International Women’s Day at IGS was marked not as a moment of celebration alone but as an invitation to think, question and engage. Across two assemblies – one for Middle School and one for Senior School – students were challenged to consider what equity and equality look like in practice and how these ideas shape both professional ambition and personal lives.
The assemblies were designed to educate, spark discussion and amplify the voices of women working across diverse fields. In doing so, they reinforced that meaningful change begins with informed conversation and young people who are confident enough to question the status quo.
The tone was set from the outset through performances by students Miranda H and Luella P. Their vocal performances of Just a girl by No Doubt and Bored by Laufey showcased musical talent while also serving as a reminder of the power of young voices when given space and an audience. In the context of International Women’s Day, their performances underscored the importance of visibility, confidence and expression.
The assemblies were organised and led by Girl Up leader and Year 11 student Artie T, whose leadership anchored the day. Artie also facilitated a panel discussion that brought together women with varied professional pathways and lived experiences, modelling both confidence and curiosity for students in High School.
The panel featured Dr Heather Robinson, Professor of English at York College, Cher Sewell, Head of the Psychology Department at Sydney Grammar School, Caroline Walsh, Head of Information Technology and Digital Systems at UTS College and Heather Hawkins, author, adventurer, ultra runner, advocate and former IGS parent. Together, they explored the theme of balancing the scales – in careers, in leadership and in life.
Each panellist spoke candidly about navigating professional spaces that have not always been designed with women in mind. Their reflections moved beyond abstract ideals, offering students philosophical perspectives alongside practical insights. Conversations touched on ambition, compromise, resilience and the importance of recognising both visible and invisible labour. For students, particularly those approaching key decision points in their education, these insights grounded International Women’s Day in lived reality rather than symbolism.
A powerful contribution also came from within the IGS community. Ms Amy Cao spoke to the tribulations and successes of women in STEAM, highlighting a persistent imbalance between participation and recognition. While women make up approximately 50% of the population, opportunity and recognition have not consistently reflected women’s contributions to the field. Her address emphasised that progress requires not only access but sustained support, visibility and structural change.
In the spirit of IWD, Melody P also spoke to the Senior School about a recent highlight for our girls’ football teams – their visit to Sky Park, Sydney FC’s training facility, as part of the Sky’s Her Limit program. Students connected with Nicole Ray from the Sydney FC Foundation and Sydney FC players Heather Hinz, Jodi Ulkekul and Madison Ayson to explore confidence, leadership and staying engaged in sport.
What distinguished the assemblies was their emphasis on dialogue rather than declaration. Students were not told what equity means; they were invited to think about how it operates in different contexts and what responsibility they hold in shaping fairer systems. By hearing from women who have navigated varied pathways, students were encouraged to see leadership as multifaceted and evolving rather than linear.
International Women’s Day at IGS served as a reminder that education plays a critical role in shifting perspectives. When students are exposed to diverse voices and honest conversations, they are better equipped to challenge assumptions and imagine futures that are more inclusive.
As IGS continues to foster leadership, advocacy and critical thinking, moments like these reinforce the importance of creating spaces where stories are shared and listened to. Balancing the scales is ongoing work and it begins with education that is thoughtful, intentional and grounded in real experience.
