Spectemur Issue 2 2023

SPECTEMUR

Editorial Committee

Marketing and Communications Coordinator, Taryn Das Neves

Marketing and Communications Manager, Claire Denbury Head of Community and Development, Ryan Whitehead Development Associate (Alumni), Cindy Parker

Contact us

Alumni ocga@cgs.vic.edu.au

Foundation cec@cgs.vic.edu.au

Marketing cda@cgs.vic.edu.au

55 Mont Albert Road, Canterbury VIC 3126

Spectemur is printed on FSC certified 100% recycled uncoated ‘Revive Laser’ paper. The carbon emissions associated with the Spectemur production have been offset through various sustainable practices. By adopting carbon-neutral practices, Spectemur aims to uphold the environmental values of the School.

History is important. It is the only thing we have to help us understand the present, and how we got here.

To really understand our School at a deep level, and to get a sense of how we came to be who we are now, we need to understand our past, and the values and beliefs of those who came before us. It helps to know, for example, that Arthur Bertram initially established this School in 1886 for the ‘boys in the local community’, and that he saw it as an avenue for students to gain entry into university. It also helps to know that the School’s future was not always secure, as we struggled to maintain enrolments at various times in our journey; that we moved several times in the early 1900s, and that it was the philanthropy of William Angliss during the Depression which allowed the Council to purchase Roystead and begin to turn the fortunes of the School around.

It helps to understand that the School was never intended to be an ‘elite’ school for wealthy families, and that it has always maintained a commitment to student ‘bursaries’ and scholarships to help families in need to attend here. The School has always believed that education has the power to transform lives and that we have a responsibility to help those less fortunate than ourselves. We have held on to the vision that our School can be a force for good in the world.

Our history, and learning about some of the extraordinary, eccentric, and talented teachers who have worked here over the past 137 years helps to explain our strength in Mathematics

and Science, Languages, English, and Art. We have always embraced Drama, Music, and sport, and those things continue to shape and inspire us to this day. Indeed, our history helps to explain why Music and Drama are so strong here now, and why we do so well in some sports, and struggle in others.

Much of our story has been captured in I. V. Hansen’s impressionistic centenary history of our School to 1986, By Their Deeds, and subsequently by our current Archivist and Historian, Dr David Bird’s subsequent monographs. Such works give us a richer understanding of why our School is the way that it is today.

We have not always lived up to our ideals, and it is important also to face the fact that during some periods of our past, some students did not feel safe here, and in some cases were not safe here. We need to face and understand those things about our history too, so that we can better protect students in our care today. History is not always pretty or convenient, but without it, an honest nuanced understanding of who we are now is not possible.

As it is with schools it is also with nations. As our country moves towards a National Referendum to decide if we should recognize this land’s first occupants in our Constitution, and whether they should have a guaranteed say on matters relating to them, we should remember and seek to understand our past – not to apportion blame, but so that we may understand what we may rightly be proud of, and what we need to face, and seek to redress. Reconciliation cannot occur in the absence of truth. We cannot understand modern Australia if we do not understand our past and the forces which shaped us. A cool, dispassionate, and informed sense of that past is essential for us to shape our future, as a School, and as a Nation.

Dr Paul Hicks Headmaster

From the Headmaster’s Desk

“To really understand our School at a deep level, and to get a sense of how we came to be who we are now, we need to understand our past, and the values and beliefs of those who came before us.”

ANZAC Day Dawn Service

On Tuesday 25 April, members of the Camberwell Grammar community gathered to show their support at the School’s annual ANZAC Day Dawn Service, held in the Wheelton Amphitheatre with special guest speaker alum Mark Henley (2002). Together, guests honoured the memory of Australian soldiers and, in particular, the School’s past students who lost their lives in war.

During the Service, Mark spoke movingly about his time serving in the Australian Army and the ANZAC spirit. After finishing at Camberwell Grammar, Mark entered army service in 2003 with the 4/19 Prince of Whales’ Light Horse Regiment (PWLHR Army Reserves), before transferring to 2/14 Light Horse Regiment (Queensland Mounted Infantry). He was then deployed in 2007 to Iraq as part of Security Detachment (SECDET) 12, responsible for the security of the Australian Embassy, the Ambassador, his staff, and visiting dignitaries. Mark returned to Australia in 2008 and to the 4/19 PWLHR. He left the defense force in 2015 as a Lance Corporal.

‘At dawn 106 years ago, young men from the 1st Infantry Division stormed the beaches of Gallipoli. This was the forging of the ANZAC spirit displaying courage, endurance, camaraderie, and sacrifice.

Over 100 years later, that same spirit and sense of service have guided young men and women to volunteer and to serve in the defence force.

It was on days like ANZAC Day and Open Day that I first felt the sense of service and volunteered, joining the army reserves and later full-time service. The spirit of the ANZACs is passed from instructors at training units and then built on in every regiment, squadron, and ship around the country. The spirit is also held dearly by those that don’t serve and is passed from generation to generation by people who turn up to Dawn Services and ANZAC marches around the country, showing their appreciation for those that have served and sacrificed.

So here we are 100 years later, gathered to remember those that have served with distinction from ANZAC cover right up to today: the remainder of WW1, WW2, Korea, Malaya, Borneo, the Vietnam War, peacekeeping missions in Africa, Asia, the Middle East and, later, Timor, Iraq, and Afghanistan.

It is on this day that we choose to remember those called to serve that didn’t come home. As a result of continued conflicts around the globe, and Australia’s’ willingness to help where they can, ANZAC Day will continue to be relevant – passed down from soldier to soldier and from family to family today and into the future.’

ANZAC Day Cadet Engagements

The Camberwell Grammar School Army Cadet Unit once again made a positive contribution to a number of ANZAC Day Commemoration events this year, including assisting in the short commemoration service at the Mews, a nursing home in East Camberwell on Monday 24 April, they also attended the ANZAC Day March, and, on Wednesday 26 April, they assisted the 39th Battalion Association, the 2/14th Association, and the 2/16th Association’s annual commemorative service at the 1000 Steps Kokoda Trek Memorial in the Dandenong Ranges.

A Deep Connection to Culture and Country

Reflecting on Reconciliation

The School marked National Reconciliation Week this year with a variety of activities and learning programs across the Junior, Middle, and Senior School campuses. A highlight this year was the unveiling of the two artworks, designed by past Indigenous students at Camberwell Grammar, which will become the heart of the School’s Acknowledgement of Country.

During the Middle School Reconciliation Week Assembly, two of our former Camberwell Grammar students returned to talk about the artworks they had created for the School. Luke Tieri (2019), a Yorta Yorta man, and Alexander Greenaway (2021), a Kamilaroi man, spoke passionately about the strength they have drawn from their culture and their Elders and their belief in our collective capacity to use our voices to bring about positive change, reflecting this year’s Reconciliation Week theme –‘Be a Voice for Generations’. The artwork they have made will be used to create a series of posters that will be permanently displayed in each classroom around the School.

Luke explained to Middle School students that an Acknowledgment of Country is not only a demonstration of the cultural respect for the traditional custodians of the land on which a meeting or event is being held, but that being ‘culturally aware of the history and traditional lands of where you attend school, where you live, and even where you travel within Australia, can be significant to your understanding of Aboriginal people’s connection to Country, culture, and community, and can be your contribution to a reconciled Australia.’

Luke’s painting, titled Together on Country, ‘is a depiction of community, partnership, inclusion, and connection to culture. The large blue yarning circles symbolise a place for people to gather and work together to strengthen relationships with others in a culturally safe environment. Green pathways throughout the artwork depict learning pathways and reflect Camberwell Grammar’s reconciliation journey, and this is emphasised with the pathways continuing off the artwork and that this journey is ongoing.’

Alexander’s painting, Bloodlines, is reminiscent of a body –the big beating heart in the centre, with veins bleeding into it. The veins are blue, reflecting the Yarra River, which passes through Wurrundjeri land, and imagines this land as a breathing, living thing – a part of ourselves, as one with ourselves. Alexander said that while the Acknowledgement of Country posters may seem like a small thing, ‘from these small things we can all grow, we can grow as people. When you see the poster in your classroom, it will give you a chance to reflect, to think, to understand, and to develop your own relationship with Country – to understand the values of the Indigenous people, and to embed that within your own life.’

Luke finished his presentation by stating that ‘my hope is that Camberwell Grammar’s commitment to reconciliation will embed further knowledge and understanding within the School through learning about our culture and community, and the vast disparity between Indigenous and non-Indigenous people. Your cultural understanding can then be shared beyond the School grounds with the wider community, and I encourage you all to be a voice, in a meaningful way, by acknowledging traditional custodians and supporting our reconciliation journey. This partnership, respect, and engagement aligns with the School Values and motto, Spectemur Agendo – By our Deeds may we be Known.’

Both the Middle and Senior School Assemblies furthered this embracing of Acknowledgement to Country by having students from the Junior, Middle, and Senior School offer a unique Acknowledgment to Country, showing that there are many ways to show respect and the willingness to learn. The Head of Middle School, Mr Troy Stanley said, ‘We acknowledge that we have much to learn from our First Nations people, their

A Deep Connection to Culture and Country

stories, and their understanding of the land and its ecosystems. We recognise that true learning involves acknowledging the perspective and wisdom of others.’

Many thanks to Ms Stephanie Bohni, the School’s Indigenous Program Development Coordinator, and her team for their continued work and efforts in the education of our community on our reconciliation journey.

During their Assembly time, Junior School students spent the morning reflecting on Reconciliation Week and ways in which they could acknowledge and show respect and kindness to Australia’s First Nations people, their culture, and land.

Students then crafted beautiful scratch-art handprints using a variety of Indigenous symbols with the permission and guidance of Murrundindi, the Ngurungeata or Leader of the Wurrundjeri community, and placed their story hands around the Junior School gardens, after which they spent a quiet moment in reflection.

A group of Year 9 Football students were fortunate to play a friendly game of traditional Marngrook with Camberwell Girls Grammar School during Reconciliation Week.

Refereed by Murrundindi, the game was an excellent opportunity for students to learn about this ball game, played with a possum skin ball, while paying their respects and acknowledgment to the rich culture and history of First Nations people in Australia.

Nurturing Wellbeing A Look at the Pastoral Care Programs at Camberwell Grammar

With various programs and support structures interwoven throughout the School at different levels, pastoral care for each member of the School community is embedded within the School’s values.

School Counsellors

We are fortunate that we have the services of two full-time registered psychologists working at our school – who are able to work with the students directly on a confidential basis about personal, academic, social, or family matters. They work closely with our Chaplain, and the Heads of House and House Tutors. Together, they provide support, guidance, and counselling to students, whilst working collaboratively with staff, parents, and community agencies.

Students can be referred by teachers or parents. On occasions, students self-refer or refer their friends. Word of mouth is powerful and shows the care that the students have for each other and the value they see in counselling. The counsellors are also involved in general activities across the School, such as sports and fundraising days, and work closely with the Pastoral Leadership teams in all areas of the School to develop strategies that enhance resilience, connectedness, and wellbeing.

Pastoral Care in the Junior School

Our youngest students engage in two specific wellbeing programs: Emotional Intelligence and Mindfulness. The Aristotle Emotional Intelligence program supports students to become self-aware, empathetic, and able to regulate their own emotions so that they experience happiness and wellbeing. Students are engaged in learning various skills that they are encouraged to use to develop respectful, fulfilling relationships with their peers, staff, and families.

A proactive approach to mindfulness is evident in the way this practice has been incorporated into the daily life of the Junior School. Every day after lunch, all Junior School students engage in ‘mindfulness’, a time in which they are encouraged to relax, close their eyes, and pay attention to the present moment with openness and curiosity. This helps the boys to refocus and reset after lunchtime, with the aim to improve attention, emotional regulation, relationships, and academic performance.

Pastoral Care and the Middle School

In Middle School, the pastoral care structure sees students organised into ‘horizontal’ Form Groups, with dedicated core subject teachers assigned to each group. In addition, the Form Teacher guides their students through the Personal and Social Development (PSD) curriculum, which provides significant time each week for teachers to understand and support the unique needs of their students. Form Groups serve as safe spaces where students can freely express themselves, build relationships, and develop a sense of belonging.

The PSD curriculum is strategically supported by external organisations, such as The Man Cave and Elephant Ed, which specialise in addressing the specific needs of adolescent boys. Through these sessions, students learn to express their emotions and challenges, which promotes empathy, resilience, and a sense of connection. Additionally, they facilitate meaningful conversations on crucial topics, such as consent, equipping students with accurate information and the skills to make informed decisions and cultivate healthy relationships.

Pastoral Care in the Senior School

Within the Senior School, the House system focuses on cultivating an environment and culture that supports the whole student and aims to work in partnership with parents and carers to guide a student’s development to help them maximise their opportunities at school.

Years 9 to 12 are divided into eight Houses and within each, there are six Tutor Groups consisting of a mix of students from Years 9 to 12. The House system also provides an opportunity for sporting and cultural competitions, student voice and leadership, charity and community service as well as practical study and organisational skills. Students remain in their House and in their Tutor Group for the duration of their time in the Senior School, building rapport with Housemates and being supported by a Tutor and Head of House who get to know them well during their journey. The cross-age nature of many of the House events provides additional benefits in terms of mentoring and shared experiences by older students.

Pastoral Care and the Wider Community

Alongside the personal development of our students, is our commitment to community. An important part of every human’s makeup is their sense of spirituality, and nurturing this is a significant part of the pastoral care program offered at Camberwell Grammar. Whether it be in Chapel Services, Assembly presentations, Religious Education classes, or any of the opportunities where community members come together, the students and staff are encouraged to consider nurturing the elements of life that encourage flourishing alongside an awareness of those in our world who live on the margins.

“Students are engaged in learning various skills that they are encouraged to use to develop respectful, fulfilling relationships with their peers, staff, and families.”

Student Voices: Who We Are

Camberwell Grammar’s student body consists of an array of individuals, artists, sportsmen, creatives, and musicians across the year levels. Here, three students share some insight into their life as a Camberwell Grammar student.

Tane Parkinson (Year 12)

At the Biennial Concert in 2022, Tane wowed the audience with a solo performance on the medieval instrument, the hurdy-gurdy. Tane shares his passion for this unique instrument and how playing in the School orchestras led him to this discovery.

I started at Camberwell Grammar in Year 7, 2018. Throughout my time here, I’ve gotten involved in various activities such as coding club and ‘python enrichment’ in Middle School. I was also involved with the Middle and, later, Senior School Orchestra. At first, I was hesitant to pick up the viola, but my first performance left me thinking ‘that was actually really fun!’. Cadets was another activity I quite enjoyed. I feel that my mates and I gained a high level of team skills and cohesion with each other during our time in the Unit.

During the Biennial Concert in 2022, I delighted the audience by playing a rare instrument called the hurdy-gurdy. Playing the hurdy-gurdy is quite different from playing any other instrument, there are several unique quirks about it I must work around if I’m to have any hope of playing modern music on it.

One day, I told my viola teacher, Mrs Amanda Fairs, about my craving for a hurdy-gurdy, and she too was bewitched by this instrument. She fell into the hurdy-gurdy rabbit hole, just as I had, and discovered that one was being sold only a two-hour drive from school. I knew I would buy the instrument the instant I laid my eyes on it. While I spend just as much time maintaining

the instrument as I do learning how to play, probably one reason why the instrument is dead, I’ve come to realise that tuning, applying the cotton, and adjusting tangents is an art form of sorts and a vital part of being a hurdy-gurdy player. Another product of the instrument being so rare is that I must teach myself how to play through various online guides. The French I’ve learned at school has been very useful in this, since many hurdy-gurdists are French-speaking.

Hurdy-gurdy music is so rare that if offered a choice between a bar of solid gold or a book of genuine hurdy-gurdy music, I’m taking the music. For the Biennial Concert last year, I decided to arrange something modern and popular on this ancient instrument, which resulted in great success with a rendition of the Top Gun Anthem. Although it’s slightly disappointing that I wasn’t able to show off the full capabilities of the hurdy-gurdy (see Guilhem Desq, he’s absolutely insane), the fact still stands that I’m probably the only person to play a hurdy-gurdy solo at Hamer Hall, which is quite the achievement. After Year 12 it looks like I’ll be studying aerospace engineering at university and pushing the hurdy-gurdy to its limits.

Andy Lim and Jonas Fowler (Year 6)

In May this year, Andy and Jonas had the opportunity to share the role of Oliver in the whole school production, and discovered a love for theatre in the process.

‘Jonas has been at Camberwell Grammar since Prep,’ says Andy, ‘and I joined in Year 4. I’m having an amazing experience here!’

‘Each year has been awesome,’ adds Jonas. ‘Being in Leadership Executive, playing Grade 6 Soccer, poems to the whole school, the Chamber Choir, Chorale, the Dorset Orchestra, Junior School Quintet, Junior School Ensemble, and Percussion Ensemble – these memories are special to me, and I can’t believe the effort the teachers have put in.’

Like Jonas, Andy has also enjoyed a variety of opportunities since starting at the School in 2021. ‘I’ve been involved in Dorset Orchestra, Chorale, Percussion Ensemble, and Year 5 Leadership Executive. A highlight was being cast as Luke Warmwater for the Junior School production Star Warts last year.’ Now in Middle School, both students are navigating being out of the comfort of the Norge Village. ‘Going into Middle School has been hard, but it has been balanced by all the opportunities we are given,’ says Jonas.

‘This year, I felt jubilant to be cast as one of the Olivers, but I was worried about the amount of singing, lines, and acting I’d need to learn. I was also concerned my voice would start to break before the performances!’ laughs Andy. ‘Jonas and I had a blast sharing

the role of Oliver. We had nicknames for each other. He was ‘O’, I was ‘Liver’! O-liver! We had a great time and supported one another. My singing improved a lot with Jonas’ help.’

‘It’s been a pleasure sharing the role with Andy,’ furthers Jonas. ‘I have improved a great deal. If I forgot a rehearsal, ‘Liver’ –aka Andy – would save the day and remind me. I have a decent singing voice, but acting wasn’t my strongest skill. I would learn from Andy and the older cast members, like Connor, Tom, Tommy, and Emmanuelle.’

Both boys reminisce about how close they became with the full cast over the rehearsal period and performances. ‘I got to know many fun and inspiring people across Camberwell Grammar and Canterbury Girls’ College,’ explains Andy. Jonas chimes in that he would call the Oliver! cast and crew his second family. ‘I would love to take part in more productions. Acting has helped me to find a hobby that I can enjoy with Andy.’

Together, they’d like to thank Mr Andrew Stocker, Mrs Jessica Johnson, Mr Alex St Vincent Welch, Mrs Jennifer Bennie, Mrs Trista Fry, Mr Mark Wager, and Mr Curtis Bayliss for all the effort they put into the production. ‘I have many fond memories and will cherish the moments we spent together,’ says Andy.

“Jonas and I had a blast sharing the role of Oliver. We had nicknames for each other. He was ‘O’, I was ‘Liver’! O-liver!.’’

Green Pages

Junior School Sustainability

In Term 2, the Junior School Sustainability group (or the Green Ninjas as they have been affectionately named) has been investigating how waste is dealt with in the playground. Jane Burns, from CERES Consulting, came to Norge to work with Year 1 students, completing a waste audit of our landfill and mixed recycling bins in the Junior School playground. With Jane’s help, students emptied bins, sorted waste into categories, and measured what they found. They collected data and noticed that a large proportion of waste was going into the wrong bin. This becomes particularly problematic for our recycling bins, as high levels of contamination result in recyclable products being diverted to landfill.

Our goal is to become experts in recycling and managing our waste. Classes have been working together with teachers to mentor each other as they unpack what is being placed in our bins. We have been learning about the best way to deal with our waste as we answer the question: ‘What bin does this go in?’

On 7 June, Junior School participated in a series of sustainability activities aiming to educate and improve how we can take care of our environment. We learnt what waste products go into the red, yellow, and green bins. The morning session finished with a ‘Rubbish Relay’ on the Green where our knowledge of waste sorting was put to the test. With tongs at the ready, students took part in a race where House teams had to try and get as much waste into the correct bins as possible. Thanks, Junior School for being eco-warriors! Let’s hope that

Year 6 Sustainability Week

The Year 6 students experienced a wonderful Sustainability Week in Term 2, with highlights including a trip to the Melbourne Zoo, experiencing the natural elements while climbing the 1000 Steps in the Dandenong Ranges, viewing a different perspective at The Mighty Micro Monsters in 3D at Imax, building a native bee hotel, and a walk in the Botanical Gardens to understand how it all fits together. The week concluded with a debate activity in the Quinn Lecture Theatre where they discussed different views on important topics such as electric cars, vegetarianism, and animal rights.

with small steps, and some careful thinking, we can continue to reduce our waste imprint and make sustainable and environmentally responsible decisions.

Mr Tristen Haines Year 1 Teacher/ Lower Primary Grade Team Coordinator

ResourceSmart Schools Showcase

Camberwell Grammar School was invited to take part in the ResourceSmart Schools Showcase, joining schools from around the state to talk about our achievements and challenges in a display at the Sustainability Victoria Schools Awards Ceremony. Accompanied by the ever-keen Lucas Papadopoulos and Eamon Newell (Year 8), Mr Hone and Ms Massey talked to interested students and teachers about our Bees program and the Climate Positive program. The day offered an excellent chance for the students to reach out and see what other schools are up to – and hopefully forge relationships that will bear the cooperative fruit of bridges built in the years to come.

Mr Will Hone

Camberwell Girls Grammar Comes to Visit

In the last week of Term 2, we hosted a group of students from Camberwell Girls Grammar (just down the road!) to come for a lunchtime tour of our school to see the various projects and programs we have in place.

Sessions such as these offer more than a chance to build knowledge – working in concert with groups from beyond our school walls shows the students our most potent weapon when faced with adversity: the human animal is virtually unstoppable when we work together. There are some promising signs ahead, and hopefully we will see more to come from this collaboration.

Mr Will Hone

The Towards2050 student Sustainability group presented Auburn South Primary School with a new beehive, with the help of Backyard Honey, at the end of last year, using funds raised by selling plants and seedlings at their Camberwell Grammar Open Day stall in 2022.

This Term, Auburn South Primary had its first honey harvest and invited members of the Sustainability group to a Beewarming Party to sample the delicious honey. Students at Auburn South Primary have assembled a ‘bee team’ and are learning about the benefits to biodiversity and the environment that bees bring.

Staff Profiles

Mr Michael Neal Student Services Officer

As the Student Sevices Officer, Mr Michael Neal has relished watching the School grow and change for the past 23 years, and has even called the Kingussie building home.

I commenced working at the School in January 2000, and I would describe my time here so far like being on a rollercoaster ride – lots of twists and turns, sometimes scary, but mostly invigorating and rewarding. I once had a conversation with my first ‘boss’ at the School where I mentioned that what I loved most about my job was that not one day was the same. There have been some terrifying incidents, such as the fires in Norge, Roystead, ‘The Buttery’, and Mallinson, all of which happened without injury to any person. On the other hand, there were many occasions during the old ‘muck up day’ pranks which, clever in planning and execution, brought laughs without any residual damage to person or property.

Before arriving at Camberwell Grammar, I spent 20 years full-time, and a further 8 years part-time, as a member of The Army in the Australian Defence Force (ADF). I was looking for life outside of defence when I came across an advertisement for the position of School Marshal/Administration Officer at Camberwell Grammar. When I was appointed to the position, I was advised by the former Headmaster that my predecessor had been in the same role for 19 years. I replied, ‘I won’t be here that long’. I was reminded by that same person two years ago that I had long passed that milestone.

The things that make me happy in my personal life are my family, travel, music, trivia, and my tragic love of underperforming sporting teams that I follow (Tottenham, St Kilda, and, of late, Melbourne Victory).

The thing I love most about working at the School is the overall community atmosphere. Being involved in various aspects of the School allows me to see some of the students in a different light. I find it hard to fathom the resilience of some of the Senior School students who are so actively involved in many aspects of school life. The number of times I have had the honour of witnessing Senior Cadets carry out their duties as role models within the School, perform in key positions in theatrical productions, solo musical performances, Chess, Debating, school and AGSV sporting fixtures, and a myriad of external Cadet activities, just fills me with pride. I am honoured to be the current Officer Commanding of the School’s Army Cadet Unit and hope that I have served the Unit well. A highlight in my role as OC was the Gallipoli Tour in 2015, where a group of 15 members of the School spent 12 days in Turkey.

I have been constantly reminded of what a small world we live in. Several times I have been approached many kilometers from the School in places such as London, Lakes Entrance, Surf Coast, and the Snowfields by both current and past students who just wanted to say hello. Thank you Camberwell Grammar, please continue to say hello whenever we cross paths.

Mr Teri Miriklis

Head of Derham House and Physical Education Teacher

A past student, Mr Teri Miriklis (2007) has enjoyed teaching Physical Education for the last decade at the School and, as Head of House, encouraging students to step outside their comfort zone, develop new skills, and give opportunities a go has become a rewarding passion within his role.

I come from a Greek heritage, with my family mostly originating from the island of Kastellorizo. In the early 1920s, my great-grandparents settled in Australia and my great-grandfather opened a fish store across from St Mark’s on Burke Road. Following their footsteps, my grandfather established a successful fish wholesaler in the fish market, which is still operated by the family today. Being the youngest of three siblings, I always had a competitive spirit and constantly strived to outdo my brother and sister in various activities. I started my journey at Camberwell Grammar in 2002 in Year 7 and was in Bridgland House. The aspect of school life that I enjoyed the most was the opportunity to be active – I actively participated in the Cadet Unit and cherished the memorable camps, eventually attaining the rank of CUO (Cadet Under Officer). Furthermore, I had a great passion for Football and had the privilege of playing three seasons with the Firsts and working with Peter Knights in the Football program. During my time here, I held positions as a School and House Prefect, which provided me with valuable leadership opportunities that I am grateful for.

I returned to the School in a professional capacity in 2013 as a full-time Physical Education (PE) teacher. During this time, I had the opportunity to coach Middle School Football and Cricket teams, which I found immensely rewarding. I am a still PE teacher, currently teaching practical Physical Education classes from Year 10 to Year 12 and theory for Year 12 for VCE, and I also teach Personal Skills and Development to Years 9 and 10.

In 2018, I joined the coaching team of the XVIII Football team and started coordinating the Golf program. I also had the privilege to Act as Head of Steven House for Term 2 and thoroughly enjoyed working closely with a larger portion of the School community in a pastoral care capacity. In 2019, I was appointed the Head of Derham House. As a Head of House, my primary responsibility is to oversee the wellbeing, involvement, and development of approximately 90 students within the Senior School. In collaboration with a dedicated team of six Tutors, we strive to create an environment and culture that fosters the holistic growth of each Derham student. We aim to build a rapport with students, supporting them through their achievements and challenges, whilst encouraging them to be active members of the School community. In my personal life, I am fortunate to have my wife, Erin, and our energetic two-year-old son William. William loves to be active, he is currently enrolled in swimming lessons at Camberwell Grammar and is always on the move, constantly running and seeking out sports equipment to play with. Family and friends play a significant role in our lives, and we cherish the time spent with them whether it’s catching up with loved ones or creating memories with William, these moments bring happiness to our lives. As a family, we also enjoy road trips and exploring different parts of Australia whenever the opportunity arises.

My greatest passion in school education lies in the support and care I can provide to students. I hope to encourage them to step outside their comfort zone, develop new skills and passions, and get the most out of their education. What I love about working at Camberwell Grammar is the sense of magic that fills the School. Whether it’s the exceptional concerts and plays, the extensive sporting programs, or the facilities. However, what truly makes it an enjoyable place to work is the incredible community of students, families, and staff. We are all fortunate to be a part of this school with boundless opportunities that embrace a welcoming and inclusive culture.

Teaching and Innovation

Are our Teachers Prepared?

Facing Pastoral Care Concerns in the Classroom

Head of Clifford House, Mr Graham Ruffles is currently undertaking a Master of Education – Leadership and Learning, with a focus on pastoral care and wellbeing. Here he shares a bit about his background and why the crucial topic of teaching wellbeing in the classroom has become a focus for him.

Primary and secondary school education has been a continually evolving field over the course of history. This is seen not only within the theories of best practice for approaching the teaching of students within various age groups, learning styles, or settings, but also what a school should be providing as part of their whole education program. Over the more recent history of education, it has been increasingly recognised that a school’s role is greater than solely building the academic abilities of its students. More and more, there has been an increasing need for schools to support the growth of a student’s personal and social development, such as delivering education on sexual health, drug and alcohol addiction, and respectful relationships, and there has been much evidence that shows how the quality of these programs can support a student’s academic success. This need has resulted in growing global research, policy development and program implementation supporting the provision of pastoral care, the development of positive student social emotional wellbeing, and their preparedness to assimilate in life outside of school.

Over my career in education, I have continually found myself drawn to a path that involves a significant focus on student wellbeing, seeking out roles that focus on this area. Before arriving at Camberwell Grammar, I had coordinated the social/ emotional management program in Years 9 and 10, and, since arriving, have spent time as a Year 7 Form Teacher before working in my current role as Head of Clifford House. At Camberwell Grammar, there has been a focus on increasing

all staff awareness on the wellbeing issues faced by students. This has been achieved by supporting staff attendance to external student welfare-themed Professional Development programs, internally run training sessions, as well as guest speaker presentations on their own findings or experience in the area. In a more targeted approach, key pastoral care staff, such as Heads of House, are enrolled in the Teen Mental Health First Aid course, completing refresher training every three years. Throughout this experience, I have felt the draw to investigate the importance of pastoral care and wellbeing education further. This year, I have begun a Master of Education –Leadership and Learning, with the focus of my research falling on student welfare. In particular, I will be questioning if current pre-service teacher training provides adequate preparation for facing pastoral care concerns in the classroom and the delivery of wellbeing curriculum.

The continual evolution of the expectations of a classroom teacher has resulted in the need for teachers to deliver curriculum outside of their subject specialty and be competent in the provision of pastoral care to ensure the physical and emotional welfare of their students whenever required. The success of this provision and its potential for positive outcomes for the students is often related to the level of expertise of the teacher providing the wellbeing knowledge or pastoral care, which is reflected in the research literature. Given the main focus of pre-service teacher education is heavily curriculum based, such as covering various education theories or building strategies for curriculum development, it has led to the question of whether pre-service teachers are being adequately prepared for the pastoral care responsibilities of their future roles.

Over the course of the remainder of 2023 and the entirety of 2024, I will be diving deep into the available literature and exploring the data in an effort to answer this question, and possibly prompt some rethinking in how teacher education is currently approached. I will also be presenting the findings of my research to the School leaders to help influence and grow the quality staff training already provided at Camberwell Grammar. It is important to recognise that improvements can be made in every field, and education is no different.

News from Around the School

In May, many of our young musicians aged 19 and under auditioned for the prestigious 2023 Youth Concerto Competition.

Year 11 and 12 English Language students were fortunate to attend a lecture by esteemed Australian Linguist, Professor Kate Burridge.

The fascinating talk was titled ‘Australian English and Beyond’ and covered aspects of Australian English in relation to key knowledge in the VCE English Language Study Design. This included the historical background of English in Australia, the role of social factors in its development, and varieties of Australian English today.

Puckapunyal

At the end of March and into April, the officers and cadets of the Camberwell Grammar School Army Cadet Unit departed for their first camp of the year at Puckapunyal. For the new Year 9s, it was an eye-opening experience, providing them with their first time operating in the field.

Despite the challenging weather, the cadets and NCOs remained in high spirits while setting up their platoon sites. Over the camp, lessons on camouflage, radio operations and movement in the field, and navigational exercises were conducted. Highlights included the anticipated Exercise Night

Nicholas Feng (Year 7) was selected as one of the finalists to perform his violin concerto with Preston Symphony Orchestra at Preston City Hall in September with conductor Mr Gerald Keuneman OAM. This is an enormous achievement for Nicholas and we wish him all the best for the finals in September.

Stalker activity, where the recruits used their new skills to capture assets undetected, and the Carbone Cup – a roundrobin style of rotations involving master chef, stretcher building, and shelter construction to name a few.

While the recruits busied themselves with these activities, our Seniors Platoon conducted the first post-Covid escape and evasion exercise, involving Drones, Freddo Frogs, and an activity on the Puckapunyal Airfield.

Sebastian Beck Senior Cadet Under Officer

In April, members of our Junior swim team travelled to MSAC to compete in the 2023 School Sport Victoria State Swimming Championships.

Congratulations to Quinn Richards (Year 6), Zachary Madden (Year 6), Lucas Cai (Year 5), and Noah Atkin (Year 5). The competition was tough and they swam exceptionally well.

A special mention to Quinn who achieved a personal best record for Breaststroke, coming second.

Junior School Cross Country

At the start of May, Years 3 to 5 competed in the Junior School House Cross Country competition, with all students participating with great enthusiasm and determination. The Year 3 and 4 students ran a distance of 2kms, and the Year 5s ran 3kms, with everyone finishing on the Junior School Green.

It was wonderful to see the students cheer each other on as they crossed the finishing line. Congratulations to the overall winner Schofield House and runners-up, Macneil House.

Congratulations to the Camberwell Grammar Flute Ensemble who competed in the 29th Annual Victorian Flute Guild Flute Ensemble Competition at the end of May, receiving 3rd Prize in the Under 18 section. The Ensemble, consisting of students from Years 6 to 12, performed an arrangement of Bohemian Rhapsody by Queen. Past Grammarian Darby Lee (2022) performed with the ensemble on the piano.

Congratulations to the Camberwell Grammar Golf Team, who competed at the AGSV/APS/BAS Golf Championship in May. Callum Yates (Year 11) played an outstanding round of golf – shooting a 5 under par 66 and winning the individual event by two shots, setting a new course record for the event at Spring Valley.

Gladwyn Cup

Senior School students participated in the hotly contested Gladwyn Cup – an internal simulation of the UN Security Council. After hours of speaking, negotiating, and using all their diplomatic skills to get resolutions through, the United Kingdom, represented by Cooper Carbone and Alan Tian (Year 12), narrowly won with France placing second. Maxwell Korganow and Dylan Hodges (Year 9) received an honourable mention as the best Year 9 team.

Year 7 Bodi Day

BODi Day returned to the Year 7 Program in Term 2 and it was great to see the students embrace the concepts and workshops offered, including sleep, meditation, nutrition, mindfulness, gratitude, running techniques, strength and conditioning, and gardening, finishing the day off with the whole year level and Form Teachers participating in Tai Chi on the JTO. This special day aims to introduce students to a number of useful strategies to help balance their busy lives and to help keep everything in perspective.

Junior School Leadership

Congratulations to the Year 5 students elected to the Junior School Leadership Executive this year. Together, they will work on promoting fundraising initiatives and assist with the implementation of activity days and programs within the Junior School while demonstrating the School’s values.

Senior School Multi-Sport Competition

Congratulations to Schofield for winning this year’s Senior School House Multi-Sport Competition trophy!

Congratulations to two outstanding Middle School string players, Year 8 bassist Derek Wei and Year 7 violinist David Chon, who competed in the recent Ringwood Eisteddfod and were awarded equal first in the 14 years and under category.

Bassist Derek was also awarded 1st Prize in the Open Strings solo Category B.

Year 8 Indigenous Studies Program

In June, the Year 8 students participated in the ‘Know your Country’ Indigenous program that encouraged them to view their world through the lens of First Nations Australians. Form groups set off into the CBD to attend one of four different excursion experiences which included Indigenous ingredient tasting at Mabu Mabu in Federation Square, walking the ‘Walkin’ Birrarung’ experience to learn about its pre- and post-colonial history, a guided tour of the NGV’s Indigenous art collection, and the Yalinguth walking tour to learn about the Aboriginal history of Fitzroy. All forms also visited the ‘Second Skin, Essence of Country; possum skin cloak exhibition at the Koorie Heritage Trust.

Back at school, students participated in art, botanical, and music workshops, many of which were facilitated by guests to the School. Scott Darlow, Murrundindi, Liam Randall,

and Glenn Loughrey collectively offered students multiple perspectives on what it means to be an Indigenous Australian and how knowledge aids understanding and, in turn, promotes respect and compassion. Wiradjuri artist and minister, Glenn Loughrey spoke powerfully about the history and significance of the Uluru Statement from the Heart and encouraged our community to embrace this statement as an invitation to get to ‘know our country’.

Reflecting on the activities, students revealed how transformative such experiences can be. Many spoke of their new understanding and the actions they wish to take in order to promote reconciliation.

A big thank you to our guests and to the Middle School and Art staff who ensured the program offered rich learning experiences for our students.

Community Connections

Gelati Day

Students across the School enjoyed Summons House’s annual fundraiser, Gelati Day, to raise money and awareness for Beyond Blue, an Australian mental health and wellbeing support organisation. Many scoops of chocolate, strawberry, and lemon made their way into cups and onto cones in support of this great cause, and together the community raised over $1,000.

The Push-Up Challenge

From 1 – 23 June, Camberwell Grammar School pushed for better Mental Health in Australia by joining the Push-Up Challenge.

With 329 participants in the School Community from across our students, staff, Alumni, and parents, the community managed to raise over $30,200, with an impressive number of 445,000 push-ups over the month.

Mental health is one of the biggest issues facing Australians and every 1 in 5 Australians — about 4 million people — suffers from a mental illness. We were pleased to be able to assist Lifeline with the important work they do in this space.

We congratulate student Henry Shirrefs (Year 12) and his team of students who ran the campaign along with Mr Josh Holding. It was great to see the community come together to make this into something so special.

Robinson Street Soccer

During Term 2, Robinson House held the highly anticipated Street Soccer Tournament. The tournament consisted of a new format this year, with 16 teams split into four groups, and the top two advancing to the knockout stage. Both semi-finals ended in penalty shootouts, setting up a highly anticipated Grand Final. With 130 registered players, Robinson House raised a total of $1,150 to support Youth Homelessness.

Harry Watson Captain of Robinson

IDAHOBIT Day

On 17 May, our Senior School students held a bake sale in support of International Day Against Homophobia, Biphobia, Interphobia, and Transphobia (IDAHOBIT), which celebrates LGBTQIA+ people worldwide and raises awareness for the work still needed to combat discrimination.

Pride merchandise purchased from Minus18 was also available, allowing students and staff to spread pride and stand in solidarity against LGBTQIA+ discrimination.

Thanks to the wonderful bakers in the Camberwell Grammar community who donated some delicious items to support this cause. The proceeds raised, $694, were donated to Minus18 to support Australian LGBTQIA+ youth.

Elliot Fry (Year 12)

Volunteer Week

Many of our students supported National Volunteer Week in May by finding ways to give back to the local community. Some Year 9 students visited Mission House in Fitzroy, which provides emergency response care through Anglicare Victoria, where they assisted with building and planting vegetable gardens.

A group of students also helped out at Uniting Agewell, and others volunteered for the Salvation Army Read Shield Appeal by either door-knocking or collecting donations at Bunnings.

Live Life to the Max Day

As part of Allergy Awareness Week in May, Camberwell Grammar was proud to join a number of Melbourne schools for Youth Action for Allergy – an opportunity to raise awareness about anaphylaxis and vital funds for allergy research.

During this time, we took the opportunity to remember Max, a much-loved Camberwell Grammar student who tragically passed away as the result of an allergic reaction to food in 2021. Max’s enthusiasm for life was infectious, and he helped foster a strong sense of camaraderie amongst the groups in which he was involved.

The School honoured Max’s memory with a beautiful wooden bench and our first ‘Live Life to the Max Day’, a casual clothes day and Sausage Sizzle. We were pleased to raise over $6,242, which was given to support the National Allergy Centre of Excellence – Australia’s peak allergy research body.

Rotary Trivia Night

In early Term 2, the Camberwell Grammar Rotary Club once again held their annual Trivia Night fundraiser. It was a memorable night for friends, family members, students, and teachers. Literature classes took on cadet tables in a heated contest of general knowledge, pop culture, and politics.

In the end, the staff table won the night, with members from the Camberwell Grammar Class of 2022 putting up a strong fight. Along with the trivia contest, a raffle was held with great sponsors including Camberwell Place, Coconut Home and Co, The Chocolate Box, and Penny for Pound. It was a fantastic night that was able to raise over $1,500 for Operation Toilets and FORaMEAL.

Tommy Auwardt

Camberwell Grammar Rotary Club Secretary

Thank You and Farewell to Mr John Mills

Earlier this year, the School said farewell to Mr John Mills (1984) from the Camberwell Grammar School Council after serving as a Director for 14 years.

John Mills’ dedication and professionalism have been instrumental in his time sitting across various roles within the School Council, yet it is his calm, composed demeanour on the Finance and Governance Committees that will be missed the most.

Although it is with sadness that we will no longer see John in the Lenton Boardroom at the School Council meetings, he has more than adequately served his time, but this is not goodbye, as we will still see a lot of John around our Mont Albert Road campus as he still plays a big part in the Camberwell Grammar community. Not only was John a past student himself, graduating in 1984, but he has been an integral member of the Old Camberwell Grammarians’ Association (OCGA) for over 20 years, including doing two stints as President from 2009-2010 and again in 2013-2014. In addition, John has two sons, Charles (Year 12) and James (Year 10) who attend the School, and his wife Juliette is a willing volunteer across many groups in the Parents’ Association including the Pre-Loved Uniform Shop (PLUS) and Friends of Baseball.

Ever since John’s first day entering the school grounds of Camberwell Grammar as a student in 1978, he threw himself into every aspect of school life… he was a competitive swimmer, a budding thespian in many of the School productions, and a keen cadet for many years, finishing as Sergeant in Year 12. Since those days as a student, John’s unwavering support of the School and its wider community hasn’t changed. Whether it be as a past student, a member of the OCGA Committee, a director on the School Council, a member of the Parents’ Association, or simply as an encouraging parent, John has thrown himself into everything. The School Council has appointed him as a Life Governor in recognition of his service.

Thank you John, Spectemur Agendo – by your deeds you are known.

Mr Ryan Whitehead Head of Community and Development

Senior School Production

Oliver!

Camberwell Grammar’s 2023 production, in conjunction with Canterbury Girls’ Secondary College, was Lionel Bart’s widely adored musical, Oliver!.

The audience was transported to the streets and sights of Victorian London, from London Bridge and the dome of St Paul’s Cathedral, through the affluent suburbs of Bloomsbury Square to the shadowy arches of Fagin’s grimy lair. Head of Drama Mr Andrew Stocker’s production brought to life the tale of the young orphan Oliver Twist, showcasing both the brilliance of Lionel Bart’s composition and the exceptional talent of the extensive cast, ranging from Years 5 to 12. The Musical Director, Alex St Vincent Welsh, led a hugely impressive band of twenty-one musicians, made up of both staff and students.

Right from the opening number, Food, Glorious Food, the audience was instantly captivated by the infectious energy and the singing of the ensemble; their theatrical talents set the stage for an evening filled with classic song after song. The choreography during this scene showed the orphans yearning for a better life, their longing and desperation goaded by pastry chefs waltzing through with platters loaded with delicious looking treats, whilst overhead were hung all sorts of delicacies. Bumble ( Thomas Newman, Year 11) dirges ‘For what you are about to receive may the lord make you truly thankful’ and the boys dutifully respond ‘Amen’ before falling to their gruel with gusto. Oliver (Jonas Fowler / Andy Lim, Year 6, double cast in the role) timorously ventures the famous line ‘Please Sir, may I have some more?’ to which the Beadle roars ‘More?!’. Thomas Newman adeptly provided both comedic relief as well as a glimpse into the callousness of Victorian society as the pompous and self-important workhouse beadle, epitomizing the corrupt and heartless individuals who held positions

of authority during that era. His clumsy, gin-soaked flirting eventually sees him brought to heel by Widow Corney, played in a fittingly domineering and shrewish way by Lara Mistica.

The Beadle sells Oliver to the gothic Sowerberrys to work in their Funeral Home; Mr Sowerberry (an adenoidally foppish Tommy Auwardt, Year 11), and Mrs Sowerberry played with burlesque energy by Lauren Johnson. Their stroppy daughter Charlotte, played with hands on hips attitude by Edie Vamvakaris, and Noah Claypole (a cocky William Nethercote, Year 9), made a very disagreeable young couple who made poor young Oliver’s life quite miserable. One of the key moments that truly left an indelible mark was Jonas Fowler and Andy Lim’s poignant solo, Where Is Love? They portrayed Oliver’s wide-eyed innocence and vulnerability beautifully, taking us from his ejection from the workhouse to eventual acceptance and shelter.

Another standout moment was the show-stopping number Consider Yourself featuring the charismatic William Jenkin (Year 11) in the role of the Artful Dodger. Jade Bishop (Year 10) as Charley Bates brought a consistently exuberant energy to the stage. The vibrancy of the colours of the costumes and the choreography perfectly captured the carefree spirit of the young pickpockets. Andrew Stocker’s direction ensured that every ensemble actor on stage had their own unique character that shone through, adding great texture and depth to such scenes.

As Long as He Needs Me showcased the powerful voice and emotional depth of Emmanuelle d’Adamo’s Nancy, Oliver’s

protector. This heart-wrenching ballad had the audience hanging on to every note, as Nancy’s conflicted emotions were laid bare for all to see; her courage and resilience despite her allegiance to the truly villainous Bill Sykes played with evident relish by William Allsopp (Year 12). Emmanuelle had great onstage chemistry with William Jenkin which influenced Oliver’s adorable duet with Bet (Nikki Aidonopoulos). Cooper Carbone (Year 12) played Oliver’s kindly saviour Mr Brownlow with stoic concern despite the buffoonish medical advice of Zaid Imran’s (Year 11) Dr Grimwig.

Of course, no discussion of Oliver! would be complete without mentioning the charismatic and enigmatic character of Fagin. Connor Inston (Year 12) masterfully portrayed Fagin’s cunning and manipulative nature, whilst also revealing his softer side in moments such as Reviewing the Situation. His

nuanced performance struck a perfect balance; he was particularly adept at breaking the fourth wall to garner sympathy but create unease from the audience. Fagin ends the performance, melting away with two of his boys (the engaging Harry King, Year 8, and the sweet voiced Alistair Herbert, Year 7) silhouetted in smoke to live another day perhaps as an honest man.

Mark Wager’s elaborate and detailed sets transported us effortlessly between the gritty streets of London, Fagin’s den, and the opulent homes of the upper class.

Jennifer Bennie’s costumes also deserve special mention. The costumes, with their intricate period details, added another layer of authenticity to the production whilst paying homage to the characters that we know so well from stage and screen.

Andrew Stocker’s rendition of Lionel Bart’s Oliver! was a triumphant celebration of the enduring power of musical theatre. With its talented cast, memorable songs, and remarkable production values, it effectively captured the essence of Charles Dickens’ classic novel, pleasing both avid theatre enthusiasts and newcomers alike, reminding us why Oliver! continues to resonate with audiences of all ages.

Mr Jason Hall

French Teacher

“With its talented cast, memorable songs, and remarkable production values, it effectively captured the essence of Charles Dickens’ classic novel”

A Symphony of Sound

Mid-Year Concert

Gorgeous melodies, virtuoso talent, and an overall stunning display of a musical passion deeply embedded in our school’s culture: the Mid-Year Concert, held on the 24 May in our very own Performing Arts Centre, has been a wildly anticipated event and indeed proved to be a resounding success.

Preparations for this blockbuster event began all the way back in the waning weeks of last year. Under the baton of several extraordinary conductors, the tutelage of incredible teachers, and the hard work from each and every student accumulated to a very well-polished and engaging performance from all the ensembles. The success of the concert could certainly be partly credited to the vast and expansive lineup of repertoire. From the epic tune of Dvorak’s Ninth Symphony and the full force

Junior School Soirée

The Junior School Soirées are an opportunity for our youngest musicians to showcase their learning in a small performance space. Soirées were originally a small evening gathering (from the French soir meaning evening) where composers, artists, and writers would share their compositions amongst a small group of friends.

We were treated to some wonderful performances including an astonishing performance of Granados’ Epilogo No. 6 by Year 2 student, Lucas Zhang Lucas Zabojec (Year 5) performed a Jewish folk song, Hatikvah on violin, whilst accompanied by his teacher, Ms Belinda Alekna. Brothers Jordan (Prep) and Jacob Tang (Year 5) performed a Mozart duet together on the cello and the evening was finished with two performances from instruments we don’t hear from often, George Liu (Year 5) on Euphonium and Jensen Liew (Year 5) on Tuba. Congratulations to all the students who worked diligently to prepare their repertoire and perform so confidently and musically.

Mr Alex St Vincent Welch Head of Junior School Music

of the School Choir to the finely tuned harmonies of Highton Strings and humour of gap filler items, the night was a treat for all musical tastes. Special congratulations to violin soloist Steven Wang (Year 12) who, in his spectacular performance of Saint-Saëns’ Rondo Capriccioso, presented an awe-inspiring display of technique, virtuoso, and musical finesse.

Congratulations to everyone involved in creating the fantastic atmosphere of the night. As we move deeper into the year, we look forward to even more musical events and opportunities to share the wonderful culture of music Camberwell Grammar School has nurtured.

Ray He Captain of Music

Jazz Night

Camberwell Grammar’s second annual Jazz Night was certainly one to remember. Familiar groups performed, such as Middle and Senior School Stage Band, CGS Big Band, and guitar ensembles, with new acts this year joining the roster such as Saxophone Quartet and Show Choir. With the smoky, relaxed atmosphere and mood lighting, it really felt as if you were in a genuine jazz club listening to professional jazz musicians. The vocal interludes gave the show a nice change of pace.

Jazz Night is an incredible event that fosters a unique ‘vibe’, vastly different from that of traditional concerts allowing a vast demonstration of Camberwell Grammar’s musical prowess. Thank you to the musicians, music staff, and all the other people that put so much effort into making it a success.

Liam McCarthy (Year 12)

“Jazz Night is an incredible event that fosters a unique ‘vibe’, vastly different from that of traditional concerts allowing a vast demonstration of Camberwell Grammar’s musical prowess.’’

Term 2 Camps

Year 6 Camp

The students arrived at Camp Manyung filled with excitement, quickly settling into their cozy cabins and eagerly exploring their new surroundings. We were fortunate to be greeted by a clear day, setting the perfect tone for our stay. A wide array of thrilling adventures awaited our eager participants. The Giant Swing, resembling a catapult ready to launch students into the sparkling bay, promised exhilarating moments. Treetop high rope courses provided an adrenaline rush like no other, while the shrub’s flying fox, mountain bike riding, leadership challenges, archery, and Science quiz nights ensured a wellrounded experience for everyone.

During their downtime, the Dolphins, Crabs, Penguins, and Sharks took delight in exploring the campgrounds, engaging

in spirited matches of Ga-Ga Ball, Tennis, Basketball, and Football. Throughout the entire week, the students consistently demonstrated the School’s core values of Respect, Integrity, Courage, Optimism, and Learning. Their conduct earned praise from the camp staff, who commended them for their friendliness, kindness, and unwavering support for one another as they ventured beyond their comfort zones and embraced new experiences. Between each activity, we were certainly well-fed and cared for.

Camp Manyung 2023 will forever be etched in our memories. Well done Year 6, the staff of Camberwell Grammar are immensely proud of each and every one of you.

Mr Nathan Jones and Mr Dominic McLaughlin Year 6 Form Teachers

Firsts Football Camp

An extended Firsts Football Squad participated in a Pre-Season Camp at the YMCA Lake Dewar Discovery Camp in Myrniong during the Term 1 holiday period, the first-ever Camp for the Football Program (or at least the first for a very long time).

The Camp included Football education sessions, game sense drills, initiative, team building activities, and an AFL inner sanctum experience with elite guest speakers to give an insight into the high-performance environment in Football.

Students were educated in personal preparation and performance by Camberwell Grammar staff, professionals from the Carlton Football Club, and external consultants. Highlights included a tour and insights into the AFL environment at the Carlton Football Club headquarters at Ikon Park.

The Camp delivered wonderful experiences for the group that set expectations for their AGSV season and will be remembered for a lifetime.

Mr Nathan Bower

Senior Head of Sport – Strategy and Programs

“The Camp delivered wonderful experiences for the group that set expectations for their AGSV season and will be remembered for a lifetime.’’

Sport

A Look at the Winter Sport Season so Far

After a remarkable Summer Season, with tremendous success across numerous sports, the attention has now turned to the chilly, frosty mornings of the Winter Season. It has been amazing to see the camaraderie and enjoyment within each team and the unwavering dedication to improving.

Our Badminton program is as formidable as ever, a credit to the players, coaches, and staff involved. To provide some reference, after six rounds throughout all year levels, Camberwell Grammar has five teams remaining undefeated, with the First IV Badminton team included. A terrific achievement, keep up the great work!

Similar to Badminton, the Hockey program also remains strong. Leading from the top, the First XI Hockey team is having another terrific season, sitting in third after winning three matches. This form continues through many teams, such as the Inter As and 2nds Blue teams, who are also undefeated.

Under the rich guidance and Football expertise of Mr Nathan Bower and Mr Rayden Tallis, the Football program is constantly evolving and progressing. The First XVIII Football team is

extremely lucky and grateful to have the opportunity to learn from them to improve and understand what it takes to become a successful and cohesive Football side. It is exciting to see other teams flourishing in their matches, with the 7A Team remaining undefeated and the Inter C and 3rd Blue teams each collecting multiple wins.

Soccer is a large sport at Camberwell Grammar, fielding over twenty teams each week. Many teams are having fantastic seasons, with highlights including the 2nds 7-1 win over Mentone in Round 3 and the Inter C’s 14-0 win against Trinity. Additionally, the First XI Soccer team is laying solid foundations for tremendous success in the near future. As a young team, it was terrific to see their hard work from training and gym sessions pay off through their recent 2-1 win against Yarra Valley.

We look forward to continuing the season into Term 3. Go Wellers!

Lachlan O’Neill Captain of Games

Beyond Fitness: The Importance of Sport for Student Wellbeing

With sport becoming an increasingly important pillar within the School community, Mr Paul Sartori, Head of Strength and Conditioning, looks at how sport plays an integral role in student wellbeing.

There’s a lot more to just playing sport on the weekends and training in a weights room than physical adaptations. The importance of sport and physical movement has never been more important for our mental, social, and emotional wellbeing. Physical activity, especially during adolescent years, plays a significant role in building resilience, relieving stress, and fostering positive relationships. Maintaining health through exercise, sleep, and nutrition helps build resilience, and simply being active is listed as one of the five ways to individual wellbeing.

Impressive sporting facilities are only the beginning of what is on offer to Camberwell Grammar students in sport and fitness training. Supportive sport resources through programming and coaching help drive student participation, development, and performance success. Through these resources, the School aims to encourage students to participate in sport and physical training across their lifespan, via community sport involvement or individual training, to assist in holistic wellbeing and physical health improvement.

Playing team sport provides students with an opportunity to socially interact and connect with fellow students, fostering a sense of belonging and camaraderie. An overarching focus of all Camberwell grammar Sport offerings is the strong connection students have with coaches. The School’s teachers play an integral part in AGSV Sport via team manager or coach roles. A large portion of our AGSV Sport coaches are Camberwell Grammar graduates, providing current students a relatable, young male role model to connect to.

Coach and student connection continues through our Camberwell Grammar Aquatic (CGA) programs, where students are exposed to swim training and water safety within the Physical Education curriculum, AGSV Sport, and CGA club swimming. Like AGSV Sport, a large portion of Aquatic coaches are Camberwell Grammar graduates, allowing Old Grammarians to stay connected to the School.

Our Strength and Conditioning (S&C) coaches prioritise connection with students ahead of any performance measure. Coaches strive to create an inclusive, safe environment for all students to access. No limitations are placed on training experience or fitness levels. Maximum participation and student enjoyment are paramount to the success of the program. Coaches collaborate with students to best support their goals and aspirations, creating a sense of ownership to their own training.

Students are encouraged to use S&C sessions to assist with stress management during demanding academic periods. Fitness training can be used for emotional release, helping students cope with stress and promoting a positive outlook on situations. Students that actively participate in sport and associated training cultivate discipline, determination, and timemanagement skills, allowing students to thrive in all aspects of school performance.

The holistic approach to student wellbeing is further evident in the Sports Academy, providing students time to develop skills within their sport of choice. Fostering a love of sport and physical movement occurs in Junior School sessions, progressing to more advanced skill acquisition and competitive play in Senior School years. Such sport development provides students with a sense of accomplishment, increasing selfesteem and confidence.

Additional programs such as RunWell morning sessions, Year 7 BODi Day, Years 7-8 Spring into Action, and Year 11 RVE Program continue the focus on establishing healthy physical activity habits for life.

Pastoral care continues to extend beyond the classroom at the School, and our sport and associated programs will continue to enhance student wellbeing and assist in adding worth and purpose to our students’ schooling lives.

Mr Paul Sartori Head of Strength and Conditioning

Reconciliation Round

To mark the start of Reconciliation Week, Saturday 27 May – 2 June, the Reconciliation Round of Sport took place where all Camberwell Grammar sporting teams offered an Acknowledgment of Country prior to the commencement of their games as a gesture of respect to all First Nations Australians. The Firsts Teams for Hockey, Football, and Soccer also wore their Indigenous Round jersey, designed for the School by former Camberwell Grammar Indigenous student Alexander Greenaway (2021).

The diamond pattern represents the symbolism of the ‘scar trees’, reflective of the Koorie cultural and sustainable practices of making canoes, shields, houses, and other artefacts. The design offers a bold statement of contemporary Indigenous culture, and the colours seek to reflect Camberwell Grammar’s commitment to reconciliation.

Javana Jayawardena (2019) started studying for a Bachelor of Business and Arts at Monash in 2020. With Covid-19 only permitting one day on campus for many 2020 University students, Javana decided to head off to the University of Florida to complete his degree once the borders reopened.

Javana says, ‘This was by far one of the best decisions I’ve made in my life. The entire experience was straight out of a movie. I learnt so much about American culture that I would’ve otherwise forgone. The memories and relationships I made are something I’ll cherish forever. My advice to recent leavers is to investigate studying abroad. You’re only 21 once and the responsibilities of life sneak up on you. I’ve never heard of anyone on their deathbed wishing they owned another house or worked more in their life. Additionally, you’re hitting two birds with one stone, you can finish your degree amidst travelling the world. Whilst it is daunting moving halfway across the world away from all friends and family, the learning curve is steep but well worth it.’

Harley Beechey (2019) chose to study a double Bachelor’s degree in Commerce and Arts at Monash University.

‘One of the main reasons I chose Monash is that they have an incredible exchange program. The pandemic hit in my first year at University, but I tried to keep the exchange program in mind and I saved up my History and Arts elective units. I have now just completed my second and final semester abroad studying at Aarhus University in Aarhus, Denmark. They have a very different and relaxed way of teaching over here and it’s been one of the most exciting and enriching experiences I’ve ever had. And since everything in Europe is so close together, I’ve used my time off from University to travel and see as much as I physically can. Overall, it’s been a life-changing experience and I would recommend it to everyone!’

Where are they now?

Joshua Oliver (2011) spent his first year after Camberwell Grammar in the US working at a summer camp, before travelling to Europe and the UK. After five more years in North America, he began working on board superyachts. Josh has spent the last six years working and travelling on these yachts and has started a brand for yacht crews and one personal brand to help aspiring crew get into the industry. He lives in New Zealand.

While a GAP year was something Josh always knew he wanted to do, it was still a daunting task to arrange. For those looking for experiences overseas after school, Josh recommends utalising one of the many companies available that help find work overseas in all sorts of jobs, a great way to reduce the barrier to travelling overseas.

The King’s Birthday 2023 Honours List

Congratulations to the following Camberwell Grammar Alumni who were awarded The King’s Birthday 2023 Honours List:

Mr Donald Cameron McLardy OAM (1975), awarded the Medal (OAM) of the Order of Australia in the General Division for service to charitable organisations, and to Australian rules football.

The late John Barry Humphries AC CBE (1951), awarded the General Division of the Order of Australia (AC) for eminent service to the Arts as a comedian, actor, author, satirist and entertainer, to the promotion of Australian culture, and as a patron of organisations.

Mr Peter Alan Rashleigh OAM (1965), awarded the Medal (OAM) of the Order of Australia in the General Division for service to the law.

In May, Alumni from the class of 1980 gathered at the MCG for the Melbourne vs Hawthorn AFL match. Melbourne were victorious on the day.

Alumni Profile

Ashley Gilbertson (1995)

I wasn’t a very good student, so it probably makes sense that when I think of my high school days, it’s fleeting moments, the seemingly insignificant, that come back to me.

In November 2004, I was in Fallujah, Iraq, on an assignment for The New York Times. I was falling down the stairs of a mosque’s minaret with the Marine who had just been protecting me, shot. I didn’t understand how to cope, and no matter how hard I tried, the tears wouldn’t stop.

I remember finding solace then, and for all of these years since, in Lord Tennyson who Dr Paul Hicks had introduced me to in our History class. We were studying the French and Russian Revolutions, supposed to be anyway. I don’t remember much of that, but I do remember when my grandfather died, and I wept in class, Dr Hicks giving me a piece of paper with these words:

‘Tears, idle tears, I know not what they mean, Tears from the depth of some divine despair Rise in the heart, and gather to the eyes, In looking on the happy autumn-fields, And thinking of the days that are no more.’

Since leaving Camberwell Grammar, and soon after Melbourne, I’ve worked throughout the world photographing war zones and social issues – from jihadis in the Panshir Valley in Afghanistan to guerrillas in the jungles of West Papua. The photographs appear in publications around the world, hang on walls in museums, and have appeared in a few books. That’s the intention of the work – to document historical events as they take place, and, most importantly I believe, to listen to and amplify the stories of people who, in the face of certain defeat, refuse to give up: That woman selling layers of a quarter onion in a displaced persons camp in Central Africa as she waited for a roving militia to attack; that man who had been broken by our own government on Manus Island who told me of his fight for freedom; that woman in Baghdad who successfully stood up to a death squad only to die two days later, shot to death in an alleyway.

Coming home on a recent trip to Melbourne, I went for a run with my old English teacher and Cross Country coach, Mr John Allen. I told him that on my darkest days, those on which I struggle to find a reason to continue, when doing all this work feels pointless, I turn to one of the enduring lessons I learned from him – not in class, but on the streets around my old school – one foot in front of the other. Let the thoughts pass, and run until all you’re left with is a pounding heart and heaving lungs. Stripped back, the mind quiets. Today, that is where I find myself celebrating the resilience of the human spirit, where I find a desire to throw myself back into the fight.

Mr Allen never had to say it out loud – it was a lesson that took me 25 years of practise to learn.

From the Archives

The recent production of the popular musical Oliver! in conjunction with Canterbury Girls’ Secondary College will allow director Mr Andrew Stocker to become part of the history of performing arts at Camberwell Grammar, where three previous productions of Lionel Hart’s musical were also considered great successes. The audiences of 1976, 1981, and 1988 had all asked for ‘More!’ alongside the eponymous Oliver, and their wishes were granted in the production of May 2023.

The first Camberwell Grammar adaptation of the Dickens classic was presented in the Memorial Hall in September 1976, following a Power House Clubhouse premier in the May school holidays. This Middle School production featured a number of staff, including Tony Brown as Fagin, a number of adult members of the school community, as well as a large cast of students, all totalling over one hundred participants. The most prominent of the younger players was Andrew Tucker (1980) of Form II as Oliver Twist. One performance was referred to as a ‘Gala Night’ with a chicken and champagne supper to follow the performance – $5 per head, ‘catering by the Parents’ Association’. Ron Wootton’s stunning sets of London scenery were placed throughout the Hall, turning the entire forum into an enlarged centre of performance. Being a musical, the drama of Oliver! could only be a success with spirited accompaniment, so Trevor Henley skilfully presided over a students’ chorus and conducted a sizeable orchestra of twenty-five musicians.

Revived in September 1981 with many of the original cast, the production again included many adults alongside eightyseven boys. Tony Brown reprised Fagin and was ‘nothing short of brilliant’ according to the Grammarian. The role of Oliver was taken by Richard Thurkle (1986), who ‘suited the part because of his innocent looks and voice’. Wootton’s sets were again immaculate and the stage was extended for this major production – manager Ian Mason had secured the installation of retractable seating in the Hall. The production lived up to its promise of creating ‘a changing mood from vitality and merriment to pathos’ – all very Dickensian. Headmaster David Dyer assessed it as ‘a very polished and lively production thoroughly enjoyed by very full houses’. It was not surprising that Oliver! would be seen again before the decade was out as it was almost a guaranteed success.

Accordingly, six further performances followed in October 1988 under the patronage of the new Headmaster, Colin Black, who himself played the role of the undertaker, Mr Sowerberry. His performance was suitably lugubrious – ‘Coffins supplied by Le Pine & Sons, Funeral Directors’ – Spectemur noting: ‘We find a man, dressed in black, with black looks, buying children to slave in hideous undertaker’s surroundings.’ Fagin was played by Richard Burman, who had earlier filled the role in the 1976 Power House production to great effect. However, Fagin was not the only villain in this drama, Bill Sikes also inspiring fear and loathing – Graham Morey-Nase relished this role, Spectemur believing that ‘murder, kidnapping and loose living is [sic] the new creed of that gentlest of men, our Deputy

Headmaster’. His portrayal was considered the ‘scoop of the season’, forming a pivotal part of the narrative of Oliver Twist’s tormented youth. The demanding, central role of Oliver was played by Cameron Hepburn (1993; a future Rhodes Scholar) in his first year at the School, as well as by Michael Wilson (1992). This outstanding musical production featured an orchestra of over twenty players and choruses of over eighty students. 1988 also witnessed the practice of presenting tea and biscuits during the interval for the audience, joined on stage by the cast until the lights dimmed and the music started.

Producer Winnie Hall had recalled in the 1920s that the essence of theatre came at ‘that moment of anticipation as the audience waits expectantly to be transported into a new world’. The players of 1976, 1981, 1988, and 2023 have all been able through Oliver! to offer their audiences that sensation, sharing the magic of drama and further stimulating a desire for ‘More!’.

Dr David Bird School Historian and Archivist

A lugubrious Mr Sowerberry.

Fagin and his sleeping gang.

The 1988 handbill.

Oliver receives tuition in pick-pocketing.

Community Events

Parent Events

The Year 7 students enjoyed a delicious breakfast with their mothers at the annual Mother’s Day Breakfast.

The morning was led by Year 8 students Oliver Luttick, Lucas Andreopoulos, and Dante Tassone, with special guest speaker School Captain Cooper Carbone, who spoke about their journeys so far at Camberwell Grammar and wished our mothers and carers a wonderful Mother’s Day.

Junior School students celebrated their mums and carers at the annual Mother’s Day Breakfast.

Mums and students enjoyed a delicious breakfast together on the Junior School Green and were entertained by the Middle School Stage Band and a beautiful song by the whole of Junior School.

Thank you to all the parent helpers and Friends of Norge for arranging this special event.

YEAR 7 MOTHER’S DAY BREAKFAST – WEDNESDAY 10 MAY 2023

JUNIOR SCHOOL MOTHER’S DAY BREAKFAST – FRIDAY 12 MAY 2023

OCGA Events

28 Alumni returned to Camberwell Grammar to speak to Year 10 students for Careers Night. Alumni in Building and Construction, Business and Finance, Creative Arts, Engineering, Health and Medicine, Law and Society, Marketing and Media, and Science and Technology spoke about their careers and experiences. Thank you to the speakers for allowing time in their busy schedules to attend.

The 29th 50 Year Lunch was held in early May at the School. Alumni that left the School in 1973 or prior gathered to catch up with classmates and share stories of their school days.

Dr Paul Hicks welcomed the attendees and Grace was said by Mr Chris Jensen (1973). Past Director of Music, Trevor Henley (1969), led the singing of the School Song. The toast to the School was given by Mr Hugh Hetherington (1973). New members of the 50 Year Chapter were presented with their 50 Year Badges by Mr Nick Schildberger (1997), President of the OCGA Committee.

ACT NETWORK FUNCTION – TUESDAY 16 MAY 2023

Alumni studying, working, and living in Canberra gathered in May for the annual ACT Network Function. Headmaster Dr Paul Hicks, Mrs Susan Hicks, and Mr Ryan Whitehead (1994) hosted the evening.

10 YEAR REUNION – FRIDAY 26 MAY 2023

Obituaries

JOHN BARRY HUMPHRIES AC CBE (1951)

17 February 1934 – 22 April 2023

Remembering Uncle Barry

Barry Humphries was born and bred Camberwell, though he wandered far from his roots. A student at Camberwell Grammar until the age of 14, he had an influential teacher in Mr Brown who picked up on his literary talent. When Barry was 12, Mr Brown awarded him 100% for Literature and wrote in his school report: ‘This literature paper is one of the best I have corrected for a boy of his age’. Barry visited Mr Brown, his influential early mentor, and his wife, Rae, throughout their lives. Barry frequently came ‘home’ to visit his family when he was in Melbourne. My mother Barbara, his only sister, lived in Camberwell and then Canterbury, not far from their childhood home in Christowel Street. We would turn our house upside down when he accepted a dinner invitation. Never quite able to accommodate his particular tastes, we’d watch him sit there gently pushing the cabbage aside and saying that ‘he’d had a big lunch’.

My grandmother would listen to talkback radio and repeat the comments she heard; ‘You see, Barry, not everyone likes you’. She also said to him, ‘You are funny without being blue’. She was of an earlier generation where propriety mattered.

Barry was supportive of my son Spike (2019), asking him how his acting was progressing. In fact, he was always asking after family members and friends from his childhood; he spoke regularly to my mother during his last three years, usually once a day.

As a public comedian, he had a sardonic wit, gently poking fun at our backwardness and vanities. As you can imagine, he loomed large over our lives; we laughed and squirmed through his shows of questionable taste and understood that his emerging conservative views at times echoed a view of Australia’s past. We relished the small details he could recollect from our suburban lives and the characters who somehow represented distant uncles or familiar politicians. Though I would add, Dame Edna was never a representation of my grandmother!

When I saw Barry the weekend before he died, he was still sharp. He always asked me if I had had my hearing tested, because ‘If you don’t get hearing aids, you will get dementia’.

Another thing he said proudly was that he was 52 years sober: ‘Your first drink is one too many, and 1000 drinks are never enough’. Sobriety enabled him to assume greatness.

I will miss him as a caring uncle; my mother is grieving the death of her beloved oldest brother. Australia too, it seemed, cared much about Barry and his extraordinary life. The outpouring of recollections and grief at his passing has been overwhelming. Although an international celebrity, he still took time out in 2004 to fight for preserving the Camberwell station precinct with fellow actor Geoffrey Rush. An unsightly redevelopment was prevented. His bittersweet love for his home is reflected in his poem Ode to Camberwell, written in 1968.

Yet ever in my mind you’ll dwell –Hideous, heartbreaking Camberwell And here I take extremest unction My soul will flashback to ‘The Junction’.

Mark Johnson (1980)

The Foundation of an Australian Icon

Seven-year-old Barry first cycled to the School from Christowel Street, Camberwell, in February 1941, one of sixty-seven new boys in that year, and his talents were soon noticed. His first teacher Mrs Rae Brown detected an advanced linguistic ability and observed that: ‘He was unusual from the very word go.’ The young boy was also a skillful artist – he would take the Form V prize for ‘Drawing’ in subsequent years – and a budding satirist. Senior School teacher Stan Brown, husband of Rae, treasured an irreverent skit written by Humphries called ‘The Last Supper’. In due course, the Grammarian accepted Barry as a regular contributor in these years, both as an essayist and as a poet. His final award at the School came in his last year, 1946, when he took the Middle School prize for ‘Art Appreciation’, a prescient recognition of his particular artistic talents which included a series of drawings of staff members. Barry wrote an article, ‘The Getting of Ignorance’, for the Sydney Bulletin in September 1977 in which he recalled the cultivation at Camberwell Grammar of his ‘evolving love of History, Art and English – I was happy at my first school.’ The School too regretted his departure, Stan Brown having noted in Barry’s final school report that ‘J.B. Humphries’ was above the Form Average in every field (even Scripture) except for Algebra and Arithmetic. He was graded at 100% for English Literature (Form Average: 64) showing a distinct leaning to the literary subjects. So, in its own way, Camberwell Grammar helped Barry Humphries to become the artist of note that he remained for the following seven decades. Clearly, both this boy and the School were the better for Barry’s period on the ‘Roystead campus.

Dr David Bird School Historian and Archivist

KENNETH JACOB LYONS OAM (1942)

26 September 1924 – 31 March 2023

Eleven-year-old Kenneth Jacob Lyons first passed through the East Gate of Camberwell Grammar in February 1936. The School was beginning the second year of its relocation to the Mont Albert Road ‘Roystead’ campus. Ken, who had himself relocated from Caulfield Grammar, was enrolled in Year 6 of the Middle School. Ken left the School at the end of 1937, possibly owing to the Council’s decision to increase fees. Nevertheless, Ken’s memories of his time here and of Headmaster Henry Tonkin were very positive and Camberwell Grammar remained for him ‘the School that we shall always love the best’, in the words of the School Song. Ken always sang that song and others lustily at the many Old Camberwell Grammarians’ Association functions he attended in later years.

Ken’s impressive post-school contributions were acknowledged by his induction into the Gallery of Achievement in 2012. All his long life, Ken worked tirelessly for others. He was incredible and inexhaustible, reasonably healthy, and always ready to listen or lighten the atmosphere when needed. There was no slowing down the retired local pharmacist and Word War II veteran.

In his 98 years, there were so many highlights: he was awarded a Medal of the Order of Australia in 2012 for ‘services to veterans and their families and to the community through a range of volunteer roles’. But there were also many other awards, like the Australian Sports medal, the National medal, a ‘Paul Harris Fellow’ with Rotary, the State Emergency 25-year Service medal, the International Year of Volunteer’s Award, the 2010 Senior Achievers Award, Mountain Views Newspaper Honoured Citizens Award, and the Victorian Volunteer State Award.

Then, in 2017, at the age of 93, Ken was awarded Victorian Senior of the Year because he was still working for the community. Ken’s voluntary contributions were exceptional –at his memorial lead roles in almost 30 organisations were mentioned – and it was nowhere near the full list. He was a committed member of the Eastern Suburbs branch of the OAM Association and served as Deputy Chair. At 97 years of age, Ken was the oldest competitor in Run Melbourne, taking on the 6km run to raise funds for the Stroke Foundation. The charity was close to his heart after he lost his wife of more than 60 years, Jill, to a stroke. He continued raising much-needed funds and awareness for them as long as he was able.

He was creative, multitalented, and an artist in many forms. A natural performer, he loved the stage and his radio. He made paper toll and collages, and he wrote poetry and stories, usually with his trademark cliffhanger ending. Even in his 90s, he was having new ideas and actively making things. He kept his mind alive and was still doing radio slots and performing poetry at the Espy as recently as last year.

Glenys Grant OAM

RIGHT REVEREND NEVILLE DAVID ANDERSON (1956

)

31 August 1938 – 20 April 2023

PATRICK MCEWAN FALLET (2016)

13 February 1998 – 13 May 2023

Nephew of Gavin Powell (1980) and cousin of Matthew (2011), Sam (2013), and Lachlan (2016).

HENRY GEORGE GAY (1950)

16 November 1932 – 22 April 2023

ALEXANDER JAMES MOLLISON (2003)

15 December 1985 – 22 April 2023

Brother to Cameron (2000)

DAVID HAMILTON MUNRO (1953)

28 August 1936 – 8 May 2023

Brother to Ian (1947), Ross (1948), and Malcolm (1956).

MICHAEL R. D. INNES (1960)

23 January 1942 – 05 November 2022

Michael Innes enjoyed 11 years at Camberwell Grammar from 1950 to 1960. His calm demeanour and understated sense of humour were much appreciated by teachers and students alike. As one member of staff put it: ‘Michael was fun to be with yet always remained a gentleman’. He was an excellent student; a natural leader and a gifted allrounder, but above all, he was an outstanding Tennis player.

In Senior School, he also played Basketball and competed in Athletics. However, Michael’s most significant sporting achievement was his remarkable success in winning the School’s Open Tennis Championship for five successive years from 1956 to 1960, a feat that will never be equalled.

Michael held many senior positions: Captain of Tennis in 1957/1958; a Sub Prefect in 1959; a School Prefect and House Captain of Macneil House in 1960. He was awarded School Colours in Tennis and Cricket: altogether an outstanding contribution both as a player and a leader. Michael successfully completed his matriculation year in 1960 and was awarded a Commonwealth Scholarship to Melbourne University where he studied Architecture, graduating in 1965.

DAVID G ELLIS (1973)

23 February 1956 – 19 May 2023

David ‘Skull’ Ellis attended Camberwell Grammar from 1968 to 1973 and was a Prefect and first-ever House Captain of Bridgland in 1973. He played in the Firsts Football team for three years and was Vice Captain of Tennis. After school, David played Football at the Old Camberwell Grammarians’ Association Football Club and was a much-loved member, particularly in the 1970s and 80s.

Michael was the project architect for St Vincents Private Hospital in North Fitzroy and in 1972, he established his own practice, which gained a reputation as a great training ground for young architects. His company received several Awards for University and TAFE College designs. Michael retired in 2005 to enjoy life on his 50-acre property in Merricks.

Michael passed away in November 2022, after an eighteen months heroic fight against pancreatic cancer. He is survived by Lou, his loving and devoted wife of fifty-seven years, and his three daughters, Abby, Billy, and Miffy, together with his six grandchildren.

In the words of Geoffrey Chaucer: he was ‘a verray parfait gentil knight’.

Max Tritton (1960)

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