Spectemur Issue 3 2024

Spectemur Issue 3

Editorial Committee

Marketing and Communications Coordinator, Emma McMillan

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.

From the Headmaster’s Desk

The American teacher, poet and humourist, Taylor Mali, was confronted at a dinner party by a lawyer who asked ‘What’s a student going to learn from someone who decided that their best option in life was to become a teacher?’ and followed it up with ‘what do teachers make anyway?’ (as if the value of the profession could be judged by a salary). Mali’s response (which can be viewed online1), concluded with the line: ‘Teachers make a difference.’

To paraphrase Mali’s response, teachers make students wonder, and they make them question. Teachers make students criticise texts and make them apologise when they make a mistake and mean it. They make them write, they make them read, and read and read. They make them show all their work in mathematics, and hide it in their final drafts in English. They make them understand that if you’ve got intelligence, you follow your heart. And that you should not let someone judge you by what you make: Teachers make a difference.

The entire concept of education is optimistic at its very heart. It is founded in the belief that learning leads to better lives, and that understanding enriches everyone. Democracy depends on an educated and involved electorate to choose the best leaders for our community. We have seen first-hand the chaos that can erupt if education breaks down and an under-educated populace is seduced by liars and populists. Education encourages nuance and empathy. It helps us to feel compassion for those who are suffering, and it helps us to keep our own suffering in perspective. As James Baldwin famously argued: ‘You think your pain and your heartbreak are unprecedented in the history of the world, but then you read.’ Education helps us make better decisions about our lives and it increases our options in life.

1 Taylor Mali “What Teachers Make”, https://www.ted.com/talks/taylor_ mali_what_teachers_make?subtitle=en

Our School is committed to making the world a better place – through education. We recognise that we are privileged, and we look for ways to make contributions that will help address inequality in our community. Most recently, we have introduced a new type of scholarship – the David de Kretser Scholarships – which will provide families with limited financial means the chance to send their sons here. I am so proud that key constituents in our community, past students, current parents, and staff have all pledged to support this program and will help us offer life-changing opportunities – through education – to boys who would otherwise not have been able to come here.

The most important impact of the education we provide is on the students we teach. We aim to help them become better men as we teach them about history and geography and mathematics and languages. We teach them about kindness and empathy and responsibility and the importance of learning from our mistakes. We make music and art and act in plays and play sport and question the meaning of existence. We encourage them to care about their world and to go out into it and also make a difference. Our teachers do an extraordinary job teaching them subjects and knowledge and how to be better people. And as a result, we believe that our students will live richer, fuller, more joyous lives, and that, person by person, we make the world a better place. And that is the difference we make.

Dr Paul Hicks Headmaster

‘The entire concept of education is optimistic at its very heart. It is founded in the belief that learning leads to better lives, and that understanding enriches everyone.’

Dr Paul Hicks

Headmaster

Making a Difference One Program at a Time

Our vision of learning at Camberwell Grammar encompasses all aspects of life – not just the intellectual, but also the social, cultural, physical and spiritual. From immersive and reflective Prayer Spaces in the All Souls Chapel to the powerful events of Reconciliation Week and the transformative Year 9 Special Program, various programs and initiatives help shape the hearts and minds of our students.

Each of these activities fosters empathy, understanding and a deep sense of connection, encouraging our students to reflect on their values, celebrate diversity and commit to meaningful change in their lives and communities.

Prayer Spaces

Children and young people are innately curious about life. There are so many things to ponder as they grow and develop; some to do with their experience, both the good and the bad, and some to do with their sense of wonder at the universe we live in and whether there’s more to life than meets the eye. Most humans have an interest in the non-material aspects of life, the spirit or soul, and want to explore how these ideas and experiences help them develop their own sense of identity, self-worth, personal insight, meaning and purpose.

For one week in June, the All Souls Chapel was cleared of its traditional seating and furniture to create 12 immersive prayer spaces, allowing students from all sections of the School, of all faiths and none, to explore these life questions, spirituality and faith in a creative and interactive way, guided and supported by the Chaplains.

Taking a broadly Christian perspective as a starting point, the prayer spaces allowed participants to develop skills of personal reflection and explore prayer in an open, inclusive and safe environment. The space and time did not aim to proselytise, however, purposely allowed individuals to make their own meaning and to draw their own conclusions. The interactive creative activities encouraged personal reflection on issues such as forgiveness, injustice, thankfulness, big questions, identity, empathy and stillness.

Mrs Janine de Paiva and Mrs Natalie Rice Chaplains

Reconciliation Week

The National Reconciliation Week Theme for 2024: Now More Than Ever serves to remind all of us that no matter what, the fight for justice and the rights of Aboriginal and Torres Strait Islander people will — and must— continue.

Reconciliation Australia

At Camberwell Grammar School, our Reconciliation Week events sought to support this theme in two ways. Firstly, to celebrate and honour the strength and achievements of so many legendary First Nations Australians. Secondly, to promote truth-telling and prompt deep reflection upon our nation’s history.

Using Adam Briggs’ book, Our Home, Our Heartbeat as inspiration, our Reconciliation Week competition had students identify the names and achievements of the First Nation heroes we displayed around the School. Images of Adam Goodes, The Sapphires, William Cooper and countless others enlivened our corridors and teaching spaces. Our special guests at Reconciliation Week Assemblies; Joel Garner, Indigenous Player Development Manager for the Richmond Football Club; Murrundindi, Ngurungeata of the Wurundjeri people and CGS students including Atticus Brennan, each shared their hopes for reconciliation and inspired pride in our Firsts Teams as they donned the CGS Reconciliation Jersey for the AGSV Reconciliation Round.

In Dorset, we hosted Simon Normand’s provocative exhibition Teaspoon Colony. In the weeks during and surrounding Reconciliation Week, more than half of our students and staff visited this exhibition in which the humble tourist teaspoon exposed the darker and uncomfortable truths about our nation’s history.

Our Reconciliation Week events culminated in the annual CGS vs CGGS game of Marngrook. This year, it was not only the students but also some members of the PE staff who enthusiastically participated.

Of course, to make a difference, our support for reconciliation must be continuous. At CGS, we proudly strive for reconciliation every week of the school year.

Ms Stephanie Bohni Coordinator Indigenous Program

Year 9 Urban Awareness Special Program

Urban Awareness aims to raise awareness of issues in Melbourne and introduce Year 9 students to people and groups with lived experiences beyond their normal dayto-day interactions. Students are challenged to think about their connection across various domains: immediate (Camberwell Grammar House and their families), local (Melbourne CBD) and more broadly (nationally and globally).

The program and its activities are centred on the themes of Empathy, Diversity and Connection, with curriculum links to Personal and Social Development (Semester 1) and Religious Education (Semester 2).

Day 1 is held on campus and, in 2024, included:

• A session with Eric Agyeman, a victim of racial bullying in primary school, who was later awarded the African Australian Community Impact Award for his work locally and in Africa

• An Indigenous Hip-Hop Dance workshop

• A House Captain-led group House activity to build connection and camaraderie.

Day 2 is held off-campus at various Melbourne CBD locations. In 2024, students participated in:

• A guided group walking tour, conducted by The Intersection exploring homelessness, connection, addiction and marginalisation

• A classroom workshop with staff and volunteers from The Big Issue to help break down stereotypes surrounding hardship in our communities, careers and interactions with others

• An African Drumming workshop

• A tour and presentation at St Peter’s Eastern Hill Anglican Church.

Throughout the program, students work in Houses to reflect on their experiences and develop a pledge to think and act with empathy in their interactions with others.

Introducing the David de Kretser Scholarships

Just as we teach every student to strive to become a good person and an active citizen, our School values and vision encourage us as a School community to make a positive difference in the world, to be a force for good and to help create a better society.

One day, an old man was walking along a beach littered with thousands of starfish that had been washed ashore by the high tide. As he walked, he came upon a young boy who was eagerly throwing the starfish back into the ocean, one by one.

The man looked at the boy and asked what he was doing. Without looking up from his task, the boy simply replied, ‘I’m saving these starfish.’

The old man chuckled aloud, ‘Son, there are thousands of starfish and only one of you. What difference can you make?’

The boy picked up a starfish, gently tossed it into the water and turning to the man, said, ‘I made a difference to that one!’

Traditional

Making a difference –one student at a time

As a school, we are embarking on an ambitious campaign to raise millions of dollars to expand our current needsbased scholarship program to provide opportunities to students with potential who would otherwise be unable to afford the educational experience that we provide.

The David de Kretser Scholarships will provide life changing opportunities for students whose family situations would otherwise prevent them from experiencing the transformative education only possible at a school like Camberwell Grammar School.

About David de Kretser

David de Kretser (1956) migrated to Australia from Sri Lanka as a young student and joined Camberwell Grammar School in 1951, making the most of every opportunity to involve himself in the life of the School. He went on to have an eminent career in medicine, specialising in the field of men’s health.

David served two terms on the Camberwell Grammar School Council, between 1979 and 1983 and again between 2003 and 2006. In 2006, he was appointed Governor of Victoria, a position he held until 2011. He and his wife Jan have always been passionate supporters of the School and we are proud to name these Scholarships in his honour.

‘The moment that I received a scholarship from Camberwell Grammar, it was the best moment of my life.’

Farid Asghari (2015), Scholarship Recipient

‘If we can make a difference in the life of a single person, we can change the world.’

Dr Paul Hicks Headmaster

About the David de Kretser Scholarships

• Our goal is to create a scholarship endowment that, over time, will allow us to offer up to 10 students a year one of the new David de Kretser Scholarships.

• The scholarships will be offered from Year 7 through to Year 12, to students not already enrolled at the School. They will cover school fees, uniform, computer and some excursions, such as school camps.

• They are designed to be truly life-changing opportunities for the recipients, who will be encouraged to be actively involved in the full breadth of activities which a Camberwell Grammar School education provides.

• Detailed eligibility requirements will be published later in 2024 and will focus on equity and access for students who would not otherwise have the means to attend the School.

‘I felt like for the first time in my life, I had the power to chase after my dreams.

And that’s what I think about when I think about Camberwell Grammar…I would love the opportunity that I’ve received for others too, because there are a lot of hardworking, intelligent people that don’t ever get this opportunity. Given the tools and resources to not only survive but thrive, people are going to really do wonders for the world.’

Matthew Woodgate (2013), Scholarship Recipient

How you can help

While a number of current and past parents, current and past staff, and CGS alumni donate regularly to support CGS scholarships, we need your help to ensure we can award the first of these scholarships in 2025. All donations to scholarships (over $2) are tax deductible.

For more information about the David de Kretser Scholarships:

• Scan the QR code (right) to read the brochure online

• Contact the Community and Development Office team on 9835 1742

‘10 years ago, I was fortunate to have first-hand experience with CGS, which provided a full scholarship to one of our students from an orphanage we support in Bali. To witness the life-changing experience enabled me to see the huge value in Dr Hicks’ vision of supplying a sizable number of full scholarships to those deserving boys that would otherwise be missing out on the outstanding education that Camberwell provides. We have contributed to this great cause and will watch with excitement as this project comes to life.’

Paul Wheelton, AM KGSJ (1973)

Student Voices Who We �re

Our students have a wide variety of interests and passions. Here, three students share what inspires them – within and beyond the classroom – and their hopes for the future.

Luke Becvinovski (Year 9)

As a student, I look to succeed in everything I do and always try my best. Even with my busy schedule, I try to sneak a window each day to improve my schooling. My friends always put a smile on my face every time I step into the School. My interests at Camberwell Grammar School are Mathematics and Sport. My dream is to play football (soccer) for my country. I’ve already played for Victoria in Nationals, so I am one step closer to the U17 Australian team. My club (Melbourne City) has helped me along my journey to succeed.

Opportunities I have taken here at Camberwell Grammar have mainly been around the sporting side of the School, as I am not really a musician. However, I also loved the experience of House Music and Hamer Hall (Biennial) Concerts. I have taken advantage of the School Gym,

and the Strength and Conditioning coaches there have helped me improve my training in many areas. I am also in the Emerging Athlete Pathway (EAP). I have taken advantage of that by listening to guest speakers and attending wellbeing sessions and other study workshops. After my success in School Soccer this year in the Firsts, I was picked for the AGSV Representative Team which was a great surprise. I was also chosen to mentor a French exchange student who recently visited Australia.

I am looking forward to more school and sporting success in the future. I hope to make the Australian team and sign a professional contract. I am also looking forward to new experiences along the way. With our First XI team being young, I am excited about the upcoming years and hopefully winning a premiership for Camberwell.

Alexander Bhattacharjee (Year 5)

I’m in Year 5 and have been at Camberwell Grammar School for half my life, my journey starting in Pre-Prep. My favourite subjects are Literacy, PE and Art, and I love public speaking. I have been involved in many fun activities throughout my time in Junior School, such as representing the School in various AGSV and sporting events, singing in the Junior School Choir, being in the main cast of Treasure Island, playing violin in Dorset Orchestra and a daily highlight - playing soccer at lunchtime with my friends.

Being part of the oldest group in Junior School gives me a deep sense of pride, as we have a responsibility to be good role models. We have the whole of Norge looking up to us, just as I admired and looked up to past leaders. As a leader, I have endeavoured to show respect, compassion and empathy towards everyone with whom I have interacted.

Being part of the Junior School Executive has been a memorable experience. One activity I was involved in was a CERES incursion, where we went around the School doing waste audits and brainstorming ideas on creating reusable items using circular thinking.

In Term 2, Zahab and I had the privilege of attending the 2024 Emerging School Leaders Forum held at the Victorian Parliament House, where we met other school leaders around our area. The MP of Kew - Ms Jess Wilson - hosted the tour. After the tour, each school representative provided a short insight into an issue of importance within their community. I believe that increasing the number of homes available for everyone is very important. Near where I live, I have seen people sleeping outside near shops, even though it is cold and windy. I hope the government can help these unlucky people to have a safe place to live. It was an extremely eye-opening experience listening to the other leaders discuss their local issues.

As I move on to Middle School, I look forward to trying new sports and subjects and making many new friends in Year 7. I enjoyed being in the cast of Treasure Island and would love to participate in more productions in the future. I also want to continue developing my leadership skills as I progress to Senior School.

Zahab Chowdary (Year 5)

I have been a student at Camberwell Grammar School since Year 4. Playing soccer is a passion of mine, and I’ve appreciated the numerous opportunities it has provided me. I learn new things every day, including maths strategies and different types of writing, and I am building a strong vocabulary. My favourite subjects are Inquiry and PE, where I get to explore my curiosity and stay active.

Beyond school, I was invited to participate in a leadership program hosted by Ms Jess Wilson, a Member of Parliament. Along with Alexander, I visited Parliament House where we learned about the legislative process, including the roles of the green and red rooms. We discussed issues in our community, and Jess Wilson noted these concerns. For example, a student from MLC expressed her concerns about the local train station, which many of her peers use, and how it needs a clean-up. This experience was an excellent opportunity for me to learn about leadership and the important work parliament does for us.

Being in Year 5 offers a unique opportunity to take on leadership roles, and I’m determined to make the most of it. This position allows me to set a good example and demonstrate integrity, knowing the entire Junior School community looks up to us as role models. It is incredibly rewarding to organise friend-raisers and fundraisers for various charities, bringing students together to support important causes. Additionally, hosting fun events for all year levels and watching everyone enjoy themselves is truly fulfilling.

I am eagerly anticipating the transition to Middle School and the multitude of opportunities it will bring. After my experience with Treasure Island this year, I am confident I will participate in future productions, exploring my passion for the arts and honing my performance skills. I am also excited about the prospect of forging new friendships in Year 7 and building connections that will last a lifetime. The future holds endless possibilities, and I am thrilled to embrace every moment of this exciting journey.

Staff Profiles

Mrs Anne Walters

Art Teacher

Anne shares a heartfelt reflection on her still-going 50-year teaching career. Her words are a testament to the deep connections and lasting memories that define a career dedicated to making a difference in the lives of young people.

Contemplating 50 years of teaching, I realise that many of my early reflections make me sound like a dinosaur! Technologically, it has been an extraordinary progression. In 1974 there were no computers, no internet and no photocopiers. An old fordigraph or spirit duplicator using purple carbon paper was the only means of making multiple copies of documents, and even then, you might end up with something legible or just purple blots on a page!

Curriculum planning was somewhat rigid, while large classes meant that my early determination to teach students as individuals quickly morphed into the reality of streaming and grouping while I found my feet. I was initially a Primary School teacher and in that first year, I was responsible for 36 Prep students. I was very young, just married and underprepared. My three years of teacher training had introduced me to enjoyable subjects like Russian History and adult English Literature, but, apart from valuable but brief ‘teaching rounds’, I had little specific training for teaching young children!

There were no mentors and little internal school support – which was not conducive to developing self-confidence or belief in my teaching ability. I was also attempting to show my colleagues and the parents that I could teach effectively, while inwardly doubting myself. For a while, it was about me and my efforts to manage and prove myself – and it was a real struggle. But gradually my students’ personalities, needs, skills and potential became the focus. It became all about them. When that happened, teaching started to flow and became something I would grow to love more and more year after year.

I have taught at state and independent schools, in Melbourne and rural Queensland from Prep to VCE and Year 12 International Baccalaureate. I have returned to university twice to increase my knowledge and experience the joy of being a learner again. The thesis I wrote for my Master’s degree, Artmaking from the Students Perspective, involved research that helped me understand more fully how students prefer to develop their creative and technical skills – things that hinder them and approaches that help them flourish. As someone who talks a great deal, I was reminded that listening is a vital part of making student learning as meaningful and productive as possible. Students frequently surprise me with their extraordinarily creative ideas and their ability to independently develop their work with such technical competence.

Welcome to Mr Cameron Blew Business Manager

Cameron joined Camberwell Grammar as the Business Manager in June 2024 and has swiftly become a vital member of our community. He is impressed by the School’s warm, inclusive environment and the exceptional opportunities it offers students.

In my role as Business Manager, I work closely with the Finance, IT, HR, Risk and Compliance, Project Management, and Grounds and Maintenance teams. I manage these Departments while also leading initiatives to boost operational efficiency and align with the School’s strategic objectives.

I hold a Bachelor of Commerce from the University of Melbourne, a Master of Education in Educational Leadership and Management, and am a Chartered Accountant. My career began in accounting with Arthur Andersen and Price Waterhouse. With over twenty years of executive leadership experience, I have overseen financial and business operations at independent schools such as Caulfield Grammar, Mentone Grammar, Genazzano FCJ College, Woodleigh School and The Knox School.

A proponent of collaboration, I am committed to bridging the gap between administrative and teaching staff to enhance student learning and well-being. My approach supports both educational and operational aspects of the School. I am particularly passionate about utilising technology and data to drive educational improvements and operational efficiencies.

Besides my new role here at Camberwell Grammar, I am an active Council member at the David Scott School, affiliated with the Brotherhood of St Laurence, and have served as Treasurer and Secretary for the Association of School Bursars and Administrators (Victoria).

I enjoy staying active and spending quality time with my family. I am married to Sue, and have two adult sons, Robert and Matthew, with whom we share various interests.

I love teaching Art. It is a rich, challenging subject with the potential to develop and expand creative thinking, enable practical problem solving, develop lifelong skills, enlarge appreciation for historical and current world culture, and build self-esteem. I am so grateful for the privilege of working in our incredible Art Department with such wonderful colleagues. We have outstanding resources for our students that enable us to provide rich and rewarding opportunities for artistic and creative learning.

School life can be so rich and rewarding. Over the years, I have loved camps, concerts, events, exhibitions, excursions, plays, musicals and numerous sporting activities. At Camberwell Grammar, staff and students can enjoy a fantastic wealth of extra-curricular experiences that expand our appreciation for life in so many ways.

The collegiality of a school community is special. There have been challenges and struggles, sadness and loss, and great joy and celebration in my teaching life and my 19 years at Camberwell. In whatever circumstances the Camberwell Grammar community finds itself, the care and support for one another has been extraordinary and is an outstanding feature of this wonderful School.

I remember many students’ faces, names and personalities from my first year of teaching 50 years ago –and so many since. Every student leaves a memory.

There is often a genuine sense of loss for teachers as students complete their schooling but also real gratitude that we have been able to teach them for some time and that they are ‘launched’ with such positive potential. They carry with them always the support, care and encouragement of their teachers and the School.

While we never forget our students, it is consistently a matter of being in the present and attending to the students in our care now. This keeps teaching so fresh and immediate – every class and every student is different. There is excitement about what our current students are doing and their potential.

Everyone who knows me knows how important my family is to me – from my parents and siblings to my husband, children and grandchildren. Their love, encouragement and support make everything I do richer. My colleagues and students at CGS are very much a part of my extended family.

Green Pages

Journey to Net Zero

Camberwell Grammar School is deeply committed to sustainability through a whole-school approach. By fostering collaboration between strategy, operations and delivery teams, the School is actively working towards its Net Zero by 2030 carbon reduction goals.

This comprehensive alignment ensures that sustainability is integrated across all aspects of the School—from project financing to facilities management, and staff and student engagement. CGS believes that this unified effort is key to achieving its sustainability targets. This approach was recently showcased at the ‘Journey to Net Zero’ event, which brought together 103 Business Managers and Facilities Managers from 48 schools and educational institutions. The event, co-hosted with Eastern Alliance for Sustainable Learning, featured presentations by Andrew Vance, Sustainability Coordinator at Melbourne Girls’ School, and Dominique Dybala from Sustainability Victoria, who discussed the Resource Smart Schools Program. Through our strategic priority of conducting sustainable and secure operations, we are positioned to lead and inspire the education sector in sustainability. This event provided a valuable platform for schools to engage with sustainability initiatives, deepening their commitment to making the world a better place.

Ms Jo Menzies

Sustainability Project Coordinator

Green Ninjas

The Green Ninjas in Junior School are making a difference. Each week, we meet on a Wednesday at lunchtime to work on various projects. We have built a simple vegetable and flower garden full of pollinating plants for our local bees and butterflies. Junior School students collect fruit and vegetable scraps from classrooms and the staffroom to feed our worm farms or to put in our high-tech FoodCycler that converts food into high-nutrient compost. This is all returned to our gardens to complete the cycle and contribute to a sustainable, circular economy.

In Week 4 of Term 3, a group of Green Ninjas worked together on a waste audit. Using tongs to go through our landfill, recycling and FOGO bins gave us insight into how well we manage our waste and what improvements we can make. We found that less than half of the waste in each bin was in the right place, and the data we gathered on this waste audit will hopefully make a difference in the decisions we make in the future when managing our waste and choosing the most appropriate bin.

Mr Tristen Haines Year 1 Teacher

Ms Katrina Massey

For over six years, Katrina has been developing the gardening program in the Middle and Senior schools from the ground up – although her first venture was a greenhouse and planter boxes on the third-floor Middle School mezzanine.

Katrina’s boundless enthusiasm invariably draws a crowd of students willing to share their Tuesday lunchtime with her in the now permanent Kingussie Gardens, where she oversees the propagation of the new season’s plantings as well as maintaining the several fruit trees and edible plants thriving with the aid of her incredibly green thumb. Countless students have benefited from her introduction of the annual harvest and stir fry lunch, pumpkin propagation, maintenance and harvest for Green Week Pumpkin Soup and Friday Activity classes involving connecting with local school garden programs.

But it’s not all trees and greens – Katrina also introduced bee hives into the school, and anyone lucky enough to get a taste of the honey they produce will attest to the quality of the

bees’ work. The School’s biodiversity richness has increased with Katrina engaging students to build and install an insect and bee hotel building. Not content with simply setting our hives up, Katrina also spread bees to other schools, at times raising money to help establish the hives.

So it is with a misty eye that all of us in the Sustainability program – and beyond!– wish Katrina all the best as she takes time to bring a new human into the world. She will be sorely missed and we can’t wait to see her return towards the end of next year.

Mr

Will Hone

Environment and Sustainability Coordinator

40 Years of Puddings

Celebrating a CGS Community Tradition

The manufacture and sale of the much-loved Camberwell Grammar Auxiliary Christmas Puddings commenced at the School 40 years ago in 1984. What began as a small, community-driven fundraising effort from the CGS Auxiliary has since evolved into an enduring tradition, with hundreds of puddings made annually and eagerly anticipated by current families and staff, alumni and the broader community.

From 1997, the facilities of the then-new Performing Arts Centre (and a Tuckshop steamer) were available and the puddings were first presented in the iconic Bendigo Pottery bowls bearing the School’s crest. These days, pudding production takes place in the Camberwell Room, with more than 750 puddings made in 40 batches over four weeks. The logistically challenging task has become a streamlined operation, documented in ‘The Book’ – a hefty binder detailing the entire process.

Roula Andreopoulos, Co-Convenor of the CGS Auxiliary, emphasises the importance of this knowledge-sharing in maintaining the tradition: ‘The extraordinary thing was that there was this enormous knowledge base, such goodwill, such generosity of the committee...I learned by osmosis.’ This continuity passed from one generation of volunteers to the next, has allowed the pudding-making process to endure and thrive.

The origins of the CGS Christmas Puddings lie in a desire to bring the School community together. What better way to foster camaraderie than through the collective effort of making Christmas puddings? ‘Back in the day, people just made the mixture together, took the puddings home, cooked them in their ovens and brought them back,’ explains Robyn McKern, Auxiliary Treasurer. The process has grown in both scale and sophistication over the years, yet it remains grounded in the same community spirit that sparked its inception.

The preparation for the puddings begins long before the festive season. According to Celeste Loh, Co-Convenor, planning starts as early as Term One. ‘The final product is amazing and everyone loves the puddings, but there’s a lot of behind-the-scenes work. Each year we refine the process to make it even smoother and more efficient for whoever we’re passing the baton to.’ From sourcing ingredients to liaising

with Bendigo Pottery for the bowls, the process involves meticulous planning and coordination.

Before the mixing begins, dedicated volunteers gather to chop, weigh and bag ingredients, all of which are prepared in bulk. Celeste and Roula also liaise with the Community and Development Office, which helps to organise various logistics, such as room bookings and setup, along with the Maintenance Department.

In recent years, sustainability has become a central focus of the pudding-making process. The Auxiliary has taken steps to reduce waste and promote environmentally friendly practices. ‘We’ve moved from plastic bags to fabric bags,’ explains Robyn. ‘My mother used to own a fabric store, and for 20 years, we’ve been storing fabric and looking for ways to put it to good use. We made 280 fabric bags to replace the plastic and they’ll last for several years.’

‘We also have a committee member who will take the foil away and recycle that for us off-site, which is quite extraordinary,’ says Roula. These initiatives, along with the switch from garbage bags to reusable pillowcases, are part of the Auxiliary’s broader effort to minimise waste.

Supporting local suppliers is also a priority. During the Covid pandemic, when the community couldn’t gather in person to make puddings, the Auxiliary outsourced production to a regional bakery that had been affected by bushfires, rather than a big commercial bakery.

With ongoing cost pressures, the team relies on donations where they can. Roula shares one example: ‘We get most of our 400 lemons from the tree of a 96-year-old Camberwell local. We’re in constant contact with her, her daughter and the next-door neighbour to keep tabs on how the fruit is coming along. While we usually grab the ladders and harvest the lemons, this year her daughter and son-in-law kindly picked them for us.’

At the heart of the pudding tradition is the sense of community it fosters. For many parents, volunteering during pudding-making days is a way to connect with

others across different year groups. ‘Many of our regular volunteers set aside time to come to mixing days together,’ Roula explains. ‘Yes, it’s fundraising to support good things, like the F1 in Schools program and scholarship fund. But it’s also friend-raising – getting people together and continuing the tradition.’ The friendships and connections formed during pudding-making extend well beyond the task itself. ‘There’s so much goodwill, there’s so much generosity and we have fun,’ says Roula. The camaraderie among the volunteers is evident, and the sense of belonging they create is one of the reasons why so many return year after year – even well after their children have graduated.

Celeste agrees: ‘The experience is about being part of the School community and finding your friendships and connections across the School, not just in your year group,’ she says. The Covid pandemic, which coincided with her family’s first year at the School, limited many traditional community-building activities and made the return to pudding-making even more meaningful.

‘I think it’s that sense of creating a space for belonging and the continuation of a tradition,’ says Robyn. ‘With our sustainability focus, it now has a past, present and future element to it.’

Roula reflects on the enduring appeal of the CGS puddings: ‘We have people who have been buying them for 40 years. People place worth on the puddings even once they’ve left the School. There must be something in the way we put the love in.’

To support this cherished tradition: Order your pudding (subject to availability) https://events.humanitix.com/cgs-christmaspuddings-2024

Get involved with the CGS Auxiliary by contacting Karley Knight, Parents and Friends Coordinator at fog@cgs.vic.edu.au

Teaching andInnovation

Introducing the Top Scores Podcast – an Innovative Learning Tool

The thing many people often don’t realise about classical music is that it’s actually very modern; cuttingedge. Scandalous even. Sometimes, composers use their art to hurl huge insults at their rulers, make jokes at their employers’ expense, or sometimes it was just a last-minute-all-nighter the day before it’s due. The problem is, when we hear a famous bit of music, a lot of that juicy detail has been lost over decades. Our initial reaction is that it’s very important, famous, renowned or old and boring. (Yikes).

While we might be able to sing along to the advertising campaign that it’s been re-appropriated for, the music itself loses so much meaning without context. Listening to classical music without some knowledge of the context or conventions of the art form is a bit like listening to Taylor Swift’s Eras Tour without any knowledge of the English language, feminism or contemporary culture. Sure, it sounds OK, for a bit, but it would be difficult to understand what all the fuss was about, really.

Ask any music teacher and they will fall over themselves to tell you about how clever Shostakovich was to secretly (but publicly) poke fun at Stalin. And he got away with it too! If you listen to his 9 th Symphony or his Cello Concerto without insider knowledge, it sounds like a lovely bit of music. But, if you understand that he is saying Stalin’s whole regime is a macabre joke (at risk of his own life), it’s so much more interesting.

Why Top Scores?

As a music teacher, I have often felt pangs of guilt when supervising students during a concert, patiently waiting their turn to sing or play, or itching to pull out their phones, rather than being engaged with the music. I feel it is our job as music teachers to bring this knowledge to them –because once you understand what it is you’re listening to, the whole experience transforms.

Sometimes, you need an ‘in’. Knowing what was behind the music, how and why it was created, and what to listen for is the key. This is where the podcast Top Scores comes in. During music rehearsals, we are consumed by the details of the music on the page. How to play each note, each phrase. Understanding why each note and phrase was put there in the first place, and the purpose behind the music is something we don’t get to do in rehearsals, and rarely get to do with a concert audience.

The medium of a podcast allows our students and wider audience the opportunity to learn about what it is they are listening to before they arrive at the concert. I hope that after playing an episode, listeners will be able to engage with that particular piece of music on a higher level.

The title, Top Scores, is deliberate. It is not only the music the listeners are likely to hear at school concerts but for the rest of their lives.

Our goal is to engage in a conversation about the context, and content of the music with students and music professionals. By doing so, the music becomes ‘more’ than simply sound and unlocks the score on a deeper level. Quite often, the challenges, frustrations, joys and horrors that the ‘top scores’ are written about are very familiar to us in 2024: love, loss, brutal rulers, war or the beauty of nature to name a few. Understanding the fact that those who were writing, playing and hearing the music even hundreds of years ago faced the same fears, and felt the same emotions as we do today brings an immediacy and a connection with the art form that is simply not possible otherwise.

I think everyone in the world is a classical music lover; many of them just don’t know it yet. If the music teachers of the world can impart a little bit of the context, perhaps scandal or intrigue that surrounds many ‘top scores’, then I firmly believe that many classical music lovers will find themselves. Podcasts are a wonderful medium to share knowledge and understanding through conversation with guests and a wider audience. We are curious and hopeful to find out how our podcast can engage students, parents and families in conversation about ‘top scores.’

Scan the QR code below to listen to Top Scores

Mr Ben Bishop Head of Music

News from�round the School

Premier’s VCE Awards and Science Olympiads

Congratulations to Jerry Jin and Joel Cheok (Year 12) who both received Premier’s VCE Awards. They were presented with their awards by the Hon. Jacinta Allan at the annual awards ceremony at the Exhibition and Convention Centre.

Joel also recently achieved a silver medal at the International Biology Olympiads held in Kazakhstan, while Jerry achieved a bronze medal at the Chemistry Olympiad held in Saudi Arabia.

100 Days of Prep

Prep students recently marked a special milestone—100 days of school! They crafted vibrant crowns for the occasion and, with the help of our Senior School students, enjoyed fun games and activities all centred around the number 100.

We are so proud of their fantastic start to school, their resilient ‘Yeti’ mindset and their enthusiasm for learning.

‘Treasured’ Buddy Collaboration

Pre-Prep students collaborated with their Year 4 buddies to create leaves for the Junior School production, Treasure Island This experience was highly beneficial for all students, fostering a sense of community, while promoting confidence and positive social skills, inclusiveness and diversity, leadership, responsibility and respect. The students then took on roles of pirates, engaging in dramatic play, designing maps, playing coordinate grid games and searching for ‘treasure.’

Weickhardt Library Olympics

In honour of the Paris Olympics, Weickhardt Library hosted a fantastic week of Olympic-inspired library events. Students took part in Olympic Ring Hula Hoops, Reading Race, Concentration Estimation, Rote Recital and On Deck, earning points for their House and a moment of glory.

Public Speaking for a Cause

Bach Tran (Year 11) recently qualified for the Grand Final round of the Four Way Test Public Speaking Competition, held annually by the Balwyn Rotary Club for secondary schools in Boroondara. Each student spoke for 5-6 minutes about a cause they are passionate about without notes, prompts or assistance. Bach’s topic was the ‘Bystander Effect’ and how we are less likely to take action when we witness abuse or discrimination in public if others are present.

Ethics Olympiad

Eight students from Years 10 and 11 (Eth-letes) recently participated in the Ethics Olympiad. Unlike traditional debates, participants in the Ethics Olympiad are not assigned opposing views; instead, they defend the stance they believe is right, showcasing their understanding of the cases under consideration. Congratulations to both our teams who were awarded honourable mentions from the judges.

da Vinci Decathlon

Our Year 9 and 10 da Vinci Decathlon teams recently showcased their skills and teamwork at the State da Vinci Decathlon. Competing across various challenging disciplines, students demonstrated remarkable acumen, creativity and determination. Both teams secured an impressive overall 3rd place finish.

Both teams then competed in the National da Vinci Decathlon in Sydney. Each team placed in the top three in at least two disciplines. Our Year 9 team received a podium finish, placing third overall. Congratulations to all students involved.

Premier’s Spirit of Anzac Prize

Well done to Adil Jibu (Year 9), who received a Special Commendation in the Premier’s Spirit of Anzac Prize for ranking in the top tier of applicants.

Indonesian Soccer Clinic

The Indonesian Department recently hosted Robbie Gaspar, an Australian former professional international soccer player. All Indonesian students enthusiastically participated in workshops with Robbie, practising soccer drills and games – all while honing their Indonesian language skills.

Boroondara Photograph Competition

Congratulations to Bach Tran (Year 11), who recently won First Prize in the Young Photographers (secondary school) category at the 2024 Boroondara Photograph Competition. There were more than 600 entries received across various categories, so Bach’s achievement is incredibly significant.

Monash Scholars Program

Isaac Chen, Max Coia and Noah Smith (Year 10) have been accepted into the Monash Scholars Program for 2024-2026. Monash selected these scholars based on their outstanding academic results, contributions to extracurricular activities and strong written applications. They will participate in a series of on-campus and virtual events over the next two years as an introduction to potential opportunities at Monash University.

Footy Day

Mooting Competitions

Camberwell Grammar students recently competed in the Melbourne Interschool Mooting Competition. The Year 12 team of William Lardner, Tommy Auwardt and Nathan Bosmans and the Year 11 team of Justin Kwan and Kristofer Vos-Rutter progressed to the semifinals at Deakin University. Justin and Kris reached the final round and despite not taking home the winning trophy, they proved their excellent public speaking skills and legal knowledge. At the end of Term 2, the Year 12 team travelled to Bond University to participate in the semifinal round of the 2024 National High School Mooting Competition.

Junior School celebrated the end of Term 2 with an incredible Footy Day. The sun was shining, and students showcased their amazing footy skills in vibrant team colours. Highlights included fun drills led by the First XVIII Football team and a delicious sausage sizzle provided by the Friends of Norge. The JTO was packed with happy faces from Prep to Year 5. What a fantastic way to end the term!

Bastille Day

The French Department hosted several exciting events to honour Bastille Day and build anticipation for the Paris Olympics. Year 8 students enjoyed a delicious French incursion, tasting terrines, French cheeses, quiches, chestnut cream and more.

Deakin Law Debate

Over the Term 2 holiday break, Arsene Liau, Owen Lim and Cyrus Foroudi (Year 10) competed in the Deakin Law Debate. Students competed in three rounds of law-focused debates with Camberwell receiving two best speaker awards.

Book WeekReading is Magic

The Junior Library came alive with lunchtime activities, author visits, colourful characters and enchanting displays to celebrate CBCA Book Week 2024 and the theme ‘Reading is Magic’. Students and staff immersed themselves in the spellbinding world of literature and the power of storytelling. Highlights included the Book Week assembly and parade, and visits from award-winning authors Jess McGeachin, Amelia Mellor and Andrea Rowe.

The magic continued at the Senior Library, with lunchtime activities of book folding, magical tealight craft and floating candles, a wizard photo booth and more.

Sydney Drumline Tour

The CGS Drumline attended the National Drumline Competition at Barker College in Sydney during August. The group competed in A Grade and performed wonderfully, doing themselves and the School proud. James Buick (Year 10) and Declan Collett (Year 12) were awarded the Best Tenor Drum Section out of all the bands. The sense of accomplishment and teamwork all the students felt was clearly evident.

Music Examinations

The Kingussie Trio

Congratulations to the Kingussie Trio – Dillon Chan (Year 7), David Chon (Year 8) and Gabriel Liu (Year 8) who performed brilliantly at Musica Viva’s Strike a Chord Grand Final at the Melbourne Recital Centre. The trio was awarded the 3MBS Prize.

Congratulations to the following students on being awarded their AMusA:

Pianist Justin Zhou (Year 9) with a program of Shostakovich, Beethoven, Brahms and Carl Vine.

Clarinetist Aiden Li (Year 8) with a program of Debussy, Paul Jeanjean, Csaba Deak and Krommer.

Ethan Tran (Year 11) with a program of Bach, Haydn, Chopin and Messiaen.

Cellist Gabriel Liu (Year 8), was recently awarded his LMusA with Distinction with a challenging program of Shostakovich, Paganini, Cassado and Beethoven.

Middle and Senior School House Swimming

All students had a blast at the House Swimming Carnival held in the final week of Term 2. Congratulations to first-placed Summons House (Middle School) and Schofield House (Senior School). Well done to all students for demonstrating great enthusiasm and house spirit throughout the day.

All School Cross Country Championships

The Cross Country squad recently competed at the All School Cross Country Championships in challenging conditions, with all students performing well. The Under 17 team of Kaan Ong (Year 10), James Alex (Year 10), Sachin Kunendra (Year 11) and Harvey Williams (Year 10) finished third. The Under 15 team of Aaron Williams, Alexander Zabojec, Thomas Robertson-Brown and Ethan Zhao (Year 8) finished second.

Congratulations also to Lachlan Baxter (Year 7), Joshua Carlin (Year 11) and Aaron Williams (Year 8) who have all made the Victorian Cross Country team.

Middle School and Senior School House Cross Country

Under perfect blue skies at Westerfolds Park, our Middle and Senior School students participated in House CrossCountry on Thursday 1 August. Runners of all abilities took on the 3km course and there were some fantastic results. Congratulations to Summons (Middle School) and Schofield (Senior School) for taking the top honours in a terrific overall effort by all runners.

Junior School AGSV Cross Country

On Thursday 23 May, the Junior School Cross Country Squad competed in the annual AGSV Cross Country event held at Chelsworth Park, Ivanhoe. A team of 37 students competed in distances ranging from 2-3km. A huge congratulations to the entire team on their amazing efforts. The following students each finished in the top 10 in their age group, which is an outstanding accomplishment.

Kevin Ma (Year 6) 3rd

George Wu (Year 4) 7th

Eric Liu (Year 6) 7th

Zac Lim (Year 6) 8th

Dion Trevlopoulos (Year 6) 6th

Junior School Beachside Division Cross Country

On Tuesday 29 May, three students travelled to Clarinda to compete in the SSV Beachside Division Cross Country. It is an incredible achievement to reach this high level of competition. All students ran exceptionally well and should be proud of their dedication to training. Congratulations to George Wu (Year 4), Kevin Ma (Year 6) and Dion Trevlopoulos (Year 6).

Term 2 Camp

Year 6: Camp Manyung

The students arrived at Camp Manyung filled with excitement, quickly settling into their cosy cabins and eagerly exploring their new surroundings. We were greeted with wind and rain, but that didn’t dampen our spirits.

A wide array of thrilling adventures awaited our eager participants. The Giant Swing, resembling a catapult ready to launch boys into the sparkling bay, promised exhilarating moments. Treetop high ropes courses provided an adrenaline rush like no other, complemented by the flying fox and mountain bike riding. Leadership challenges, archery and Science quiz nights ensured a well-rounded experience for everyone.

During their downtime, the Dolphins, Crabs, Penguins and Sharks delighted in exploring the campgrounds, engaging in spirited matches of Ga-Ga Ball, tennis, basketball and soccer. Throughout the 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. The Camp Manyung staff were very helpful and active in getting to know the boys, always speaking to them about values and what can be learned by challenging themselves and stretching beyond their comfort zones.

The camp also provided valuable lessons on different types of leaders and character traits, offering a great educational experience.

Camp Manyung 2024 will forever be etched in our memories. Well done to all students! The staff of CGS are immensely proud of each one of you.

Mr Nathan Jones and Mr Dominic McLaughlin Year 6 Teachers

Junior School Production Treasure Island

The Making of Treasure Island

My favourite moment in the theatre is when the house lights dim, leaving only the glow of the orchestra pit and the thrill of anticipation for the show to come. This excitement is even more profound when the music and performance are brand new. We aimed to capture that wonder and joy in creating a new show for the Junior School Production, choosing Robert Louis Stevenson’s Treasure Island as our inspiration. We hoped the allure of pirates, a talking bird and a cheese-obsessed marooned sailor would be irresistible for our students.

Treasure Island is more than a pirate adventure; it’s a fairy tale rooted in the Hero’s Journey, with Jim Hawkins as the young protagonist. Played by Shreyas Munnur (Year 5) and guided by three narrators— Owen Zhao, Aadarsh Asthana, and Alexander Bhattacharjee (all Year 5) —Jim evolves from a naive boy into a courageous, resourceful young man. His journey forces him to confront fears, make tough decisions, and ultimately emerge stronger. Long John Silver, portrayed by

Harrison Gration (Year 5), presents a complex challenge for Jim, both a ruthless pirate and cunning opportunist. Throughout, Jim forms deep bonds with characters like Dr Livesey (Gordon Chen), Squire Trelawney ( Aiden Zhu), and Captain Smollett ( Aiden Ding), all Year 5 students, highlighting the importance of loyalty, camaraderie and integrity—values we strive to instil in our students.

Unable to find an existing musical that captured these themes with the musical depth our students deserved, we decided to create our own. Our students were accompanied on stage by a live band of music staff, led by Mr Chris Nankervis, playing a score rooted in folk music with sea shanties, folk songs and even original lyrics inspired by sea-faring epics like Tennyson’s Ulysses and Stevenson’s poetry.

In line with the School’s sustainability vision, this production was created through a sustainability lens, aiming for a homemade, playful feel. We collected old bed sheets from families, turning them into the centrepiece of the show—a sail that lifted to reveal the set, which also served as a screen for shadow sword fights. The set materials, including fruit boxes, suitcases and wooden crates, were mostly sourced from curbside pickups and recycled timber. When the characters land on Treasure Island, the set transforms

into a canopy of leaves made from donated clothing and old drop files, repurposed in our increasingly digital age, with help from the ensemble’s families, Pre-Prep and Year 4 buddies. The old cricket netting and materials from previous productions were also reused, thanks to the ingenuity of Mr Mark Wager, Ms Erica Moffat and Mr David Bennie, who crafted a remarkable stage.

All costumes were made using upcycled clothes from second-hand stores or repurposed from old school productions, thanks to the tireless creativity of Mrs Jennifer Bennie and Miss Breanna Handfield. Even the makeup wipes were made from old cloth by students from Camberwell Girls Grammar. The program cover was a nod to the original publication of Treasure Island, recreated with coffee stains by Mrs Sofia Tsolakis and the Art Club.

Staging a new production is much like embarking on a wild sea adventure—a mix of ambition, uncertainty and teamwork. With a crew of 101 students, all will and desire, the journey involved both challenges and triumphs. Their dedication made the rehearsal process a

joy, and they took on the responsibility of learning lines, choreography, and music outside of rehearsals. The boys embraced the challenge of performing on stage, some for the first time without the safety of an instrument or music stand, demonstrating incredible courage in bringing their characters to life.

This production would not have been possible without the tireless efforts of those behind the scenes. From set design and music to costumes, sound, and lighting, a huge team contributed to bringing this show to life. Lunchtime rehearsals, weekend trips to second-hand stores and countless hours of hard work went into making this production a reality. Please take a moment to congratulate not only the students on stage but also the teachers and staff who made this journey possible. Their dedication, generosity and creativity have ensured our boys could set sail on this unforgettable adventure.

Mr Alex St Vincent Welch Head of Junior School Music

Middle School Production Our Town

Review of Our Town

The Middle School production of Thornton Wilder’s Our Town presented the life of a small New England town at the turn of the 20th century in a very lyrical manner.

It was a self-consciously theatrical show set on a stage with a hemp line and a ladder always in view. Two stage managers, Max Guo and Jackson Norman, led the evening with confidence, enthusiasm and impressive vocal clarity. The meta-theatrical style of the show was augmented by three visible foley artists, Nicholas Lipscombe, Harry Martin and Akein Seekkuge, providing live sound effects upstage left. They later played hilariously enthusiastic baseball players. The action of the show was interrupted by interesting contextual detail, both historical and anthropological, presented with comic earnestness by Sherwood Au

Beautiful period costumes, designed by Mrs Jennifer Bennie and assisted by Miss Breanna Handfield, provided charm and context, with every character looking appropriate for their role. The show benefited greatly from the talent of Kerrin Barker and Martina Lindsey for hair and make-up. This detail contrasted with the miming of props and the relative simplicity of a few well-chosen set pieces and detailed wooden floorboards painted by Mr Mark Wager and his design assistants Mr David Bennie and Ms Erica Moffat.

Perry Millard as Dr Gibbs spoke in a sensitive paternal manner when explaining to his son George the necessity of family responsibilities. Chester Roodenburg presented Mr Webb’s age and responsibilities with skill, giving him due status. Confident performances by Eloise Knight (Mrs Gibbs) and Sophie Bretel (Mrs Webb) brought a sense of importance to life in Grovers Corners.

George’s awkward courting of Emily was presented with a bashful truthfulness by Harvey Beckett, from initial conversations on the street, and then on to a beautifully played scene at the soda store. A later scene, with the two of them on step ladders, as if talking from one bedroom window to another, picked out by the lighting design, by Michael Zagarn, was elegantly presented with a pensive mood behind the shadows of the townsfolk at choir practice.

Many thanks to the director Jack Migdalek (guest choreographer for Oliver 2023 and Urinetown in 2020) who skilfully elicited emotional journeys from the company. The large cast set pieces, especially the wedding and funeral scenes, were well choreographed and atmospheric. Thanks also to a team of Middle School crew and tech operators, especially Jake Tan and Jeremy Shen for calling the show, and Ms Elyse Carmichael for coordinating the production.

Mr Andrew Stocker Head of Drama

Winter Sport Season Wrap

The 2024 Winter Sport Season has been one of resilience, determination and remarkable achievement. Our teams have not only shown great skill on the field, court and track but also embodied the core values of our school –Learning, Courage, Respect, Integrity and Optimism.

Badminton was a standout sport this season, with our Firsts team securing the AGSV Premiership, their 10 th in a row. Captain, Chauncey Yu (Year 11) and Vice Captain, Owen Wu (Year 10) were consistent throughout the season, but in what was the closest Grand Final in recent history, it was Edward Lam (Year 10) and Meno Chu (Year 9) who made significant contributions that led to the win. There were strong performances across all divisions. Notably, our Div. 3 Gold team and the Year 7/8 teams 6 and 7 both achieved a perfect winning record, demonstrating the depth of talent within our ranks.

Our Baseball teams focused on skill development and teamwork throughout the season. Highlights came from the Under 17 Blue team who made their division’s Semi-Final and the Under 13 team who were Premiers of their division. The commitment of our teams and the improvement shown bode well for further success.

The Cross Country season was one of consistent performance and notable achievements. Our runners faced challenging courses with determination, culminating in a strong finish as runners-up in the AGSV competition. Year-level medal winners included Joshua Carlin (Gold, Year 11), Harvey Williams (Gold, Year 10), James Alex (Silver, Year 10), Aaron Williams (Bronze, Year 8) and Lachlan Baxter (Silver, Year 7).

This season, our Fencing squad competed with skill and focus, often against formidable opponents. The discipline and tactical awareness displayed by the team members were commendable, contributing to a season of steady progress and growth in the sport.

Football had its highs and lows, with several teams showing promising performances. The Year 7/8A and Inter B teams led the way with strong winning rates and demonstrated signs for future success. Though the Firsts faced challenges, the continual improvement of skills and game sense was on display throughout the season. Valuable lessons were learned, and skills honed, which led to several competitive matches.

Hockey was another highlight of the Winter Sport Season, with the Firsts finishing as runners-up in a fiercely contested AGSV competition. A second consecutive season of not losing the Grand Final (they drew 2-2), which was again determined by ladder position. Across the board, our Hockey teams demonstrated strong performances, with several teams, including the 2nds, 7/8A, and Inter A, achieving a perfect or near-perfect win record.

Real Tennis continues to be a sport where tradition meets mastery. This season saw our players refine their techniques and strategies, which culminated in another end-of-season CGS Championship. Captain, Brayden Chew (Year 12) won the Senior division, edging out Vice Captain, Matthew Hoyling (Year 12).

Snowsports provided an opportunity for our students to embrace the winter elements and compete in various disciplines. Competing in the Victorian Interschools Snowsport Championships at Mount Buller, students from the Junior, Middle and Senior Schools participated with enthusiasm and achieved personal bests. They represented the School with pride in a range of skiing and snowboarding events.

Soccer had a mixed season with moments of brilliance and tough challenges. A much-improved Firsts team enjoyed more success and was competitive against the competition’s stronger teams, while most Year 7 and 8 teams demonstrated significant improvements, highlighting the potential and promise within our Soccer Program.

After the AGSV Season, students were rewarded with selection in their respective AGSV Representative sport teams for consistent and exceptional performances throughout the Winter Season. They took on their counterparts from the APS at matches held at Caulfield Grammar. Congratulations to the following students:

• Badminton – Chauncey Yu (Year 11), Edward Lam and Owen Lim (Year 10)

• Basketball – Harrison Taylor (Year 12)

• Cross Country – Joshua Carlin (Year 11), James Alex and Harvey Williams (Year 10)

Other student achievements throughout the term included:

• Jenson Huynh (Year 7) competed in the Victorian Youth Sailing Championships at Sorrento and won first place in the Optimist Intermediate Class.

• Lachlan Baxter (Year 7) was selected in the Victorian Athletics team and competed in the 1500m at the National Track and Field Championships in Adelaide.

• Ryder Cheesman (Year 12), Henry Sewell and Charles Webb (Year 11) were members of the Championship-winning Victoria Metro team at the Under 18 National Basketball Championships.

• Ryder Cheesman (Year 12) and Henry Sewell (Year 11) represented Australia at the Under 18 Basketball World Cup in Türkiye.

• Monty Green (Year 11) was a member of the National Championship-winning Under 18 Victorian Hockey team on the Gold Coast. William Watson (Year 11) played in the same tournament with the Victorian Development Team.

• Chauncey Yu (Year 11), as a member of the Victorian Under 19 Badminton team, won bronze medals in the Men’s Doubles and Mixed Doubles at the National Championships in Perth.

• Ryan Chung (Year 11) and Harry McCraw (Year 8) were selected in the Team Vic Swimming, 10-19 Years team to represent School Sport Victoria at the School Sport Australia Championships on the Gold Coast.

• Hockey – Domenic Bozzone (Year 12), Monty Green and William Watson (Year 11)

• Soccer – Jason Liang (Year 12), Marko Maric (Year 11) and Luke Becvinovski (Year 9).

As we look back on the 2024 Winter Sport Season, it is clear our students have much to be proud of. Whether achieving premiership victories, finishing as runnersup, or simply improving and growing as athletes, every participant has contributed to the rich sporting culture of Camberwell Grammar School. We extend our gratitude to the coaches, staff and parents who supported our teams throughout the season. As always, we remain committed to fostering an environment where our students can learn, grow and achieve their best, both on and off the field.

We thank our Year 12 students who have contributed to the Sport Program for the final time and wish them well in their studies and future endeavours. We encourage you to remain active and to utilise the knowledge, understanding and love of sport that you have forged throughout your time at school.

Mr Lachlan Crawford Head of Sport

• Lachlan Rundell (Year 10) was selected in the Victorian Under 17 Water Polo team as a bottom-age player, competing in the National Championships.

• Thomas Pritchett (Year 9) competed in the Victorian Downhill Mountain Biking Series. He performed well, racing above his age group in the Under 17 Division.

• Luke Becvinovski (Year 9) was a member of the Championship-winning Victorian team that competed in the Under 15 Football Australia (Soccer) National Youth Championships for Boys in Wollongong, NSW.

• Chandler Siegle (Year 9) was a member of the National Championship-winning Under 16 Victorian Metro Basketball team, which was played in Bendigo.

• Harry McCraw (Year 8) swam a new Victorian State Record in the Male Short Course 13-Year-Old 100m Butterfly in a time of 59.03. He was also ranked #1 in 200m Backstroke, #2 in 200m Butterfly and #3 in 100m Butterfly in Swimming Australia’s National Top 25 Male 13-Year-Old rankings for the long course season.

• Thomas Tsui (Year 8) was named in the 2024 Hockey Victoria Under 14 Boys Academy Squad.

• Gavin Li (Year 7) represented the Under 13 Victorian B team at the National Table Tennis Championships in Perth.

• Luca Simmons (Year 7) represented Team Victoria in the School Sports Australia Under 12 Australian Football (AFL) Championships in Geelong.

Snowsports

The Snowsports program of race coaching and social events has been a tradition at Camberwell Grammar for over 25 years and continues to thrive. Mr Ian March recaps Snowsports Family Week and the Camberwell Cup held at Falls Creek over the Term 2 break.

Family Week allows CGS families to engage with the School community and build friendships in a healthy and active setting. The Cup provides access to competitive racing, in a fun and friendly environment. It also helps develop the skills of Snowsports team members in preparation for Interschools in August.

MO NDAY 8 JULY

In true Australian skiing style, wet conditions, fog and a somewhat limited amount of open terrain prevailed. After a morning of free skiing, the first of four skills-focused coaching sessions took place. The evening’s opening celebration, hosted by Friends of Snowsport, formally kicked off the social calendar. The community came out in full force for a shared meal; renewing old friendships and making new ones.

TUESDAY 9 JULY

Conditions remained challenging on Tuesday. The optimistic vibe for snowfall wasn’t rewarded, and a frustratingly persistent misty rain continued throughout the day. While there were ‘doughnuts’ in terms of snowfall, there was no shortage of doughnuts to eat, with a gathering of the community in the village plaza doughnut shop to warm up after race coaching sessions concluded for the afternoon.

WEDNESDAY 10 JULY

Wet gloves and jackets that had not dried overnight didn’t stand a chance on Wednesday, groundhog-day conditions and the Camberwell spirit of resilience on show. The rhythm of training sessions continued, with race coaches and the students themselves noting the improvements they had observed. Students and their siblings enjoyed night skiing together on Wombat’s Ramble.

THURSDAY 11 JULY

After a hard freeze, Thursday dawned with a welcome lack of precipitation. Clear visibility under high cloud and firm snow on-course, meant conditions were excellent for our race event - the first running of the Camberwell Cup since

2019! After course inspection, each competitor had two attempts at completing the course, passing the flags on the correct side and going through the finish line to be awarded a time.

Over 100 people attended the closing dinner, a real demonstration of the depth of the CGS Snowsports community. Various awards were given, including the most improved, the most consistent and the fastest family. We welcomed new members while also farewelling families with sons in Year 12, many of whom have a long-standing association with Snowsports.

FRIDAY 12 JULY

A wintery mix of precipitation greeted the community on Friday morning, and we felt lucky that Thursday, race day, had been the pick of the week. Students were invigorated after the Camberwell Cup and ready to learn more skills to put into practice for August’s Interschools event. The completion of the final race coaching sessions in the afternoon brought formal events to a close.

CAMBERWELL CUP RESULTS 2024

• First place and the winner of the Camberwell Cup –Jack Zhang (Year 11)

• Second place – Michael Chen (Year 12)

• Third place – Tobias Wu (Year 9) This year at Falls Creek has been one of the best attended in recent times. On behalf of the School and Snowsports community, I would like to thank Friends of Snowsports for their incredible work on Family Week.

Mr Ian March

Teacher-in-Charge of Snowsports

Spotlight on Sport with Nathan Bower

Athletes for Hope

As a whole school, we pursue the impact of making a difference in people’s lives through relationships and optimism. We acknowledge that education is transformative and seek to promote inclusivity, diversity and equity. Initiatives include the launch and sustainability of the David de Kretser Scholarships, Reconciliation Week activities, Year 9 Urban Awareness Program and storytelling from students, past and present. As Headmaster Dr Paul Hicks references, ‘We recognise that we are privileged, and we look for ways to make contributions that will help address inequality in our community.’

The Emerging Athlete Pathway (EAP) is a student cohort that regularly comes together on Friday afternoons to explore the physical, psychological and social aspects of aspirational sporting performance. In Term 3, the EAP group had a thought-provoking and inspirational presentation from Athletes for Hope Australia, a registered not-for-profit charity that is creating an athlete-driven movement to drive social impact. The mission of Athletes for Hope is to empower a community of purpose-led athletes to contribute with impact to causes and charities they care about. From their initial launch in 2007 with a handful of sporting icons, Athletes for Hope has grown to over 8,000 athletes across numerous sports, professional leagues and countries.

The Director and Australian Co-Founder of Athletes for Hope is Iain Roy, a passionate sports professional who has worked across international sporting codes. Iain is driven by the role sport plays beyond the confines of a particular sporting community. He explains: ‘Athletes who can define and articulate a purpose have seen tangible improvements in motivation, focus and ultimately sporting performance. I’m yet to meet a sporting professional who is not interested in improving performance. The Athletes for Hope Program provides a platform for athlete empowerment, ongoing personal development, stronger personal relationships and community impact.’

The ‘Discover Workshop’ delivered to the EAP group provided an interactive learning opportunity for our student-athletes to create their Athlete Impact Plan. They identified the causes that matter to them, as well as the skills, expertise and experience they can contribute in support of those causes. The workshop aimed to identify that athletes are more than just their sporting profile and performance. That holistic development is a primary concern for all of our Camberwell Grammar students. Sporting ability and performance are but one aspect of an individual’s persona and contribution to the world around them.

Prioritising generosity and social impact encourages individuals to look beyond their own needs and consider the broader implications of their actions, fostering a culture of compassion and mutual support. This mindset empowers students to drive meaningful change and inspires a lifelong commitment to making a difference. In cultivating these values, students are not only enhancing their personal growth but also laying the groundwork for a more equitable and connected society. Nurturing a philanthropic spirit helps shape students into conscientious leaders who are prepared to tackle the challenges of tomorrow with integrity and generosity… all while enhancing their sporting performance! That’s a powerful possibility.

Mr Nathan Bower Senior Head of Sport - Strategy and Programs

Community Connections

The Opportunity Challenge

Year 8 students from Camberwell Grammar, Canterbury Girls’ Secondary College, Fintona and Camberwell Girls Grammar demonstrated how entrepreneurship for a good cause can be a lot of fun during the recent showcase of their micro-businesses. Running over several sessions, this program focuses on entrepreneurial strategy development, while raising money for Opportunity International. It was wonderful to see the students’ pride, new skills and new friendships that resulted from this memorable experience.

Deeds for Change

During Term 2, the Deeds for Change team supported The Humble Mission, aiding disadvantaged and homeless individuals in Melbourne. Our students held a Winter Clothing Drive, ran a fundraiser BBQ and recently helped at The Humble Mission’s Saturday pop-up pantry, providing meals, pantry staples, fruits, veggies, winter clothes and toiletries. These initiatives showcase our School’s commitment to positively impacting the community and using our deeds for change in the world.

Clifford Big Freeze

Clifford House ran its Big Freeze event on Wednesday 26 June to support an important cause. Students generously donated money and bought lunch from the sausage sizzle in the Senior School Amphitheatre. Students and teachers, including Dr Hicks and some Heads of School, were then dunked with ice water.

All proceeds from the day went to Fight MND, a charity that spreads awareness about Motor Neurone Disease. Donations are used to continue research and support the lives of Australians with MND.

Live to the Max Day – Friday 9 August

Live to the Max Day is an important day in our school calendar as we honour the memory and legacy of student Max McKenzie and bring the importance of allergy awareness to the forefront of our minds. Students were invited to wear casual clothes with a touch of pink, Max’s favourite colour, in honour of him, to raise money for allergy research via donations and a sausage sizzle.

Making an Impact

Kensei Soegijono (Year 11) recently volunteered at Impact, an organisation that helps Victorian women and children fleeing extreme violence at home. Kensei helped wrap and pack bags of essentials that were then delivered to safe houses for women and children. His generous contribution of time and effort made a significant impact on this organisation and the community.

Anglicare FoodBoost

Food is a basic human right, but last year almost one in four Australians experienced severe food insecurity. This means they ran out of food because they simply could not afford it, sometimes going entire days without eating.

Camberwell Grammar recently joined the FoodBoost campaign to help Anglicare Victoria take hunger off the table for vulnerable people during winter. Thank you to the members of our community who donated non-perishable food items to support this important campaign.

The Push-Up Challenge

The Push-Up Challenge is Australia’s largest mental health and fitness event. Each year, hundreds of thousands of Australians take up the challenge to complete a set number of push-ups that represent the number of lives lost to suicide in Australia in the most recent year of available data. Over 218,000 Australians participated this year, raising money for the mental health charities Lifeline, headspace and the Push for Better Foundation. Camberwell Grammar was the 9th top community in Victoria, contributing 305,638 push-ups and raising $9949.

Junior School Foodbank Drive

Thank you to our wonderful Junior School community for collecting food items for Foodbank Victoria, who ran a big food drive over the weekend of 10 and 11 August. Our efforts helped restock Foodbank’s shelves with essential items such as rice and tinned vegetables.

FORaMEAL

Students from the CGS Rotary Club took part in the annual FORaMEAL charity event where they formed production lines to package raw dried ingredients into sealed packaging for delivery to people in need of food aid. Students gave up their own time after school and worked with students from Presbyterian Ladies’ College for nearly two hours. The event was conducted with enthusiasm and in good spirits as it was for a worthy cause.

Alumni News

Gallery of Achievement Inductees 2024

Congratulations to the following alumni who were inducted into the Gallery of Achievement at the Gallery of Achievement and Roystead Dinner in June.

Mr Don McLardy OAM (1975)

Don McLardy has had an extensive insurance career starting in the 1980s with the progressive insurance broker OAMPS. In 1996, Don joined the fledging broking business Insurance Advisernet and subsequently became a Director and Shareholder. Insurance Advisernet grew to a national insurance brokerage with over 100 authorised representatives.

In 2007, Don sold out of Insurance Advisernet and with close friend Mike McShane concentrated on building his own broking business – the now well-known McLardy McShane Group. Don is still the CEO and has presided over the tremendous growth of the Group. McLardy McShane now has 26 branches and joint ventures and over 100 Authorised Representatives across Australia generating a gross written premium of over $500 million. McLardy McShane has a great reputation for maintaining a strong family culture and a community-minded focus.

A former President of the Melbourne Football Club, Don is still a passionate fan. He joined the Melbourne Football Club Board with Jim Stynes in 2008, and in February 2012 assumed the position of President after Jim stepped down to focus on his courageous health battle. Don eventually stepped down from the Melbourne Football Club in June 2013 after five years as a board member.

Don and all at McLardy McShane are strong supporters of many community initiatives including the Reach Foundation, created by Jim Stynes to inspire and empower Australian youth to achieve their dreams. Don is a former board member and Chairman of Reach, and a former Governor of the Jim Stynes Foundation. He is also heavily involved with the amazingly successful FightMND campaign, led by his friend and AFL legend Neale Daniher. In 2023, Don was awarded a Medal of the Order of Australia for his service to charitable organisations and the AFL.

Mr David Pringle PSM (1988)

David Pringle PSM was formally appointed by the Governor-General as the CEO and Principal Registrar of the Federal Circuit and Family Court in 2020. His legal and public service career has included highlevel experience as a litigation lawyer and mediator, and playing a leading role in court reform in a number of Commonwealth Courts.

As a Partner and legal practitioner, David specialised in commercial, contract and intellectual property litigation, including in 2002, successfully running the High Court case known as Daniels, in which the Full Court of the High Court found legal professional privilege to be a fundamental human right requiring protection.

In 2009 David joined the Federal Court of Australia rising to the role of Deputy National Operations Registrar. In his 10 years at the Federal Court, David specialised in mediating complex disputes, including large class actions such as the Banks Fees case and the Queensland First Nations-related Stolen Wages case. David also played a leading role in reforming the Federal Court under its practice area-based National Court Framework structure.

In his current role as CEO and Principal Registrar of both Division 1 and Division 2 of the Federal Circuit and Family Court, David has worked closely with the Chief Justice to spearhead fundamental reforms in the Courts’ operations in family law to develop an efficient and effective case management pathway for families, including parties and children at risk of family violence.

In 2024, David was awarded the Public Service Medal for outstanding public service through innovative leadership and vision. One of the reforms that David played an integral part in was also recognised internationally with the Courts’ Lighthouse program being awarded the Irwin Cantor Innovative Program Award in the AFCC in 2023.

Mr Peter Rashleigh OAM (1965)

Peter was admitted to practice as a barrister and solicitor in 1971. After three years overseas, he joined the firm then known as Phillips Fox & Masel in 1974. Fifty years later, he is still with the firm which is now part of a global legal firm known as DLA Piper. Peter has enjoyed a diverse insurance and commercial litigation practice. This has covered all aspects of liability and insurance law and a broad range of commercial litigation.

He is now a consultant, having previously been managing partner and national chairman of the firm.

Peter has been a member of the Preliminary Evaluation Committee, Chief Justice, Supreme Court of Victoria since 2012, a member of the Law Institute of Victoria since 1971 and a member of the Australian Professional Indemnity Group.

Peter was a founding member of the Victorian branch of the Australian Insurance Law Association and has been a committee member since the early 1980s.

He is a former member and alumnus of the Committee for Melbourne.

In 2016 Peter was awarded the Insurance Law Prize, Australian Insurance Law Association and has received the LIV President’s Award for legal ethics.

He also received an award for distinguished service to the Victorian branch of the Australian Dental Association.

Peter was awarded the Medal of the Order of Australia in 2023 in the General Division for Service to the Law.

Mr John Hart, who was inducted in 2023, also attended this year’s event to receive his plaque.

Camberwell Grammarians Theatre Company

Camberwell Grammarians Theatre Company (CGTC) recently put on its first production for 2024, Paper Lanterns, Paper Cranes. This moving production explored the fallout of the bombing of Hiroshima through the eyes of a young girl. With a hopeful story and flashes of magic realism, it was a distinctive and memorable theatrical experience.

Directed by Oscar Lanigan, the production featured an incredibly talented cast and crew, including alumni Benjamin Chesler (2018) and Cyrus Chan (2018). Ishan Vivekanantham (2018) pulled double duty as set and costume designer, while Adam Porrett (2010) aptly handled the show’s admin and finances.

CGTC is open to all alumni and the wider CGS community. If you are keen to get involved in future productions, keep an eye on their social media.

Facebook: https://www.facebook.com/cgtc24

Instagram: https://www.instagram.com/cgtheatreco/

YouTube: https://www.youtube.com/@CGTCCo

‘Camberwell Grammarians Theatre Company (CGTC) recently put on its first production for 2024, Paper Lanterns, Paper Cranes.’

An Afternoon with Freddy Branson

Freddy Branson (2022) recently held a wellattended musical soirée in the Middleton Theatre. Freddy is currently studying flute performance with international flautist Marina Piccinini at The Peabody Institute at Johns Hopkins University, where he holds a full scholarship. He returned to Australia for summer break after winning a concerto competition in Switzerland.

New Appointment for Hugh de Kretser

Hugh de Kretser (1991) was recently appointed as the new President of the Australian Human Rights Commission (AHRC). The AHRC promotes and protects human rights in Australia and plays a critical role in upholding the rights of all Australians to be treated with dignity and live their lives free from discrimination.

Hugh was previously the Chief Executive Officer of the Yoorrook Justice Commission. Before this, he was Executive Director at the Human Rights Law Centre and Executive Officer at the Federation of Community Legal Centres (Victoria) Inc. Hugh has served as a Commissioner of the Victorian Law Reform Commission and a Director of the Sentencing Advisory Council. He has occupied board positions for Flourish Australia, the International Network of Civil Liberties Organizations, the National Association of Community Legal Centres and the Human Rights Law Centre.

Alumni Profile

Russell Armstrong (1976)

Starting at Camberwell Grammar School in Form 3 (Year 9), I recall that my introversion initially left me feeling a bit of an outsider before I slowly formed the friendships that gave me a sense of belonging. My refuge was throwing myself into classroom study, but now I wish I’d responded to encouragement to get more involved in extra-curricular activities to create a more holistic education. I have zero sporting prowess, but could have engaged more with the cultural life of the School.

I’m grateful for two occasions when I did act against that introversion. Fourth form dancing classes with Camberwell Girls Grammar introduced me to a sweet girl who later became my wonderful wife of 41 years. We were too shy to truly connect at the time, but thankfully our paths crossed again at university, this time with more social confidence! Next was accepting the invitation of Chaplain Rev Alan Reid to spend some holidays in Form 6 in what he called Involvement Week, visiting community agencies around Melbourne. I have positive memories of learning about challenges facing migrants and eating my first souvlaki at a Greek community centre; seeing negatives and positives for kids with autism at a special school; becoming a ‘big brother’ to young kids at the nearby Presbyterian Babies Home.

Perhaps that helped sow the seeds of what I guess has been a life-long focus in my work, seeking to help make the world around me a slightly better place: as secondary school teacher; youth-worker; school chaplain for 18 years; for the past 16 years, providing spiritual care within palliative care with Barwon Health.

My work in palliative care is a ‘bitter-sweet privilege’, helping people with a terminal illness on an unwelcome journey as they prepare for death whilst making the most of life. I’ve met many beautiful people, sadly saying goodbye weeks or months later, but with the reward of knowing I’ve done my bit within our broader team to make that final journey a little easier for them and their families.

In 2022 I was invited to participate in a powerful documentary about end-of-life care called Live the Life You Please. Three patients I introduced all showed incredible grace and courage as they sought to make peace with their illness, reflecting the blessing that can come from talking openly about embracing life whilst preparing for death. As I shared in the film, sooner or later death says to every one of us, ‘Coming, ready or not!’. I see the difference it can make when you’re prepared for that, not just medically, legally and financially, but also socially, emotionally and spiritually.

My current role is focused on training and supporting staff and volunteers in the provision of a simple but powerful process called Dignity Therapy. We interview patients with a life limiting illness, gently guiding their reflection upon life as we create a legacy document to affirm them, leaving a lasting gift for people they love and must say goodbye to. Like much of palliative care, it can be simultaneously sad and beautiful.

My career has traced a convoluted path I never dreamed of when I finished school in 1976. At least from my experience, I can say that if you don’t know exactly what you want to do beyond school, that’s okay; you can make changes! In fact, some of my best changes were forced by major roadblocks; they turned out to be blessings in disguise when new and exciting opportunities appeared, but only once I was open to embracing rather than resenting and resisting change.

Learning can be a life-long endeavour. I started at uni with qualifications in science and education, but later added parttime study in youth work, pastoral care, theology, palliative care, and clinical supervision. Don’t assume that CGS and perhaps university need be the end of your education.

Most importantly, find where your passions meet the world’s needs, and do what you can to help make it a better place!

About Dignity Therapy: https://vimeo.com/275751050

Live the Life You Please documentary: https://livethelifeyouplease.com/

Russell and Lucy, the sweet girl from dancing classes, at the premiere of the documentary at Parliament House in 2023.

From the �rchives

The private school system is often accused of being overly centred on preparation for examinations, critiques that have been directed towards Camberwell Grammar since 1886 when some thought the new institution would simply prepare boys for entry into the colony’s only university. These colonial critics were mistaken, as are those thirteen decades later, for the School has stressed from its beginnings that alongside academic pursuits, its focus is the development of the character of Grammarians – the intention to make differences in the behaviour and outlook of the boys in the hope that such differences will endure life-long, much longer than any memories of youthful examination performance.

The initial Prospectus of 1886, conscious that only a very small percentage of the district’s population would ever matriculate from a school that wished to be viewed as ‘local’, stressed that the sixty-six initial enrollees would engage in ‘healthful and manly sports’ (excluding rugby) as well as academic and commercially-centred studies. This was all aimed at inculcating ‘a high moral Christian tone, and the cultivation of refined and gentlemanly manners’. The proudest boast of founding Headmaster A.B. Taylor (1886-91) at the School’s first Speech Day in December 1886 was that Camberwell Grammar had ‘held its own in the cricket and football field’. Soon after, the 1887 Prospectus reminded parents that: ‘The School is conducted on the lines of an English Public School, with a view of turning out well-educated Australian gentlemen.’

All of the observers of this period knew that such English schools were similarly focused on the development of character rather than exclusively on any path to ‘Oxbridge’. This was how the Empire was built, so it was thought. Accordingly, the aim of producing ‘Australian gentlemen’ was one followed by CGS in the following decades as the School endured through economic downturn and the wars of the twentieth century – under Headmaster Henry Tonkin (1932-49) it was this element that was primarily stressed, to the concern of some of the more academically aspiring parents. Once the School had relocated to Canterbury in 1935, Tonkin hoped that the ‘those who spent their school-days at Camberwell Grammar would, when those days were over, have as much beauty in their characters as there was in their splendid environment’. The Council soon congratulated him on cultivating a suitable ‘type of pupil’ and with the challenges of a second global conflict from 1939, Tonkin informed the first wartime Grammarian that ‘the development of character is more important than the acquisition of knowledge, especially in a democratic society’. Subsequently, the 1941 Annual Report clarified the Headmaster’s outlook:

While it is most important to acquire knowledge, it is far more important that [a boy] should develop those individual qualities that go to make the good citizen, for there never was a time when the world was more in need of good citizens.

This was not a novel educational philosophy, nor was it uncontroversial – the issue of character versus knowledge in a school environment had been widely discussed in Europe even before the First World War. By seeking to offer

priority to character development at the expense of the pursuit of intellectualism, Tonkin’s vision was centred both around the concept of encouraging a ‘democratic’ character and was also seeking to reinforce the School’s ‘Australian characteristics’, concepts that recalled the very beginnings of Camberwell Grammar. Mr Tonkin even warned his English successor Michael Searle (1950-54) in his final address to Grammarians in late 1949 that given their ‘freer and more independent life than young Englishmen’ his boys must resist any temptation to abuse the sense of freedom they had gained in recent years. He concluded: ‘The greatest compliment Mr Searle could pay me would be to say to me ‘What a splendid lot of boys the Camberwell Grammarians are.’ Searle and his successors were able to pursue these headmasterly-inspired aspirations and to encourage their growing cohorts of students to graduate from a school that had made a difference to their evolving characters.

Such an outlook is as valid in the turbulent twenty-first century as it was in Taylor’s 1880s as well as in the 1930s ‘Devil’s Decade’ and the aftermath of Tonkin’s time. The contemporary ethos of Camberwell Grammar maintains the need to make a difference in the character of Grammarians by listing ‘Respect, Integrity, Courage and Optimism’ alongside ‘Learning’ as the elements that the School particularly values. The ongoing outstanding academic performance of Grammarians indicates that there is no conflict between scholarly work and such character building. Arthur Taylor and Henry Tonkin would be proud that their vision has been maintained over almost 140 years. Dr David Bird

School Historian and Archivist

Headmaster Tonkin with his freer and more independent ‘Australian Gentlemen’ – the 1949 Prefects.

Henry Tonkin: The ‘magentanosed disciplinarian’ drawn by Barry Humphries (1941-46).

Community Events

School and Parent Events

WILLIAM ANGLISS DINNER – WEDNESDAY 19 JUNE 2024

The annual William Angliss Dinner was a great success, bringing parents and teachers of Middle School students together for a delicious dinner and to hear an address from a guest speaker. Mr Craig Turton, the Co-Founder of 100 Words Mate to Mate, presented on his mission: To create happier generations of men through real conversations and connection to local communities.

YEAR

12 FORMAL – THURSDAY 20 JUNE 2024

The Year 12 Formal was a terrific celebration as the cohort took pause from the rhythm of SACs, homework and co-curricular events to take in the joy of spending time together and to celebrate their individual and collective effort and achievements in their final year.

BLOKES’ BOOK BREAKFAST – TUESDAY 6 AUGUST 2024

On 6 August, the Weickhardt Library hosted Andrew Plant (1979), past student and renowned author/illustrator. Students from Pre-Prep to Year 11, joined by their dads, uncles or family friends, enjoyed an engaging session where they were inspired to create a story, ‘fib a bit’ to make it interesting, and even try to draw their ideas. It was a great way to start the day.

SPATIAL ALCHEMY – THURSDAY 15 AUGUST 2024

The creative spirit of all current students from Prep - Year 12 was celebrated in this incredible immersive art, light and sound exhibition. Throughout the evening, the Arts Precinct in the Senior Squad Quadrangle was awash with colour and movement, with music sets performed by student DJs and various art installations.

PARENTS’

ASSOCIATION MASQUERADE BALL GALA DINNER – SATURDAY 17 AUGUST 2024

It was a night to remember for the parents and staff who attended the Parents’ Association Gala Dinner, dressed to the nines. Thank you to the wonderful team of organisers headed by the Parents’ Association Social Convenor Mrs Debbie Cheong, and Parents’ Association President Dr Kath Lok for putting together such a fantastic evening.

LIFE GOVERNORS’ DINNER – MONDAY 26 AUGUST 2024

This annual event that thanks and celebrates the Life Governors of the School for their outstanding service to Camberwell Grammar over many years, was held in the Camberwell Room. This year, Mr John Allen and Mr Ken Schwab were inducted as Life Governors, the highest honour that can be bestowed by our Council. Head of Art, Mr David Williamson was acknowledged as a long-serving staff member, with 25 years of service at Camberwell Grammar.

OCGA Events

The Roystead Society and Gallery of Achievement Dinner was held to thank current bequestors and celebrate with the 2024 inductees into the Gallery of Achievement. The range of achievements celebrated, from law to sports, reflects a diverse and talented group of individuals.

Peter Rashleigh OAM (1965) in recognition of his career in insurance law and service to the law community.

Don McLardy OAM (1975) in recognition of his career in insurance and service to charitable organisations and the AFL.

David Pringle PSM (1988) in recognition of outstanding public service through innovative leadership and vision to the Federal Circuit and Family Court.

John Hart (1991) who was inducted in 2023 in recognition of his involvement in coaching the sport of Gymnastics at five Olympic Games, attended the dinner and received his plaque.

Additionally, congratulations to Year 12 student Justin Mellor for receiving the Charles Francis Award for Ethics and for addressing the dinner. His reflections on the lessons learned at Camberwell Grammar School were insightful and inspiring, especially as he prepares to transition beyond his time as a ‘lifer’ at the School.

GENERAL ACHIEVEMENT TEST (GAT) BBQ – TUESDAY 18 JUNE 2024

OCGA committee members showed their support for Senior School students taking the General Achievement Test (GAT) by cooking and serving sausages. This thoughtful gesture helped to boost spirits and energy levels.

ROYSTEAD SOCIETY AND GALLERY OF ACHIEVEMENT DINNER – THURSDAY 6 JUNE 2024

30 YEAR REUNION (1994) – FRIDAY 14 JUNE 2024

The class of 1994 reunited to celebrate their 30 year reunion. The evening was filled with nostalgia, laughter and reminiscence as old friends reconnected and shared memories of their school days.

10 YEAR REUNION (2014) – FRIDAY 26 JULY 2024

The class of 2014 gathered for their 10 year reunion. Alumni caught up with what their classmates and past teachers had been doing over the last decade. The evening finished with a rousing rendition of Anthem from CHESS

OCGA ART EXHIBITION AND SALE 2024 – THURSDAY 1 AUGUST 2024

The 17th OCGA Art Exhibition and Sale was opened by Grant Ellis (2006) at the David Williams Gallery. Grant, who first discovered his love for pottery during his time at Camberwell Grammar, has returned to the pottery wheel with renewed enthusiasm. The exhibition featured an eclectic mix of artworks for sale, contributed by alumni, past and current staff, as well as members of the Camberwell Grammar community.

WA NETWORK FUNCTION – THURSDAY 8 AUGUST 2024

Alumni from 1972 to 2014 and past staff living and working in Perth gathered for the WA Network Function. The event was hosted by William Robinson (2003), providing an excellent opportunity for attendees to reconnect and network.

SA NETWORK FUNCTION – FRIDAY 9 AUGUST 2024

Alumni living and working in Adelaide and the surrounding areas came together for the SA Network Function. The event, hosted by Dr Paul Hicks and Mr Ryan Whitehead, took place at the prestigious Penfolds Magill Estate Cellar Door. A special thank you to Derek Gibbs (1989) for organising the insightful tour and wine tasting that made the evening memorable.

QLD NETWORK FUNCTION – THURSDAY 22 AUGUST 2024

Alumni from 1965 to 2022 gathered for pre-dinner drinks at the Fiume Rooftop Bar on the Brisbane River for the QLD Network Function. A big thank you to Craig Rose (1994) for hosting the evening and giving alumni in Brisbane a chance to connect.

NSW NETWORK FUNCTION – FRIDAY 23 AUGUST 2024

Ian Robertson AO (1973) generously hosted the NSW Network Function at his office in Martin Place, Sydney. Alumni from business, law, the arts and health enjoyed mingling over drinks and savouries. It was wonderful to see some new faces in attendance!

Obituaries

JOHN DONALD STEEN BINDON (1955)

9 March 1937 – 20 June 2024

C.E. (‘TED’) BARTELS

14 September 1929 – 2 May 2024

C.E. (‘Ted’) Bartels came to the Senior School of Camberwell Grammar in February 1969 as a teacher of English, History and (later) French – he was recruited by Headmaster David Dyer as a graduate at a time when fewer than half of the just over fifty academic staff held a degree. A close working relationship with the Headmaster and with his colleagues endured until Ted departed in February 1981, Spectemur then acknowledging him as ‘a man of stature’.

Ted’s outstanding abilities as a teacher and administrator were soon apparent, as was his skill as a coach of basketball, football, cricket and athletics. Mr Dyer promoted him to the Head of the Senior School in 1972, serving alongside Ted on a sub-committee examining the community life of the School. The Headmaster’s Report of 1972 indicated that Mr Bartels had provided ‘sound advice, encouragement and complete loyalty’.

The most notable innovation supervised by Ted Bartels came in 1975, when he worked on the establishment of a Higher Qualifying Certificate for Form VI students as an alternative to the ‘too narrow’ HSC, as he described it. This course would lead to a Business Studies Certificate in collaboration with Swinburne Technical College, suited to those Grammarians seeking ‘particular business careers’ and not intending to proceed to university studies – the course was successfully instituted in 1976. Ted even taught Behavioural Studies as part of this new structure. By 1977, he had become a respected Deputy Headmaster and was soon Acting Headmaster on two occasions, demonstrating ‘steady and reliable leadership’. As the School contemplated the approaching Centenary from 1979, Mr Bartels headed meetings of the Traditions Group, a body intended to lead to a greater understanding of the School’s history and traditions.

Ted Bartels would have been likely to proceed to his own headmastership elsewhere at this juncture of his teaching career, but instead, he offered his resignation from Camberwell Grammar in 1980 intending ‘to start a new life in the business world’ as the regretful Headmaster Dyer described it. The Headmaster’s Report of late-1980 expressed regret that the School was losing a member

who had demonstrated ‘efficiency, resolution and calmness’ over twelve years. The departure of Mr Bartels, it was noted, represented a loss that the School and education could ill-afford. Ted was persuaded to delay his departure until February 1981, but he never lost interest or his focus on commerce, proceeding to a successful career in the business world. This was not without having secured a respected place in the history of Camberwell Grammar, an institution he branded ‘a great school’ in his final assembly.

Dr David Bird

School Historian and Archivist

JOHN O’NEILL BRENAN (1962)

13 January 1945 – 18 July 2024

John Brenan spent his childhood in New Zealand. When he was 11 the family moved to Melbourne, and John began his secondary schooling at Camberwell Grammar, under a generally gifted staff several of whom were refugees from war-torn Europe.

John took an honours arts degree at the University of Melbourne, followed by a master’s in education, and was offered a position at Trinity Grammar in Kew, teaching integrated studies. In 1973 he and Sarah travelled via the Trans-Siberian Railway to London. He taught at two different schools.

The Brenans returned to Melbourne in 1975 and John became Head of English and Head of Year 9 at Trinity. Eight years as Curriculum Co-ordinator at St Leonard’s Brighton gave him valuable co-ed experience but John always thirsted for his own school. He eagerly accepted the post of Principal at Eltham College on the outskirts of the city in 1987. There he set up a House Music competition and a scholar-in-residence program, introduced Mandarin and Indonesian, and - his most celebrated innovation - the City Campus for Year 9: Eltham students explored parliament, art gallery, churches, museums, the Queen Vic market, city laneways and more. The model was admired and copied by other schools.

The 2000s saw a career U-turn: John became a project manager with consulting firm Davis Langdon, responsible for their education portfolio, and happily channelled tens of millions of dollars into schools and tertiary institutions during Kevin Rudd’s Building the Education Revolution.

In retirement, John enjoyed driving his vintage car (a 1923 Lancia Lambda), improving his spoken French, beekeeping, and the fresh air and sweeping views at his property in St Andrews. Following several years with metastatic prostate cancer, he died at a time of his choosing through the voluntary assisted dying process, leaving wife Sarah, three children and seven grandchildren.

Sarah Brenan

SAMUEL ALFRED CANT (1945)

25 March 1928 – 3 July 2024

Sam attended Camberwell Grammar through the war years and graduated Year 12 in the form VIb class of 1945. He was a member of Robinson House, and was involved socially in school tennis and gymnastics in his younger years, but found his most enjoyable experiences and closest friends during his time in the school cadets.

The 1945 Grammarian noted Sam as the winner that year of the ‘D Watt prize for Champion Shot – Cadet Corps’ and that Sam and his close friends Harvey Darling and Laurie Chadwick proudly achieved the wartime officer rank of Cadet Lieutenant. Cadet camps at Watsonia Barracks provided opportunities for highly practical military training necessitated by the times, and strong bonds and camaraderie between the cadet cohort that Sam would reminisce about gratefully later in life.

Sam graduated from RMIT in Civil Engineering and spent several years working for the Country Roads Board in Melbourne and on the Eildon Dam expansion project. He travelled widely in Australia with memorable road trips to South Australia and Alice Springs in the early 1950s. Gliding was a passion for Sam, and he was well-known around the airfields in Berwick and Geelong.

In March 1955 he was featured in the Geelong Advertiser for an incredible 6-hour flight that smashed flight records of the time, and he went on to win a gliding championship in Waikerie, SA later that year.

In 1958 Sam moved to Canada to take up the position of Roads Design Engineer with the Ontario Ministry of Transportation, and with a small team was responsible for developing innovative design techniques for highway and complex cloverleaf interchange construction in the province, that are still in use to this day.

Sam returned to Melbourne with his family in 1977 and set up a company that would become a pioneer of the geotextile and erosion control industries in Australia. He was passionate about designing products and machinery for his engineering projects and was known fondly by colleagues and clients for his preference to work out in the field hands-on, rather than at a desk in the office. Sam held a private pilot’s licence and worked professionally until his early 90s. In his retirement, Sam loved spending time on his farm at Broadford and travelling back to Canada to visit friends and family.

Sam’s son Richard (1968-2005) also attended Camberwell Grammar, graduating Year 12 in the class of 1987. Sam is

survived by his loving wife of 59 years Carmelle, daughter Adrienne and three grandsons Will, Tobey and Sam.

Sam treasured his close ties with the school through the OCGA and at the time of his passing in July after a short illness, was the oldest living Camberwell Grammar alum.

Adrienne Robertson

JOHN MORTIMER STUART BROCK

16 November 1942 – 27 June 2024

The Camberwell Grammar School community was saddened to hear of the recent passing of John Brock, who served the School between 1967 and 1998.

A highly valued teacher and colleague, ‘Brocky’ exerted a positive influence on many hundreds of boys as well as fellow members of staff.

Brocky was a fine mathematician and for many years he was Head of Mathematics. Past students will recall his introduction of a unit system: this meant that boys would need to meet certain criteria to advance to harder work. High standards were set for boys and teachers, and the ongoing success of CGS in VCE Mathematics can be traced back to the foundations he laid. His passion for exploring concepts beyond the syllabus inspired many.

Along with other colleagues, John was heavily involved in the Power House organisation, including the Lord Somers camp. In this way, his mentoring of young people extended into the wider community. Notable among his contributions was his production of Macbeth.

As fate would have it, in 1989 there was a call for a director of Macbeth with Fintona at CGS, and no one was better suited than John to take on this role. His knowledge of Shakespeare and his thespian talents led to a resounding success. Long remembered is Banquo emerging from a trap door enveloped in dry ice.

Brocky was for many years a tutor in Clifford, and he succeeded the legendary Ian Mason as Summons Housemaster. In these roles, he was thoughtful and prepared to be proactive when needed. In particular, he harnessed his love of Asia to provide guidance and support to CGS international students.

After a few years in rural Victoria, John moved to China and married Mary Gao in 2007. He resumed his teaching career and was delighted to welcome a CGS staff trip to Nanjing in 2017. Ill health in later life dictated a return to Australia in 2023.

Brocky was a staunch member of the Apres Cinq crew, which met on Friday afternoon to review the week, indulge in philosophical banter and enjoy a refreshing libation. His wit and wisdom were always valued.

John is sadly missed. We extend our sympathy to Stuart (1986), Antony (1988) and Gregory (1994).

Mr Julian Grigg

IAN MASON

25 April 1932 – 18 July 2024

Ian Mason did not enjoy being the centre of attention. When he finally retired from Camberwell Grammar in 2013 after 54 years of service at the School, he insisted that there be no farewell, no fuss made. He did his best to avoid having his photograph taken. He did not want a fuss to be made when he died, either, and would not necessarily have approved of the memorial service held at our School on 4 September. And although he would have said that he would not like us gathering at the School in large numbers to remember him and his extraordinary influence on the lives of so many, he no longer has any say in the matter. Secretly, I think he would have been very pleased.

In his time here at Camberwell Grammar, Ian was an English Teacher, a House Master, a backstage manager, a sports coach, a publications manager, a keeper of Traditions, a conscience for Headmasters – and sometimes a thorn in their sides – a camp assistant and cook, an organiser of old boys, convenor of the past staff association, and of Grandparents’ day, a man of strict discipline and extraordinary compassion. The list is not exhaustive, merely indicative.

There are hundreds of stories about Ian which are retold gleefully at every old boys’ reunion and School event. Some of them reflect a different era in education and some of them would have caused me enormous grief if they were to happen today. And while we acknowledge the stories about his gruff form of justice, of his need to win (and if necessary, cheat to win), of his bad habits, and his sometimes outrageous sense of humour, we should also remember that he was first and foremost a teacher of English, and he inspired generations of young men to love literature and poetry and Shakespeare. He also loved this School, and he inspired generations of his students to love it too.

Ian joined the staff of Camberwell Grammar in 1959, appointed to a one-year contract to cover for Max Howell, who was overseas on exchange. He remained for the next 54 years, teaching English, coaching a variety of sports, but especially tennis, working as Stage Manager for countless School Plays, running the uniform store and assisting on School Camps most holidays. He was editor for numerous School publications, including Spectemur and The Grammarian. He was a great supporter and advocate for the Old Camberwell Grammarians’ Association and was made a Life Governor of the School in 2013.

Ian has always believed that the idea of Camberwell Grammar – the idea of The School – was bigger and more important than any individual. He dedicated his working life to that idea, worked tirelessly to promote it, and was impatient with students or colleagues who did not share in the vision or work hard to realise it. We will miss him enormously and will be forever in his debt.

The School also owes a great debt to June, Ian’s wife and to Jane, his daughter (‘Dorts’). They showed incredible patience and forbearance as Ian spent so much of his time, before and after school, and in most school holidays, attending to his Camberwell Grammar School family. It can’t always have been easy, and we owe them a great deal. Thank you for sharing him with us.

Ian will not grow old in the legends of Camberwell Grammar School or in our memories. We are in his debt.

Dr Paul Hicks Headmaster

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