Breakout Sessions

A Strength-Based Approach to Staff Professional Learning and Growth

Karen Keogh, Deputy Principal at Mount St Benedict College, shares how a strengths-based approach to professional learning can transform staff culture, leadership, and wellbeing. Grounded in the principles of positive psychology, this session explores a whole-school model that builds staff agency, engagement, and collaboration. By recognising and valuing individual strengths, the College has cultivated a relational culture that supports female leadership, strengthens teams, and models empowerment for girls. Karen reflects on the successes, challenges, and long-term impact of this five-year initiative, offering practical insights into building sustainable, values-aligned professional growth frameworks that elevate both people and culture.

Presented by Karen Keogh, Deputy Principal and Daniela Sestito, Leader of Professional Learning and Growth  | Mount St Benedict College

Rites of Passage, Rituals and Recognising Incoming Adulthood

Kathryn Emtage (Dean of Students) and Simone Hartley (Head of Year 12 / Senior English Teacher) from Somerville House explore how to make the Year 12 experience meaningful, balancing milestones, magic, and mattering. Focusing on rites of passage and the transition to adulthood, this session examines how schools can recognise students’ growing agency while supporting wellbeing, academic engagement, and leadership. Drawing on their extensive experience in senior years leadership and recent reimagining of the Year 11–12 student journey, Kathryn and Simone share practical strategies to validate students as both young adults and learners, creating a senior years experience that is purposeful, joyful, and memorable.

Presented by Kathryn Emtage, Dean of Students; Simone Hartley, Head of Year 12 and Senior English Teacher | Somerville House

Fostering Intellectual Humility in Academic Extension Classes

This session explores the potential for intellectual humility to protect girls from perfectionism and imposter syndrome in high-achieving academic environments. Participants will gain insight into current research and practical strategies to create extension classrooms that encourage risk-taking, growth, and healthy striving.

Presented by Felicity Monck, Associate Dean of Wellbeing & Senior School Psychologist | St Mary’s Anglican Girls’ School

Empowering Girls Through Academic Care: A Holistic Partnership Model

This presentation showcases an Academic Care model that celebrates girls’ holistic education through a dynamic partnership between student, teacher, and parent. Anchored in continuous feedback, goal setting, reflection, and review, the model fosters student agency and ownership. Culminating in a celebratory event, it honours each girl’s learning journey and growth. Join us to explore how this model nurtures confident, self-directed learners through intentional care and collaboration.

Presented by Nancy Lee, Director of Senior School (Academic Administration) | Canberra Girls Grammar School

A Values and Character Education-Based Year 7 Orientation Program

Sarah Tynan, Deputy Head at Frensham Schools, presents a values- and character-based Year 7 orientation program designed to help students flourish. This three-phase initiative supports transition to secondary school by fostering belonging, resilience, and personal growth. Through signature strengths discovery, the ABC model for reframing challenges, and development of positive emotions and communication skills—supported by active parent involvement—students build strong relationships, confidence, and a sense of inclusion. Attendees will gain practical strategies to create orientation programs that equip students to thrive socially, emotionally, and academically from day one.

Presented by Sarah Tynan, Deputy Head | Frensham Schools

AI: Why AI Policy and Senior Leadership Matter

This session highlights why proactive leadership and clear policy are essential for safely and ethically integrating AI in schools. Drawing on St Dominic’s Priory College’s pioneering AI Use Policy and deepfake response plan, participants will explore strategies for building staff confidence, managing emerging risks, and creating a culture that supports teaching, learning, and student wellbeing.

Presented by Helen Steele, Principal and Joanne Villis, Director of Technology Enrichment | St Dominic’s Priory College

Avoiding Compassion Fatigue and Burnout

Jane Steele has worked in schools for over 20 years, supporting both students and staff. She believes that it only takes one positive person to change a young person’s life — and that person is often a teacher. Through her work, she has also seen many educators leave the profession due to burnout and compassion fatigue. This session offers practical strategies and clear insights into why this happens, and how teachers can prevent it or begin the process of recovery.

Presented by Jane Steele, Head of Counselling | Methodist Ladies’ College

The garment industry’s impact on the environment and the importance of sustainable uniforms

Schoolblazer are leaders in the sourcing and supply of sustainable uniforms. This presentation will explore how the garment industry contributes significantly to carbon emissions and environmental damage. It will also highlight the importance of sustainable uniforms and explain how educating the next generation to make more responsible purchasing choices can help reduce the harmful impacts of fast fashion.

Presented by Robin Horsell, Co-founder and Niamh Harrington, General Manager | Schoolblazer

Bridging the STEM Gap Between Junior and Senior Schools – A Real World Journey

Explore how Queenwood’s award-winning STEM program supports girls transitioning from Junior to Senior School. This session shares practical, project-based and co-curricular strategies that foster belonging, ownership, and engagement in STEM. Participants will leave with ready-to-use activities, including the Solar Island Project, to implement in their own schools.

Presented by Andrew Draper, Head of STEM Programs and Anabella Gray Senior School Design & Technology Teacher, STEM Teacher| Queenwood School

Catalysts for Connection: A Teacher-Led Model for Enhancing Belonging

Rachel Butler-Wills, Clan Guardian (Head of House) at Seymour College, shares insights from an 18-month action research project aimed at enhancing belonging and reducing loneliness among teenage girls. Using teacher-led, “atomic habit-style” social provocations, Rachel explores how small, intentional actions can strengthen peer connectedness and positively impact student wellbeing. This session offers data-driven insights, practical strategies for implementing micro social interventions in the classroom, and reflections on how different personality types respond to these approaches—equipping educators to foster joy, connection, and a sense of belonging in their own schools.

Presented by Rachel Butler-Wills, Clan Guardian (Head of House) | Seymour College

Co-Creating Community: Empowering Girls Through Parent Partnerships

Kylie Wallis, Head of Boarding and Lindy Masters, Deputy Head of Boarding at Fairholme College, will share how authentic parent partnerships can transform girls’ wellbeing, confidence, and success. In Co-Creating Community: Empowering Girls Through Parent Partnerships, Kylie and Lindy explore how relational engagement—inviting parents as mentors and co-creators of community—builds trust, belonging, and resilience. Through innovative practices like home visits and co-designed orientation, Fairholme has created a powerful culture of shared care that supports girls to thrive academically, socially, and as leaders.

Presented by Kylie Wallis, Head of Boarding and Lindy Masters, Deputy Head of Boarding | Fairholme College

Educating Girls Beyond the Classroom

Lauren Walker (Head of Outdoor Education) and Rosie Smith (Teacher of Outdoor Education) from Wilderness School present Educating Girls Beyond the Classroom. This session explores the transformative power of the REALISE program, a three-week residential Outdoor Education experience for Year 9 students. Attendees will learn how immersive outdoor learning fosters resilience, confidence, self-awareness, and meaningful peer connections, while integrating curriculum content to make learning authentic, relevant, and transferable across subject areas. Lauren and Rosie share practical insights for designing programs that expand horizons, nurture character, and create lifelong learning experiences beyond the classroom.

Presented by Lauren Walker, Head of Outdoor Education and Rosie Smith, Teacher of Outdoor Education | Wilderness School

Empowering Girls to Think With AI: Building Critical and Creative Confidence

This session explores how AI can be a thinking partner to develop girls’ critical, creative, and ethical thinking. Drawing on action research with Year 9 students, participants will discover practical scaffolds, reflection routines, and ethical strategies that transform students from passive users into confident, independent evaluators of AI, fostering curiosity, agency, and integrity in the classroom.

Presented by Jo Oreo, Head of STEM and AI | Ruyton Girls’ School

Experiences for Life: Safe, Experiential School Travel Empowering Girls’ Agency and Leadership

This session explores how safe, curriculum-aligned experiential travel can be a powerful catalyst for girls’ agency and leadership in girls’ schools. We will examine how well-structured school trips create psychologically safe environments for girls to step up, make decisions, and lead. Participants will leave with practical ideas for leveraging educational travel to deepen student voice, wellbeing, and long-term empowerment.

Presented by Kelly Baildon, Regional Head of Co-Curricular Tours | Student Horizons

Feedback & Academic Buoyancy

This session shares findings from an action research project exploring how girls receive, perceive, and act on feedback in academically high-performing girls’ schools. It examines the impact of perfectionism and achievement pressure on students’ engagement with feedback. Conducted in partnership with the University of Queensland, the research combines academic expertise with in-school practice. The session highlights how evidence-informed inquiry can strengthen feedback practices, build student agency, and support academic buoyancy.

Presented by James Sach, Head of Pedagogy and Curriculum; Michelle Maglitto, English Learning Area Leader; Justine Hamilton, Head of Middle School | Fintona Girls’ School

From Curiosity to Creation: AI Integration in the Junior Primary Classroom

Sarah Shaw, Junior School Teacher at Loreto College Marryatville, presents From Curiosity to Creation: AI Integration in the Junior Primary Classroom. This session showcases a Year 2 Inquiry unit on inventions where students used AI tools like SchoolAI and NewArc.ai to research, design, and communicate their ideas. Sarah demonstrates how AI can foster creativity, digital literacy, problem-solving, and student agency, while providing practical strategies for age-appropriate and responsible integration in early learning. Attendees will leave with actionable ideas to enhance inquiry-based learning and inspire young girls as capable, ethical, and innovative technologists.

Presented by Sarah Shaw, Junior School Teacher | Loreto College Marryatville

Transformative Service Learning: Nurturing Spiritual Flourishing and Wellbeing

Melanie van der Meer, Deputy Principal, Mission & Pastoral Care at Santa Sabina College, explores how intentional and reflective service learning can nurture wellbeing, spiritual growth, and empathy in girls. Drawing on the College’s Salamanca Service Learning Model, Melanie demonstrates how programs embedded across mission, pastoral, and curriculum areas can move beyond “doing good” to create transformative experiences that strengthen identity, resilience, and compassion. Participants will gain practical strategies to design service learning that is meaningful, reflective, and grounded in school values—helping students flourish academically, socially, and spiritually.

Presented by Melanie van der Meer, Deputy Principal, Mission & Pastoral Care | Santa Sabina College

Belonging Matters: The Strength of Small Girls’ Schools

Brigid Steele (Director of Community Relations) and Lauren Perfect (Principal) from Mentone Girls’ Grammar explore how small girls’ schools foster belonging, visibility, and wellbeing through deep connections and intentional community engagement. Drawing on their experience across multiple small schools, they highlight strategies for leveraging parent engagement, building trust, and creating strong school identity. This session demonstrates how the scale of a small school can become a strategic advantage—nurturing confident, supported students while strengthening community and school culture.

Presented by Brigid Steele, Director of Community Relations and Lauren Perfect, Principal | Mentone Girls’ Grammar

Connecting the Whole Self: Empowering Girls Through Authentic and Real-World Learning

Rebecca Sutcliffe, Assistant Head of Social Science at Roseville College, presents Connecting the Whole Self: Empowering Girls Through Authentic and Real-World Learning. Drawing on her transition from a 25-year career in finance to teaching, Rebecca demonstrates how authenticity, lived experience, and real-world connections can help girls feel seen, valued, and confident to take risks in learning. Participants will explore practical strategies to build belonging, deepen engagement, and strengthen student voice, agency, and leadership—creating classrooms where girls thrive academically, socially, and personally.

Presented by Rebecca Sutcliffe, Assistant Head of Social Science | Roseville College

Connection, Capability and Belonging: The Impact of Residential Education

Marion Martin, Director of Education Outdoors at Methodist Ladies’ College, Kew, explores the transformative impact of the MLC Marshmead residential program for Year 9 girls. Through extended time in nature, intentional community-building, and valuing First Nations perspectives, the program fosters belonging, confidence, gratitude, and responsibility. Drawing on over 20 years of experience and current research on wellbeing and nature connection, Marion shares insights and practical strategies for designing residential programs that develop personal growth, community engagement, and environmental leadership—equipping schools to create meaningful, life-changing experiences for students.

Presented by Marion Martin, Director, Education Outdoors | Methodist Ladies’ College, Kew

Embarrassment Does Not Exist”: Embracing Risk-Taking in an All-Girls’ Classroom

Olivia McAtamney (English Teacher & Head of Year, Kambala School) and Erika Haberle (Art and Design Teacher, & High Potential Learning Coordinator Ruyton Girls’ School) present “Embarrassment Does Not Exist”: Embracing Risk-Taking in an All-Girls’ Classroom. This session draws on a cross-school Action Research Project to explore rising risk aversion among young women and the emotional and relational factors that shape academic risk-taking. Olivia and Erika examine how fear of embarrassment, failure and judgement influences student engagement, and share practical, evidence-based strategies that reframe discomfort as a productive part of learning. Through visible tools, gamified approaches, and reflective practices, the session demonstrates how classrooms can intentionally cultivate courage and agency, empowering girls to learn with confidence.

Presented by Olivia McAtamney, English Teacher & Head of Year and Erika Haberle, Art and Design Teacher & High Potential Learning Coordinator | Kambala School

Empowering Agency: Understanding How Girls Experience Success and Agency in Learning

This session explores how girls develop confidence, ownership, and agency in their learning. Drawing on an Action Research partnership between Ruyton Girls’ School and Kambala School, it highlights practical strategies to strengthen student voice and success across English, Science, and interdisciplinary contexts.

Presented by Jane d’Oliveyra, English Teacher | Ruyton Girls’ School and Elizabeth Parslow, Science Teacher | Kambala School

Every Girl, Every Story- St Hilda’s Journey to Personalised Learning with AI

St Hilda’s Anglican School for Girls is reimagining how data and AI can enhance human-centred education. St Hilda’s 360 brings together a holistic view of each student’s learning, wellbeing, and engagement, turning data into meaningful insight. Rather than replacing teacher expertise, Hilda 360 serves as a supportive partner easing administrative tasks and helping teachers focus on understanding and supporting every learner. This session shares how St Hilda’s is using AI driven dashboards to reduce teacher workload, inform practice, and strengthen a culture of care, ethical innovation, and data-informed decision-making across the school.

Presented by Andrea McNally, Deputy Principal and Nicole Adams, Director of Junior School; | St Hilda’s Anglican School for Girls

Fostering an AI-Ready School

This session explores Kambala School’s strategic approach to digital innovation, focusing on AI literacy, student agency, and ethical use. Participants will learn how to adopt an adaptive mindset, understand AI’s impact on wellbeing and future careers, and embed responsible, values-driven practices that prepare girls for an AI-ready world.

Presented by Olga Ibrahim, Leader of Digital Innovation & Strategy | Kambala School

From Prefects to Peers: Rethinking Girls’ Leadership – Collegiate Leadership Lab

This session showcases St Michael’s Collegiate’s 7–12 Leadership Lab, a pathway that turns leadership from a one-off event into an everyday practice. Grounded in Courage, Integrity, and Compassion, the program was co-designed with students to foster authentic leadership. Participants will gain practical insights into co-design, piloting, and adapting leadership programs to their own school contexts.

Presented by Jack Reed, Head of English and Andrew Robinson, Deputy Head of Senior School | St Michael’s Collegiate School

From the Hudson to the Hallways: Leading Schools Through Wicked Challenges

This interactive session explores leading schools through unpredictable, high-stakes challenges—from storms and closures to other urgent disruptions. Drawing on lessons from Captain Sully and positive psychology, participants will gain practical strategies for ethical decision-making, resilience, and building connected school communities that thrive under pressure.

Presented by Deb Lonsdale-Walker, Deputy Principal | Stuartholme School

Integrated Learning for an Empowered Future

Miriam Gillett (Assistant Head of HSIE and Assistant Head of House) from Mount St Benedict College present Integrated Learning for an Empowered Future. This session showcases the MYBennies program, a decade-long, integrated approach designed to develop critical thinking, self-efficacy, and agency in Middle Years students. Miriam explores how metacognition, research skills, study techniques, and student learning conferences are embedded to foster collaboration, community engagement, and global-mindedness. Attendees will gain practical insights for designing integrated programs that strengthen inclusion, belonging, and student-teacher partnerships.

Presented by Miriam Gillett, Assistant Head of HSIE and Assistant Head of House | Mount St Benedict College

Purposeful Enhancements to Assessment: A Whole-School Strategy

Scott Adamson (Dean of Teaching and Learning) and Mary Childs (Head of Department – English) from All Hallows’ School present Purposeful Enhancements to Assessment: A Whole-School Strategy. This session explores a multi-year, evidence-informed approach to assessment reform that strengthens learning, wellbeing, and achievement for girls. Drawing on cognitive load theory, Universal Design for Learning, generative AI, and strategic feedback cycles, Scott and Mary demonstrate practical strategies for designing tasks and programs that balance rigor, equity, and student agency. Case studies from Years 5–12 highlight actionable tools for classroom implementation, ethical engagement with AI, and building transparent, meaningful assessment processes that foster confidence, autonomy, and academic integrity.

Presented by Scott Adamson, Dean of Teaching and Learning and Mary Childs, Head of Department – English | All Hallows’ School

Rethinking Assessment: AI didn’t break assessment; it revealed the cracks

Joanne Villis, Director of Technology Enrichment, and Jo Surman, Director of Teaching and Learning, from St Dominic’s Priory College, reframe the conversation around assessment in the age of AI. Rather than asking how to prevent AI misuse, Joanne and Jo challenge educators to rethink what meaningful assessment truly looks like.

This session explores how AI has exposed weaknesses in traditional assessment and offers practical strategies to design tasks that capture thinking, judgment, reasoning, and authentic student voice — evidence that cannot be fabricated by AI. Drawing on their leadership in AI policy, assessment redesign, and sector-wide thought leadership, they will share classroom-ready approaches that support genuine learning, integrity, and future-focused teaching practice.

Presented by Joanne Villis, Director of Technology Enrichment and Jo Surman | St Dominic’s Priory College

Solving Social Media and Cyberbullying

Discover how Pymble Ladies’ College tackles smartphone harm with the innovative Wise Phone program. By staging digital freedom according to maturity and responsibility, the initiative reduces screen time, improves sleep and focus, and enhances wellbeing: proving to be safe, effective, and affordable. Learn how this world-first approach has transformed student digital habits and won global recognition.

Presented by Anthony England, Director of Innovative Learning Technologies and Justin Raymond, Deputy Head – Students | Pymble Ladies’ College

Teaching transversal skills to support our girls to become citizens the world needs.

Jessica Hergott (Senior School Humanities Teacher & VCE Core Leader, Methodist Ladies’ College Kew) and Kate Lafferty (Senior Lecturer in Assessment and Pedagogy, La Trobe University) share a future-focused blueprint for teaching transversal skills that prepare girls to become citizens the world needs. Developed through a school–university partnership, this session explores a purpose-designed course that explicitly teaches and assesses critical thinking, creative thinking, and communication through design thinking, real-world issues, and service learning. Grounded in validated international frameworks, participants will gain practical tools, assessment strategies, and classroom-ready examples to embed transversal skills into their own programs—strengthening students’ readiness for future learning, work, and leadership in an ever-changing world.

Presented by Jessica Hergott, Senior School Humanities Teacher & VCE Core Leader and Kate Lafferty, Senior Lecturer, Assessment and Pedagogy, Learning and Teaching Coordinator | Methodist Ladies College Kew

Thriving Through Play: Strengthening Student Wellbeing, Confidence and Joy

Claire Allen (Head of Senior School) and Jackie Dimattina (Head of Junior Campus) from Fintona Girls’ School present Thriving Through Play, an innovative cross-campus initiative connecting the youngest learners with Year 12 students to strengthen wellbeing, confidence, and joy. Grounded in action research, the project demonstrates how play can enhance language, curiosity, collaboration, and self-belief for younger students, while senior students gain renewed confidence, purpose, and reduced stress. This session offers practical strategies for designing cross-age programs that transform learning, foster connection, and support school-wide student wellbeing.

Presented by Claire Allen, Head of Senior School and Jackie Dimattina, Head of Junior Campus | Fintona Girls’ School

Using Contemporary Tools to Engage Secondary Students

Paul Stewart, Head of Debating & Public Speaking at Korowa Anglican Girls’ School, presents Using Contemporary Tools to Engage Secondary Students. This session explores how AI, multimedia, and innovative assessment approaches can invigorate traditional subjects like Literature, History, and Drama. Paul shares practical strategies for harnessing technology and unconventional methods to enhance student engagement, foster sophisticated thinking, and create dynamic classroom experiences where students are motivated, invested, and thriving.

Presented by Paul Stewart, Head of Debating, Public Speaking and Year 9 | Korowa Anglican Girls’ School

Digital Intimacy, Gender, and the Classroom 

For today's young people, intimacy is increasingly digital before it is physical. Relationships unfold through screens, recorded, shared, negotiated, and sometimes weaponised in real time. For girls, this creates a complex landscape where connection, identity and exploration coexist with the tool and arena for technology-facilitated gender-based violence and exploitation. This presentation explores how "spaceless" forms of harm carry distinct and gendered impacts that extend into classroom dynamics, wellbeing and educational engagement.

By recognising that young people do not learn about relationships and sexuality in a vacuum, educators can respond more effectively to the realities shaping their students' lives.

Participants will leave with skills for discussing digital intimacy that honour girls' complexity and digital citizenship, practical strategies for building critical media literacy around gendered content, and approaches to addressing technology-facilitated gender-based violence that support rather than shame.

Presented by Tessa Opie, Co-Director | Respect Collective

An Action Research Study with Student Leaders (Years 3–12) in a Girls’ School

An Action Research Study with Student Leaders (Years 3–12) in a Girls’ School.This session explores how student leadership can intentionally assist in the formation of character and flourishing in girls’ schools. Drawing on an action research project with Years 3–12 student leaders, it investigates how leadership experiences foster integrity, empathy, creativity, resilience, and purpose, and how these qualities contribute to a flourishing school culture. Participants will gain insights into designing meaningful personal pathways that strengthen student agency, moral formation, relational growth, and a sense of contribution beyond self.

Presented by Ann Brewer, Dean of Professional Practice and Strategic Projects | Queenwood School

Harnessing the Strength of Culture to Form Authentic Identities

Preetika Krishnan, Deputy Principal at Whangārei Girls’ High School, explores how embracing and celebrating culture can help students form authentic identities. By creating spaces where students share and learn about each other’s cultures, schools can foster belonging, self-worth, and empathy. This session offers practical strategies to promote cultural identity, inclusivity, and diversity within school communities, empowering girls to navigate the world confidently while staying true to themselves.

Presented by Preetika Krishnan, Deputy Principal | Whangārei Girls’ High School

Neurodiversity in Education: Building Inclusive Classrooms

Explore strengths-based approaches to support neurodivergent students across primary and secondary settings. This session highlights how educators can design inclusive environments that recognise neurological diversity, reduce anxiety, and foster belonging—particularly for girls who are often underdiagnosed. Drawing on research and classroom experience, Sophie shares practical strategies and tools to enhance engagement, wellbeing, and school cultures that celebrate every learner’s strengths.

Presented by Sophie Vella, Early Years Co-ordinator | St Mary’s Anglican Girls’ School

Code Like a Girl

Discover how LEGO Robotics can ignite girls’ interest in coding and STEM. This session shares practical strategies for starting and sustaining a robotics program, culminating in participation in the globally recognised FIRST LEGO League Challenge. Learn how creativity, persistence, and hands-on engagement help girls build confidence, problem-solving skills, and a love for technology.

Presented by Elizabeth Leong, Teacher & Robotics Liaison | Methodist Ladies’ College, Kew

Designing Confidence: Helping Girls Create Without Limits

This session explores how the Australian Design and Technologies Curriculum can be leveraged to foster creative confidence in girls. The workshop will explore how curriculum design can best support students to break cycles of perfectionism to encourage risk taking. Attendees will discover practical strategies to embed human centred, empathy driven problem solving into creative classrooms. The workshop will also explore how to best support students to develop curiosity, resilience and agency through hands on, practical learning experiences.

Presented by Kelly Bregantic, Leader of Digital & Design Technologies and Tennille Cobb, Teacher of Design Technologies | Loreto College Marryatville

Developing and Implementing a Student Formation Framework – Our Story

This session explores how All Hallows’ School’s leadership team created a holistic Student Formation Framework to guide academic, social, spiritual, sporting, and cultural experiences. Participants will learn about the collaborative development process, strategic leadership insights, and practical ways the framework ensures every aspect of student life aligns with the school’s mission, values, and aspirations.

Presented by Carolyn Liddy, Deputy Principal; Catherine O’Kane, Principal; and Victoria McDonald, Dean of Student Wellbeing | All Hallows’ School

Seeing the Possible: A Journey of Year 3 Girls Inspiring Agency and Inclusion

Shelley Salzke, Classroom Teacher at Canberra Girls Grammar School, shares an inspiring journey of Year 3 girls developing agency, empathy, and inclusion. Drawing on personal experience and an action research project conducted through the ICGS GARC program, Shelley explores how purposeful pedagogy, authentic engagement, and experiential learning help students see disability as difference—not deficit. This session demonstrates how girls can move from comfort to action, becoming powerful agents of social change by fostering genuine connection, self-efficacy, and advocacy. Attendees will gain practical insights for embedding inclusion and empowering students to lead with heart in their own classrooms.

Presented by Shelley Salzke, Classroom Teacher | Canberra Girls Grammar School

Effective Strategies for Closing the Gender Gap in Mathematics

Lecturer in Learning Intervention at the University of Melbourne, presents Effective Strategies for Closing the Gender Gap in Mathematics. This session explores evidence-based interventions to reduce gender disparities in mathematics for primary students, focusing on gender-sensitive teaching, professional development, and parental involvement. Attendees will gain practical strategies to address maths anxiety, challenge stereotypes, and foster equity, helping educators create inclusive and empowering learning environments that support all students to thrive in mathematics.

Presented by Jennifer Sze, Lecturer in Learning Intervention | University of Melbourne

Utilising Statuary and Iconography to Engage Girls in Historical Inquiry

Rebekah Poole, Head of History at Wenona School, presents Utilising Statuary and Iconography to Engage Girls in Historical Inquiry. This session explores how public monuments and memorials—often dominated by male figures—can be used to foster critical thinking, curiosity, and a more inclusive understanding of history. Rebekah demonstrates strategies for analysing visual and public historiography to challenge traditional narratives, develop nuanced perspectives on conflict, and empower girls to see their place in shaping historical understanding. Attendees will gain practical approaches to inspire deeper inquiry, critical analysis, and engagement in history classrooms.

Presented by Rebekah Poole, Head of History | Wenona School

Empowered Periods: A New Approach to Menstruation Education

Grace Curtis (Junior School Wellbeing Coordinator) and Wayne Revitt (Head of Junior School) from Penrhos College present Empowered Periods, a transformative approach to menstruation education for Year 5 and 6 students. Through interactive workshops and a performance by acclaimed educator Lucy Peach, students explored the biology and emotional rhythms of the menstrual cycle in a joyful, inclusive way—shifting understanding from embarrassment to empowerment. This session highlights how creative, expert-led programs, combined with inclusive family engagement, can dismantle stigma, build confidence, and embed wellbeing into school culture, equipping young girls with knowledge, pride, and agency over their bodies.

Presented by Grace Curtis, Junior School Wellbeing Coordinator; Wayne Revitt, Junior School Coordinator; and Lucy Peach, Junior School Headteacher | Penrhos College

Engaging Girls in Digital Technologies Through Authentic Connections

Engaging Girls in Digital Technologies Through Authentic Connections: Explore how relationships, relevance, and real-world purpose can drive girls’ engagement in Digital Technologies. This session shares practical strategies from MLC programs—like global impact projects and 3D-printing initiatives—showing how digital tools can build confidence, spark curiosity, and foster a sense of belonging while developing skills in coding, design, and emerging technologies.

Presented by Christian Williams, Digital Technologies Teacher | Methodist Ladies’ College, Kew

Finding Comfort in the Discomfort: Supporting Girls to Risk-Take in the Classroom

This session shares practical, student-led strategies to help girls embrace academic risk-taking. Drawing on action research in Year 8 Maths and French, participants will explore methods to foster agency, create a safe space for productive risks, and co-construct solutions with students to support deeper learning.

Presented by Charlotte Crowley, Teacher and Jess Galpin | Kambala School

Reimagining Education: Embedding a Whole-School Approach to Learning and Wellbeing

Bridget McPherson, Head of Wellbeing and Engagement at The Mac.Robertson Girls’ High School, presents a whole-school approach that integrates learning and wellbeing. Challenging the traditional separation of these domains, Bridget outlines four key principles to create a supportive, connected, and thriving educational environment. Drawing on evidence-based strategies and real-world implementation at Mac.Rob, this session offers practical tools for balancing compassion and expectation, promoting emotion regulation, and embedding wellbeing into daily teaching and learning. Attendees will leave with actionable ideas to reimagine education in their own schools—fostering communities where students flourish academically, socially, and emotionally.

Presented by Bridget McPherson, Head of Wellbeing and Engagement | The Mac Robertson Girls’ High School

Supporting Girls to Manage Worries About Their Friends’ Wellbeing

Melissa Saxton, School Counsellor at SCEGGS Darlinghurst, presents practical strategies to help students manage worries about their friends’ wellbeing. Drawing on her experience as a Clinical Psychologist, Melissa explores the use of wellbeing screeners, targeted teaching on friendship and collaborative school culture, and the LATE model (Listen, Acknowledge, Talk, End) to guide supportive conversations with students and parents. This session equips educators with actionable tools to foster a caring, connected, and mentally healthy school environment where girls feel empowered to support one another.

Presented by Melissa Saxton, School Counsellor | SCEGGS Darlinghurst

The Value of the Quiet Leader in a Girls’ School

This session explores how quiet leadership—rooted in authenticity, empathy, and integrity—can empower students and staff in girls’ schools. Using the school library as a hub for influence and growth, participants will learn strategies to foster confidence, wellbeing, and inclusive leadership that aligns with individual strengths and values.

Presented by Rosie Maher, Head of Library & Information Services | Wenona School

Unlocking Learning: Metacognition in Action

Explore Abbotsleigh’s Science of Learning program, which develops metacognitive awareness and key learning dispositions across Junior and Senior Schools. This session showcases practical strategies that help students reflect on their learning habits, take ownership of their progress, and apply approaches that enhance outcomes.

Presented by Isobel Royston, Director of Curriculum & Professional Excellence; Donna Moffatt, Director of Learning Innovation; and Alison Gates, Director of Research | Abbotsleigh

You Are Teaching It – But Are They Learning It?

Laura Brady, Director of Learning and Curriculum at Methodist Ladies’ College, Kew, presents You Are Teaching It – But Are They Learning It?. This session explores strategies to close the gap between teaching and actual student learning. Laura shares evidence-informed approaches to in-the-moment checks for understanding, capturing all learners, and ensuring knowledge transfers into long-term memory. Attendees will gain practical tools to adapt instruction in real time, optimise student progress, and support wellbeing by making learning visible and actionable in the classroom.

Presented by Laura Brady, Director of Learning and Curriculum | Methodist Ladies’ College, Kew