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From the Board
As we approach the close of another successful year at Central Coast Grammar School, it is an opportunity to reflect on our shared accomplishments and look forward with excitement to the milestones that await us.
This year, we welcomed Mr Phil O’Regan as our fourth Headmaster, and his inaugural year has been nothing short of exceptional. Phil’s forwardthinking leadership has seamlessly integrated with the school’s strong traditions, bringing a renewed focus on fostering character, resilience, and selfdetermination within our students. Under his stewardship, CCGS continues to set the benchmark for independent education on the Central Coast, equipping students not only for academic excellence but also for lives of purpose and contribution.
In 2025, we will celebrate the 40th anniversary of Central Coast Grammar School - a moment to honour four decades of shaping lives, building futures, and cultivating a community of learners. Next year’s celebrations promise to honour the legacy of our school while looking toward the future with optimism and determination.
On behalf of the School Board, I would like to thank our dedicated teachers, staff, and families for their ongoing contributions to our school’s success. I congratulate Mr O’Regan on an excellent first year as Headmaster and look forward to celebrating our school’s rich history and promising future in the year to come.
Wishing you a safe and joyful holiday season.
Stephen Brahams FAICD Chairman of the School Board
Central Coast Grammar School acknowledges the Darkinjung people, the Traditional Owners of the land on which the School is located. We acknowledge the continued deep spiritual attachment and relationship of Aboriginal and Torres Strait Islander peoples to this country.
Education, at its core, is more than a pursuit of knowledge. It’s about empowering young people with the tools to find purpose and meaning in their lives.
Philosopher, Friedrich Nietzsche captured this perfectly when he said, “He who would learn to fly one day must first learn to stand, and walk, and run, and climb, and dance; one cannot fly into flying.” Nietzsche’s words remind us that true growth is not only in the accomplishments we can see - the marks, the awards, and the performances - but in the quiet resilience and character that our students build every day.
At CCGS, character education goes beyond the curriculum.
From the Headmaster
It’s a lived practice that shapes everything we do, reminding students that who they are becoming is as important as what they are achieving. This year, our Year 9 students actively contributed through community service programs; senior students led a heartfelt project knitting beanies for those in need; and the Cambodia Service Learning Program continued to foster global awareness and gratitude on an international scale. These initiatives, like so many others at CCGS, speak to our commitment to nurturing well-rounded individuals who understand the value of contributing to their community.
In this edition of Bundara, you’ll find examples of innovation and passion in action. The Girls in STEM initiative, led by two Year 12 students, has sparked a growing movement within our school, encouraging young women to envision themselves as future leaders in technology, science, and innovation.
We were privileged to welcome internationally acclaimed ceramicist Bonnie Hislop as an artist-in-residence. Bonnie generously imparted her
knowledge and shared insights through hands-on lessons and workshops for students in Kindergarten to Year 11.
Our senior student leaders were inducted into their new roles within an expanded portfolio of leadership opportunities, and they are already making strides in guiding, supporting and inspiring their peers.
Cocurricular programs remain central to our holistic approach to education, and I’m pleased to announce the launch of the CCGS Dance Academy in 2025. The academy will be a dedicated place where every student can explore movement and nurture their creative talents.
As I look back on what has been a memorable first year as Headmaster, I am humbled by all our community has accomplished. I wish you all a safe and prosperous holiday season and look forward to building on the school’s legacy in its 40th anniversary year in 2025.
Phillip O’Regan Headmaster
Cultivating Culture Through Connection James Bowles
Bringing with him three decades of experience shaping and inspiring young minds across the globe, Mr James Bowles has been appointed Deputy Headmaster of CCGS, commencing in 2025. We sat down with him to find out more about his educational philosophy.
Can you tell us about your background in education?
My Year 12 Biology teacher, Mrs Ronald, was an inspirational and boundlessly kind person who left a lasting impact on my life. I vividly remember her saying, “The only way to change people’s experience at school is by working with children in school”. That piece of advice set me on the path to becoming a teacher.
At university, I pursued a degree in Marine Biology, driven by my passion for the natural world. Afterward, I trained as a teacher, allowing me to bring the wonders of science into the classroom. Over my career, I’ve been fortunate to work in schools across the UK, Zimbabwe and, for the past 16 years, here in Australia. In addition to classroom teaching, I’ve held various academic and wellbeing leadership roles which have given me a strategic and holistic view of education. In my leadership positions, I’ve focused
on fostering cohesive school communities where each student feels valued and supported to reach their full potential.
What are some of your core beliefs about education, and how do they shape your approach to leadership?
I believe that education should empower each student to discover and develop their unique strengths and interests. Learning is about much more than academics; it’s about helping students build resilience, curiosity and a sense of purpose.
In my leadership approach, I value collaboration and the use of data to inform decisions.
Data allows us to understand students’ needs more deeply and to track their growth, helping us provide targeted support when needed. I also strive to model the values of empathy and integrity, recognising that building positive relationships within the school community is essential to a thriving learning environment.
What are your key priorities in your first year as Deputy Headmaster?
One of my key priorities is catching the middle in our student body—those students who may not be top achievers or in need of direct intervention but who have tremendous potential. Often, they just need a clear action plan to help them achieve it. I believe available data is essential for matching students’
“The only way to change people’s experience at school is by working with children in school.”
My role as a leader is to support an environment where students feel safe to take risks and pursue their goals, and where teachers feel equipped and encouraged to support this journey.
performance and engagement levels. By analysing assessment results, attendance records and engagement metrics, we can gain a clearer picture of students who might not otherwise stand
out but could benefit from extra support to keep progressing. With this data, we can create targeted interventions, such as personalised feedback, tailored resources and additional support. I want every student to feel valued and motivated to excel, regardless of where they sit academically. What strategies will you implement to continue fostering a positive and inclusive school culture?
Consolidating a positive and inclusive culture is a wholeschool effort that begins with shared values. My aim is to support an environment where students feel heard and respected. This might involve exploring ways to amplify student voice, encourage leadership development and promote kindness, empathy and respect.
Maintaining strong collaboration across year levels and supporting inclusive initiatives will help reinforce the unity within our
school community. By continually assessing our approach, we can ensure that our established culture continues to provide a respectful and cohesive environment for both students and staff.
How do you balance academic excellence with the development of students’ social and emotional skills?
One of the biggest challenges facing students today is balancing academic success with personal life, cocurricular activities and social commitments. To support this, I focus on helping students find a healthy balance and offering programs that teach effective time management, mindfulness and overall wellbeing. I also encourage students to think in terms of what’s next instead of what’s forever, helping them navigate their future step-by-step rather than feeling pressured by long-term decisions. By providing practical tools and strategies for handling setbacks, we aim to equip students with the skills
they need to thrive both inside and outside the classroom.
What do you enjoy most about working in education?
I love those lightbulb moments - when a concept clicks and students see the world in a new way. Being part of that learning process is incredibly rewarding. I also enjoy the relationships I build with students and colleagues; it’s inspiring to work in a field where I get to help young people discover their strengths and passions, surrounded by colleagues who are equally dedicated to making a difference.
Outside of work, what are some of your interests or hobbies?
I stay active by running, sometimes with my kids in tow! My family and I are also planning a move from Sydney to the Central Coast, where I’m hoping the beach will slow us down. But I suspect we’ll still be running around just as much as ever!
Global Adventures: Enriching Experiences in Japan and Cambodia
CCGS students recently embarked on two transformative journeys—one to Japan and another to Cambodia—where they engaged in rich cultures while making meaningful contributions to local communities.
A Cultural Journey Through Japan
Twenty students from Years 9, 10, and 11, accompanied by three teachers, embarked on an unforgettable study tour to Japan, immersing themselves in the country’s rich culture and history. Over two weeks, they explored iconic landmarks, participated in cultural activities, and formed lasting friendships with host families and local students.
In Tokyo, students were warmly welcomed by their host families from Kanto Daiichi High School and experienced everyday Japanese life, visiting sites like Tokyo Skytree and Akihabara.
The tour included visits to Osaka Castle, Kyoto’s Kinkaku-ji, and
the Hiroshima Peace Museum, where students learned about the city’s resilience. In Kyoto, they participated in a traditional tea ceremony and enjoyed cooking classes, making udon noodles and sushi. A highlight was being hosted by Ueda Nishi High School, where students participated in a sports carnival that emphasised teamwork and community.
Transforming Lives in Cambodia
A recent journey to Cambodia as part of CCGS’s unique service learning program marked the culmination of 12 months of fundraising, workshops, and awareness-building efforts.
Twenty-nine dedicated students and six passionate staff members
combined cultural exploration with meaningful humanitarian work.
Over several days, the students worked diligently, constructing four homes in rural villages, providing clean water and sanitary facilities to alleviate poverty and improve living conditions.
In addition to the construction, the group spent time interacting with children and staff at the Volunteer Building Cambodia Community Centre and Sunrise Cambodia, gaining a deeper understanding of the local community’s needs. Cultural experiences, such as witnessing the sunrise at Angkor Wat and exploring the Floating Village, further enriched the students’ journey. The program also extended into Vietnam, with a trek through Sapa Valley and a cooking class in Hoi An, broadening the students’ appreciation for Southeast Asian cultures.
Out and About
Celebrating Excellence: World Teachers’ Recognition Award
In a celebration of educational excellence, two outstanding CCGS teachers were honoured with a World Teachers’ Recognition Award from the Teachers’ Guild of New South Wales. Head of Library, Nadia Merchant and English Teacher, Emily Glover were awarded for their exceptional commitment to cultivating a love for learning and for nurturing the potential of every student. Their innovative teaching methods and ability to connect with students make a significant impact in the classroom and beyond. This recognition is a testament to their hard work and dedication to creating an enriching educational environment. We congratulate them both on this well-deserved honour and thank them for their inspiring contributions to our school community.
Exploring Hospitality Through Pop-Up Restaurants
Year 10 have been engaged in the world of the hospitality service and catering industry, learning about the industry, the role it plays in society, and career opportunities.
Students worked in teams to present a themed pop-up restaurant which served a two-course meal to a staff member of their choice. Cuisines spanned the continents of North America, Europe and Asia with guests enjoying meticulously designed menus and table settings.
“This was a wonderful opportunity for students and staff to come together and experience the incredible creations our students brought to life. Their teamwork, creativity, and demonstrated learning, truly shone through in every detail,” said Food Technology Teacher, Melinda Buxton.
Out and About
Debating Team Triumphs in Open HICES Grand Final
Congratulations to our debating team on winning the Open HICES Debating Grand Final.
Competing against 65 teams, the final showdown came down to CCGS and Inaburra School.
In their first face-to-face debate of the year, our outstanding team of Janine Southwell, Ethan Lenton, Rose Holmes and Isabella Wang (pictured L to R) tackled the topic: ‘All social media influencers should be registered with the Government before they are allowed to post online.’ This thought-provoking topic sparked some fantastic discussions.
“It has been 10 years since CCGS has won this division, and I am very proud of them. They are exceptionally talented debaters,” remarked Debating Coach and Co-Convenor Catherine Lawrance.
A special congratulations to Ethan Lenton, who was named Best Speaker overall in the Opens division.
The Sunday Art Club
Students and their parents recently participated in the annual Sunday Art Club. Participants gathered every Sunday for a month to learn new techniques and explore their passion for art. Together, they created oil paintings— either a landscapes or still life—under the guidance of CCGS art teachers.
“Sunday Art Club is such a wonderful opportunity for students and parents to connect through the creative process. Watching them collaborate and express their unique perspective truly showcases the power of art to bring people together,” shared Linda Tebbs, Head of Visual Arts.
Deep Dive Into Vision Splendid
Year 3 students transformed into budding scientists as they explored the thriving ecosystem of the CCGS Vision Splendid pond. By taking an immersive, crosscurricular approach, students used their skills in science, english, and technology to uncover the hidden wonders of this habitat nestled within school grounds.
Collaborating like true researchers, students worked to observe and document the diverse life above and below the pond’s surface. With the help of a time-lapse camera, they deepened their learning and ensured every creature was recorded and investigated.
At the end of their research, students converted their findings into digital posters, which were transformed into permanent educational signage located around the pond. They went on to share their learning in presentations to Kindergarten students, fostering a culture of collaboration and mentorship among year groups.
To celebrate their achievements, parents and carers were invited to the unveiling of the pond signage in a community event that helped ignite a sense of curiosity and wonder about the natural world.
CCGS Hosts Equestrian Interschools
CCGS proudly hosted a Combined Training and Dressage Interschools Equestrian event, attracting participants from schools across the region.
CCGS riders Chloe Ormsby, Cassidy Ormsby, and Sakura Peters delivered impressive performances. Cassidy took first place in the 45cm Combined Training, while Chloe achieved third place in the Combined Training 60 Secondary and fifth in Dressage.
The event’s success was made possible by the invaluable support of dedicated parents and Year 9 students, who contributed their time and energy to ensure everything ran smoothly.
2025 Portfolio Captains
“In addition to our Head Prefects and House Captains, we have introduced several Portfolio Captain positions to expand and diversify leadership opportunities, aligning with the growing interests of our student body” - Headmaster O’Regan.
2025 House Captains
Isabella Benedetto and Jack de Leon
Taylah Doyle and Alexander Hunter
Eva Watman and Will Palasty
Chloe Frost and Jamie Ansell
Ram Sivasampavan and Saskia Dixon-Valk
Zoe Pope and Oliver Barrett
Hannah Windrum Minissale
Abbie Smith (Drama/Dance) and Isaac Eddy (Music)
Phoebe Rizoski
Rose Holmes
Ruby Curtis
Cara Reiss
Isabella Wang and Ethan Lenton
Erica Harris
Meet your 2025 Student Leaders
Our Year 12 student leaders for 2025 were recently inducted to their leadership positions during the Prefect Induction Service. Stepping into the role of Head Prefects are Pascale Tod and Lachlan King.
What unique contributions do you hope to bring to the school community during your tenure as Head Prefect?
Pascale: I think it’s important to turn ideas into projects and create action. Being in our positions, Lachie and I will work closely with our teachers and the 2025 leadership team to propose ideas such as creating more cohesion between the junior and senior schools. We also aim to have more indigenous representation and acknowledgement throughout our grounds.
Lachlan: 2025 is the first time we have an extended student leadership team. In my time at school, I have been fortunate to have had great leaders within my House Family and across different cocurricular activities. Building on this, I hope our student leadership team can focus on bringing more opportunities to unite our junior, middle and senior school students and look for ways to extend each students connections beyond their year group and deepen relationships in our House Family system.
Who is a leader that inspires you?
Pascale: My mum. She has shaped me into the person I am today and is a truly admirable woman. Her compassion, drive and dedication to the people and things she loves inspires me every day.
Lachlan: Both my parents inspire me. Seeing how hard they have both worked to provide me with the opportunities I have today inspires me and pushes me to be better every day.
How do you plan to foster a sense of unity and inclusiveness among students of all year levels?
Pascale: Everyone deserves to feel seen and heard and I hope to be a Head Prefect that is approachable to all. Every student experiences school differently, so knowing that there is someone ready to listen to and value your experiences is at the core of creating an environment that feels safe and supportive.
Lachlan: I aim to extend on the House Family system to create a more harmonious community throughout all the year levels. Adding to this, I hope to be an approachable leader who everyone feels like they can talk to.
What values or principles do you believe are essential for effective leadership, especially in a school environment?
Pascale: For me leadership is a responsibility that is built off kindness, respect, integrity, and compassion. These qualities are especially important in a school environment as student leaders are role models for younger students and I hope to be a positive influence across the school community.
Lachlan: I believe that values such as resilience, vulnerability, respect and authenticity are essential for effective leadership. I hope to uphold these values to make myself the best leader I can.
What is the legacy you hope to leave as a Head Prefect?
Pascale: I hope to be remembered as a Head Prefect that used her position as an opportunity to create positive and meaningful change within our community.
Lachlan: I hope to be remembered as an approachable leader who listened and acted based on the needs of the school community.
Building a Love for Reading
Year 7 and 8 Read-A-Like Event Brings Families Together
In a unique initiative aimed at sparking meaningful connections through reading, the CCGS library recently hosted its first ‘Read-A-Like’ event for Year 7 and 8 students and their parents.
The selected book, 100 Remarkable Feats of Xander Maze by young Australian author Clayton Zane Comber, was chosen by Head of Library Nadia Merchant from a shortlist of eight titles. The story, a beautifully crafted journey of resilience, friendship, and self-discovery, proved equally engaging for both boys and girls, making it the perfect choice as the inaugural title for this new reading program.
The Read-A-Like program invited parents and their children to read the book simultaneously, culminating in a group discussion held in the library with Clayton Zane Comber himself.
“A culture of reading is difficult to build after primary school, and we wanted a program that could capture students’ attention and keep their spark for reading alive as they progress into adolescence,” said Mrs Merchant. “The event also offered students a valuable opportunity to meet a working author, showing them how you can make a career out of writing.”
Among the participants were Year 7 student Tilly and her father Greg, who both found the experience enriching and thought-provoking. Tilly shared how the “remarkable feats” listed in the story reminded her of the importance of small, everyday
achievements—like making a friend. Her father, Greg, found that reading together allowed him to engage in meaningful conversations with his daughter about relevant issues like mental health, peer pressure, and social media. “Discussing characters and their choices made it easier for us to talk about values and social influences,” Greg shared.
“I hope that reading together not only strengthens our bond but also creates a relaxed environment where she feels safe to open up about her own experiences and concerns.”
For many, the event was not only a chance to nurture a love for reading but also an opportunity to connect deeply. Programs like Read-A-Like exemplify how shared stories can bring families closer, creating lasting memories and opening avenues for important discussions beyond the pages.
Artist in Residence: Bonnie Hislop
Linda Tebbs, Head of Visual Arts
We were delighted to welcome Brisbanebased artist Bonnie Hislop as our artistin-residence during Term 4. Bonnie is an accomplished ceramic artist with an impressive body of work. Her pieces are held in collections worldwide including a permanent collection in the Brisbane Museum.
Bonnie’s visit was an extension of our Year 9 Visual Design program, where students used her work as a case study. Last year, we connected with Bonnie over Zoom for virtual mentoring sessions, and this year, as part of our Visual Arts focus on Deep Learning, we were thrilled to have her on campus for an entire week, allowing students to witness first-hand the resilience and tenacity that contribute to her artistic success.
Throughout the residency, Bonnie engaged with students from various year levels, providing invaluable insights into professional artist practices.
Kindergarten students had the unique experience of collaborating
and reflection, vital components of the creative process, as they explored new techniques and pushed their creative boundaries.
A highlight of the week was a lively Q&A session with Years 3 and 4, where students eagerly asked Bonnie questions about her journey as an artist. Their curiosity sparked dynamic discussions and led to a series of engaging follow-up
“We were thrilled to have Bonnie on campus for an entire week, allowing students to witness first-hand the resilience and tenacity that contribute to her artistic success.”
on a clay piece, while Year 9 students participated in a half-day workshop that gave them the opportunity to refine their skills and receive direct feedback on their projects.
Bonnie’s visit encouraged students to practice adaptation
workshops in the classroom.
Bonnie’s visit not only enriched our students’ artistic learning but also provided an inspiring example of how dedication and perseverance can lead to exceptional creative achievements.
Year 6 Captivates in Alice in Wonderland Junior
Sam Hunt, Sam Marker and Kristy Kirkman - Producers/Directors
Congratulations to the cast and crew for their successful performances of Alice in Wonderland Junior.
Our Junior School Production of Alice in Wonderland Junior was an epic undertaking, with a cast of over 100 Year 6 students.
Every student and staff member’s creativity, energy, and dedication resulted in a magical and unforgettable musical.
From the brilliant performances to the vivid costumes and imaginative hair and make-up, each detail worked together to transform the Performing Arts Centre stage into a whimsical Wonderland.
Audiences were captivated by beloved characters like the ever-late White Rabbit, the entertaining Mad Hatter, and temperamental Queen of Hearts, reminding audiences of all ages that anything is possible with imagination.
A New Chapter for Dance at CCGS
2025 will herald the launch of the CCGS Dance Academy, a dedicated offering of dynamic and comprehensive dance experiences for students in Kindergarten to Year 12.
Dance styles including ballet, contemporary, jazz, hip hop, tap, dance acro and musical theatre will be taught in purpose-built, fully-equipped dance studios, featuring custom flooring and mirrors.
Head of Dance Academy and Dance Curriculum, Larissa Koch said, “I’m thrilled to create a dedicated space where all students can engage in dance. Whether experienced or just starting out, the CCGS
Dance Academy will be a home for students to express themselves with confidence, surrounded by friends and guided by expert teachers.”
“Our students will develop the valuable and life-long skills of teamwork, discipline, and creativity. Through their dance works, they’ll tell stories, communicate ideas, and make lasting memories.”
Breaking Barriers to shape the future of STEM
Year
12 students Lana Pavy and Janine Southwell are passionate about Science, Technology, Engineering and Maths (STEM) and are on a mission to inspire other girls to pursue subjects that teach the skills needed
to thrive in an increasingly interconnected world.
Earlier this year, Lana and Janine hosted CCGS’s first Girls in STEM breakfast for students in Years 3 to 12. Alumna Ailbhe Doyle - currently on a scholarship studying a Bachelor of Information Technology at UTS - and Director of Learning and Studies (Years 7 to 9), Naomi Riley, shared their insights, personal experiences, and advice during the event.
Building on that success, a second, even larger event featured alumna Amelia Whyburn and CCGS parent Michael Drew, along with his colleagues Danielle Ferguson and Amanda Milan from
Coca-Cola. They shared their unique journeys into the world of STEM and emphasised how important diversity is in the field.
Amelia, who is studying a Bachelor of Engineering (Honours) in Software Engineering captivated the audience, explaining that it is often courage - and not marks - that get you where you want to go.
Michael, Senior Director of Digital Commerce at Coca-Cola provided inspiration and encouragement for older students considering life after school saying: “Diversity
drives innovation. This is why we need to support all girls to stay in STEM. It is your opportunity to change the world.”
Through these student-led Girls in STEM events, curiosity and confidence among young female students has continued to grow. By connecting them with role models and industry professionals, Lana and Janine have sparked a growing movement of students eager to explore STEM opportunities. They’ve now passed the baton onto next year’s senior leaders who will continue their efforts to inspire the next generation of innovators, paving the way for a more diverse and inclusive future in STEM.
Read the full interview with Lana and Janine:
Chasing Dreams: CCGS Alumni Shine at the Paris 2024 Olympic Games
Two CCGS alumni - Rhiannan Brown and Lachlan Bayliss - represented their country at the highest level during the Paris 2024 Olympic Games. They share their remarkable journeys, the obstacles they overcame, and their experiences competing on the world stage.
What was the most memorable moment during the Olympics?
Rhiannan: Off the water, it was unlike any normal competition. There were so many rules and regulations we had to follow. Security was tight, with checkpoints at the marina and the hotel, and every time we finished a day of racing, we had to go through a media zone for interviews. On the water, it was incredible! Hearing our families cheering from the break wall as we headed out to the course was one of the most heartwarming experiences. I felt like I had made them proud.
Lachlan: My most memorable moment was starting the first game against Guinea. It was my 22nd birthday and I found out the day before that I was going to be playing, so I was very excited. I ended up playing 80 minutes and got the match winning assist to put our team up 2-1, which
was New Zealand’s second ever win at an Olympic game. I feel privileged to be a part of this history. Off the field, I really enjoyed spending some time in the Olympic Village and seeing Nice, Marseille and Paris itself.
What lessons did you learn that you will carry with you moving forward?
Rhiannan: As a team, we learned countless lessons, but on a personal level, I discovered the importance of switching off after racing. In sailing, competitions last for a week, and if you stay stressed and mentally ‘on’ the whole time, you’ll burn out and miss out on enjoying the experience. At the end of the day, you perform better when you’re happy and recovered!
Lachlan: I think my biggest lesson is that sport - football, in particular - changes very quickly. One minute I wasn’t in the squad and the next I was starting the first
game at the Olympics. I ended up playing important minutes throughout the tournament, and I showed the coaches and the team what I can do. It was also my first camp with the New Zealand team, so I came into a group where I didn’t know anyone, which was intimidating at the start. But I learned to be vulnerable and open to the group and that formed a tight bond between the team.
What advice would you give to current students who aspire to reach the same level in sports or any other field?
Rhiannan: Believe in yourself, even if others doubt you. Be willing to give 100% and push past any obstacle that comes your way. Understand that you won’t be perfect every time, but if you learn from each mistake, you’ll progress much faster than those who aren’t willing to make mistakes and learn from them.
Lachlan: To reach this level it’s important to understand the disappointments and to truly appreciate the journey you go through to get to this stage. Nobody ever has a smooth ride; I’ve had many lows so far which I believe is why you have to appreciate the highs.
LOGAN RADFORDA Rising Star in Sailing
Since finishing school in 2023, Logan Radford has followed his passion for sailing, living in Italy working on the 100ft maxi yacht Scallywag.
What began as an opportunity to help preparations led to being part of a line honour winning racing team in the Maxi Yacht Rolex Cup in Porto Cervo.
He went on to race in Barcelona for the America’s Cup regatta and recently has been involved in the Rolex Middle Sea Race
- one of the most prestigious and challenging offshore yacht races in the world –finishing with line honours.
