeing monitoring and our whole-school holistic approach. If any student requires individual support, there is a support network here to provide assistance as a team. We are committed to ensuring that every student feels supported and empowered to achieve their personal best.

Working together to support your child’s growth and development is fundamental for all us at MLC School.

2025 Music Eisteddfod

Each winter, the music sections of Eisteddfods across Sydney give hundreds of students the chance to meet, perform, and compete with musicians from around New South Wales. Throughout this Eisteddfod season, MLC School students from Year 1 to Year 12 have participated in solo and ensemble events with great success.

The MLC School Junior Chamber Strings placed 2^nd in the Premium (A Grade) Primary School String Ensemble event of the Sydney Eisteddfod.

Justine (Year 12) – Violin

• Highly Commended in Violin (20 and under) section of the Sydney Eisteddfod.

Juah (Year 11) – Viola

• 1^st Prize in the Concerto Championship of the St George Eisteddfod.
• 1^st Place in the Open Age All Strings event of the Ryde Eisteddfod.
• 2^nd Place in the Viola section (20 years and under) of the Sydney Eisteddfod.
• 2^nd Place in the Bowed and Plucked Strings (20 years and under) of the Sydney Eisteddfod.

Josephine (Year 10) – Violin

• Finalist in the NSW Doctors Orchestra Junior Instrumental Scholarship (13 to 18 Years) of the Sydney Eisteddfod.
• Highly Commended in Violin (20 and under) section of the Sydney Eisteddfod.

Veronica (Year 9) – Clarinet

• 1^st Place in the Clarinet (15 years and under) of Sydney Eisteddfod.
• 1^st Place in the Woodwind section (14 years and under) of Ryde Eisteddfod.
• 3^rd Place in the Clarinet section (20 years and under) of the Sydney Eisteddfod.
• 2^nd Place in the Woodwind Open Age section of the Ryde Eisteddfod.

Dana (Year 7) – Cello

• 2^nd Prize in the String Championship (12 and under) of the St George Eisteddfod.
• 3^rd Place in the Orchestral String Solo (10 to 12 years) of the Ryde Eisteddfod.

Kathy (Year 6) – Violin

• Highly Commended in the Open Violin and Viola section (11 Years and under) of the St George Eisteddfod.
• Highly Commended in the Open Grade 7/8 Music in the Move Award – Division 1 of the St George Eisteddfod.

Mia Reeve (Year 5) – Violin

• 1^st Place in the Violin (9 Years and Under) section of the St George Eisteddfod.
• 3^rd Place in the String section (10 years and under) of the Inner West Eisteddfod.
• Highly Commended in the Grade 7/8 Strings (any age) section of the St George Eisteddfod.

Bartolina (Year 5) – Violin

• Highly Commended in Violin section (10 and under) of the Inner West Eisteddfod
• Highly Commended in Violin section (10 and under) of the St George Eisteddfod

Evelyn (Year 4) – Violin

• 1^st Place Concerto section (9 years and under) of the St George Eisteddfod.
• 2^nd Place in the String Open (9 years and under) of the St George Eisteddfod.

Christina (Year 2) – Cello

• 1^st Place in the Cello (7 years and under) section of the St George Eisteddfod.

– James Larsen
Head of Strings

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Sporting Achievements

IGSA and IPHSA Carnivals

At the IGSA Athletics Carnival, our Senior School team showed incredible determination and teamwork, with 13 students reaching finals and many achieving personal bests. Special congratulations to Eve (Year 11), who won shot put, discus, and javelin—earning the title of IGSA Intermediate Athletics Champion. MLC School also claimed the Division 3 trophy and was named Most Improved School of 2025.

Our Junior School athletes shone at the IPSHA Carnival, with many personal bests and Calais (Year 5) selected for the CIS team. Looking ahead, the House Athletics Carnival promises more fun and friendly competition.

These achievements reflect the courage, commitment, and camaraderie that define sport at MLC School.

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Snow Sports

MLC School at the NSW State Interschools Snowsports Competition

This term 11 students represented MLC School at the NSW State Interschools Snowsports Competition in Perisher. MLC School was proudly represented across all disciplines: skiing, snowboarding and cross-country.

Our teams and individuals achieved some fantastic results:

• Div 5 Skier X Team – Bronze medal
• Div 5 Alpine Team – 5th place
• Individual highlights: Elise (Year 3) placed 4th in Alpine and 7th in Skier X (Div 5) and Haegen (Year 11) finished 9th in Cross Country (Div 1).

In total, eight students qualified for the Australian Interschools Snowsports Championships.

And a special mention to Arielle (Year 6), who represented MLC School at the NSW State Interschools Snowsports competition in Perisher. Arielle competed in moguls, displaying remarkable courage and discipline as she took on the challenging course of bumps and jumps. She finished in the top 20 girls in the state, an outstanding achievement. Well done, Arielle!

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Fencing

MLC School Triumphs at the 2025 Senior School Fencing Championships

The 2025 Senior School Fencing Championships held at Sydney Olympic Park brought together some of the most talented young fencers from across the region—and among them, the MLC School team shone brilliantly.

Demonstrating exceptional skill, teamwork, and determination, the MLC School fencing team returned home with a haul of medals, marking the event as one of the most successful in recent school history.

MLC School dominated in both the Teams Foil and Epee events, securing two Gold medals and one Silver, underscoring their strength in group performance and tactical cohesion.

In addition to team success, individual brilliance lit up the piste. Felicia (Year 12) earned a Bronze medal in the Women’s Foil, showcasing her technical finesse and competitive spirit. In the Women’s Epee, Elena (Year 11) also claimed a Bronze, proving her resilience and sharp tactical thinking in one of the most physically demanding fencing disciplines.

MLC School is proud to acknowledge the exceptional efforts of all team members from Year 9 to Year 12 who brought their own unique strengths and commitment, contributing to the team’s outstanding overall performance. Special thanks go to our dedicated coaches whose guidance and tireless support have been instrumental in the team’s preparation and success. Their mentorship has helped each student-athlete grow in skill and confidence.

This remarkable performance at the 2025 Championships is a testament to the hard work, discipline, and passion that defines MLC School’s fencing program. We look forward to seeing even greater achievements in the future.

Congratulations to the entire team!

– Erin Bofinger
Fencing Coach

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Swimming Highlights

Our swimmers competed at the NSW Metropolitan Swimming Championships with outstanding results. The team achieved multiple personal bests and top finishes across a range of events, including butterfly, freestyle, backstroke, and individual medley.

One standout performance included a gold medal in the 100m Butterfly and a bronze in the 50m Fly. Overall, the team’s commitment and sportsmanship were evident throughout the meet.

Diving Highlights

MLC School’s Diving team made a strong start to the season at the Matthew Mitcham Meet. Five students reached the podium and four qualified for the National Championships in Adelaide next year.

Our divers impressed coaches with their resilience and encouragement of teammates, showing great sportsmanship and determination. Events included 1m springboard, 3m springboard, and platform diving across multiple age categories.

These achievements reflect the strength of MLC School’s aquatic programs and the dedication of our coaching staff. Whether in the pool or on the diving board, our students continue to demonstrate excellence, teamwork, and a fearless spirit.

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MLC School RoboCup Teams Triumph with 1st and 3rd Place Wins

MLC School Students Shine at Gold Duke of Edinburgh’s Award Ceremony

At MLC School, the Duke of Edinburgh’s Award is more than just an outdoor adventure, it’s a journey of personal growth, resilience and leadership. Open to students from Year 9 onwards, the program is offered at Bronze, Silver and Gold levels, each with its own set of challenges and rewards.

Participants engage in four key areas: Skill Development, Physical Recreation, Volunteering, and an Adventurous Journey. Whether it’s hiking through Central Australia, snorkelling Ningaloo Reef, or leading a community initiative, students build confidence and character every step of the way.

The Duke of Ed complements both HSC and IB pathways. Students are supported by experienced staff, including Duke of Ed Award Leader Glen Mole and Director of Experiential Learning Sarah Jauncey, ensuring a safe and enriching experience.

For younger students, the Spirit of MLC School Award lays the foundation, encouraging values of service, commitment and courage from Year 5 onwards.

The Duke of Edinburgh’s Award is a powerful way for MLC School girls to discover their strengths, make a difference, and dare to be more.

Below is Glen’s reflection of a recent Award Ceremony in which he attended with some of our Old Girls and current students:

I had the privilege of attending the Duke of Edinburgh’s International Award – Australia (NSW) Gold Ceremony at the magnificent Government House, Sydney.

Hosted by Her Excellency the Honourable Margaret Beazley AC KC, Governor of New South Wales, the event welcomed over 350 guests across two ceremonies. It was a truly inspiring occasion, recognising the outstanding achievements of young people who have reached the prestigious Gold Level of the Award.

Students were celebrated for their commitment, resilience, and personal growth throughout their Duke of Ed journey. Her Excellency’s address reminded everyone of the value of determination, community service, and stepping outside our comfort zones.

MLC School students and Old Girls in attendance:

• Misha (Year 12)
• Isla (Year 12)
• Anikah (2024)
• Zoe (2024)

To our Gold Award recipients, including those unable to attend:
Congratulations on this remarkable achievement. Let it stand as a reminder of what can be accomplished through dedication and perseverance. While this marks the completion of your Gold Award, your Duke of Ed journey doesn’t have to end here – the Global Alumni Network offers opportunities to share your story, connect with others, and continue making a difference.

For the full story from the Office of Sport, visit: The Duke of Edinburgh’s International Award – Australia (NSW) Gold Ceremony, Thursday 31 July 2025.

– Glen Mole
Duke Of Ed Award Leader

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Immersive Learning across the Grades

At MLC School, learning is more than what happens in the classroom, it’s a journey of curiosity, connection and growth. This term, students from Kindergarten to Year 12 have embraced a rich array of experiences that reflect our commitment to nurturing confident, compassionate and globally-minded young women.

Kindergarten students began their exploration of the natural world with a visit to Calmsley Hill City Farm, where they met farm animals, learned about living things, and enjoyed a hands-on day of discovery. 

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Year 1 Explore Lane Cove National Park

Year 1 ventured into Lane Cove National Park, building shelters for lizards, mapping the bushland, and creating collaborative artworks inspired by nature, an experience that fostered teamwork and environmental awareness.

My favourite thing was playing the team games at the end. I loved the chicken and duck game!
– Amelia

I loved when we walked along the river. We found a cockatoo hiding in the branches!
– Audrey

Something I learned was that you can build a shelter out of sticks!
– Kaitlyn

– Bernadette Weston
Acting Year 1 Coordinator

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Celebrations, Commemorations and Culture Learning for Year 3

Year 3 explored Sydney’s cultural diversity through their Celebrations and Commemorations project, walking through Chinatown and the Chinese Garden of Friendship. They learned how different communities honour heritage and tradition, and expressed their creativity by crafting vibrant Chinese dragons.

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Year 8 Immersion to Mudgee

In the Senior School, Year 8 students deepened their understanding of Indigenous culture during their Immersion to Mudgee. Through Dreaming stories, traditional ceremonies and reflective learning, they gained new perspectives and a greater appreciation for Aboriginal heritage and resilience.

The students were also asked to reflect on how the Immersion program had impacted their understanding of Indigenous culture. Here are some of their responses:

‘The Immersion program was able to help me understand more of the Indigenous culture like the ceremonies that happened and how the Dreaming stories relate to everyday life.’
– Euna (Year 8)

‘It let me see everything from a new perspective and help understand the belief and culture of Aboriginal people better, seeing how they do things and watching their dances and listening to their Dreaming stories really let me understand how their view on the world is so different from Western civilisation.’
– Ruth (Year 8)

‘I gained a very deep understanding of the prejudices that Aboriginal people have faced and also opened me up to a wide variety of ceremonies that were enjoyable and made me feel a sense of belonging.’
– Ivy (Year 8)

‘I learnt more about their culture and the way their societies worked, and how they still work now after the profound effect of colonisation. I wasn’t aware of the initiation processes and enjoyed finding out about how and why they were carried through.’
– Audrey (Year 8)

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Year 10 Drama Excursion to Trophy Boys

Year 10 Drama students attended the satirical play Trophy Boys at Carriageworks, engaging with themes of masculinity, privilege and power. The performance and Q&A session offered valuable insights into characterisation, staging and contemporary Australian theatre, skills they’ll carry into their senior studies.

Culture College – A Life Changing Experience

One of the year’s most transformative experiences was Culture College, where students travelled to North East Arnhem Land to learn from Yolngu elders on Country. Immersed in traditional dance, storytelling, language and kinship systems, students returned with a deeper understanding of Indigenous knowledge and a profound sense of connection.

Students were welcomed into Yolngu families, received skin names, and engaged in traditional practices including weaving, storytelling, dance, and language. Highlights included meeting Yalmay Yunupiŋu, visiting the Buku Art Centre, and learning about Macassan–Yolngu history. Each night, students gathered around the fire for reflection and ceremony. The experience deepened their understanding of Indigenous culture and left a lasting impact—an unforgettable journey of connection, learning, and transformation on Country.

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These experiences reflect the heart of an MLC School education, where academic excellence is enriched by real-world learning, cultural engagement and personal growth. For families considering MLC School, this is a glimpse into the vibrant, values-driven environment where girls are empowered to explore, lead and thrive.

Celebrating the Joy of Reading – Book Week 2025

We celebrated the joy of reading by dressing up as our favourite book characters. The girls paraded for our parents and carers in Daphne Line Hall. It was fabulous to see how the girls embraced the celebration with imagination and creativity and our Year 5 Library Leaders were roving reporters. Here are some things the girls had to say:

‘You get to express yourself and read lots of different books.’
–Esther (Harry Potter) Year 2

‘You can have crazy adventures in stories.’
– Celeste (Cat in the Hat) Year 2

‘I love celebrating books because they are funny and exciting.’
– Millie (Shenanigan Swift) Year 2

‘I love getting to dress up as a character. Every time a character goes on an adventure, they need to solve a problem.’
– Lara (Rosie the Twilight Dragon) Year 2

‘I love that we could read with our parents’
– Irene (Mina from Blood City Rollers) Year 2

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Illuminate 2025

MLC School’s annual arts festival, Illuminate 2025 transformed the Senior Centre into a carnival of colour and creativity, displaying Design and Technology, Visual Arts, Food Technology, Textiles and Multimedia works. From the youngest creators in the Junior School to the accomplished artists in the Senior Years, we celebrated all of the incredible artistic and creative pursuits that set MLC School girls apart.

This year’s theme, ‘Step Right Up’, celebrated the open-mindedness, and curiosity that drive artistic exploration, encouraging students to take creative risks, embrace the unexpected, and showcase their talents with boldness and flair, much like the courage it takes to take risks. Just like at a carnival, there was something different and exciting around every corner, with each artwork offering a chance to engage with something new. 

From textiles tote bags to surrealist ceramic works, the dedication and creativity of the students was displayed, allowing all to experience the imagination, innovation, and skill that define our their work. Live performances from our talented music students added atmosphere to the evening, making the event a true celebration of creativity in all its forms.

A big thank you to the Art and TAS departments for aiding students in their artmaking practices and allowing the night to come together so beautifully. 

– Eve (Year 12)
Visual Arts Captain

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Celebrating Safety – Paul Dillon visits MLC School

Celebrating with friends is vital during adolescence, an adolescent brain is wired to seek independence and peer acceptance. Celebrating together is a great way to achieve this, create amazing memories and strengthen relationships. Having a good time does not have to come at the expense of our students’ health or safety. A safe socialising environment ensures everyone can make positive choices, have fun and avoid potential harm.

This term, we welcomed Paul Dillon who presented to Year 10, Year 11 and Year 12. Paul is a leading drug and alcohol presenter and founder of DARTA. Paul presents students with evidence based, relevant and accurate drug and alcohol education and information, equipping students with tools and strategies to make informed decisions regarding drugs and alcohol, devising strategies to help keep themselves and their peers safe when celebrating. Paul spoke to our students to help them understand issues around drugs, alcohol and social settings – and importantly ways to stay safe and take care of one another. He reflected on some of his discussions with the students when he spoke with parents in the evening.

Many parents braved the rain and cold to attend a P&F (Parents and Friends) Forum with Paul Dillon focusing on Alcohol, parties and gatherings. Paul canvassed much more than teenage alcohol use, covering the many other substances that are available, as well as vaping (usage is falling) and the emergence of smoking once again. Some of his statistics were alarming. The good news is that alcohol use is on the decline, with statistics indicating many teenagers do not drink at all.

Paul offered insight into the challenges teens face as their social life starts to grow; and shared many practical parenting tips on how to keep children safe while still allowing them to develop socially.  

This is Paul’s 16th year presenting at MLC School and his expertise makes him a well regarded partner in our pastoral care and parent information program.

Paul offers a wealth of resources on his website https://darta.net.au/ and parents are urged to refer to it as needed. Paul promises to answer every email and can be followed on social media.

We thank the P&F for their support for this important, ongoing initiative.

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