Ad Astra 147 December 2024 - 50 Years of Co-Education

Ad Astra

Issue No 147 | December 2024

of Co– S tor

E d u cat i o n

i e s o f C h a n ge –

Stepping into history: our ‘first girls’ share their stories

From the Editor As the year draws to a close, we bid farewell to the Class of 2024 as students and welcomed them as our newest ‘Old Collegians’. In her Valedictory address, Kathryn Alexander, Deputy Chair of Council, reflected on the advice we constantly encourage our students to follow: “Be of Courage. Reach for the Stars”. These words not only celebrate their accomplishments but will continue to inspire and guide them on their future journeys.

Stories of Change has been a recurring theme throughout our history and this year’s events have reinforced its significance as we have celebrated 50 years of co-education Within these pages, you’ll discover reflections from our early female student pioneers, insights from Dr Pauline Turner as the College’s first female Principal, and the challenges faced by two of the original members of The Geelong College Council who made the bold decision that forever changed the course of our College’s history.

Another significant moment this year was the official opening of Belerren, our new Sports and Wellbeing Centre, by the Governor of Victoria, Her Excellency Professor, the Honourable Margaret Gardner AC. Nearly the whole school bore witness to this historic occasion. This facility will be transformative not only for our Pathways Performance Program but also for encouraging greater participation amongst our students in physical activity, enhancing our curriculum and enriching the overall student experience.

As you explore this edition, you’ll see these ‘Stories of Change’ come to life: from students excelling in sports, music and the arts, to alumni leading in their chosen fields, and the diverse, inspiring experiences shared by our current students Wishing you all a safe and restful holiday season and may the year ahead bring hope, inspiration and opportunities to shine.

Mike Howell Director of Community Relations

Editorial Team Emma Chandler Mike Howell

Nicole Roache Niki Nurnaitis

Contributors Kathryn Alexander Jon Anderson Leo Bent Adrian Blades Ava Carrington Scott Chirnside Simon Finnigan Alice Garland Bruce Harwood

Kevin Jess Paul Jubber Richard Kumnick Jason Li Kylie Mackey Helena Metzke Dr Peter Miller Emma Moorfoot Nathan Morton

Stuart Olsen Fraser Peterson Meg Read Leanne Russell Phil Taylor Sondra Wolfenden Steve Wright

COVER IMAGE: The Middle School students celebrating 50 years of co-education. Drone imagery by Fraser Mackey, Year 8.

Ad Astra In this edition Learning 28 Changing the way we learn 40 Rites of Passage 44 Our Cre8-tive Year 8s 54 Fulfilling Lives 56 Cultures connected 64 Open experiences of life 66 From Geelong to Tanna: A story of Friendship

68 International pathways

Sport 30 In the flow state 32 A ‘bronzed’ Aussie 35 TGC Sporting update

Our Community 80 Foundation President’s Report 82 Take a year 86 Turning trash into treasure 90 OGC NEWS 94 OGCA President’s Report 96 OGCA Events 98 Life after College 102 OGC sports news 102 Rowing 102 The Albert Bell Club 103 The OGFC 104 The Ammos Club 105 Farewells

Stories of Change The Arts 46 Bowing to the music: Year 3 Strings Program 48 ...And all that jazz!

50 A celebration of young creatives 53 TGC Arts update

9 15 15 18 21

Stepping into history The path to co-education Robert Ingpen, AM Stewart McArthur, AM Dr Pauline Turner

Our College 4 Reach for the stars 6 Planning for the future 24 From the breakwater to Boarding life 26 Courage, resilience & standing sure 36 Belerren – a new era of sport and wellbeing

38 The Weston and Cohen families’ Belerren

42 Reflecting on Leadership 59 School Activities 70 Charting a sustainable future 74 Faith, hope and love 76 Reconciliation through education 78 The Geelong College Gala Ball

legacy

Ad Astra Issue No 147 3

Reach for the stars KATHRYN ALEXANDER, DEPUTY CHAIR OF COUNCIL

During my address to this year’s Valedictorians, I contemplated our College motto – the advice we consistently encourage our students to follow: ‘Be of courage. Reach for the stars’.

The gravitas of a Valedictory Ceremony pays great respect to the students who have completed their secondary schooling, and the many individuals who have helped them achieve this milestone – it is a time of great community celebration.

As we joined together to sing our College song, I considered the poignancy of its words. The chorus resonates with the words “Show me the Way to the Stars” – a reference to the College’s motto. Adopted in 1861, the words continue to be as relevant today as they were 163 years ago; Macte nova virtute…sic itur ad astra.

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Blessing on your new bravery …this is the way to the stars.

The words are intended to inspire, energise, and suggest the promise of something exceptional. Their wisdom is of value throughout life – far beyond our students’ years at the College.

Since ancient times, stars have been considered beacons that guide us, they are light in the darkness, super and supernatural.

And they are prolific.

According to Google, NASA states there could be anywhere between 100 and 400 billion stars in the galaxy. This

conjures a beautiful celestial image – but if the star is our destination or destiny, how will our young people, in that very crowded sky, know which star shines brightest for each of them?

Sometimes, the direction to a person’s chosen star is clear – it has been paved by others via precedent and example.

Sometimes, it requires further exploration, and the path is more difficult. And sometimes, the galaxy is so overcrowded that the destination is obscured, and seems impossible to reach.

At such times, we must use our

In 2024 The Geelong College Council

Each decision we make supports our

intelligence, we must help one

adopted a new Strategic Plan: 2024-

current students, as well as those yet

another find a way and we must be

2029, a map to navigate our way

to come, providing them with the skills

courageous by moving forward into

forward. It is a culmination of several

the unknown.

to survive and thrive in this world of

years of collaborative work that

accelerated change.

The College has cemented strong foundations from which our students can launch. They have the privilege of a liberal education – something that should never be taken for granted.

Having endured the disruption of the COVID years, our senior students already understand that their journey to their star may not be linear. They have lived experiences of life’s

drew upon the opinions, expertise and experience of our community

To reach for the stars.

– including the College Council and

There are many complex scientific

Executive, teaching and non-teaching

definitions that describe the physics

staff, parents, students and the College community.

the star as “a self-luminous celestial

resulted in some exciting decisions –

body that shines from its internal

such as the recent acquisition of 32

energy sources”.

hectares of land at Merrawarp Road, Stonehaven.

found strength and perseverance in

This purchase provides exciting

adversity; they have demonstrated

opportunities to enrich and extend the

courage; they understand the value

curriculum well into the future. It is a

of seeking help from others and have

site suited to immersive experiences

learned lessons that will be enduring.

in the study of outdoor education,

In much the same way we encourage

environmental studies, geography,

our students to ‘be of courage’ and

cultural studies, and potentially

‘reach for the stars’, the College

agricultural studies.

Council, too, must also navigate a way

Underpinning the Strategic Plan is our

Council is charged with the responsibility of governing not only the status quo, but also with planning for the future needs of the College.

collective ambition.

It takes courage, commitment and vision of a major facility such as the newly opened Belerren Sports and Wellbeing Centre on the Senior

its challenges.

School campus. The College Council

paradigm shift. The world is in a state of upheaval – political, social, cultural, environmental, economic and technological change is happening at a seemingly unprecedented rate.

This is a literal yet beautifully evocative definition. The notion that a star is self-luminous suggests that we, as individuals or as an entity can generate our own energy to shine.

I suggest the way to the stars comes from within us and through the journey we become one of those 400 billion stars that help illuminate the world.

community support to realise the

Pre-empting this future is not without We live in a time undergoing a great

resonates – Britannica’s description of

Its implementation has already

surprises and detours. They have

forward.

of a star. One definition especially

acknowledges the enormous efforts of

On behalf of Council, I take this opportunity to thank Dr Miller and all Executive, teaching and non-teaching staff for their commitment and

all those whose involvement made the

dedication. I also thank our parent and

project possible. Their contributions

the broader College community who

have ensured a positive legacy for

contribute so greatly to College life.

future generations of students and the

Your support is invaluable.

broader Geelong community.

With this comes great uncertainty.

With the Strategic Plan as our guide,

We are committed to preparing our

we will continue to plan ahead,

students for the future – yet the future

providing more immersive learning

is unpredictable.

experiences and improved facilities.

Wishing you and your loved ones a wonderful, safe festive season.

Ad Astra Issue No 147 5

Planning for the future DR PETER MILLER, PRINCIPAL

As a school with a long history, it is our College values that have shaped us over the last 163 years. I also believe that will continue to set our trajectory into the future. However, it is not enough to name our values and leave it at that.

Our College values have long been identified, and it is our ongoing responsibility to put them into action by determining the most effective and appropriate ways to ‘live’ these values.

This means that decisions about resource allocation, operational choices regarding students and staff, and opportunities pursued or foregone must all be informed by our values.

In effect, we strive to give voice to our values through our actions by enacting them thoughtfully and purposefully. Our experiences have enabled us to develop a strength and resilience that will guide us, with planning and foresight, into the future.

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In this year, with a focus on “Stories of Change,” we look to the future with optimism and hope.

Change is essential for growth— healthy organisms evolve and adapt if they are to thrive. By this definition – The Geelong College is a vibrant and healthy example of change.

We have certainly seen a great deal of it during our history – and even during my time here.

The biannual publication of Ad Astra captures moments of College life and documents our history – and the changes that come with it.

Although each edition stands on its own, together they tell the shared story of our College.

Recent editions have highlighted both historical and forward-looking perspectives on change. In this 50th year of co-education, we have chosen the theme “Stories of Change” to recognise the evolution of the College and the stories captured in Ad Astra.

The marvellous July edition of this year celebrated our past, focusing on co-education and acknowledging other transformations at the College – a theme that continues in this current edition.

In contrast, this edition introduces our newly developed Strategic Plan, which will guide our actions into the future.

As we reach the end of 2024, I would like to again direct our attention to

change as we look ahead, guided by the 2024-2029 Strategic Plan.

They attend The Geelong College seeking change and growth through a structured, values-based, and wellinformed educational experience, one that equips them to adapt to an evolving world. Our Purpose as a College assumes this growth in our students, facilitated by their experiences here.

It is a joy to tell these Stories of Change in Ad Astra, celebrating the transformative journey that lies at the heart of the College experience.

B o u ti q u b o a rd in g a t a le a de in g Vic to ri a n sc h o o l.

Acad emic , Mus ic and Boarding Scho entr y into 2022 now larsh ips for open .

Chal lenge your acad emic ally, self, deve lop inde pend and make ence , exce lifelo ng frien l Discover learn ds. ing and life at The Geel www.geel ongc ong Colle ge or phon e (03) ollege.vic .edu .au 5226 3156 .

Be of

CO UR AG E

2020

Further to this, we have a Strategic Challenge: to encourage our College community to understand, and champion, this ambition. The Strategic Plan fosters this shared understanding, defining our

I believe the resilience we build as an organisation reflects our aspirations for our students.

| December

Our ‘Collective Ambition’ is to ensure we equip our students with the social, academic, and moral skills necessary to thrive beyond their school years.

Finally, the entire framework is guided by our College Values.

Issue No 139

At the heart of ‘Our Purpose’ is the commitment to providing a balanced and inspiring education for our students, one that shapes their personal development and prepares them to make positive contributions to society throughout their lives.

Ad Astra

This plan has now been published and is available for review. It sets forth considerable aspirations for the College.

four Strategic Imperatives – Our Reason, Our Responsibilities, Our Resources, and Our Relationships.

Each Imperative is animated by specific Initiatives designed to bring these ideals to life.

View the Strategic Plan You can view the Strategic Plan online at: bit.ly/TGC_StrategicPlan

Ad Astra Issue No 147 7

Stepping

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into history EMMA CHANDLER, PUBLICATIONS COORDINATOR

On the first day of Term 1, 1974, six little girls walked through the school gates and into Campbell House on their first day at The Geelong College – each too young to fully grasp the moment’s significance.

The first day of school is a milestone for any child – filled with excitement, nerves, and promise. But for these girls, it was more than that. It was history in the making.

With shiny new shoes, neatly brushed hair, and freshly pressed uniforms, these pint-sized pioneers stepped through the doors of their classrooms and into a new chapter for The Geelong College. They were the ‘first girls’ of co-education, breaking new ground in an era of change and progress.

There were four Prep students – Jo Mallick, Catherine Black, Andy Pratchett, and Libby Apsted – and two Year 1 students, Katherine Armstrong (née Hatton) and Amanda Nissman. The only girls, College-wide, in a sea of over 700 boys.

Their reflections offer a unique glimpse into this transformative chapter of our history.

“I was the youngest, and my siblings had already gone to school,” said Andy. “I think I was probably extremely excited.”

“I was just hoping it was going to be better than kindergarten!” laughed Catherine.

Katherine Armstrong’s (née Hatton) enrolment form

The significance of the day was immortalised by the Geelong Advertiser, which photographed Jo

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Stories of Change: 1974 -202 4

Through the eyes of teachers and the ‘first girls’ themselves, we explore the lasting impact of co-education and the changing landscape of education at a time of social transformation.

2

1

3

First day of school: 1. Catherine Black and Anthony Watson; 2 & 3. Katherine Armstrong (née Hatton), 4. Andy Pratchett

and Catherine as they entered their classroom for the first time.

an adult, it’s pretty amazing. I’ll always be a part of that history.”

“Looking back, it was quite an event!”

Jo recalled. “And maybe for the teachers and the older boys, it was.

But I didn’t know that at the time. To me – I was just starting my first day of school.

Meeting the boys

“I just remember being little.

Everything was so big and new, and I was just curious.”

For Katherine, another of the inaugural Prep students, the importance of the moment has only become clear with time.

“I was only five, so I don’t recall it being significant. But looking back as

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The introduction of girls to the school brought a noticeable shift, especially for the older primary school boys who had grown accustomed to an all-boys environment.

4

“It was their first year in school, too, so I don’t suppose they knew any different,” said Jenny George, teacher of the 1974 ‘Prep’ class (now known as ‘Foundation’).

For the Year 1 boys, their second year of school was looking a little different to their first – with two girls added to their class.

Some greeted the change with wideeyed intrigue, unsure of how to interact with the newcomers. Others embraced it with the unfiltered enthusiasm of childhood, forming instant friendships over shared games.

“I remember the teacher saying, you’ve got to be especially kind to the girls,” said Libby.

For the boys in the Prep class, however, the girls were just an ordinary part of their class.

“But then recess came.

“The first day was quite funny because we were fine in the classroom.

“I remember that we all lined up against the classroom wall, waiting to be allowed to go, and it was just a

Stories of Change: 1974 -202 4

1

mass of boys. I started to feel quite nervous.

“But then I remember thinking: this is crazy. They’re just like my brothers.

Let’s just go!

“So we just ran out and started playing in the playground – and it was all fine from then on!”

Settling into school life Jenny described the seamless way her Prep students came together.

“The girls, they just fitted in. I don’t remember treating them any differently than the boys,” she said.

With her inclusive approach, the girls quickly felt at home.

Given their young age, Jenny had to find creative ways to keep her students engaged each day.

“We used to go for a walk in the afternoons. We’d go up to the (Middle School) swimming pool and do a nature walk in the afternoons – or else they’d fall asleep!”

These walks were much enjoyed by the Preps, though, for Jo, it was on one of these adventures that the reality of being one of the ‘first girls’ truly struck for the first time.

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1. Jenny George’s story time in 1974 - the first co-ed Prep class; 2. Jenny George’s story time in 2024 - the first girls and some of our Year 2 students.

“I remember walking up the path and just looking around at the bigger kids.

It must have been recess because they were all out on the oval. I looked out at all the grey uniforms, and realised: They’re all boys.

“We were sitting and listening to Mrs George read. It was a story about penguins, and I was so enraptured.

But, the next minute, I got a terrible pain in my stomach – I just sort of keeled over in agony.

“That’s probably the first time I realised that we really were the only girls there.”

“The school let my mum know, and she took me home. It wasn’t until she was putting me to bed that I realised that I wasn’t sick at all – I actually just badly needed to go to the toilet!

After that, I was fine! I’d just been so involved in the story that I hadn’t even realised I needed to go!

Storytime with Mrs George, too, was a fond favourite among her students.

They would hang on her every word, and were loathe to miss a moment – sometimes to their own detriment, as Catherine recalls.

“I never did hear the end of that story!” she laughed.

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Fun and games The girls’ time at College was full of learning and play, but also a fair share of mischief and adventure.

“We had a teepee in the classroom next to a cupboard that housed the band-aids,” Katherine reminisced.

“Jo and I were playing in the teepee with a boy called Rohan. I remember getting every band-aid in the pack and putting them up his leg – and then getting in trouble for using them all.

“I ended up becoming a nurse when I finished school. Maybe that was the start of my career!”

Outside of the classroom, too, the girls pushed boundaries.

“We had to get our shots for Rubella,” recalled Jo. “It was at a clinic just over in Ruthven Street, and the teachers just said: ‘Oh off you go. Just walk there.’

“No teacher. Nothing. Just us.

“And of course, we didn’t know where we were going! Katherine thought she knew the way...but she didn’t! So we were just wandering around in circles for ages until the teachers finally came looking for us in the car!

“I don’t think that would be allowed now!”

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“I think we had more freedom than today’s students. There were all sorts of games and projects that we embarked on that would probably be OH&S risks these days,” said Andy, recalling the billy cart they had built.

“Mr. Macmillan going nuts because we were so high up the tree. I still remember him shouting: ‘Get down!

Get down! It’s not meant to be taller than ME!’ In hindsight, though, he was stressed for very good reason!”

Named ‘The Flying Bomb’, it had been Andy and Catherine’s entry into a race against the boys.

School sport, too, was a firm favourite of the ‘first girls’.

“We came straight down that hill as fast as we could go – and we didn’t have any brakes!”, said Catherine.

“It was great fun, but most importantly – we beat the boys!” Andy added.

It seemed adventure and engineering were a common theme of their school days. At lunchtime, the girls enjoyed building cubby houses in the yard, using wood and other materials onhand.

“I remember being astonished I had managed to get a record for backstroke – when I actually thought I’d almost drowned!

“But...in hindsight, I was probably the only one in the race, and it was probably the first record that they’d ever given to a girl!“ Catherine said.

In many ways, girls and boys were considered equal – in the classroom and the playground. But there were some exceptions.

However, they also recall the particularly ambitious construction that brought their cubby-building days to an end.

“The boys used to play British Bulldogs on the oval at lunch. The game was pretty physical – if you got tagged, they’d drag you to the ground.

“We got in big trouble because we had made it multistorey. It was so tall...and we definitely did not have construction experience. I think we were banned after that!” said Andy.

“A friend and I went over to see if we could play. The boys had a quick meeting to discuss what they would do if the girls joined in, then decided: ‘We’ll just tag them, but we’re not allowed to drag them to the ground.’

And that’s how we were included in the game.”

“That’s actually one of my favourite memories,” Catherine laughed.

The first girls of the Preparatory School (Foundation to Year 8), 1975

Ask any student about their favourite school memories, and school camp is likely to be a highlight – and the ‘first girls’ were no different. The trips they took helped to strengthen and foster friendships while providing each girl with unforgettable memories.

Katherine still remembers their first school camp: “up on the top oval in Middle School.”

Their teacher also enjoyed the trips.

“Well, the things I enjoyed most, apart from teaching, were all the camps I went on with them,” said Jenny.

“Because I had come from a farm, I was the only woman teacher that could ride a horse. So I went on the horse riding camps – which were terrific – and other camps too.

“The gender thing wasn’t an issue. So having more girls wasn’t really a conscious bonus. It was exciting to meet new people, but it didn’t matter if it were boys or girls.”

- Catherine The increase in numbers brought with it new opportunities for the girls.

“The school adjusted with different activities,” recalled Katherine. “Netball was introduced and I remember doing sewing as an after-school activity.

“Classes became probably more balanced – not even, but more balanced. Girls just became part of the school population.”

Changing times We invited our first girls, along with their teacher, back to the College for a special visit earlier this year.

Though the school they remembered had changed a great deal, it was heartwarming to see that some things have not. Jenny George slipped easily back into ‘teacher’ mode, as she read a story to our students. And, just like her class of 1974 - the children hung on her every word.

When asked to reflect on how the experiences of today’s students would contrast with their own, the girls offered interesting perspectives.

“In terms of opportunities – I don’t know that it does differ that much. I like to think that we’ve all been offered

“I think children really remember those things, perhaps even more than what they learned in class. It’s the experiences. We all learn, but it’s the fun things that then shape how you use it.”

Growing numbers of girls Eventually, the first year of coeducation came to an end. With each subsequent year, more girls enrolled at the College.

“We were all friends because there weren’t any groups – there was just ‘us’. When more girls came, there were just more people to play with. It didn’t really change anything,” said Jo.

Jenny George reading to some of our Year 2 students, 2024

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School Camps and Connections

Andy Pratchett, Jo Mallick, Katherine Armstrong (née Hatton), Catherine Black, Libby Apsted and Jenny George (Former Prep Teacher)

“Knowing you were part of that story – it’s pretty special.

It isn’t often you get the chance to be part of significant history like this.”

- Katherine

the opportunities that the school could give us at the time, which was just relative to the generation we were in.

“I look at the College now, and it’s amazing. But it was amazing when I was there, too,” Katherine said.

The increased diversity of career pathways is something Libby is happy to see.

“At the time I was there, there was a lot of focus on academia. I remember when Guy Pearce left school to pursue a career in acting – it was a bit frowned upon. But look at him now!

“I think it’s important to have the confidence and faith in yourself to follow your own direction and have the educational backing to do it well.

“The ‘right’ path can look very different between one person and the next.”

A legacy of learning Looking back on those early years, the girls took a lot from their time at College.

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“I think it gave me the confidence to mix in all sorts of different circles,” Catherine said. “I’ve worked with women living on the streets, but I also work with funders and, sometimes, politicians. Just having the confidence to interact with a bunch of different people.”

The breadth of experiences and options were the highlight of her time at College.

“Being given lots of opportunities means that you can find the things that you like. You might not even realise it at the time, but you take it with you,” she said.

As The Geelong College celebrates 50 years of co-education, the legacy of these pioneering girls – and their teacher, Jenny – remains a testament to the enduring values of inclusion, opportunity, and experience. Their stories continue to inspire, and the path they helped build has paved the way for future generations.

Watch online Take a look at our video ‘The Stories of Change: Celebrating 50 Years of Co-Education’ - a touching depiction of our rich history, as told through personal narratives and symbolic imagery.

Scan the QR code or visit: bit.ly/TGC50years

The path to co-education HELENA METZKE, MARKETING COORDINATOR

For 50 years, The Geelong College has embraced co-education – a bold step that reshaped its traditions and educational ethos. As we mark this milestone and reflect on its transformative impact, we spoke with some key people from our College community to get their perspective.

Stories of Change: 1974 -202 4

ROBERT INGPEN AM (OGC 1950) Old Collegian, internationally renowned illustrator, and Hans Christian Andersen Award recipient.

Robert’s insights highlight how coeducation became a defining catalyst for change at the College.

From his days as a student in the 1940s and 1950s to his later role as a Council member, Robert witnessed

The Geelong College evolve from a traditional boys’ school to an inclusive, co-educational institution.

He recalls early conversations with Peter Thwaites, then Principal, and the

gradual push to make co-education a reality.

By the late 1960s, single-sex schools across Victoria were grappling with financial and operational challenges.

Falling enrolments and rising costs Ad Astra Issue No 147 15

made sustainability increasingly difficult.

headway with the Council, and we began to see some traction.”

“Co-education was seen as a dream, an educational need,” Robert shares. Conversations about its feasibility were sparked by broader discussions at Geelong Grammar, where Robert was involved in a science education program. These ideas soon filtered into dialogue at The Geelong College.

Thwaites’ vision for co-education, bolstered by Robert’s support and advocacy, laid the groundwork for the eventual transition.

For Robert, the potential benefits of co-education were clear: “It makes sense to say that boys and girls who grow up together, who survive together, must be educated together.”

Yet, he acknowledges that resistance from the College Council – then an all-male body with parochial mindsets – posed significant hurdles.

“Peter Thwaites and I spoke on and off for some years,” Robert recalls.

“By the early 1970s, Peter had made

When co-education was formally introduced in the mid-1970s, it was a modest start, with changes carefully phased in.

“The immediate issue,” Robert explains, “was the impact on the College in terms of spaces – educational spaces, boarding facilities, and the overall infrastructure.”

Addressing these logistical challenges required careful planning and investment.

Under the leadership of Peter Gebhardt, who followed Thwaites as Principal, the school began to resolve these issues.

“Peter Gebhardt’s first opportunity was to improve the quality of

Robert during his school years: (Left) as part of the 1954 Athletics team.

(Above) as one of the 1954 Prefects - Robert is in the back row, second from right.

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While some reservations persisted, particularly around boarding facilities and resource allocation, the new co-educational model quickly demonstrated its value.

“Once the girls arrived, they grabbed every opportunity available to them,” Robert reflects. “They quickly showed they were capable of things like rowing, with greater skill, determination and style than many of the boys.”

The introduction of co-education marked a cultural shift that extended beyond logistics and enrolments.

The College evolved into a space that emphasised inclusivity, collaboration, and mutual respect.

“The old days of boys’ schools maintained themes of bullying and striving to get the better of somebody else for personal benefit – but all that’s gone now,” Robert observes.

The shift wasn’t without its challenges, particularly for staff adapting to the new dynamics. Yet, over time, coeducation enriched the school’s teaching practices and fostered a more equitable learning environment.

“Today, the quality of the staff has become an absolute driving force through the whole school,” Robert notes, crediting leadership for achieving and maintaining this standard.

Reflecting on 50 years of co-education, Robert sees the College as a “very advanced educational operation” that embraces contemporary values. From environmental education to inclusivity among the student body and staff, the school has built on its co-educational foundation to remain relevant in a changing world.

At the heart of this evolution, Robert believes, lies an enduring commitment to imagination.

“What the school has taught students, and what they take into the world, is the knowledge that they are always capable of using their imagination – fearlessly,” he says. “No matter what careers they pursue or dreams they have, this attribute I don’t think can be surpassed by anything else.”

Robert’s reflections remind us that change, while challenging, can unlock profound possibilities. Co-education has not only shaped the trajectory of the College but also left a lasting mark on the lives of its students. As we look to the future, this milestone serves as a testament to the power of courage in embracing change. Extremely fitting given the College’s motto: “Be of courage – for this is the way to the stars.”

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staff,” Robert says, highlighting the recruitment of more female teachers and the appointment of Rosemary Barkley to lead the girls’ program.

These steps ensured a more balanced and inclusive environment as girls joined the student body.

STEWART MCARTHUR AM (OGC 1951) Visionaries like Principal Peter Thwaites and Stewart McArthur AM championed the move to co-education as essential for growth, challenging traditions to create a more inclusive and progressive future.

When The Geelong College made the decision to transition from a boys-only institution to a co-educational school 50 years ago, it was not without careful deliberation, robust debate, and the steadfast leadership of individuals who believed in a vision for a more inclusive future.

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Among them was Stewart McArthur AM – a former student, lifelong supporter of College rowing, and member of the College Council for 23 years.

In a recent interview, Stewart shared his memories of those pivotal years, offering a glimpse into the decision-making process and the

Stories of Change: 1974 -202 4

challenges faced by the Council.

His reflections highlight the foresight and determination that defined the College’s move toward co-education – a decision that has shaped its legacy.

At the heart of the transition was Principal Peter Thwaites, whose advocacy for co-education left a lasting mark on the Council’s discussions. Stewart described Thwaites as a leader who approached the issue “quietly but cogently,” presenting co-education as a necessity not for enrolment numbers but for the educational and social growth of the student body.

“It was a thoughtful and considered decision,” Stewart recalled. “Peter Thwaites argued strenuously that co-education was a good thing for the College, for the students, and for the new potential female members of the College community. He persuaded us that it was an educational decision above all else.”

This approach reflected the changing societal norms of the time, as women’s roles expanded beyond traditional boundaries, prompting institutions to re-evaluate their structures and policies. For The Geelong College, the move to co-education was

both a response to these shifts and a proactive step toward a more progressive future.

The transition was not without its complexities. Stewart noted the Council’s deliberations, which spanned several years and involved a proposal to collaborate with nearby girls’ school, Morongo Girls’ College.

While this partnership ultimately did not eventuate, the outreach emphasised the Council’s commitment to fostering co-education in a way that honoured existing traditions and relationships.

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The Rowing 1st VIII, 1956, includlng Stewart- middle row, second from left.

“There was an olive branch extended to Morongo,” Stewart explained.

“We thought that together, as a joint venture, we could make a go of it.

Unfortunately, Morongo decided to go their own way, and not long after, that very good institution faced its demise.”

The closure of Morongo followed that of another nearby girls’ boarding school, The Hermitage, leaving many girls in the Newtown area searching for a new place to call home and continue their education.

The majority of students from both schools transitioned to either Geelong Grammar School or The Geelong College.

“The transition to co-education was made fortuitously with the closure of The Hermitage and later Morongo,” Stewart recalled.

This shift, however, required challenging deeply rooted traditions. The College’s identity as a Presbyterian boys’ school, with strong ties to Western Victoria and the Riverina, was steeped in a legacy of conservatism. Stewart acknowledged

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the magnitude of the change, describing it as “a dramatic shift” for a school shaped by “a fairly hard edge in terms of Presbyterian ethics and a Scottish background.”

“The Geelong College was very much a rural boys’ boarding school, reflecting the ingrained beliefs and attitudes of country Australia at the time,” Stewart said.

Yet, Thwaites and the Council prevailed by presenting co-education as a forward-thinking and necessary evolution.

“It was in the persuasive argument that the future of The Geelong College was in co-education,” Stewart said.

“It was on educational grounds – that the students would be better off, that there would be a softening of the adolescent boys’ attitudes towards girls, and that overall, the College would benefit.”

The transition to co-education, as Stewart observed, unfolded smoothly despite the initial reservations. The integration of female students not only enriched the academic and social environment but also contributed to the growth and inclusivity of extracurricular activities.

“Today, we’ve got a wonderful lot of girls rowing on the river,” Stewart reflected. “The girls’ regatta with 2,000 female rowers is remarkable. It shows you what’s happened and what’s changed – we had no girl rowers at the College, and now females make up half the Boat Club.”

As The Geelong College celebrates 50 years of co-education, Stewart’s reflections remind us of the bold decisions and steadfast commitment that have defined its journey. It is a legacy of thoughtful leadership, a strong belief in the power of education, and a commitment to preparing students not just for academic success – but for life in an ever-changing world.

Stories of Change: 1974 -202 4

DR PAULINE TURNER, PAST PRINCIPAL 1996-2012 Dr Pauline Turner’s appointment as The Geelong College’s first female Principal in 1996 marked a pivotal moment for the school and the broader APS community.

Dr Pauline Turner’s leadership played a crucial role in advancing the College’s co-educational journey and promoting gender equality within a traditionally male-dominated institution.

With extensive experience in educational leadership – including roles as Head of Senior School at Pembroke and Head of Languages at Abbotsleigh – Dr Turner brought with

her fresh perspectives and a strong commitment to inclusive education.

Reflecting on her career, Dr Turner shares how her background was primarily in single-sex schools, and after nearly two decades, she felt ready for a change. She saw co-education as vibrant and real, encompassing more than just academics but a broader educational experience. This shift from single-sex

education to co-education would ultimately define her time at the College, as she worked to create a learning environment that embraced diversity and prepared students for life beyond the classroom.

One of Dr Turner’s first challenges was increasing female enrolment numbers.

“The year before I arrived, 125 girls joined the College after the closure Ad Astra Issue No 147 21

of Morongo Girls’ College. It gave us a fantastic boost, but we needed sustainable ways to attract girls every year,” she explained.

Ensuring a welcoming and supportive environment was therefore critical to the College’s co-educational mission. Dr Turner had to assure the community that girls would have a safe, nurturing environment in which they could fully engage in all opportunities, leading to a strong focus on welfare and wellbeing policies.

Dr Turner also prioritised gender equality in leadership as essential to the success of co-education.

“The main leadership roles were male dominated, which was common in schools. But if we wanted to achieve the finest co-educational learning experience in Australia, we had to model gender equality at every level.

I introduced Co-Heads of Senior School, and we began appointing

Co-Captains and Vice-Captains in each House. This set an example for students and helped establish a balanced leadership model within the school.”

Her historic appointment as the first female Principal was met with mixed reactions, particularly from Old Collegians who held to the school’s traditions. For some, Dr Turner’s arrival was unexpected, as they were accustomed to the College’s longstanding male leadership structure.

But the Council’s decision to appoint her made a clear statement that if the College aimed to be the best coeducational experience in Australia – as it had set out to be – it needed to uphold gender equality at the highest levels of leadership. This decision ultimately fostered confidence among students and parents alike, reinforcing the College’s commitment to a coeducational future.

For Dr Turner, the impact of her leadership was especially evident in the lives of female students, who now saw representation at the highest level.

“For the girls, seeing a woman lead the school sent a powerful message.

It affirmed their presence in this environment and showed them that leadership roles were attainable for them as well,” she reflects.

This shift helped establish a new normal at the College, where female students felt more empowered and included.

Dr Turner could empathise with their experience in those early days, as she herself was navigating a largely male-dominated environment.

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“For both myself and the girls, it was about finding our place, surviving in the beginning, and then thriving as time went on.”

Dr Turner acknowledges that acceptance of co-education took time and consistent engagement.

Building trust within the community meant actively listening to concerns, connecting with various members, and sharing her balanced vision for the school’s future. By embracing the strengths of the College’s traditions while also advocating for the benefits of co-education, she gradually won over the community.

“Every conversation was an opportunity to highlight the school’s strengths while acknowledging that these needed to be nurtured and new ones introduced to make it even better,” she says. “With the goal of it becoming that open experience of life, which I think is the hallmark of coeducation.”

Reflecting on her time at the College, Dr Turner hopes her legacy will inspire students to embrace lifelong learning and a commitment to service. She wants graduates to leave with not only a passion for continued learning but also a deep respect for their teachers, a strong moral compass, and a desire to contribute positively to society.

“Friendships, respect for social justice, and a sense of gratitude – these are the qualities I hope they take with them,” she concludes.

Under Dr Turner’s leadership, the College strengthened its commitment to co-education, built on a foundation of gender equality, community trust, and rich educational experiences – both academic and co-curricular. Her pioneering work set a standard for what a truly inclusive co-educational environment could achieve and was instrumental in developing the College we know and love today.

Stories of Change: 1974 -202 4

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From the breakwater to Boarding life NICOLE ROACHE, MARKETING AND ADVANCEMENT MANAGER

For the Watson family, life has almost always revolved around the ocean. From their bustling café on the Warrnambool coastline to their son Sidney’s love of surfing, the sea has been a constant source of joy and connection. But when it came to education, they found themselves charting a course inland—towards The Geelong College, a school they describe as “a perfect fit for Sidney.”

Life for the Watson family took a leap of faith 16 years ago when Mary-Ellen and Jon made the move from Melbourne to Warrnambool, embracing a “seachanger” lifestyle before it became trendy. With their children by their side, they built a family business, The Pavilion Café and Bar, where the rhythm of waves often mirrored their busy days.

Yet, as their children grew, they realised that while their seaside life was idyllic, it couldn’t offer the educational opportunities they dreamed of for their family.

“We were looking for the beach lifestyle, it was more affordable, and I was much closer to my ageing parents,” Mary-Ellen explained.

“The one thing that was missing, though, was good schools. We wanted the best for our children, and so we knew we had to go further afield for education,” Jon continued.

Their eldest son, Arthur, had thrived at Ballarat Grammar, following a recommendation from friends, but the Watsons weren’t sure it would be the right fit for Sidney.

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After speaking with other families and attending a Community Cocktail Party in Warrnambool, they discovered The Geelong College – a school they knew well through mutual connections.

“I think the school has to fit the individual, rather than the individual fitting the school,” Jon said.

“That’s why we looked at The Geelong College. We knew of other families who had been through the school and had great things to say about the boarding experience there.”

For Sidney, the decision to attend Geelong College was strongly influenced by his love for the ocean.

“His number one love is the ocean,” Mary-Ellen shared. “He has competed for his school in surfing, which was something he was very pleased to do.

It’s part of his identity, so being able to do that in his school life has been really important.”

Since joining the College, Sidney has made wonderful friends, enhanced his independence, and further developed into a confident and respectful young man. His parents attribute much of this growth to the strong, supportive

relationships Sidney has with his teachers and the boarding house staff.

“Mr. Gilby is fantastic at knowing the boys and he’s very gentle,” Jon said.

“I think he speaks to the boys on a very respectful level. He expects a lot, and they rise to the challenge. The boys do not want to disappoint Mr Gilby!”

Jon also shared how Sidney approaches new situations with maturity, saying, “Sid will walk into a room where he doesn’t know anyone and introduce himself. He shakes hands and looks people in the eye. He is respectful of them and proud of himself. I think that’s a big part of what Geelong College has instilled in him.”

“Sid’s had some wonderful teachers,” Mary-Ellen added. “They’ve obviously talked to the Sidney that we know.

We can tell by the parent-teacher interviews and the reports that they know the true person, which is great.

“That’s why you send your kids to schools like Geelong College – to help them learn to know and respect who they are.”

The Watsons have also developed strong connections with the parents of other boarders. They value the camaraderie and understanding of those who, like them, have children living far from home.

“The school has fostered an amazing community amongst the boarding house,” Jon said.

“That sense of community extends beyond the boarding house to include day students and their families. It’s something we will miss.”

As their time as College parents nears its end, Jon and Mary-Ellen are grateful for the lasting connections they’ve made and the role The Geelong College has played in Sidney’s development. They plan to stay connected to the school community through social media and look forward to continuing to host the College’s community events in Warrnambool.

“It’s been a big part of our lives,” Jon said. “Everyone at the school has been such a pleasure to deal with – teachers, support staff, admin staff, and even the lady who opens their beer at every school function. I don’t say that lightly because I come from a hospitality background, and I look for service in everything.”

Mary-Ellen fondly recalled a message from another mother, a reminder of the small but meaningful ways Sidney had positively impacted others.

“A mother of a Year 9 boy messaged me to let me know that Sidney had helped her son when he spilled soy sauce on his new white t-shirt. He didn’t know what to do, so Sid took him aside and showed him how to soak it out. She also told me that when her son was feeling homesick, he went to Sid. “As a parent, that’s the kind of thing that really touches you.”

The Watson family – Arthur, Sidney, Mary-Ellen, Klara and Jon.

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Courage, resilience & standing sure MIKE HOWELL, DIRECTOR OF COMMUNITY RELATIONS & JASON LI, YEAR 12 STUDENT

At our Boarders’ Valedictory Dinner, all our Year 12 boarders shared heartfelt reflections on their time at The Geelong College. A standout moment was Jason’s speech for his raw honesty and experience as a boarder.

Jason’s Li’s journey to The Geelong College began with a remarkable act of courage.

Leaving behind his home, family, and everything familiar in Shanghai, he first attended Avalon College to prepare him for secondary school before joining the boarding community at The Geelong College at just 13 years old.

Adjusting to life in a new country with a different language, culture, and way of life is a daunting challenge, especially for a Year 7 student. Gareth Gilby, Head of Mackie House, still remembers Jason’s arrival.

He returned home to China to be with his family, and re-enrolled at his old school. He continued to study, with the goal of returning to Mackie House as soon as he as able. However, like all students of 2020, he faced a prolonged period of uncertainty.

Some 18 months later Australia’s borders re-opened, and Jason was able to return to the boarding house.

Although he readjusted to school life, there were times he struggled with his mental health.

“His suitcase seemed bigger than he was!” he recalls.

Jason’s resilience and the unwavering support of the boarding community became a turning point in helping him find strength and hope again, and he was able to successfully complete his studies.

It seemed Jason had no sooner settled in, however, when the COVID-19 pandemic hit.

When Gareth Gilby, introduced Jason to speak at the Boarders Valedictory, he reflected on his journey.

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“Jason is a kind and generous young man who embraced his leadership role and was a wonderful mentor and support for our younger international students.

“He has left a lasting impact on the boarding community.”

On the following page, we share Jason’s Valedictory speech to his peers.

It is a powerful testament to Jason’s strength and courage. It is both vulnerable and honest, shedding light on a topic many still find difficult to discuss.

Jason has shared his experience of life as an international student in the Boarding House.

To watch, scan the QR code or visit: bit.ly/TGC_JasonLi

“I’m Jason Lee and I am going to reflect on my journey by reading the script… that I've left in the Boarding House!

It’s OK, I always lose my stuff. I lose things all the time. I lost my passport earlier this year, my phone once or twice each semester, my laptop charger almost every month, and I forget my glasses every single day.

My parents say life is a box of chocolates, and maybe that’s why I love chocolate. But what I’ve also figured out is that life is a box of chocolates, and you never know what you’re going to lose next. That’s why I value every day so much. I enjoy each day fully, or it just slips by. I never know when I’m going to lose it.

My parents also say life is full of challenges. Of course, life is full of challenges. Day school is full of challenges, boarding is full of challenges. Making friends with people who speak a different language is a challenge. It’s hard. It’s so hard.

And for those who don’t know, at the end of last year, I was almost diagnosed as depressed.

That was a heavy moment for me. The feeling of depression is like being tied by your feet to a heavy rock and thrown into the ocean. You’re sinking, surrounded by darkness, sadness, and hopelessness, and there’s little you can do to break free.

time – even if I was just moving milk from Miss Jeffrey’s office to the main fridge.

Until a beam of light shone through – the boarding house.

It was Miss Sunderland, cooking eggs on a Saturday morning, making breakfast something special.

It was Mr Gilby, trying to find a scarf I lost one night at dinner, a special gift from my parents, searching through the whole boarding house.

It was Mr Cheatley, appreciating whatever I did, encouraging me to do more, and even asking me to teach him how to use the coffee machine.

It was Mr McKie and Mr Dowling, who I knew would always be there at night if I ever needed help.

It was Miss Jeffrey, always saying “Have a nice day, Jason,” “All the best,” or “Good luck” every time I left, or telling me it’s OK whenever I forgot my glasses.

It was everyone—so many small acts, lifting me up bit by bit. When I look back at that dark ocean, I can see so many hands pulling me up towards the light.

It was Mr Hodge, one month ago, hurrying to my door, knocking and asking, “Jason, are you alright?” He looked worried because he knew I wasn’t feeling great.

As I finally found my glasses to read the script and finish my speech, I’m putting a wonderful full stop on my high school journey and preparing to keep writing my story in the next, exciting chapter of my life.

It was Mr Schuyler, saying “Good job,” “Well done,” “Good man” all the

Thank you.

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Changing the way we learn NATHAN MORTON, DIRECTOR OF TEACHING & LEARNING

Teaching is an inherently messy and complex task and the expectations on teachers to meet the individual needs of every student is an ongoing challenge within the profession. The Geelong College has embarked on a project which helps to alleviate this challenge through the development of a model that supports teachers in their classroom practice.

The Instructional Model creates an approach to designing and delivering learning experiences for students and providing a mechanism for both students and teachers to evaluate the impact of these learning experiences.

The Instructional Model alleviates these challenges because teachers are given strategies, tools, and the professional, collegial environment to ensure the unique needs of every student are accommodated.

Of equal importance is that the model supports teacher reflection, and collaboration, both of which inform opportunities for future growth and development.

All teachers know and appreciate the power of collaboration and working in a transparent professional environment where expertise is shared through a common language.

Collaboration is a professional norm that is enhanced by the common language created by the Instructional Model.

Knowing every student, how they learn, and accommodating their unique needs is a minimum expectation of the teaching profession.

Meeting this expectation with positive impact and effect is the challenge that every school and every teacher faces.

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For students, it guarantees a cuttingedge learning experience in every context.

Their teachers are working together, using their combined expertise and experience, to create learning experiences that are meaningful, engaging, accessible, and tailored to the students’ needs.The Instructional Model is centred upon our Vision for Learning and Learner Aspirations.

The Vision for Learning articulates the highest possible expectation for every student. The Learner Aspirations support this vision by creating a clear, measurable framework for students to realise the skills and abilities they have developed throughout their learning experiences both within and beyond the classroom. The Learner Aspirations asks all students to aspire to be:

• • • • • •

Active Open-Minded Thinkers Communicators Flexible and Adaptable Reflective and Aware Creative and Innovative

Advancing the Vision for Learning and the Learner Aspirations requires the support of a practical, evidenced based Instructional Model, which is put into action by the highest calibre of teacher. The model creates the foundation for a consistent student experience that teachers actively bring to life.

The approach captured in the Instructional Model is crafted around teaching elements that we believe are essential to advancing effective

learning in students. Each element is solidly founded in evidence from educational research and practice, and each is also supported by a range of tools to help teachers put it into practice.

The elements are: • • • • • • • • • • • •

Learning Intentions Activating Prior Learning Differentiation Engaging Learning Resources Explicit Teaching Guided Practice Independent Learning Feedback Lesson Bookends Integration of Technology Purposeful Classroom Setups Reflection

• •

Collaboration Summative Assessment

These elements have been influenced by the practices that have lived within the College for a very long time. They have proven to be highly effective and beneficial for our students’ learning.

As such, the model is a product of our context, which has been subsequently reinforced by evidence from academic research and the common standards set down for the teaching profession.

The commitment to high expectations and aspirations for each student is unwavering. The Instructional Model equips us with a comprehensive suite of tools and knowledge to realise the Vision for Learning for every student.

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In the flow state NICOLE ROACHE, MARKETING & ADVANCEMENT MANAGER

When Director of Football, Nathan Brown, took on his role 18 months ago, he was looking for something to replicate that feeling of competing and winning, after a long and successful professional sporting career. When the opportunity arose to expand his role to include performance pathways for The Geelong College athletes across all sports and teams he jumped at the opportunity to create something special.

Balancing school, sport, and life as a young athlete is no small feat, but the College’s Performance Pathways program is changing the game.

and families. So far it has been hugely beneficial for the athletes we’re working with, helping them to balance their day-to-day life and their sport.”

Created by Director of Football, Nathan Brown, the program creates a personalised support network that bridges the school, family, and sports teams. It helps student athletes thrive both on and off the field.

At this stage, Nathan is working with around 20 athletes from Years 7 to 12 competing at a state or national level across a range of sports. The program is tailored to their needs using a combination of internal school resources and external people.

“I am mindful of the College’s philosophy and the values around sport as I put together the program,’ he said.

“It is still evolving, but one of my main priorities was to make sure it worked with the current scheduling and simplified things for the athletes

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“We identify students who may benefit through school leaders, sports coaches and pastoral care staff. The fun part for myself and, my team, is the wide range of sports we work with, so our expertise and wisdom are growing as we speak to different coaches. We work closely with the

careers team and others within the school community with expertise. It has been rewarding for my team and for the other departments to be able to be a part of the program. We also work with a range of external providers from psychologists to skills coaches, dieticians and medical professionals – whoever is on the athlete’s team.”

Nathan loves individual case management and really getting to know students and their families.

From there, he is able to find their pain points and help to resolve issues or concerns.

“Finding out what our kids and their families need and trying to get the best outcome has been a great process for me. I have researched performance

pathways programs and spoken to people who have been successful in this space. What I’ve learned is that there are a million different ways that we can develop our kids, but the most important part is getting to know our families, their situation, how they tick and the experiences they’ve had, and then working hard to tailor the support and care to their situation.

“Regardless of the sport, the same things come up time and again. It is about trying to simplify the approach and focus on what is important.

“Whether it’s football, snowsports, athletics, tennis, rowing or any other sport, the same things pop up for our athletes. I have a football background, but the psychology, dealing with pressures, the chaos, the sport management, the week-toweek training schedules and trying to navigate your life whilst being a teenager and a student, it’s all the same no matter what sport you do.

They’re just different balls, different elements, but in terms of performance it’s all very similar.”

Nathan’s proximity to the students and connection with both school staff and external teams and coaches allows him to check in regularly with athletes.

the pressures with their school life versus their teenage and home life, and their training schedule, not to mention performance anxiety.”

“Once the chaos is cleared and student athletes regain some balance in their world, they can focus on more than just their sport which has positive outcomes on their performance.”

“I know from my own experience that you can be too focused on your given sport. If you have other things that you enjoy and can do if it doesn’t work out it’s like the pressure valve is released and you get into a flow state within your sport. You enjoy it and perform better, that’s why we want to create space for them to be athletes and people.”

Nathan’s measure of success within the program is not all about trophies and medals – it is the ultimate long game.

“Of course we want them to perform well in their chosen sports, but perhaps an even bigger success is beyond school when they are people who do things the right way, with strong values, just great people.

Selfishly, I love to see our kids do

well on the competitive stage, to know that our work has helped them develop the maturity, resilience and composure to let their talent shine, and enable them to taste success.

“But this is a pathway program. It’s important to keep in mind that our students’ athletic journeys won’t be linear – nor will their life journeys. The hope is that they can take the things they have learned through playing sport, and apply those lessons to their lives more generally. Sporting success is great, but developing a strong character and being able to live a generally happy life – that is just as rewarding.”

“Being here at the school allows me to have hallway conversations with the kids on a day-to-day basis. To check in, and make sure that they’re going okay.” Now that we have our wonderful Belerren facility, Dr Ryan Letter, our Director of Strength and Conditioning can offer well-tailored support for physical preparation at school, so students don’t need to travel and coordinate timing.”

“High-performing athletes’ lives are chaos, and it’s just accepted as the price you pay for being good at your sport and aspiring to be great. A big part of my role here is making things a lot clearer for these kids so that they can enjoy their sport and be in a great headspace in training or in competition. Sometimes that’s communicating with the academic staff to help our students manage all Ad Astra Issue No 147 31

A ‘bronzed’ Aussie NICOLE ROACHE, MARKETING AND ADVANCEMENT MANAGER

Less than two weeks after watching the Paris Olympic Games on TV, Year 11 student Caleb Kilpatrick travelled to Lima, Peru to represent Australia at the World U20 Athletics Championships, the biggest underage Athletics event in the world.

The Australian team featured Australia’s best athletics talent, those the ‘powers that be’ believe will be the foundation of our senior teams for the Olympics – 2028 in Los Angeles, and 2032 in Brisbane.

Selected as part of the squad for the 4 x 400m Men’s Relay at the World U20 Athletics Championships, Caleb Kilpatrick was excited to be one of the youngest athletes to compete for Australia.

“I had a good lead into the World Championships after running the qualification time several times and winning the under 18’s 400m Oceania Championship. I was thrilled to be part of the team which included Torrie Lewis, Claudia Hollingsworth and Peyton Craig – all of whom had just competed in the Olympics”.

Caleb arrived in Peru a week before the competition which allowed time for acclimatisation, training and lots of relay practice.

On Day 1 of the World Championships, Australia secured gold in the Mixed 4 x 400m Relay – a fantastic start to the competition.

“It was exciting to celebrate with the team,” Caleb recalled.

His event was still several days away – the heat, then the final, and Caleb’s place was not yet guaranteed.

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The selected squad was made up of six athletes, only four of whom would go on to compete in the heat.

Caleb made the most of his time in Peru – connecting with athletes from around the world. Throughout, he remained focused on his training and diet.

Finally, the day of the heats arrived and Caleb found himself running the first leg of the relay.

“I’ve never really run the first leg before. I usually run last. I decided the most important thing was to try to relax because starting is the most stressful part, you can false start and your team doesn’t even get the chance to run.”

Thankfully, Caleb was indeed able to relax. He got out of the blocks quickly and executed a clean lap, handing off the baton and cheering on his teammates as they brought the team home in first place in a season’s-best time to qualify for the final.

Caleb was hopeful his performance had secured his position in the final team. Almost 24 hours later, he breathed a sigh of relief as he was told

he had made it. He would again be running the first leg.

Finally, the day arrived.

As the teams were introduced Caleb waved to the large Peruvian crowd and the cameras live-streaming the event around the world. He was in lane eight – the outside of the track with the standout favourites, the USA, in lane seven.

“It was intimidating. We knew that the US was the team to beat. Their first runner was faster than me and his legs finished about where my ribs started!

“He came up on my inside and I knew I needed to remain focused and run my race or I would have blown up in the last 50 metres. I held my ground pretty well, which was, I think, the reason that I was selected to run the final.”

Catching his breath after handing on the baton, Caleb could only watch as his teammates continued to ferry it around, sitting mid-field for much of the race. As the last runner rounded the bend, with just the Polish runner between him and a bronze medal,

Caleb was confident his team would claim third place.

“I knew our runner could finish well, and could see that the Polish runner was starting to blow up, so I thought we had it. The US and South Africa were well ahead, but we knew they were strong, and we thought we could get a medal, so we were all getting loud as he came over the line.”

His prediction was correct, and later that evening, he stood on the podium to receive his medal from Lord Sebastian Coe – a moment he still hasn’t quite processed.

“Standing up there in Australian uniform and getting our medals, was great, it is something I really hope happens again, but it’s not guaranteed, so I did try to make the most of that feeling.

“Since I’ve just been back, I have been busy with sacs, school, exams, real life. During the summer, I’ll probably have time to look back on things a little bit more and, hopefully, it will give me inspiration.”

“One of the most memorable moments was walking back into the dining hall at the hotel and the Australian team, and the French team all standing up and clapping us,” he said.

“I am grateful for all who helped support me on my journey to compete at the highest level: my parents, my coaches, Barwon Sports Academy, The Injury Clinic and the school, who all support me and The Australian Sport Foundation donations that helped me achieve my dream.”

All too soon, the Championships had come to an end, and the demands of daily life returned.

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Looking to the future, Caleb has a lot of plans. Following his strong runs in Peru, he was invited to participate in the 400m development program for the Brisbane 2032 Olympics and has attended his first training camp on the Gold Coast.

“For now, I am trying a couple of other distances, doing some 800s, experimenting and working on fitness and speed. The focus is World U20s again in 2026. We will have a very good relay team because most of our team is young enough to have another go.

“We are also talking to US Colleges.

I want to go somewhere on the coast and to a Division 1 school so there is a bit to work through.”

And as for Brisbane in 2032 what is Caleb aiming for?

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“It would be incredible to run the individual event, but I think we will have a really good shot to medal in the 4x400 metre relay. I’d much rather that than just making it to the final in an individual 400-metre race.

“However the cards are dealt, I want to be there.”

Watch the end of the race See Caleb’s team bring home the bronze. bit.ly/TGC_Caleb

TGC Sporting update ATHLETICS

NETBALL

Medals and personal bests: an athletics season to celebrate

Firsts netball team claims State Championship title

Our student athletes have been on a winning streak, achieving incredible results across prestigious athletics events.

At the APS Athletics Finals on 19 October, 84 athletes from Years 7-12 competed in 140 events at Lakeside Stadium, Albert Park. Against 11 APS schools, they achieved personal bests and podium finishes, embodying grit and team spirit.

Building on this success, 12 students represented the College at the Victorian All Schools Track and Field Championships over the following weekends, earning one gold medal, three silver medals, and again setting personal bests.

Additionally, three of our youngest athletes competed at the State Primary Track and Field Championships. Georgia Peacock (Year 4) won three medals in Multiclass events, Andre Everton (Year 6) set a new school record in Boys Discus while claiming silver, and Charlie Muir (Year 6) earned silver in Boys Long Jump with a new personal best.

Congratulations to all our athletes for their incredible achievements and for proudly representing the College on and off the track!

Congratulations to our Firsts netball team on winning the 2024 Netball Victoria School Championships!

Competing in one of the largest school netball tournaments in the state, the team faced the best schools from regional rounds and excelled through Finals Day. After five undefeated pool matches, they advanced to the finals, showcasing incredible teamwork and skill throughout the day. The semi-final and grand final were intense, with the team displaying composure under pressure to secure a hard-fought 11-10 victory over Ballarat Grammar in the championship decider.

Other competition highlights include wins against Peninsula Grammar (18-4), Catherine McAuley College (18-9) and nail-biting victories over Loreto College Ballarat (10-9) and Rowville Secondary College (8-6) With a legacy of past winners progressing to elite competitions, this title is a testament to the talent and dedication of our players and coaches.

EQUESTRIAN

Champion titles and national triumphs for TGC riders Our talented equestrians have galloped towards glory in both the national and state arenas. At the Equestrian Australia Interschool National Championships in Tamworth, Year 9 students Annabelle Richardson and Shayleigh Joblin, along with Year 6 student Heidi Jackson, represented Victoria with pride. Annabelle achieved an incredible milestone, being crowned National Champion in the Intermediate Show Horse event. Shayleigh delivered strong performances across her events, while Heidi secured an impressive 6th place in Phase 2 Showjumping.

Closer to home, Year 8 student Emma Wilkinson claimed the Champion title in the Intermediate Preliminary section at the Hillcrest Interschool Dressage Day in Melbourne. Competing against top talent from across the state, Emma’s standout performance showcased her dedication and bright future in the sport.

Congratulations to Annabelle, Shayleigh, Heidi, and Emma on their impressive achievements!

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Belerren – a new era of sport and wellbeing NICOLE ROACHE, MARKETING AND ADVANCEMENT MANAGER

On Friday 25 July, Her Excellency Professor, the Honourable Margaret Gardner AC, Governor of Victoria, officially opened the new Sports and Wellbeing Centre, ‘Belerren’, at The Geelong College.

With nearly 1,600 attendees, including students from Years 3 to 12, staff, College Council members, the Foundation Board, donors, and special guests, the grand scale of the new facility was evident.

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The opening ceremony of Belerren began with a traditional Welcome to Country, led by Waddawurrung elder Corrina Eccles and Year 3 students Yasmina Kurul and Ned Galbraith.

Following the national anthem, performed by the College Symphony Orchestra and choir, speeches from Principal Dr Peter Miller and Chair of Council, Prof. Richard Page, highlighted the significance of the new space.

The Governor addressed the crowd before unveiling the commemorative plaque. The event concluded with the premiere of ‘Stories of Change: Celebrating 50 Years of Co-Education’ video, followed by a stirring rendition of the School Song, Sic Itur Ad Astra.

Belerren—meaning “to shine” in the Wadawurrung language—is a state-ofthe-art facility featuring a double-court gymnasium, elite training spaces, four classrooms, and an events area overlooking Mackie Oval. It also includes an underground car park and houses the maintenance and grounds departments. The Centre will serve as a hub for sports training, school events, APS competitions, and various learning activities, providing a space where students and the broader College community can thrive in both sport and life.

“Belerren will be an amazing and iconic space for our students and community to gather, prioritise fitness and health.

Projects like this don’t happen without philanthropic support, and we are very grateful to the College community for their generous donations that have made Belerren a reality.”

Designed by Old Collegian John Wardle (OGC 1971), Belerren seamlessly integrates with both the College’s heritage and modern buildings.

The opening of this new space marks the beginning of a transformative era for sport and wellbeing at The Geelong College. Already we have seen a State Netball Championship, the Geelong Cats AFLW team training in the space and a growing performance pathway program.

At lunchtime and after school the weights space is full of students prioritising their fitness and wellbeing.

Build it and they will come and play.

Dr Peter Miller shared his excitement for the project:

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The Weston and Cohen families’ Belerren legacy NICOLE ROACHE, MARKETING & ADVANCEMENT MANAGER

Erica Weston and Justin Cohen, along with their young son Teddy, have found a new sense of community in Geelong, where they recently purchased a ‘Take Your Place’ plaque at Belerren. The family, who moved from Melbourne’s southeastern suburbs just after the COVID-19 pandemic, are excited to contribute to a local initiative that holds personal meaning.

Sport has always been a significant part of Justin and Erica’s lives. Justin, a former Stawell Gift champion and engineer, and Erica, an archaeologist and former Australian jiu-jitsu competitor, understand the lifechanging impact of sports – especially for young people.

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“Sport is a very big part of both of our lives,” said Justin, reflecting on his six years coaching athletics at Caulfield Grammar. “I’ve seen firsthand how crucial good facilities are for kids.”

The family’s move to Geelong was motivated in part by the need for support after Teddy’s premature birth

at 28 weeks. He spent the first 100 days of his life in NICU, which made it essential for them to be closer to Erica’s parents in Geelong.

“We came from a really tight-knit community, and we were looking for something similar here,” Erica explained. “We needed the

support because of Teddy’s health challenges.”

When it came to Teddy’s education, the family initially planned for private schooling in later years, but quickly realised that the local kindergarten spots were filling up fast due to Geelong’s growing population.

“We had to start looking at private options earlier than we expected,” said Justin. “The College was incredibly welcoming. The staff at the Junior School were so proactive, especially given Teddy’s size and additional needs. It was exactly what we were hoping for.”

The decision to support Belerren was a natural one for the family. Their belief in the importance of sport in children’s development, as well as the opportunity to leave a lasting legacy, led them to ‘Take Their Place.’

“It’s about leaving a mark for our family,” said Justin. “Teddy will grow up seeing this and feel connected to it. We even brought our parents to see it, so they feel part of it too.”

For Erica and Justin, supporting Belerren is also a way to say thank you. “It’s a thank you for the support we’ve had so far and for what this facility will provide in the future,”

your

Erica said. “We believe strongly in the role sport plays in mental health and academic focus.”

The Weston and Cohen families are proud to take their place in Belerren’s future, leaving a meaningful legacy for their son and generations to come.

Are you ready to Take Your Place?

You can learn more about how you can contribute to this important project at takeyourplace.tgc.vic.edu.au

Take

Leave your mark on our new Sports and Wellbeing Centre by taking your place in our new stadium.

place.

Shape their sporting future.

Make your donation

With a tax deductible donation of $1,000 or more, your support will be acknowledged with an engraved plaque in the courts’ seating area.

Create a lasting impact.

Enter your wording

Become part of College history

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Rites of Passage LEANNE RUSSELL, HEAD OF MIDDLE SCHOOL

A rite of passage is a profound journey marking a transition from one stage of life to another. It challenges us to step beyond the familiar, embrace growth, and discover new strength and purpose. For our students, this journey lays the foundation for resilience, connection, and self-discovery, equipping them to face life’s challenges with courage and confidence.

Imagine stepping away from the comfort of home, the support of family, and the ever-present pull of technology. Picture an eightday experience that challenges, empowers, and transforms – a journey that helps students discover who they are and who they want to become.

This is the essence of the Rites of Passage, a cornerstone of our Year 8 Camp, designed to guide students on their transition from childhood to young adulthood.

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The Rites of Passage framework, created by Dr Arne Rubinstein, was introduced to the Middle School in 2022 after Year 8 Coordinator, Paul Jubber, completed a Leadership Training course in New South Wales.

transformative experience, preparing

To ensure its impact, all camp staff undergo specialised training, including an in-house development session led

by Dr Rubinstein himself.

key phases: Separation, Transition,

This equips staff with the tools and insights to guide students through this

Students leave behind their usual

them for the challenges and growth that lie ahead.

The program At the heart of this program are three and Reintegration.

Separation environment – school, family,

technology, and creature comforts – as they embark on this adventure.

Transition Through challenges that test their mental and physical resilience, students begin to grow and transform, discovering newfound courage and self-confidence.

Reintegration Upon their return, students reunite with their families and settle back into their usual lives, bringing with them the lessons learned and emotions experienced during their journey. This is a significant moment for many of our families, and many of the parents are astounded by the raw emotion that this process evokes.

During camp, students are provided with challenges. These challenges push their boundaries, build a sense of self-efficacy and confidence, they learn resilience, find courage and work together with other people.

Many students depart for camp with a ‘me’ centred focus. This is understandable in this context, as there are uncertainties, anxieties, excitement and nervousness around how they will cope with or without friends, whilst engaging in activities that challenge their comfort levels and the added feeling of being away from the support of home.

Throughout the camp, students face tasks that push them beyond their limits, fostering resilience, teamwork, and a shift from a “me” mindset to a “we” perspective. As they work together, they begin to recognise the value of collaboration. Strengths and weaknesses emerge within the group, and students learn to support each other, maximising strengths, and supporting weaknesses to build a functional and cohesive team.

The four-week challenge On their return, the transformation continues through a four-week challenge designed to embed the lessons of camp into their everyday lives.

Each child is provided with a Program Workbook to help them take their learnings and integrate them into their relationships on their return.

Week 1 – The Golden Check-In Families create a space each week for open and honest communication, discussing their thoughts and monitoring each other’s wellbeing through a series of questions asked by the child and their parents/carers.

Week 2 – Time Together Students spend one-on-one time with each parent or carer, engaging in activities they both enjoy. This strengthens their bond and helps build and maintain healthy, positive relationships.

Week 3 – Create a Vision Families work together to envision what their relationship could look like in five years and identify the steps to achieve it.

By having their parents/carers involved in this experience, students are also reminded that their families ultimately want the best for them, supporting them as they navigate the challenging yet rewarding journey from adolescence to adulthood.

This journey they undertake is not just about personal growth but about fostering stronger relationships, instilling resilience, and equipping students with the skills to navigate life’s complexities. It is a powerful reminder that transformation begins when we step out of our comfort zones and embrace the unknown.

As Dr Rubinstein highlights, “Faith in our potential is what drives us forward, but transformation requires time, courage, and the willingness to be vulnerable.”

For our Year 8 students, this experience is a crucial step in becoming thoughtful, self-aware, and compassionate young adults.

Week 4 – Honouring Each family member takes time to acknowledge and celebrate one another’s unique gifts and talents.

This reflective process encourages students to recognise that they have the power to shape the direction of their lives—at home, at school, and in their future careers.

It also teaches them that one of the most effective ways to assert themselves and step into adulthood is through open communication.

By sharing their thoughts and feelings, they help those around them understand their experiences, emotions, and aspirations.

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Reflecting on Leadership ALICE GARLAND & FRASER PETERSON, MIDDLE SCHOOL CAPTAINS

We chatted to our ­Middle School Co-

Alice Garland

Captains about the highs

The challenges of leadership Being a student leader presents occasional challenges, particularly when it comes to organising events with short amounts of time, while still balancing other school responsibilities.

Effective time management and selforganisation became really important for me this year.

and lows of their roles.

A time where I was challenged this year was during the creation of the Year 8 jumpers, from getting them organised by Term 4 to handling the needs of my peers and their parents.

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Advice for new leaders: After all my experiences this year, there is one main piece of advice I would share with future Middle School leaders, which I can encapsulate in a quote: “You cannot change where the wind comes from, but you can always adjust your sails.”

There are many things I learnt this year from being a leader, some of these I wish I knew before my role began, and some I’ll be able to use for my own future at school.

The most important thing I wish someone could have told me before I became a Captain this year, is that communication with your fellow leaders in the school can really help you get things done.

In order to balance leadership while still having an academic and personal life you must try to not do too many things at once, and allow yourself to enjoy other things away from your role.

Get one job done well before moving onto the next idea, rather than trying to do many things at a low standard.

A key thing I would tell the upcoming leaders is to establish what you want to achieve as a leader and how you want people to see you. By acknowledging my own values, I was able to improve the decisions I made, while supporting the approach I took to my role.

Working with others Working with others was a key part of my role as a Captain this year, from communication of events to creating a safe space for ideas.

I would always do my best to talk with someone about my thoughts on something we may have been planning, or even just a presentation at Assembly. Communicating with others about your thoughts can really improve your relationships with the

leadership team and the teachers who support us. Giving everyone the opportunity to share their ideas while discussing a topic in a group setting was something that was really important for the leadership team this year. We wouldn’t leave a meeting before everyone who had wanted to share their thoughts was given the opportunity to do so. This allowed the group to hear different perspectives on the topic. Having positivity towards others and yourself is really important in creating an inclusive atmosphere.

Even if you disagree with someone’s opinion on a topic, listening to their idea and maybe even asking a few questions really allows an open and supportive discussion between your team.

Fraser Peterson Over the year of being a School Captain for Middle School, I have reflected on leadership as a whole.

make you a good leader but will help you to be a good person.

Vision for the future There have been many rewarding things Looking ahead into a vision for the future about being a student leader at the of leadership here at Middle School, Middle School. there are many things I hope I have left behind.

The challenges we have faced and the sacrifices that we have made have Throughout the year, I have worked brought great rewards. The greatest of hard to leave a lasting legacy at this all has been the friendships I have made College, encouraging fellow students to with my fellow leaders – and being able try something new and to try their best to watch them strengthen and grow in everything they come across at the throughout the year.

Finally, for leaders to have a strong Middle School. connection across primary and To be a good leader, the qualities you To help the leaders in 2025, I encourage secondary it is important for people to have as a person are vital. The qualities them to have regular meetings as a get to know you as a leader.

I believe that are most important to be leadership team to catch up on what has a good leader are integrity / courage, In 2025, I hope that the students and been happening. kindness, and respect towards one staff of Middle School continue to form a another. Having these traits will not only vibrant and happy community.

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Our Cre8-tive Year 8s PAUL JUBBER, YEAR 8 COORDINATOR

Year 8 Cre8 is an opportunity for students to develop independence in their learning, flexibility, persistence, problem solving, time management and creativity, culminating in a project that is displayed for students, parents, and the College community to enjoy. Through selecting an appropriate mentor to guide their progress, students work alongside their mentor to design, craft, and display their work at this annual event.

The Year 8 Cre8 Exhibition is a wonderful celebration of impressive student-directed learning projects.

This year boasted a variety of cooking and food preparation projects, sewn garments, printed items, music compositions, and personal programs for selfimprovement.

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The countless hours students devoted to their project did not go unnoticed, with some exceptional displays of hard work, dedication, and clear skill progression along the way.

Some of the displays were particularly eye-catching due to the large-scale nature and finer details of the final presentation of their project.

The Cre8 Exhibition was an event that the whole community could enjoy, sparking ideas and inspiring a cohort of Year 7 students for the year to come. We look forward to following and guiding the progress of our Year 8 students of 2025 and celebrating their dedication to their passion project.

Emily Gilchrist – Boat Design and Construction This Cre8 project was an idea conceived by Emily and her father after “viewing a YouTube video about building a boat”.

Emily thoroughly documented her ideas and journey by regularly updating a visual diary.

She invested a considerable amount of time in researching materials, planning and designing, calculating measurements, and constructing the boat.

The significant effort that went into her project is a testament to the final product that she is able to enjoy with her mentor – her dad.

Fraser Mackey – Drone Footage With a keen interest in digital technologies, Fraser took on the challenge of understanding, exploring, and trialling aerial navigation through drone footage.

The footage taken for his Cre8 project highlights The Geelong College Senior School, and in particular, the new Belerren Sports and Wellbeing Centre.

At the presentation evening, the images were printed on canvas and displayed as a large-scale visual for the audience to enjoy.

One of Fraser’s images is featured on the front cover of this edition.

Austin McLellan – Firepit Design and Construction Austin produced an impressive final display of craftsmanship with an eloquently designed rustic cast iron firepit.

Through this journey, Austin learnt to weld metal, developing an amazing final product made from “old wheels and disks”.

He simply used “a welder and a ruler to measure it all up” with the product taking him “14 hours across 2 days to complete”.

With the support of a mentor from Horsham, his final piece was assembled and given as a gift for his family to enjoy.

Teddy Wilson – Music Production Exploring his passions, Teddy worked to compose, produce, and record a number of musical items that were then presented in a DJ Tent.

As a budding musician, Teddy produced these impressive tracks, which included countless hours of work and dedication to achieve the optimal sound in his final product. Teddy also put consideration into how his audience would be able to enjoy his music, showcasing his work in a tent in the quadrangle.

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Bowing to the music: Year 3 Strings Program EMMA CHANDLER, PUBLICATIONS COORDINATOR

Music is an integral part of the Junior School curriculum at The Geelong College, nurturing creativity, confidence, and a love of the arts in our students.

From their earliest years, children at the Junior School are immersed in a dynamic and inclusive music program that fosters not only artistic growth but also neurological development, thanks to the many benefits associated with learning an instrument.

in ways that are both enriching and exciting. Activities like vocal glissandos encourage pitch exploration, while creative movement tasks build a vocabulary of physical expression, helping students respond expressively to a diverse range of music.

Each student in the year level participates, beginning with a handson introduction to the violin, viola, and cello. After trying each instrument, students are allocated their instrument (based on their preference), and so, begin their musical journey.

Studies have shown that engaging in music strengthens connections in the brain, enhances memory, and improves focus and coordination.

At The Geelong College, these benefits are harnessed through a comprehensive music curriculum.

For those with a passion for performance, there are opportunities to take individual lessons and join various ensembles outside of class time.

The music program is expertly designed and led by teacher Trish Timmins, supported by a talented team of music educators. Together, they create a vibrant and supportive environment that brings out the best in each student.

Across all year levels, students engage in singing, percussion, movement, and improvisation through creative and fun activities that build their musical and expressive skills.

From echo songs that strengthen pitch memory to rhythm and beat exploration, children experience music

One of the program’s highlights is the Year 3 Strings initiative.

As a staff member, I had always been aware of the Year 3 Strings Program.

However, this year, I had the privilege of experiencing it from a more personal perspective: we had a Year 3 student in our household.

It might seem daunting to imagine a room of 8-9-year-olds armed with string instruments, many holding one for the first time.

More so, if you were a parent preparing to welcome one of these instruments into your own home for afterschool practice sessions.

For my family – I had strong hopes we would be hearing the deep, dulcet tones of a cello.

Instead, our child brought home the violin.

Images: (Above) The final performance for the 2024 Year 3 Strings Program.

(Right) Student, Billy Wake, demonstrating the pizzicato technique during an earlier performance.

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The violin, renowned for its beauty in skilled hands, is also infamous for its resemblance to a ‘screeching cat’ in less practiced ones. I feared our home might soon echo with that latter sound!

Fortunately, my fears, though not without basis, never materialised.

The program is so thoughtfully structured, it eases both students and parents into the experience.

For the first few weeks, students do not use a bow at all – they pluck the instrument’s strings with their fingers.

The result is a soft, pleasant, bouncy sound – the simple technique known as ‘pizzicato’.

The Year 3 cohort includes students with a wide range of experience— some had never picked up an instrument before, others had started private lessons alongside their classwork, and a few had been playing their instruments for years. For many, this program was their first introduction to reading music.

As the program continues, students continue to build confidence and basic skills. Along the way, they begin learning to read music – mastering timing and notation as they go.

Despite this variety of experience, their tone, timing and professionalism far exceeded our expectations.

After a few weeks, they ‘earn’ their bow – a moment of immense pride for every student.

Watching the focus and determination on their faces as they lifted their bows and brought music to life was a truly heart-warming experience for everyone in the room.

The time flies by, and before you know it – your child has gone from wide-eyed, string-plucking beginner, to being able to play a recognisable tune! (In our case – ‘Twinkle, twinkle little star’) As part of the program, students take part in several performances throughout the year, warmly welcoming parents and families to celebrate their progress.

At the first of these, it was truly amazing to see the high standard of performance the children achieved.

It was easy to forget that these young musicians were only 8 and 9 years old.

ensemble that meets before school and tackles more challenging pieces.

Balyang Strings also participates in the Strings Showcase, a spectacular event celebrating string musicians from across the school – Junior School through to Year 12.

One particularly memorable moment occurred during the finale, as the school’s oldest string players joined forces with the youngest—Balyang Strings—to perform A Million Dreams from The Greatest Showman. This moving performance perfectly illustrated what dedication and practice can achieve.

As their teacher, Trish Timmins, beautifully put it, the performance encouraged the students to “dream big.”

Beyond the music, these events highlight the patience, discipline, and camaraderie developed through the program. It’s heartening to see students overcome performance nerves, celebrate each other’s achievements, and sit respectfully as attentive audience members.

Music is much more than just a subject at College – it’s a way for students to grow as individuals and as a community.

For those with a special talent and passion, the journey doesn’t end there. Students with advanced skills are invited to join Balyang Strings, an

It will be wonderful to watch this year’s ‘strings’ cohort as their talents continue to grow and they progress through the school and beyond.

And it’s a privilege for parents and teachers alike to watch their skills, confidence, and love for music flourish.

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...And all that jazz!

EMMA CHANDLER, PUBLICATIONS COORDINATOR This year’s Senior School Musical transported audiences back to the roaring twenties, as students brought the glitz, glamour and grit of Chicago to life. From flappers to jazz, and a hint of circus magic, the production showcased not only the timeless themes of media manipulation and celebrity culture but also the incredible talent and hard work of our senior students.

Under the creative direction of Lachy Joyce and Karen Sunderland, the cast, musicians, and backstage crew delivered a spectacular performance that was equal parts entertaining and thought-provoking. With stunning choreography, captivating performances, and dazzling costumes, the students embraced the challenge of this iconic musical and truly shone.

Congratulations to everyone involved—your dedication and passion made this show an unforgettable experience for all.

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A celebration of young creatives Reflecting on the Transit Lounge 2024 VCE Art Exhibition KEVIN JESS, HEAD OF DESIGN & CREATIVE ARTS

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Left: Josh Wilkinson’s bass guitar. Above: Arabella McColl’s hand-painted silk garment. Below: Lexie Blockey and her work,

The Geelong College recently celebrated our students’ artistic talents with the Transit Lounge 2024 Exhibition, a showcase of work by our Year 12 Design & Creative Arts students.

Held in the Keith Humble Centre for Music and Performing Arts, the Transit Lounge 2024 VCE Art Exhibition welcomed over 200 guests who came to celebrate the students’ dedication, innovation, and unique expressions.

I opened the evening with an acknowledgment of the Wadawurrung people, their deep-rooted creative knowledge, and their contributions to our shared landscape of art and design. Geelong’s designation as a UNESCO City of Design is a reflection of this rich heritage.

represents a pause in the journey – a gathering place for these young creatives as they step forward from past accomplishments and prepare to embrace future endeavours.

The diversity of their work, from textiles inspired by iconic artists to meticulously hand-crafted instruments and furniture, was truly impressive.

This year, we saw some standout pieces, including Josh Wilkinson’s intricately crafted bass guitar and Arabella McColl’s beautifully handpainted silk garment.

The ‘Transit Lounge’ theme for this exhibition is particularly fitting. It Ad Astra Issue No 147 51

Above: The Morrison Society tour the exhibition

Each piece showcased months of committed research, experimentation, and hands-on creation.

It was a true pleasure to introduce our guest speaker, Kameiko Gray, who formally opened this year’s exhibition.

A Geelong College graduate of 2012, Kameiko has since earned her Bachelor of Fashion Design and Master of Design, specialising in print and textile design. Now, as the Head Designer at Foxwood Clothing for Stage Two, she brings an incredible depth of expertise and inspiration to our students. We were thrilled to have her back to share her journey and insights with us – thank you, Kameiko, for helping make this evening so special.

We also had the honour of presenting several awards to our students for their exceptional efforts.

Lexie Blockey received the Peter Oulton Rosson Award, an acknowledgment of her extraordinary commitment and passion.

The Principal’s Art Prize was awarded jointly to Arabella McColl and Josh Wilkinson, honouring their dedication to craftsmanship and innovative approaches to design.

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In the days following the exhibition’s opening, we welcomed visitors from across our community, including a special visit from the Early Learning 4 “Nature Rangers.”

These young explorers embarked on a “scavenger hunt” through the exhibition, sparking their curiosity and offering them a glimpse of what awaits them when they reach Senior School. Watching these future creatives engage with the art and design on display reminded us all of the excitement and wonder inherent in learning and creating.

Our Morrison Society and Foundation members also enjoyed a curated tour through the exhibit, gaining insight into the thought processes and dedication behind each project.

Highlights included Molly Pring’s deeply personal mixed-media work exploring stages of grief and Mason Mahoney’s innovative mussel declumper and grader prototype – an impressive response to real-world challenges.

Projects like Jessamy Bennett’s Schiaparelli-inspired dress and Zephyr Seignior’s ‘workout cutlery’ showcased the vast range of skills and

creative problem-solving abilities our students developed.

Transit Lounge 2024 exemplifies the possibilities unlocked when students bring their unique visions to life, blending traditional and contemporary techniques to push creative boundaries.

As I shared in my closing words at the opening night event – this exhibition is not just about the final products but about the incredible journeys that each student undertook.

To the family, friends, and community members who attended, thank you for your unwavering support and encouragement.

I am also immensely grateful to the Design and Creative Arts staff, technicians, and our guest curator for their hard work, which made this exhibition possible.

And to our Year 12 students, a final message:

“Be proud of your work, celebrate these achievements, and stay connected. The next part of your journey awaits.

TGC Arts update MUSIC

Exceptional musicians Congratulations to two of our Senior School students, Harriet Carter-Williams and Matthew Kweh, who have both achieved Performance Diplomas from the Australian Music Examinations Board – prestigious achievements indeed.

Matthew Kweh L.Mus.A, A.Mus.A Earlier this year, Matthew Kweh was awarded his Licentiate Diploma of performance, with a Distinction, on piano (L.Mus.A.).

The Licentiate Diploma is one of the highest honours awarded by the Australian Music Examinations Board, and is more commonly achieved by university-aged students. This makes it a huge achievement for a Year 10 student.

Moreover, Matthew achieved another rare feat when he attained a second Diploma, on a second instrument. He was recently awarded his Associate Diploma in Music, Australia (A.Mus.A) on violin as well. A superb effort from Matthew!

Harriet Carter-Williams A.Mus.A Year 9 student, Harriet, also recently achieved her Associate Diploma in Music, Australia (A.Mus.A), with a Distinction, on cello.

A huge achievement, especially given Harriet’s age.

To give context to these achievements: These Diplomas require a very high level of performance skill, and typically takes between one and three years to complete.

They are generally considered to be equivalent to one to two years of study at degree level.

We congratulate both Harriet and Matthew on their outstanding achievements.

PERFORMING ARTS

Mystery and laughter brought to life The Year 9 production of ‘Clue’ was a delightful blend of suspense and humour, capturing the spirit of the classic murder mystery.

Based on the 1985 movie and inspired by the board game, the play is set in a remote mansion.

Six eccentric guests, and a butler, discover their host dead – and everyone is a suspect. It’s a race to uncover the killer before the body count rises.

Each student brought their characters to life with impeccable timing and flair, keeping the audience laughing and guessing throughout. Behind the scenes, students took charge of designing costumes, sets, props, hair and makeup – authentically capturing the mansion’s eerie charm.

With sharp pacing, standout performances, and unexpected twists, the cast and crew delivered a thoroughly entertaining show that delighted the College community.

MUSIC

A musical night to remember This year’s Foundation Concert offered a dynamic showcase of the College’s music program, bringing together students from the Junior School choristers to the accomplished Year 12 musicians.

Held once again in the stunning Costa Hall, the concert was a celebration of talent, with each ensemble taking their turn to perform for a full and appreciative audience.

The evening began with the Senior String Quartet and built to a dramatic finale, featuring nearly 200 performers – with plenty of amazing talent in between.

There was no shortage of standout moments from across the year levels, but the TGC Symphony Orchestra and Combined Choirs teaming up to perform Carl Orff’s ‘O Fortuna’ from ‘Carmina Burana’, was one of the thrilling highlights of the night.

We congratulate everyone involved – students, staff, and the community members who came along to watch. It was a most memorable evening, made possible by the generous support of The Geelong College Foundation.

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Fulfilling Lives SIMON FINNIGAN, DIRECTOR OF EXPERIENTIAL LEARNING

The Fulfilling Lives program of 2024 was more than just a school initiative; it was a journey of discovery, connection, and transformation.

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Spanning 187 students, 32 staff, 11 groups, and 8 diverse locations – both local and international – the program offered experiences that challenged perspectives and forged lifelong memories.

Through their experiences, students immersed themselves in cultures, histories, and communities that reshaped their understanding of the world.

Whether they were mentoring Timorese peers at Encouragement House, painting a healing centre in Cape York, or planting mangroves in Fiji, these young people embraced opportunities to make a tangible impact while learning about resilience, teamwork, and the value of relationships.

In every location, a unique story unfolded. In Timor-Leste, students stepped into a history rich with resilience, witnessing the joy and hospitality of people who thrive on strong connections rather than material wealth. In Vietnam, they helped build a road that would transform village life, ensuring reliable access even during challenging seasons. Each destination brought its own challenges and rewards, and for many, the program proved to be not just an educational experience, but a deeply personal journey.

The Fulfilling Lives program doesn’t just teach students about other cultures; it also teaches them about themselves, fostering personal growth

and friendships that will echo far beyond their school years. It is not merely a trip – it is a transformative chapter in their lives.

Timor-Leste was a new program for 2024. It was quite unlike anything the students imagined it to be, and it certainly was not an experience they will ever forget. The close friendships they made with the local people and with each other were unexpected and authentic.

The first two days were spent in Dili, Timor’s capital. During this time students developed a feel for their new home for the next 12 days. They learnt about the history of TimorLeste, absorbing over 500 years’ worth of Timorese history, comprised of both Portuguese and Indonesian colonisations, liberties, civil wars, and at last peace.

Following Dili, the group travelled to Maliana and the home of ‘Encouragement House’ a boarding house for Timorese students. The group were traditionally welcomed and then went about their work supporting the teaching of English to the students of ‘Encouragement House’. This was reciprocated through the teaching of Tetum, the most commonly spoken language in Timor Leste.

Throughout the week in Maliana, College students visited local rivers, farms and markets, all accompanied by the students of Encouragement House. The group took part in singing, dancing, volleyball and other games and attended a local church service.

‘By the end of the week, we had truly connected with the people in ‘Encouragement House’ – we felt like we were saying goodbye to old friends. The last day in Maliana was an emotional one as a result. We had such an incredible time in Maliana, one that we will never forget’, recalls one of our students.

in their cohort they may not have had much to do with before – which, alone reaps benefits upon their return to school life.

The skills our students develop are invaluable for personal growth and will serve them well across all aspects of life.

Towards the end of the program, students noted how happy the local people were, despite having minimal material possessions. Instead, they valued relationships with each other and looked to create strong and positive friendships whenever they could – this included their visitors from Geelong and the group was made to feel like they were part of a larger family.

The Fulfilling Lives program incorporates a wide array of learning opportunities where students not only come to understand the culture, history and geography of an area but in some cases the socio-political influences that have shaped a community or indeed a nation.

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Cultures connected From Fiji and Lilla to Cambodia, Cape York, the Top End, Vietnam, and Timor-Leste, our students embraced diverse cultures, supported local communities, and lent a hand to organisations closer to home, making a meaningful impact wherever they went.

Fiji

Lilla

Location: Somosomo

(Note that Lilla has a stronger focus on cultural immersion than service learning)

Description: Students took part in marine conservation efforts, conducting coral surveys and learnt about mangroves, planting mangrove seedlings to help prevent erosion and protect the wetland environment. Students also built fish houses designed to encourage biodiversity in the reef. These structures made from coral, shells and concrete provide shelter for marine life, promoting a healthier and more balanced ecosystem.

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Location: Lilla Description: Students took part in numerous tasks in the Lilla homelands ranging from cleaning to painting to generic repairs and removal of introduced plant species.

Cambodia

Cape York

Location: Kampong Chan

(Note that Cape York has a stronger focus on cultural immersion than service learning)

Description: The service project was undertaken in conjunction with a service project partner NGO, Buddhism for Social Development Action (BSDA), which works to empower and help women, children, and marginalised members of the Kampong Cham community in education, health, and income generation.

Location: Buru Homeland Description: Students painted the ‘Healing Centre’ under the guidance of Traditional owners.

Students took part in concreting works at a local school in Kampong Chan under the guidance of local trades people.

Top End, Northern Territory Location: Homeland communities in West Arnhem Land Description: Students contributed to a longitudinal service project which is designed to help with the longterm goal of creating sustainable environments for every community in the Kakadu and Western Arnhem land regions. The students participated in the ongoing maintenance and repair of an orchard and edible garden that can help create a cheaper healthier way of living which continues to give, season after season.

Vietnam Location: Remote Muong Village in Mai Chau Description: Under the guidance of local trades people, students contributed to a locally led development scheme which involved the building of a road within the village. This road will better enable reliable access to and from the village by vehicles especially during the wet season.

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Local Connections

Timor Leste

Location: Geelong and the Bellarine Peninsula

(Note that Timor-Leste has a stronger focus on cultural immersion than service learning)

Description: • Salvos Northside Community Centre – Students learnt about the service provided by Salvos Northside and students assisted with practical hands-on tasks such as food preparation.

• Our Village (Formerly Geelong Mums) – Students learnt about the service provided by Our Village and students assisted with practical hands-on tasks such as putting together clothing packs.

• Cottage by the Sea – Students learnt about the Cottage by the Sea’s mission and what that looks like in action. As they were preparing for another group of children who would be staying with them for their holiday program; students were able to help clean the playground area and set up some fun activities.

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Location: ‘Encouragement House’, Maliana.

Description: Students worked as mentors to the Timorese students and supported the English curriculum that was being delivered by their Timorese teacher.

School Activities BUPA Aged Care Visits

Celebration of Learning—Campbell House

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Foundation Concert

Victorian Schools’ Music Festival

GISSA Golf Championship

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Senior School House Athletics

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Year 7 Camp Snowsports 62 Ad Astra Issue No 147

Year 9 Futures Week

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Open experiences of life SONDRA WOLFENDEN, HEAD OF JUNIOR SCHOOL

I am often asked, “Why a Reggio Emilia approach to education?” The answer lies in the heart of everything we do at The Geelong College Junior School. We believe in offering our students rich, diverse experiences that foster growth, ignite curiosity, and nurture a strong sense of community. Rooted in the Reggio Emilia philosophy, our approach creates an environment where children are not just educated—they thrive as they learn, live and grow together.

From their very first day at The Geelong College, our youngest learners are encouraged to explore, discover, and engage with the world around them. Through handson experiences and collaborative projects, they develop a lifelong love of learning.

A highlight of our school year is the Celebration of Learning Expo, where students proudly showcase their achievements to their families.

This year’s theme, Imaginations that Inspire, brought forth a captivating array of projects that illuminated the children’s evolving ideas—a moment of pride and joy for all.

We also foster connection and community through cherished events like Grandparents’ Morning. Students invite their grandparents to join them at school, participating in activities and sharing in the joy of learning.

This event celebrates the wisdom and love of the older generation, creating lifelong memories. Additionally, our students build meaningful connections with the residents of Kalkee Nursing

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Home. Through regular visits, they gain invaluable lessons in empathy, respect, and service, enriching both students and residents alike.

At The Geelong College Junior School, we encourage our students to be brave, kind, and respectful—a philosophy rooted in the Reggio Emilia approach. As Loris Malaguzzi, its founder, wisely said:

“The wider the range of possibilities we offer children, the more intense will be their motivations and the richer their experiences.”

This year, as we celebrated 50 years of co-education, we revisited this philosophy, encouraging our students to take risks, ask bold questions, and stand up for their beliefs, all while demonstrating kindness and respect for others.

Our classrooms are dynamic spaces where ideas are shared, creativity is nurtured, and each child’s voice is valued. Through the Reggio Emilia

approach, we see our students as capable, curious, and filled with limitless potential. We celebrate their unique journeys, helping them grow into confident, compassionate individuals.

The Junior School is more than just a place of learning; it’s a vibrant community where every child is supported and valued. It’s a space where ideas flourish, friendships are built, and experiences enrich lives. Guided by the Reggio Emilia philosophy, we prepare our students to excel academically and become thoughtful, courageous, and compassionate members of society, ready to navigate an ever-changing world.

At The Geelong College Junior School, we are proud to offer an education that goes beyond the classroom, helping children live, learn, and grow together—today and every day.

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From Geelong to Tanna: A story of friendship PHIL TAYLOR, TEACHER OF DESIGN & CREATIVE ARTS

For the past 17 years, The Geelong College has been privileged to maintain an educational partnership with Lenakel Presbyterian College on Tanna Island, Vanuatu. This small island, measuring 30km by 10km, lies 200km south of Vanuatu’s capital, Port Vila.

The College’s connection with Tanna was established by Ian Macmillan, former Head of the Preparatory School, whose grandfather served as a missionary on Tanna for 36 years in the early 1900s.

Since 2007, many College students and staff have visited Lenakel College, staying with local hosts and learning about Pacific Island life and culture.

Unfortunately, this year’s trip was cancelled due to the collapse of Air Vanuatu.

To maintain the connection, the College collected donations of clothing and medical items with the involvement of students, staff and parents. This effort resulted in the successful shipment of two pallets to Port Vila, which were then transported onward to Tanna Island—a challenging feat given the remote logistics involved.

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Infrastructure and transportation between Pacific Islands are notoriously complex, but we’ve been fortunate to receive support from current parent Meyric Slimming. Through his company, Silentworld Shipping and Logistics, Meyric and his team helped coordinate the shipment, ensuring a smooth and safe delivery. Special thanks go to Romiel and Anna in Port Vila, whose assistance in navigating bureaucratic red tape was invaluable.

The shipment included medical supplies donated by the Savides and Smith families, alongside items initially contributed back in 2015 following Cyclone Pam’s devastating impact. A current Year 12 student, Rhi Hetherington, deserves special recognition for raising funds on GoFundMe to purchase sports equipment for the students at Lenakel College. This contribution will bring

excitement to the students, who seldom have access to new sports gear, often using thatched palm fronds as substitutes for a ball.

We extend our heartfelt thanks to all College families and staff who have contributed clothing, goods, and support to the Lenakel community over the years. Your generosity has made such a positive impact.

Message from the Principal of Lenakel Presbyterian College: “We at Lenakel Harbour View Presbyterian College, Lenakel Central Hospital, Tuhu Latan School, and Lenakel Presbyterian College would like to express our sincere gratitude for the generous gifts we received yesterday, 14 October 2024.

Your kindness and thoughtfulness have truly touched our hearts and

made a significant difference in our communities.

The gifts will undoubtedly benefit our students, patients and staff. We are particularly grateful for the books, sporting and hospital equipment.

Your generosity will help to maintain a relationship that will keep resonating in the future and will elevate the morale of our community, knowing that you are out here praying for us as well as we do for you.

On behalf of all of us, we would like to extend our warmest thanks to you and Geelong College for your support.

Your generosity is a testament to the spirit of giving and compassion.”

Despite a few hiccups, including COVID-19, typhoons and the airline collapse preventing Year 10 trips from going ahead, we hope to continue this strong relationship of friendship and cooperation long into the future.

Further to our connection with Tanna, the school also sent 25 boxes of uniforms to Zara, a fashion retail company, that run a used clothing donation program to give them a new life. These are then sorted and distributed to people at risk of exclusion via non-profit organisations.

For those interested in future donations, please email: phil.taylor@tgc.vic.edu.au

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International pathways ADRIAN BLADES, CAREERS EDUCATOR

At The Geelong College, the journey doesn’t end at graduation – it expands across borders and oceans. Our students are encouraged and supported to think big, dream globally, and seize the wealth of opportunities available across Australia and beyond. From Canberra to California, Adelaide to London, TGC graduates are making their mark on the world stage.

Each year, several College students will move interstate for university, and in recent years students have started tertiary study across Australia with many of them moving to study in Canberra, Queensland, South Australia, and Tasmania.

Universities such as Adelaide, the Australian National University, Bond University, and Griffith University on the Gold Coast have provided exciting and varied opportunities for our students amongst many others.

In 2023, 15 interstate universities, in addition to all nine Victorian universities made offers to our students which represents more than half of the universities in Australia.

This is all part of students taking a broad and global approach to their

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study opportunities and many look internationally as well. Some students are excited by the international exchange programs which is standard in Australian universities and many relish that experience. Other students are keen to move internationally, and the school is supportive of making those opportunities available, accessible and achievable.

The biggest growth in interest is in the United States, particularly for athletes where scholarships are part of the admission and recruitment process and the experience. Since 2016 around 40 students from The Geelong College have moved to the US as athletes. Each have obtained scholarships and studed in varied areas of interest such as Commerce, Health, Science and Engineering.

An independent US College recruitment agency – Study and Play USA who has worked closely with and supported the careers department stated that The Geelong College is the biggest destination school for US College sports. This is an achievement that the students and the school community should be proud of.

All of that in just eight years.

With the introduction of co-curricular scholarships, dedicated and outstanding sports performance staff, and the opening of Belleren, the capacity for growth is significant and very exciting for students into the future.

We are seeing growth, too, in the variety of sports that students are

excelling in here, and then the US College system.

the best athletes and people into their programs.

Rowing formed the initial foundation of US College pathways.

The Careers department has put significant resources into supporting and promoting international pathways.

With the US Colleges, The Geelong College has provided a venue for students to complete their US College entrance examination, the SAT, with sittings held on a Saturday morning.

Now we have talented students performing in track-and-field, crosscountry, basketball, soccer, tennis, and golf, all having amazing experiencs and giving so much to the Colleges that recruit them.

Each year at least five to ten students apply to the US Colleges who assess students based on their results across Years 9 to 12, their performance in the US College Entrance Test, the SATs and their ongoing performance as an athlete.

The US College system is a userpays model and without scholarships the fees are $55,000 to $70,000 US per annum for four years. However, the scholarships process which is about fee reduction, is built into the recruitment process. Scholarships are offered based on all the factors listed above and after interviews with coaches, whose role it is to recruit

With the profile of US College sports pathways growing, students with an academic and creative arts interest are starting to look to the United States, United Kingdom and Europe for those opportunities.

There is a significant appeal to students in studying and learning in large Colleges and Universities, as well as in well-known performing and creative arts places such as New York, California, London, and Paris.

Our students should be encouraged to dream big and explore the opportunities as widely as possible with a sense of hope, optimism, and support.

The overseas interests also go well beyond sports and performing arts, to areas ranging from Fashion to Engineering. In the United States, scholarships seem less available for prospective students looking to opportunities outside of sport and in the UK and Canada, out of pocket costs can also be high with limited scholarships.

Those students often look to Europe which have courses that teach in English, and that are supported by their governments even for international students. Countries that are part of the European Union enable international students to study at a similar rate to domestic students in those countries.

The growth in interest and reputation of United States College sports is providing exciting opportunities for TGC students.

The possibilities for growth and exploration in international pathways is significant, varied and exciting.

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Charting a sustainable future MIKE HOWELL, DIRECTOR OF COMMUNITY RELATIONS

Sustainability isn’t just about ticking boxes; it’s about leading by example. Our students are at the heart of these efforts, rolling up their sleeves to tackle realworld challenges and make meaningful changes. In this update, we’ll share the exciting ways our community is working together to create a lasting impact on our environment.

We want to share the latest updates on environmental initiatives and the inspiring ways our students, staff, and community are working together to promote sustainability. As outlined in our 2024–2029 Strategic Plan, one of our key imperatives is to be an exemplar in environmental education and ethical practices. This includes improving our waste, energy and water management practices. Here’s

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how we are starting to make a tangible difference.

Building a pathway to net zero: Energy-efficient upgrades Earlier this year, we conducted a detailed energy audit across all campuses to better understand our carbon footprint and identify areas for improvement. The results: Excluding Scope 3 emissions (such

as suppliers and travel which are yet to be assessed), our annual baseline emissions amount to 2,326 tonnes of CO2 annually. This translates to approximately 1.41 tonnes per student per annum, compared to the national average of 15.4 tonnes per person annually.

Building on this audit, we plan to progressively invest in energy-efficient technologies, including LED lighting,

solar panels and energy management systems. These insights will guide our decisions over the next five years as we work towards reducing our emissions.

Leading by example: Student-led sustainability Our students aren’t just participating— they’re leading. The waste audit project wasn’t just about sorting rubbish; it was a hands-on lesson in environmental responsibility and innovation. From analysing data to proposing solutions, the experience left a lasting impression.

Beyond waste management, Senior School students have launched a community-focused recycling initiative to support a school in Tanna, while Middle School students are actively exploring practical ways to integrate sustainability into their daily routines.

Nude Food Movement: Leading the way in sustainability At the Junior School, the Nude Food initiative is in full swing, inspiring students and families to embrace eco-friendly lunchbox habits by cutting down on plastic wrapping and disposable packaging. Guided by the enthusiastic Early Learning Nature Rangers, students are taking impressive steps to keep playgrounds spotless and rubbish-free.

A special shoutout goes to our Year 3 leaders, who are championing this initiative. Their efforts not only keep our environment cleaner but also set a wonderful example for everyone to follow.

Together, for a greener tomorrow These efforts mark just the beginning of our sustainability journey. By reducing waste, cutting emissions, and fostering a culture of environmental responsibility, Geelong College is laying the groundwork for a future that’s not only sustainable but inspiring.

Alumni inspiration: The Plasticians Old Collegians are also contributing to positive environmental change. The Plasticians, founded by two alumni, are working to repurpose plastic waste into practical materials, encouraging communities to reconsider their approach to waste management.

(Story: pages 86-88).

By choosing ‘nude’ food options, we are collectively reducing landfill waste and taking meaningful action.

Championing Plastic Recycling and Composting Initiatives In the Middle School, the Sustainability team is tackling the plastic waste crisis head-on! Using a cutting-edge recycling machine we have become micro-recyclers, determined to create a circular economy.

The team started by collecting plastic bottle caps and the little soy sauce fish containers and is now transforming them into pens, combs, carabiners and Jenga blocks. The process involves sorting the caps into colours, crushing them into small pieces, and then melting them through our extruder machine into custom moulds.

Unscrewing the moulds to see how the colour combinations have turned out for each product is definitely a highlight!

Alongside this project, the Sustainability team has also started a composting system to reduce food waste sent to landfill! The smallest of changes can make a big difference!

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Waste reduction programs Did you know that Geelong College sends nearly 58 tonnes of waste to landfill annually? After a recent waste audit, 12 Senior School students rolled up their sleeves and sorted through 182 kilograms of rubbish—one week’s worth of waste. Their findings were both eyeopening and inspiring.

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62% of waste was food scraps: A major source of methane, a greenhouse gas 25 times more potent than CO2.

•

10% was paper and cardboard: Easily recyclable but currently adding to landfill emissions.

The students identified several opportunities to enhance our waste management practices. Currently, our existing bin infrastructure only accommodates landfill and two recycling bins, with no options for organic waste. The students proposed introducing a new threebin system (landfill, organic waste and recycling) strategically placed in several locations across the Senior School campus.

Recognising that 10% of waste consists of recyclable paper and cardboard, they suggested placing dedicated paper recycling bins in every House room to make recycling easier and more accessible.

The students also explored implementing the Container Deposit Scheme (CDS) for plastic, glass and aluminium containers, which could provide a source of revenue to reinvest into school projects.

The overall audit revealed that 91% of the waste sorted could have been diverted through better practices, highlighting the need for change. Work has started with tutor groups to collect and manage waste and recycling, providing support to our cleaning, grounds and maintenance teams.

These new initiatives will be introduced at the start of next

year alongside an education and awareness campaign aimed at improving waste segregation and recycling. While just small steps, we hope these initiatives will create lasting behavioural change in sustainable practices.

For more insights, please scan the QR code below to hear from the students involved in the waste audit. bit.ly/TGC_waste

The makeup of the waste we audited Commingled 2.3% General Bin Juice Waste 3.7% 6.8%

Organics 61.9%

CDS* 6.5% Paper/ cardboard 10.1%

Soft Plastics 6.2%

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Each year, we collect donations of non-perishable food itmes to make Christmas Hampers, which are distributed to families in need through Uniting Care. Pictured are some of our students with their school’s collections: (Above) Middle School, (Right) Senior School.

Faith, hope and love STEVE WRIGHT, COLLEGE CHAPLAIN

“And now these three remain: faith, hope and love. But the greatest of these is love.” (1 Corinthians 13:13) Earlier this year, I shared some reflections on these three key values during one of our Chapel services.

These values, central to the Christian faith, are drawn from a famous passage on love in action. It was written by the Apostle Paul as an encouragement to the believers of the time. Although written over 2000 years ago, these values are still as powerful and world-changing today.

As Chaplains, we consider it a great privilege to create space for our students and staff to explore spirituality and faith and to consider some of life’s big questions.

Faith: The dictionary describes faith as “complete trust or confidence in someone or something.” In

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Christianity, that belief is centred in a faith that God is always with us.

Faith is deeply relational, and the Bible emphasises the importance of our relationships with othersaour friendships and family – where trust and confidence flourish.

As staff, no matter our role – whether in the classroom, the office, on the sports field, driving buses, maintaining facilities, cooking, or cleaning – we each play a part in inspiring and encouraging the next generation.

As educators, we strive to instil in our children and young people a sense of trust and confidence. In an increasingly unstable world, we want them to look ahead with hope, to face

challenges with courage, and to trust in those who journey with them.

Our students have the opportunity to explore faith and spirituality through our Religion and Values classes at Junior and Middle School and Philosophy and Religion at Senior School.

As we create a safe and respectful space for our students to inquire about faith, it is wonderful to see how our students engage in these conversations.

“Faith is not certainty. It is the courage to live with uncertainty. Faith is never easy. The great heroes of the moral life, like the great artists and scientists and thinkers, like anyone who has undertaken to live a life of

high ideals, know failure after failure, disappointment after disappointment.

What made them great is that they refused to despair.” (Lord Jonathan Sacks).

Hope: Through faith, hope grows.

Our Chapel services throughout the year are opportunities to pause and be still. We live in a fast-paced and busy world and our services provide opportunities to simply stop, to reflect and hopefully be encouraged.

From our whole College Easter and Christmas services to the final Year 12 Chapel service and regular services throughout the year, our Chapel remains a sacred and special place to come together.

These moments of reflection are grounded in promises that have brought peace and hope for thousands of years.

“For I know the plans I have for you,” declares the Lord, “plans to prosper you and not to harm you, plans to give you hope and a future” (Jeremiah 29:11)

Love: The Apostle Paul elevates love above the other values as the greatest!

In the book of Colossians, love is described as the virtue that binds all other virtues together in perfect unity.

The first recipients of these letters, and the followers of Jesus, put love into action through service to others. They fed the hungry, and provided clothes and shelter to those who were without.

They cared for the sick, the poor, and the marginalised. They opened their homes to orphans, widows and refugees. They lived out their faith, and did as Jesus had taught them: “love others, as I have loved you.”

Over the last few years we have expanded opportunities for our students to serve others, both within the school and in the broader community. Whether through House initiatives, year-level projects, or partnerships with local charities and organisations, our students have countless ways to make a meaningful impact.

At different year levels we have established ongoing partnerships with local charities, churches and

organisations where our students can serve in a practical way.

Students have visited local Aged Care Residences, and assisted with food preparation at Geelong Food Relief and the Salvos Northside Community Centre. They have also prepared meals for local churches, helped with gardening projects and a wide variety of other community initiatives. Each of these, an opportunity for our students to look beyond themselves to the needs of others.

Faith, hope and love work together and hopefully, our students and staff are encouraged by the powerful influence they can have each and every day. To walk with courage and kindness, and be bearers of hope.

In a world that can often feel overwhelming, we may even wonder, ‘What can I possibly do to make a difference?’ Yet every day presents an opportunity to choose love over hate, to act with kindness, and to bring hope to others.

“Love never fails” And now these three remain: faith, hope and love. But the greatest of these is love.

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Reconciliation through education NATHAN PERRIN, INDIGENOUS CONNECTIONS ADVISOR

As a school, we recognise the importance of learning about the true historical and contemporary wrongs suffered by First Nations peoples. As we continue to learn and grow from this knowledge, we commit to translating our good intentions into attainable outcomes.

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Our Year 8 students from the On Country elective recently experienced a remarkable day of cultural learning at Wurdi Youang (You Yangs). Wurdi Youang, a Wadawurrung name meaning big hill on a plain, is a site of immense significance.

The day began with a hike to Big Rock, where students explored local Aboriginal history and examined artefacts with guided by Wathhaurong’s Cultural Heritage Advisor, Uncle Reg Abrahams.

The learning continued at Wurdi Youang’s world-famous stone arrangement, a site registered on the Victorian Aboriginal Heritage Register.

Scientists believe the ancient stone formation could be over 11,000 years old, making it the world’s oldest known

astronomical observatory. Students were captivated as they learned how the stones align with the setting sun at the equinoxes and solstices, as well as with the distant Brisbane Ranges.

The students shared the following reflections: “I found it fascinating learning about all the other tribe’s cultures, values and beliefs.”

Torres Strait Islander cultures. In 2024, we launched our first Reconciliation Strategy, setting achievable goals through our Reconciliation Action Plans (RAPs). These plans encourage everyone to participate at their own pace, helping us create a future of respect, friendship, and shared responsibility for a better world.

“We learnt that Aboriginal people were the first astronomers and how they marked their seasons, calendars and times using the rock circle” At The Geelong College, we are committed to taking steps towards Reconciliation by building meaningful connections with Aboriginal and

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The Geelong College Gala Ball What an incredible evening we had at our Geelong College Gala Ball on Saturday 27 July, at The Pier! Over 460 parents and staff joined us to celebrate 50 years of co-education.

The band, Good Faces 4 Radio, had the dance floor buzzing all night. Thank you to both of our Parent Associations for organising such a fantastic event and in particular thank you to Tom Gant, Rai Kurul, Sara Selvaraju, Sara Wilson and Tim Brown.

A huge thank you to our amazing sponsors for supporting this celebration of our community.

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Foundation President’s Report SCOTT CHIRNSIDE (OGC 1970), FOUNDATION PRESIDENT Foundation Concert We introduced a Foundation Concert Art Competition for the student’s earlier this year with the winner’s work to be used in the Foundation Concert program and marketing material. Thank you to all of the students who entered the competition – you all put in a lot of effort which was appreciated.

Congratulations 2024 to Aisling Talbot (Year 6) for winning the inaugural Art Competition and to the runners’ up Jack Bull (Year 8) and Sinchan Bhaskaracharya (Year 5).

The students wowed us again this year at the 32nd Foundation Concert.

Costa Hall was a buzz on Friday 9 August with a very packed Concert program which started with the 50 Years of Co-education, Stories of Change video playing on the big screen closely followed by the Senior String Quartet playing Pure Imagination. What a wonderful way to start the Concert. Thank you to all of the students performing on the night and to the dedicated and diligent music staff, including our Director of Music, Mr Scott Templeton, who

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Ann McAllister (MOC 1980) and Eliza Hannagan (2024 Morongo Award recipient)

always makes sure we are thoroughly entertained.

FOUNDATION COLOURS: PANTONE 53 95 C (FOUNDATION GREY) PMS 872 (COLLEGE GOLD) FOUNDATION LOGO

Foundation Events The Morongo Old Collegians Lunch has become a highlight on our annual calendar, something to look forward to each Spring. On Saturday 26 October we were thrilled to have the 2024 Morongo Award recipient, Eliza Hannagan, speak to us about her connections with Morongo through her grandmother Helen Hannagan (née Stuckey). Our guest speaker Janet Park (MOC 1970), spoke about her association with VIEW Club supporting The Smith Family, a very worthwhile cause focusing on the education and wellbeing of children experiencing disadvantage. We had

DESIGN - UPDATE

over 60 attend this years’ lunch and many Morongo Old Collegians also took a tour of Belerren prior to the commencement of the lunch.

Mr Kevin Jess, Head of Design & Creative Arts, took our Morrison Society and Foundation Patrons on a tour of the VCE Arts & Design Exhibition on 29 October, and gave some insights into some of the students’ exceptional work. The courtyard in the Austin Gray Centre was the venue for a lovely lunch afterwards.

Foundation Fellowships Our Foundation Fellows for 2024 are Kate Sculley, Rebekah McColl and Terry Coburn who will be embarking on a Neurodivergent research,

exploration and collaboration Study Tour to Prague in May 2025, which will include attending the 10th annual World Congress of ADHD Conference.

As neurodiversity is becoming more prevalent within our community, it is important for the school to understand this and offer support options to the impacted students, their peers, our staff and parents. We are pleased to support our 2024 Fellows in this Study Tour and look forward to hearing more on this very important subject next year.

Appointment of Ben Miller to the Board It is my great pleasure to welcome Ben Miller (OGC 1993), a current College parent, as a member of the Foundation Board. Ben kindly agreed to join the Board to fill the vacancy left after Andrew Cameron (OGC 1978) retired at the beginning of 2024. Ben joined his first Board meeting in August and we welcome him to The Geelong College Foundation community.

May I take this opportunity to thank the members of the Board of The Geelong College Foundation, including members of the SubCommittees, for all of their support and guidance throughout the year.

These are volunteer positions and your time and dedication to the College is appreciated.

Make your mark on Belerren The Foundation were proud to support the school with a $1 million gift toward the construction of Belerren last year, and we are now humbled to see so many members of The Geelong College community supporting Belerren through the Take Your Place campaign. The College have now sold over half of the “places” or plaques available in the courtside seating area in Belerren and there have been some wonderful stories about why and how people have decided to ‘take their place’.

One of my favourite plaques would have to be the one simply marked “A grandfather” – as this is anonymous the story behind the sentiment remains unknown and yours to wonder. Being a father and grandfather myself, I understand the desire to want to acknowledge those special people in your life, to want to reward their efforts, recognise their achievements and help them leave their mark. I wonder… could this be the story behind this plaque, made with a simple gesture?

your Take

Thank you to the numerous members of the community who have already given so thoughtfully throughout the Belerren campaign, it has been a great success because of your generosity.

place.

Shape their sporting future.

Leave your mark on our new Sports and Wellbeing Centre. To take your place, please scan the QR code below or visit takeyourplace.tgc.vic.edu.au/, or simply call our Advancement Office on (03) 5226 3779 Ad Astra Issue No 147 81

Take a year Checking in with some of our Gap Year students AVA CARRINGTON, LEO BENT & EMMA MOORFOOT

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Ava Carrington (OGC 2023) Being able to write this, with so many fond memories to reflect on, reminds me how privileged I am to have had such an incredible gap year.

For me, the year was about discovering the world and who I could become beyond school life. I believe I have well and truly accomplished this.

This time last year, amid exams, I could not have imagined the challenges, excitement and eyeopening experiences ahead. Sixteen countries later I can look back on so many amazing memories, from climbing Swiss mountains to spontaneously attending a festival in Budapest and even witnessing the northern lights!

This year taught me that the key to living the most exciting and rewarding life is embracing every opportunity, whether or not you think you’re prepared.

Working at Ludgrove, an all-boys, full-time boarding school has been demanding but incredibly rewarding.

Being able to work with four other incredible individuals, learning how to work as a team and face the day-today activities of an all-boys boarding

school has taught us all immense resilience. We have laughed and we have shed some tears too, but at the end of the day, we all have learnt some of the most valuable lessons.

Our daily work consists of coaching sports, teaching the younger boys to read and assisting in the classrooms and boarding house. Even the simplest tasks are enjoyable when shared with fellow gappies.

Adjusting to the cold, wet and dark UK winter was extremely daunting. These feelings of being uncomfortable and being thrown completely into the deep end may seem scary, however, this year has taught me that those feelings are 100% necessary to grow.

Taking this gap year, I have learnt that you get out what you put in. Being comfortable with being uncomfortable and taking that risk is so crucial to developing as an individual. Although being stuck in Germany because of delayed trains may not have been the most enjoyable experience, having the realisation that we have been lucky enough to have been travelling and working across the world for the past 12 months was enough to put a smile on our faces.

Coming to the end of my experience, the sadness we are all starting to feel – knowing that we have to leave the family and life we have created here – is enough to know that I have made the most of this year.

I feel so much more prepared for life after school, and am excited to begin studying Physiotherapy. I know how much this year has shaped me.

I would recommend taking a gap year to anyone. I have made lifelong friendships, and explored corners of the world I never dreamed of seeing and experienced moments that will stay with me forever.

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Leo Bent (OGC 2023) With only six weeks left of my gap year in the UK, I can confidently say it has been the best year of my life.

Reflecting on my experiences and how much I’ve grown as a person, this has been the perfect first step into life beyond school.

When our careers educator, Adrian Blades, suggested a gap year in the UK—working and living at a school with opportunities to travel—I knew instantly it was what I wanted to do. Securing a gap year job was challenging, involving extensive research, applications, and interview preparation, but the excitement of receiving my job offer made it all worthwhile.

Living in a new country has come with its challenges, however, it has been incredibly rewarding – living in a different culture has been exciting. I never thought I’d catch myself calling soccer ‘football’ or that my favourite beer would be a pint of Guinness.

However fast-forward to July when my parents came over to visit, I showed off my somewhat dubious ability to split the ‘G’ on a pint of Guinness and confused them repeatedly referring to soccer as football!

During school holidays, I’ve had nearly four months to travel across Europe, visiting countries I’d only dreamed

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of. So many unforgettable memories and life experiences were made, from basking on the idyllic beaches of a picturesque Greek island to dancing with friends at the vibrant Sziget Festival in Hungary.

you put in the effort to have fun with the kids and staff. Throwing yourself into any opportunity and work that comes your way has great rewards.

Right now, I am packing for a two-day history trip to the Somme in France!

It wasn’t all highs, there were also some lows – such as having to walk through Malta with my ridiculously heavy bag, in the heat of summer, after not sleeping for 48 hours. However, they have taught me resilience and independence.

A typical day at Handcross Park might start with helping out with PE, assisting with sports training or supporting a science class. There are also many after-school clubs to attend. I often help with the cooking and cricket clubs, sometimes having more fun than the kids!

Travelling has been a big part of my year, but an even bigger part has been the experiences I have had working at Handcross Park, in Sussex.

It has been fascinating observing the contrasts between school life in Australia and for kids in the UK. For example – I was shocked when I found out their school day goes from 8am-5pm!

I have been incredibly lucky to work at a school that provides me with three meals a day, seven days a week during school terms. The accommodation is great, and the people working here – including my fellow Gappies and teachers – are some of the best people I’ve ever met.

The work can involve long challenging days, but is extremely rewarding if

Evenings and weekends revolve around boarding life.

I was told when I first started that you become like an older brother to many of the kids in the boarding house.

After ten months of working here, I’ve found this to be true. When spending so much time in the boarding house, you have a lot of fun and build strong bonds. Weekend excursions to places like theme parks, or playing football on the Astro-turf with the kids, have created some of my best memories.

My gap year experience has exceeded all expectations. To any student considering a gap year abroad: take the leap – you won’t regret it!

Emma Moorfoot (OGC 2023) For the past year, I have been working during my gap year at St Mary’s School in Cambridge in the UK. Like The Geelong College, St Mary’s prides itself on their school values, which are learnt from as early as prep right through to the senior years. Being allowed to help teach these important values that they use every day has been a privilege to be a part of.

Taking this Gap year has given me so many experiences and taught me so much about myself, invaluable things that I can take into my future.

A gap year was something I always dreamed of after hearing about it a few years ago. I have always loved the thought of having the opportunity to see other parts of the world while gaining skills and experiences that I wouldn’t get anywhere else.

I have seen parts of the UK that I would not have seen if I didn’t have the opportunity that I did with St Mary’s.

I saw the gorgeous Lake District in a week-long hiking expedition with the Gold Duke of Ed groups. It was also

a great test of my leadership skills, as I was responsible for a group of students.

I have had the privilege of seeing the Dorset Coast as well with the History and Geography classes, along with many more experiences linked to the School.

During the weekends, there is either a trip or activity going on for the boarding girls which I am invited to.

These trips have been great, as I’ve able to see different places, as well as getting to know the incredible boarding girls better.

During holidays and half terms, I made the most of my time in the UK, and travelled as much as I could to several countries. I’ve collected a magnet from each destination as a keepsake of my adventures.

Some of the beautiful and spectacular places I was lucky enough to explore were Ireland, Scotland, Mallorca, Monaco, Nice, and all-around Italy with a day trip to Switzerland thrown in there for fun.

Once I get home, I will be spending as much time as I can with my family and friends, as well as soaking up the sun and warm weather.

I have so much planned for next year, including starting my university studies in nursing on the Sunshine Coast. I feel very excited about it, and will be approaching it with a renewed energy.

Taking a year off to explore other parts of the world has been the most amazing and eye-opening experience that I will take with me for the rest of my life’s journey.

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Turning trash into treasure MIKE HOWELL, DIRECTOR OF COMMUNITY RELATIONS

In a world where 400 million tonnes of plastic are produced annually, a staggering 91% of it goes unrecycled, often ending up in landfills or polluting our oceans. This sobering reality poses one of the greatest environmental challenges of our time: what do we do with all this plastic waste? For Paddy Whittakers (OGC 2017) and George Johnston (OGC 2017), the answer was simple but revolutionary – turn it into something beautiful, practical, and built to last.

Meet The Plasticians – a duo looking to make their mark in sustainable manufacturing.

Founded by two young innovators, Paddy Whittakers and George Johnston, this Hamilton-based business is seeking to re-define the way we view recycled plastic.

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Driven by a passion for sustainability and a desire to make a tangible difference, Paddy and George are transforming waste into beautifully designed, long-lasting products that speak to a greener future.

The Plasticians are focused on sustainability, creating long-lasting

products from recycled plastic rather than single-use items that end up in landfill. They aim to make products with a lifespan equal to that of plastic itself, ensuring their products are still recyclable at the end of their use.

An unexpected path to innovation Paddy and George’s journeys after school took some unexpected turns before they found their path.

George attended university part-time for four years, after College, studying engineering with a focus on renewable energy, but found it wasn’t the right fit for him. Instead, he stepped into sales.

After trying out several sales roles, including one at Tesla, he still wasn’t feeling settled and was determined to find a purpose that aligned with his passion for sustainability.

Paddy’s path was similarly winding.

Starting a Bachelor of Science in Mechanical Engineering, he then switched to Agricultural Science, which he found much more engaging.

A summer job on a sheep and cattle farm near Hamilton affirmed his choice, so much so that Paddy returned to the same job the following summer, and transitioned to a full-time role for the next two years.

This meant Paddy and George’s end product prices would need to be increased to compensate, and they would be priced out of their own consumer market.

Not easily deterred, Paddy and George had an idea – why pay exorbitant prices to source plastic sheets when they could manufacture them themselves ?

Harnessing Paddy’s woodworking and metalworking skills, and following manufacturing plans from the global not-for-profit ‘Precious Plastic’, they set about building their own heated press – in a shed on a family friend’s farm in Wallington.

What they thought would take a month stretched into four as they tinkered, adjusted, and finally perfected their machine.

They found a supplier of recycled plastic beads – Hamilton-based Sustainable Plastic Solutions (SPS) – and got to work.

From a rural shed to a thriving hub in Hamilton It soon became clear that The Plasticians needed more space.

After an arrangement fell through for warehouse space in Melbourne, they were fortunate to be offered space in the warehouse of their plastic bead supplier – Sustainable Plastic Solutions (SPS), and made the move to Hamilton.

Conveniently – the move meant their factory is now located just 20 metres from SPS’s recycling facility.

Building a vision – one plastic sheet at a time By the end of their separate adventures, both Paddy and George found themselves at a crossroads: unemployed but brimming with ambition. It was then that the seed for The Plasticians was planted.

Aware of the devastating impact of plastic waste on our environment, Paddy and George were keen to help.

And they found the perfect solution: turning plastic waste into usable items.

Their mission being to ‘redefine plastic as a valuable resource’.

They began researching manufacturers in that space and found a Sydney-based company that melted discarded plastic into large-scale sheets – ready for manufacturing.

It would have been the perfect match, if not for the price of the sheets – they were expensive.

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Precision in production Since relocating, Paddy and George have further improved their press to enhance the plastic sheet quality and ensure consistency.

Their products are designed in CAD software for precision, with parts cut using a CNC water jet.

Sustainable products with purpose Paddy and George’s innovative designs rely on clever slot-together joinery inspired by traditional mortiseand-tenon techniques, eliminating the need for screws or glue.

From plant stands to vinyl record holders, their creations are not only eco-friendly but also aesthetically pleasing and modern.

A growing reputation Currently, their primary source of sales is online – driven by instagram and other platforms.

Paddy and George are currently refining their product range and preparing for a website relaunch.

They have been excited to see sales coming in from interstate, and as far afield as Amsterdam.

Larger projects, too, are on the horizon, including creating a counter for a café in Perth and manufacturing furniture for offices in South Yarra and Fitzroy.

Giving back and looking ahead Throughout their journey, Paddy and George have received immense

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support from various individuals, whether through direct assistance, insights, or business advice.

George, inspired by the help they’ve received, aims to mentor others in the future. He shares,

“You are best positioned to help the person you once were.”

Paddy and George both aspire to mentor others and expand their impact in the sustainability space. Their eyes are also set on broader opportunities, including creating software to track recycled materials – something the

Australian government will soon require.

The future of plastic, redefined Keep an eye on Paddy and George as they prove how a focus on sustainability can lead to impactful business ideas.

Want to know more?

Watch Paddy and George’s story. bit.ly/TGC_Plasticians

OGC NEWS

Gelbell’s Solo Shows in Ibiza & Sydney

Chong Lim (OGC 1977) Chong Lim was again the Musical Director for the Victorian State Schools Spectacular (VSSS) held in September at the John Cain arena.

This extraordinary event is an experience of a lifetime for over 3000 students, making it one of Australia’s largest performing arts events.

Alongside an impressive array of music, dance, and performance, many students gain valuable professional experience behind the scenes, working in areas such as audio, lighting, video production, and stage management.

Currently, Chong is working on ‘Deeyamithadda’, a First Nations Production, co-composing with First Nations musicians and songwriters based in Cairns.

Artist duo Gelbell (comprising Angelica Wootton (OGC 2015) and Isabella Greene (OGC 2015) ) recently held a solo show in Ibiza, followed by another in Sydney.

Their work is unique, as both artists work together on the same pieces simultaneously.

The works from their Ibiza exhibition depicts figures, are inspired by their observations while living and painting on the island. The body of work draws from the long history, vibrant colours and the unique blend of tourists and local cultures in Ibiza.

Their work is held in private collections across Australia, New Zealand, Singapore, Europe, UK and USA. More infrormation: info@gelbellart.com or instagram @gelbell

Darrell Wade (OGC 1979) Darrell Wade (OGC 1979), co-founder of Intrepid Travel is behind a recently published book that explores 100 unique travel experiences to change the way you think about travel. Drawing on 35 years of travel stories from the Intrepid team which now includes 3000 travel experts worldwide – the book offers inspiring insights into what connects us and how to see the world from a different perspective.

See intrepidtravel.com and publishinghardiegrant.com

Barry (OGC 1966) and Keith Fagg OAM (OGC 1969) Past parent and Deputy Prime Minister, Richard Marles, spoke at the recent 170th anniversary celebration of Fagg’s Mitre 10. The event was hosted by directors Barry and Keith Fagg OAM, who oversee one of Australia’s oldest continuously family-owned businesses.

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OGC NEWS

Lyndsay Sharp (OGC 1979) The netball girls of 1982 – 42 years of friendship From a friendship forged over a shared love of netball in 1982 to biking through Croatia together 42 years later, this group highlights a key point about College friendships: They‘re often lifelong.

Thank you to Deb Hynes (OGC 1982), Sue Pickering (OGC 1985), Fiona McKenzie (OCG 1985) and Janine Dimmock (OGC 1983) for sharing their story with us.

Congratulations to Lyndsay and her husband David on their induction into the Geelong Wine Hall of Fame this November.

This honour celebrates their innovative contributions to the wine and hospitality industries through their businesses: Leura Park Estate, Jack Rabbit Vineyard, Flying Brick Cider Co., Yes Said the Seal, and Curlewis Golf Club.

Jeanne Mirza (former French teacher)

Professor Ken Smith (OGC 1980) Congratulations to Ken on his appointment as Director of the Walter and Eliza Hall Institute for Medical Research. For the past 14 years, he served as Head of the Department of Medicine at Cambridge University.

He holds a Doctor of Science degree from the University of Cambridge and was recognised as a Fellow of the Academy of Medical Sciences since 2006, was elected to the American Association of Physicians in 2020, and received the Lister Institute Research Prize in 2007.

Reflecting on his new role, Prof. Smith shared, “WEHI is globally renowned for its outstanding history of critical discoveries in cancer, immune health and infection, developmental disorders, and healthy ageing. I’m excited to return to WEHI and to connect with the staff, students, and supporters dedicated to addressing some of the world’s most complex health challenges.”

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Congratulations to former French teacher Jeanne Mirza, who taught at the College from 1992 to 2005. At her recent 80th birthday celebration, Jeanne was awarded the prestigious Alliance Française Medal by the ‘Fondation des Alliances Françaises’ in Paris, honouring her 60 years of dedication to teaching the French language.

Pictured below is Jeanne with some of her past French students from the Class of 2004.

A VFL Premiership

Swimming for a cause: 12km challenge across Victoria The Newtown Swimming Club, a passionate community of swimmers in Geelong, is taking on an exciting mission from 13-15 December. Club members will swim a total of 12 kilometres across 12 pools in regional Victoria, promoting healthy, active lifestyles in local communities.

The team is made up of five Geelong College alumni, two current parents, two alumni spouses, and future parents. With the encouragement of Tristan Read, the Recreation Centre Manager, and his staff, they have been training hard and are excited to take on this challenge.

The Newtown Swimming Club fosters camaraderie and inclusivity, and through this event, they hope to inspire others to embrace swimming for fitness, competition, or the simple joy of being in the water.

We wish them all the best in this challenge and to keep inspiring!

Congratulations to players, Sam Conway (OGC 2017) and Jack Henderson, (OGC 2017) and Assistant Coach, Matt Dowling (OGC 2017), on their premiership win with the Werribee Football Club – taking out the Victorian Football League (VFL) Premiership.

Jack was also awarded the Norm Goss Medal for Best on Ground, and was named in the Victorian Football League (VFL) Team of the Year.

Alex Williams (OGC 2023) Congratulations to Alex Williams on securing bronze in the Under 19s Men’s Double Sculls (JM2x) at the World Rowing Championships in St Catharines, Canada, earlier this year.

Alex and his rowing partner, who is from Queensland, travelled back and forth putting in countless hours of training in the double.

A truly fantastic effort!

Alex is currently living in Adelaide, where he is studying a Bachelor of Health and Medical Sciences at Adelaide University.

From school mates to SIDS advocates: Old Collegians make a difference with River’s Gift AFL Carnival The 6th River’s Gift AFL Junior State of Origin carnival took place in July of this year at Jubilee Oval in Glebe, Sydney. With 350 young players in action, the Glebe Greyhounds JAFC hosted the Ocean Grove Cobras Junior Football Club in a thrilling weekend of footy.

Organised by Old Collegians Cain Sarah (OGC 1992), Harvey Stephenson (OGC 1992), and Karl Waddell (OGC 1991), the event honours Karl’s son River, who tragically passed away from SIDS in 2011. What began as a way for Cain and Harvey’s sons to compete, has grown into a significant fundraiser for SIDS research. This year, the carnival raised an impressive $50,000 and saw 150 players from around Victoria join 200 local players.

Mark your calendars for the 7th edition at Collendina Reserve early in July, 2025!

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OGC NEWS

A Premiership for the OGFC Chantal Mason (OGC 2023)

Congratulations to the Old Geelong Football Club (OGFC) Senior Women’s team for their thrilling victory over Fitzroy in the Premier B Women’s Grand Final at Elsternwick Park. They have made history by becoming the first OGFG team in the 70-year history to advance to the Premier A Division.

Former College Captain, Chantal Mason, made her AFLW debut with the Geelong Cats this season!

Special shout out to Katie-Rose Campbell (OGC 2015) on the winning team and to Charlotte Kay (OGC 2015) who contributed throughout the season but was away for the final.

In her debut match, the Cats claimed a thrilling 47-37 victory over reigning premiers, the Brisbane Lions.

Old Geelong 5-4.34 d Fitzroy 4-4.28

The Geelong Cats AFLW team, including Chantal, also conducted a training session on the College’s grounds – enjoying our indoor pool and brand-new Sports and Wellbeing Centre, Belerren.

Tom ‘Axe’ Atkins (OGC 2013) We’re thrilled to celebrate Tom taking out the ‘Best Club Person’ award for the Geelong Cats 2024 season! This recognition came as he retired after a sensational career – a truly welldeserved honour.

We couldn’t be prouder of your performance this season – go, Chantal!

Lachie Field (OGC 2018) Congratulations to Lachie for making back-to-back Premier League hundreds for Geelong Cricket Club this season.

Lachie, who captained our First XI during his time at College, hit his first Premier League century and followed it up with another one the next week – two in two weeks!

Image: Carey Neate via Geelong Advertiser

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Angus Widdicombe (OGC 2012) Congratulations to Angus, who rowed in the Men’s VIII at the Paris Olympics. He took the fourth seat, the engine room of the boat.

The team performed impressively, and came sixth overall.

Earlier this year, Angus and his team finished fourth at the World Rowing Cup.

Ian Redpath (OGC 1954) In November, the Geelong Cricket Club at Kardinia Park, celebrated the official opening of the new Ian Redpath scoreboard at their home ground. Ian Redpath’s impressive cricket career includes 67 Test matches, amassing 4,737 runs at an average of 43.4, with a top score of 171.

The event attracted several cricketing luminaries, including former Principal Paul Sheahan (OGC 1959), who remarked, “The only time I ever had doubts about my relationship with ‘Redders’ was when we were out in the middle together. Running between the wickets, a call from him wasn’t a command or even an offer—it felt more like the start of a negotiation!”

Sadly, Ian passed away on 1 December, 2024. A tribute to his life will feature in the June 2025 edition of Ad Astra.

Reunion of the Class of 1964 Sandy Cameron (OGC 1973) Meredith Dairy, owned by Sandy and Julie Cameron, was proudly featured at a recent parliamentary reception held in honour of His Majesty King Charles III and Her Majesty Queen Camilla.

The event, hosted by the Honourable Anthony Albanese MP, Prime Minister of Australia, offered a taste of the farm’s finest products.

While Sandy and Julie didn’t have the chance to meet the royal guests, it’s safe to say that they no doubt enjoyed the delectable Meredith Feta Cheese served as part of the canapés.

Nearly 40 people gathered at The Diggers for a special reunion marking 60 years since leaving The Geelong College, with 18 others sending their apologies. The group took a moment to acknowledge their 14 classmates who have passed away, remembering them as an important part of their shared memories.

Many thanks to Kelvin Spiller and Russell Coad for making this event possible.

Jamie Bell (OGC 2000) Jamie was recently elected onto the Stonnington Council via the Tooronga Ward at this year’s election. Jamie has previously served on the Colac Otway Shire Council and will be a great asset to the Stonnington community going forward.

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OGCA President’s Report KYLIE MACKEY (OGC 1993), OGCA PRESIDENT

2024 has seen a range of meaningful connections among our alumni, re-establishing ties in a variety of ways that offer purpose and value. We have seen renewed enthusiasm for reconnecting with the College in innovative and impactful ways.

Our efforts and decision making have been guided by our OGCA strategic framework, aligned with our mission to connect Old Collegians with each other and the school. Our vision is simple yet powerful: ‘That all alumni of The Geelong College should have the opportunity to be engaged with the school community’.

Key Highlights from 2024: • We proudly celebrated 50 years of co-education at the College (1974-2024), supporting the College’s recognition of this significant milestone.

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A comprehensive review of our OGCA constitution is underway to ensure it accurately reflects our Association using modern and inclusive language appropriate for a co-educational institution. This will be finalised and endorsed in 2025.

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We bid farewell to our Vice President, Caitlin Lamont (OGC 2009) in October. Caitlin, who joined in 2020, has been a valued and active member. In 2025, we look forward to welcoming several new Committee members. We are also actively seeking a recent school leaver to represent our Youth Portfolio on the Committee.

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In the past six months we hosted numerous reunions, including: -

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The 30-year reunion for the Class of 1994.

The OGCA Staff & Council Cocktail Party.

The 20-year reunion for the Class of 2004.

The Sic Itur Luncheon which brought together 177 alumni who attended the College 50+ years ago.

We also supported a reunion event in Perth.

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Our Annual General Meeting was held on Thursday 24 October.

I had the privilege of speaking on a few occasions with the Year 12 cohort, who recently became the newest members of our alumni community. As part of this, I had the honour of presenting OGCA gifts to 180 graduating students, officially welcoming them as Old Collegians.

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We celebrated the official opening of the Belerren Sports and Wellbeing Centre in July, (following the OGCA contribution to the capital campaign of $150,000 over 5 years).

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We again provided support for our alumni to connect and play sport via our ongoing partnership with our sporting clubs (OGSC in Melbourne, Geelong Amateur Football and Netball Club in Geelong and the Albert Bell Club).

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Thank you to all our Old Collegians who have generously shared their time, advice and experience with some of our younger alumni in the mentoring program.

We continue to support the Australian Red Cross Lifeblood team, encouraging our alumni to donate blood and make a difference.

We remain committed to supporting the College community via the Reach Out Program, to provide genuine and empathetic support for survivors of historical harm.

We have also left a legacy by purchasing an engraved plaque on behalf of all Old Collegians in the seating area of Belerren (Take Your Place Project).

Notables Gallery Last call – nominations for the OGCA Portrait Gallery of Notable Old Collegians closes at the end of December. This gallery, launched in 2011, celebrates alumni whose achievements reflect the College motto, ‘Sic Itur Ad Astra’ (Reach for the Stars).

Nominees are recognised for excellence professionally, philanthropically, in the Arts and on the sports field.

Proposed AFL Gather Round Event In April 2025, we are considering introducing a new event to coincide with the AFL Gather Round in Adelaide.

We invite your feedback on the type of event that would best suit our alumni’s preferences.

Please scan the QR code or visit: surveymonkey.com/r/FQCBXS9 and share your thoughts via our quick survey.

Join TGC Connect Did you know our alumni includes over 13,000 members? As Old Collegians, we are part of one of the oldest alumni associations in Australia. Join us at: www.tgcconnect.com to connect with fellow alumni for social events, career advice, networking and mentoring, job opportunities or just to get back in contact with former classmates.

Stay in Touch The OGCA Committee is here to support all Old Collegians. If you need assistance or have news to share – whether it’s an achievement, milestone or story – please get in touch.

OGCA@tgc.vic.edu.au

Our OGCA Committee: President Kylie Mackey (OGC 1993) Honorary Treasurer Ashley McHarry (OGC 1991) Honorary Secretary Nicola Cousen (OGC 1989) Executive Officer Mike Howell Members Sam West (OGC 2000), Bridgette Engeler (OGC 1985), Donald McAllister (OGC 1990) and Morongo representative, Ann McAllister (MOC).

Community Relations team: Chelsea Matheson and Niki Nurnaitis.

2025 OGCA Event Calendar • 2024 Leavers’ Function Thursday 13 February • OGC V OGG Annual Golf Day – Thursday 6 March • Hong Kong Reunion Sunday 9 March (TBC) • Albert Bell Club Dinner Friday 14 March • 10 Year Reunion (2015 year group) Friday 21 March • 40 Year Reunion (1985 year group) Saturday 3 May

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1. Some of our ‘5 Years of Service’ recipients: Vicki Read, Naomi Miller, Sarah Langley, Caroline Stok; 2. Our ‘25 Years of Service’ recipient, Michael Terry.

OGCA Staff & Council Cocktail Party On 31 October, the OGCA awarded Honorary Memberships to 12 staff members who have completed five years of service at The Geelong College.

Additionally, Michael Terry was given Honorary Life Membership in recognition of his 25 years of service.

5 Years of Service Angelica Carrasco, Amber Ketteringham, Sarah Langley, Kate Matthews, Naomi Miller, Roma Munro, Penny Nielsen, Vicki Read, Caroline Stok, Lou Thompson, Daniel Thomson and Mel White.

• Sic Itur Luncheon Saturday 21 June • 5 Year Reunion (2020 year group) Saturday 26 July • 30 Year Reunion (1995 year group) Friday 29 August • 20 Year Reunion (2005 year group) Friday 7 November

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OGCA Events

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OGCA 20 Year Reunion 1. Alice Bradshaw, Joel Carnegie, Laura Chesson-Williams, Tegan Stapleton; 2. Carina Schokman, Chris & Kandace Carman; 3. Katie Wheeler, Kat Manks, Christie English; 4. Melissa Chiang, Ashlee Heritage, Melanie Perkins, Adelle Thompson, Jeanne Mirza & Emily Robertson; 5. Xavier Shiels, Alex Carah, Hamish Troon & James Young

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OGCA Perth Reunion 1. Clare Ashby, Karin & Stephen Motteram, Don Poynton; 2. Georgie Wynne, Michelle Parsons; 3. Tim Allen, Will Schofield; 4 & 5. Dinner at the Shorehouse

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OGCA Sic Itur Luncheon 1. Peter Doak, Garry & Marny Fenton; 2. Don Lawson, Bill Farrow, James Dennis; 3. Wayne Hill, Rob Windmill ; 4. Past boarders; 5. Yijing Wang, Rex Gardner, Adrian Gordon

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OGCA 30 Year Reunion 1. Emma Jarman, Lisa Fuller, Simon Pettig, Cat Carswell; 2. Katie McMahon, Penne Young, Jahnna McKeag; 3. Pat Van Prooyen, Hamish Cole, Tim Noonan; 4. Paul Sheahan, Romney Nelson, Stewart Harris; 5. Tom Paton, Jodie Percy, Hamish Cole, John Robertson

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Life after College We chat to Old Collegians from the recent OGCA Reunions (Class of 2004 and 1994) about their journeys and experiences since leaving College.

Emile Devrome (OGC 2004) After graduating from school in 2004, I moved to England to complete a gap year and travel. I then completed a Bachelor of Laws and Bachelor of Commerce at the University of Melbourne. While I originally set out to become a lawyer, I quickly learned that my natural interest was in commerce, and so focused on a career in finance.

After enjoying a 9-month world tour to see the sites, I started my career at KordaMentha, working in restructuring and turnaround. After three years I pivoted to investment banking at Credit Suisse.

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In 2016 I joined Goldman Sachs, and in 2018 I transferred to New York. In 2019 my wife and I welcomed our first child and then found ourselves in the depths of COVID-19 living in an apartment in the West Village – a truly unforgettable and eye-opening experience.

After relocating back to Australia in 2021 and moving firms to UBS, I now live in Carlton North with my wife, and three sons under 5. When not chasing after kids, we’re always on the hunt for our next renovation project, so I suppose we’re suckers for punishment.

John-Paul Nicolo (OGC 2004) John-Paul completed his 13 years of schooling at The Geelong College, graduating from Year 12 in 2004.

He subsequently studied medicine and music (piano performance) at University of Melbourne, graduating with a Bachelor of Medicine/Bachelor of Surgery (Hons), Bachelor of Medical Science and Diploma of Music in 2010.

John-Paul was a resident at Newman College throughout much of his time at University of Melbourne.

John-Paul completed his postgraduate medical training at University Hospital Geelong, Monash Medical Centre, The Royal Melbourne Hospital and The Alfred. He is a Fellow of The Royal

Australasian College of Physicians, and a specialist neurologist and epileptologist. In 2021 John-Paul completed a PhD through University of Melbourne, examining the factors associated with the development of epilepsy after stroke.

John-Paul is currently the head of the epilepsy service at The Royal Melbourne Hospital and holds consultant neurologist appointments at The Alfred Hospital and University Hospital Geelong.

John-Paul is married to June and has a three-year-old daughter, Clara.

Kate Wheeler (nee Wood) (OGC 2004) I am currently employed at Meli (formerly Bethany Community Support) in Geelong as a specialist family violence case worker.

Following my time at The Geelong College I studied a Bachelor of Social Work at RMIT University. I had always had an interest in social justice and the practical 3-month placement blocks throughout my degree cemented my passion for social work practice.

I worked for the Government for eight years, but following the birth of my second child found it harder and made the decision to step away and pursue other creative interests. My hiatus from social work and the sector saw me going back to my favourite subject from school – Year 12 Art / Photography. I photographed weddings for a number of years, before feeling the call to come

back to social work and my area of specific interest – gender inequality and violence towards women.

I have been working in case management for the last three years – working individually with women and children impacted by family violence, and also facilitating a local Women’s Group for victim-survivors of Family Violence.

I get to work creatively, and every work day is different from the next.

My advice for anyone planning their career future is that nothing is set in stone – I have had two VERY different career experiences since leaving school – it is ok to change things up when they aren’t working for you anymore.

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Sam Sawade (OGC 2004) After graduating from College I joined the Royal Australian Air Force and went to the Australian Defence Force Academy in Canberra, where I studied a Bachelor of Arts majoring in History and English. Three years later I packed up and moved to Tamworth, NSW to undergo pilot training.

Sometimes life throws curveballs, and after an unsuccessful attempt at pilot training, I changed my specialisation to Air Traffic Control.

I spent time in Sale and Perth while in the RAAF, with my biggest highlight being part of the multinational operation in search of MH370 in 2014. In 2015 I departed the military for a job in the civilian sector.

I worked at the Perth Airport Control Tower for five years, before moving to Karratha in northwest WA as an ATC Supervisor. In January we will be returning to Geelong, and I will be

Joel Carnegie (OGC 2004) How do you sum up 20 years?

Thankfully, I’m not who I was at graduation, though some things have stayed the same— storytelling and music — and I now combine both as the Evenings Presenter on ABC Classic, sharing concerts, stories, and late-night music with listeners across Australia and the world.

My journey began with a Bachelor of Music (Honours) from the University of Melbourne, with time studying at Kunstuniversität Graz in Austria, followed by a Master of Arts (Media & Communications) from Swinburne University. I then went back overseas, with my radio/audio work airing on media outlets in the UK, Canada, USA and Germany.

Now back in Geelong with my husband, Tom Molyneux (OGC 2009), and our

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two dogs, other recent life highlights have included: producing Audible’s first Australian podcast series; producing/ performing in the award-winning theatre show “Stardust + The Mission” which toured 45 cities across Australia; leading the development and premiere of the mainstage theatre show rescue drama “Hells Gates”; and as a Musical Director, leading an inclusive orchestra in Geelong, called Awkwardstra Geelong, welcoming all musicians. Join us: www.awkwardstrageelong.com.au.

To those starting out: I’d say: stay curious, embrace life as it happens, and trust yourself in going with what feels right.

Follow Joel on Instagram: www.instagram.com/joel.carnegie Connect with Joel on LinkedIn: www.linkedin.com/in/joelcarnegie/

instructing new air traffic controllers in Melbourne!

While I was at College, I knew that I wanted to go to the Air Force and be a pilot. I was able to tailor my learning to suit the job and this helped immensely in the recruiting process.

This career didn’t pan out as expected, but one thing I did learn from TGC was resilience in the face of disappointment.

I was able to pivot from a lifelong dream that unfortunately was no longer an option, to building a successful career in an industry and role that I love. I didn’t dwell, I just moved forward.

We are excited about the next chapter and returning to The Geelong College community, with my two boys starting at the Junior School in 2025.

Nette Fischer (nee Harkin) (OGC 1994) I run a sheep and cropping property in South Australia’s Mid North and the Adelaide Hills alongside my husband Troy.

It was a wonderful adventure and honestly, a struggle to return to university from! Fortunately, I only had a year left of my degree.

We have a White Suffolk Stud called Ashmore and crop lentils and wheat.

We have three daughters aged between 9 and 16.

After some travelling, I worked in Sydney for eight years—three for Meat & Livestock Australia and five as the Logistics Manager for Mac, a company supplying beef to McDonald’s. During this time, I met my husband, and we decided to move to his family farm in South Australia.

I boarded at The Geelong College for four years, and for a country kid from North East Victoria with separated parents, boarding was wonderful.

For the first time in my life, I could choose which parent’s home to visit on weekends or holidays.

After school, I studied a Bachelor of Business – International Trade at Monash University.

Unsure of what I wanted to do, I chose a broad degree to keep my options open.

While we were relatively older when we started our hands-on farming careers, I believe the experience in other agribusinesses has been invaluable.

Farming now requires skills in finance, marketing, logistics, and HR, though there are plenty of days when I’m driving a truck or tractor, which I love.

Our farm was burnt out in 2015, and we have since rebuilt, replaced machinery, and tripled the area we farm.

Agriculture was an interest, so I took a gap year between my second and third years of university and went jillarooing.

Prudence Johnson (OGC 1994) I am currently a fertility specialist and the Clinical Director of Monash IVF Geelong Clinic. I also work in the public system at Barwon Health and as a lecturer at Deakin University.

hours, allowing me to juggle my responsibilities as a mother to two teenage children and strive to be a good daughter, sister, auntie, and friend within my wonderful village.

After studying medicine at Monash University, I returned to Geelong to complete my internship and met my husband, Nick.

My four years at The Geelong College played a significant role in helping me follow a path to a fulfilling career in medicine.

I was fortunate to find my passion in women’s health quickly and commenced my training in obstetrics and gynaecology at Mercy Hospital for Women.

I still look back with gratitude at the encouragement and support my Year 12 teachers provided.

Guided by mentors and the opportunities that arose, I transitioned into fertility and IVF care, which I find both challenging and rewarding.

I also have flexibility in my work

I appreciate that not everyone has a clear career goal in school, but for those who do, it is important to believe in yourself, ask for as much help as you can, and work with determination and grit.

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OGC sports news ROWING

The Albert Bell Club STUART OLSEN (OGC 1993), ABC PRESIDENT

The Albert Bell Club is celebrating our 50th season next year..

Funding secured I am proud to announce that we have helped secure the purchase of both an eight and a four through our financial contributions and connections to the boat renewal program.

Additionally, a seat replacement plan is now in place, with the ABC committed to assisting wherever needed in future seasons.

Success at the World Junior Championships In exciting news, Alex Williams (OGC 2023) won a bronze medal at the World Junior Championships in Canada, competing in the Men’s U19 Double Scull, while Charlie Rahdon (OGC 2022), representing Harvard University, won the Head of the Charles Regatta in the US, rowing in the Lightweight VIII. National Training Centre Selection Following an intensive week at the recent National Training Centre Assessment Camp, Charlie Batrouney (OGC 2018) was selected to join Rowing Australia’s National Training Centres for 2025 and work towards representing Australia at the highest level of competition.

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TOP: Alex Williams (OGC 2023) & Luca Free securing bronze in the U19’s Men’s Double Sculls at Rowing World Championships BOTTOM: The winning Crew Head of Charles Regatta (Charlie Rahdon 4th from left)

ABC Annual Dinner

Thank you for your support

Looking ahead to early 2025, the Albert Bell Club will be celebrating our 50th year of supporting the Geelong College rowing program at our annual dinner on Friday 14 March. We would love to see as many past rowers as possible and current parents there on the night – keep an eye out for the invitation soon!

Thank you to everyone who supported the ABC this season, whether by attending events, volunteering, donating, or supporting the College rowing program – it is all much appreciated!

As ever, we welcome your feedback. Follow us on Facebook at Albert Bell Club or email albertbellclub@tgc.vic.edu.au.

FOOTBALL, NETBALL & CRICKET

The OGFC JON ANDERSON (OGC 1970)

The Geelong College and the Old Geelong Football Club is a bond through the decades. The connection remains as strong and vibrant as ever. This enduring relationship dates back to 1974, when the club was renamed to reflect the growing number of Collegians joining its ranks at Como Park.

In 2024, this connection was further solidified when the OGFC women’s team achieved a historic milestone.

They became the first OGFC side to win promotion to Premier A of the VAFA, securing a thrilling seven-point victory over a spirited Fitzroy team in the grand final at Elsternwick Park.

Charlotte Kay (OGC 2015) and KatieRose Campbell (OGC 2015) were key members of the flag winners.

A highlight of the men’s season, which finished with an agonising twopoint loss to Trinity in the first semifinal of B Grade, was the selection of Jack Sheridan (OGC 2015) as first ruckman in the B Grade Team of the Year. Jack, affectionately known as “Shez,” has built an impressive footballing resume, including two club best-and-fairest awards and the prestigious G.T. Moore Medal for VAFA Premier B Best and Fairest in 2023. He was joined in the Team of the Year by the Club’s captain, Will Horsfall, who came to OGFC via University Blues and Melbourne Grammar.

As part of the Club’s determination for the men’s senior team to push for Premier A in 2025, an U19s program will be re-introduced under the tutelage of Jock Grimshaw and Chris Gubbins (contact Chris on 0434 973 986).

As such we would welcome any Old Geelong Collegians from the past three years to make Como Park their footballing home in 2025. For those

worrying they may not make the age group, it’s effectively an U20s competition that calls itself U19s.

The women’s program continues to go from strength to strength, with Charlotte Kay and Katie-Rose Campbell set to return in 2025. Both Jack Sheridan and Matt Bird are also expected to reach their 100-game milestones next season.

For Katie-Rose, who celebrated her 50th game in 2024, OGFC is much more than a club:“Our coach Jack Crameri has been great for us, not only on-field but also from a community feel off the field. Plus I know the boys at the Club respect him as well, making him a key person at Como Park. He has really built up our program and fostered connections with younger girls in terms of recruiting. I love the place and could never play anywhere else.”

other clubs look at us and think that’s where they want to be. There are people who do so much, with ‘Boner’ (Simon Bones) and Jimmy Wright instrumental, through to Sophie Batten who is involved in everything, Nick Edwards has been so helpful, and then those in the background like Jake Ward and Jimmy Legoe.”

The Old Geelong Football Club remains a cornerstone of the Collegian community, offering not just a competitive sporting environment but a home where lasting friendships and memories are made.

Here’s to another exciting chapter in 2025!

Charlotte Kay has enjoyed similar experiences at the club: “My friends are all from the club, the boys are an amazing group who are just so encouraging, and I know Ad Astra Issue No 147 103

FOOTBALL & NETBALL

The Ammos Club BRUCE HARWOOD (OGC 1978), AMMOS COMMITTEE MEMBER

Another local football/netball season closes with record player numbers and huge on and off-field success for the Geelong Amateur Football Club (AMMOS).

The Ammos celebrated an incredible 2024 season, securing multiple football and netball premierships across the Club. The pre-season laid a solid foundation, paving the way for success on and off the field and courts.

Our Junior’s Football Style Academy has again been a huge pre-season success, with young male and female footballers advancing their skills and deepening their understanding of the game. The program will return this November and December, once again supported by The Geelong College, which generously provides access to the Southern Fields at the Middle School. These specialised sessions are highly valued by all participants.

Player recruitment across the Club has been outstanding, cementing the Ammos as a genuine Club of choice in the region.

We are thrilled to announce that our senior football coach for 2025 will be former Richmond premiership player Sam Lloyd, who brings a wealth of experience to the Club.

Construction of our new genderneutral change rooms is underway, with the Club funding the design and the local council supporting construction. These new facilities will complement our existing change rooms, adding four additional spaces equipped with full amenities.

The WAMMOS women’s football division continues to lead the region, boasting two senior teams and four junior teams. With over 120 registered female footballers, the Club remains

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at the forefront of promoting women’s participation. This is in addition to nearly 200 netballers proudly representing the Ammos.

Planning is well underway for the Club’s 100-year centenary in 2026.

A significant part of this milestone will include the publication of a book capturing the Club’s rich history.

The Geelong College will feature prominently, as the Club was originally formed by members of The Geelong College and Geelong Grammar School communities.

Over the years, hundreds of players, presidents, senior committee members, and supporters have contributed to the Club’s culture and success.

The centenary publication is being spearheaded by Old Collegians Geoff Williams (OGC 1987) and Bruce Harwood (OGC 1978), who are actively seeking contributions.

Anyone with stories, photos, or historical material is encouraged

to get in touch to help enrich this important project.

Our long-serving President, Simon Farrell (OGC 1987), continues to lead with the support of many Old Collegians involved in managing, coaching, playing, and supporting the Ammos.

Stay connected with the Club on Instagram and Facebook for updates, events, and game schedules. Go Ammos!

Farewells BEST, Geoffrey Darrell (1932-2024) OGC 1946 Geoff attended the College from 1941 to 1949. Geoff coxed multiple winning Shannon House rowing crews as well as school rowing teams. He received multiple colours for House rowing, football and athletics. Following school Geoff worked for Michaelis Hallenstein before moving to his own business. He married Arlette in 1958 and they have four children.

BURROWS, Timothy Michael (1942-2024) OGC 1956 Tim was a much-liked, well-known and fearless character when he was a boarder from 1956 to 1958. He was an exceptional rower and had the bow seat in the 1958 1st VIII, which came second to Melbourne Grammar in the 1958 Head of the River. After school, he worked as a jackeroo at some famous pastoral properties including Chatsworth House near Mortlake in Victoria. He spent most of his adult years in the South Island of New Zealand where he was a farmer and a stock agent. Tim married Penny White and they have four children.

Courtesy A McArthur (OGC 1955)

CAMPBELL, Alistair Ian (1943-2024) OGC 1956 Alistair was enrolled at the College from 1955 to 1959. He was a day student and came third in his class, Form IVB2 in 1958. His twin brothers also attended the College, Rod and John (OGC 1963).

COLLINS, Milton Reginald (1957-2024) OGC 1972 Milton boarded at the College from 1973 to 1975. He received Wettenhall House colours for hockey in 1975 and played in the 2nd XI hockey team.

Following school, Milton went on to hold partner, principal and director roles at accountancy and business firms, and later branched into tourism and hospitality. Most recently, Milton was a business coach.

RICHMOND, Neil James (1938-2024) OGC 1952 Neil Richmond attended The Geelong College from 1952 to 1954 as the son of Colin and Ada Richmond of Little River. Starting in Form IB, he quickly distinguished himself, becoming Dux of his class in Form IIB the following year.

A keen sportsman, Neil played football during his time at the College and was a proud member of Morrison House.

Neil is survived by his beloved wife, Beth, their three children—Colin (Jock) (OGC 1987), Heather, and Susan—and five grandchildren, including Jack, Charlie, and Milly, who also attended The Geelong College.

After finishing school, Neil returned to Little River, where he farmed and ran interstate trucking operations with his brothers, Colin and Ian. His love for football continued as he played for the Little River team.

It was through his involvement in the Werribee Young Farmers Association that Neil met his future wife, Beth Powell. Together, they built a life centred on family, farming, and their shared passion for harness racing.

Neil and Beth bred and raced several horses, most notably the successful Rockleigh Victory in collaboration with the Knight stable. Neil’s dedication to the sport extended beyond the racetrack, serving as President of the Geelong Harness Racing Club from 1984 to 1989. His contributions were recognised with Life Membership and, more recently, a Distinguished Service Award from Harness Racing Victoria.

Above all, Neil will be remembered as a true gentleman, someone who always made time for others, no matter the hour or circumstance.

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JOHNSON, Benjamin Arthur (1924-2024) OGC 1938 Ben boarded at the College from 1938 to 1942. He was a member of Calvert House and became the Vice-Captain of the House in 1942. That same year he was appointed School Prefect. While a member of the cricket and football teams over his time at the College, Ben reached the 1st XI cricket and 1st XVIII football teams in 1942 and served as the Vice-Captain of the cricket team.

He received multiple colours and caps for both cricket and football. He was also involved in the sports committee for swimming, athletics and football, and served on the House of Guilds Council.

Following school, Ben enlisted into the army and served for four years in radar operations including time in Rabual, New Britain, Papua New Guinea. He then studied a Bachelor of Commerce and worked in the family bakery for 30 years. He had a garden supply business for 20 years before retiring.

DIXON, David Campbell

GERRARD, John Lawrence

KEITH, Graham Leslie

(1940-2024) OGC 1954 David was enrolled at the College in 1953, starting at Form UIVA2 in the Preparatory School. His younger brother John (OGC 1955) also started at the school that same year. He was a day student and when he reached Senior School, David was part of Shannon House. Soon after finishing school, David worked as a bank clerk.

He was married to Joy.

(1933-2024) OGC 1946 John boarded at the College from 1947 to 1949. An athletic student, John broke the U14 High Jump record in his first year. He was also the U14 and U15 Athletics Champion, and a member of the relay, athletics, and 1st XVIII football teams. Following school, John joined the family business as a jeweller and watchmaker. John married Marlene and they have five children.

(1935-2024) OGC 1948 Graham attended the College from 1940 to 1951. He was his age group’s Athletics Champion two years running (1950 and 1951). Following school, Graham studied civil engineering and served in the national service. He went on to take on an engineering role for the Warrnambool local council. He married Joan Mason and they have two children.

DUMARESQ, Geoffrey William

GIBSON, David William

KIRWIN, Neville John

(1955-2024) OGC 1970 Geoff boarded at the College from 1970 to 1972, following the footsteps of his father Don (OGC 1940). He was a member of Morrison House and rowed in the junior crews. In 1972 Geoff completed his Technical Leaving Certificate. Geoff returned to his family’s property at Maffra before settling in Melbourne. He was married to Jennie and they have three children.

(1942-2024) OGC 1957 David boarded at the College from 1954 to 1959. He was a member of Shannon House and made the 2nd XVIII football team in 1959. Following school, David returned to the family farm ‘Struan’ at Lismore. He married Judith in 1968, and they have three children. David served on the Hampton Shire Council, and as the President of the Corriedale Association of Victoria.

(1935-2024) OGC 1948 Neville boarded at the College from 1949 to 1952. He was a member of Shannon House and rowed in the 4th VIII crew. He was also a member of the 3rd XVIII football team. Following school, Neville went on to return to Merbein West and became a horticulturist/viticulturist. He married Jan and they have two children.

FLETCHER, Kenneth Scott (Scott)

KEFFORD, David Lloyd

(1948-2024) OGC 1963 Scott boarded at the College from 1960 to 1965. He was a keen sportsperson, and by 1965 he reached the 1st XVIII football and 2nd XI cricket teams. After leaving school Scott returned to the family farm at Skipton. He became heavily involved with sport, service and the community. In 1975 he married Joan Kirkpatrick and they had a family of Darren (OGC 1995), Fiona, Christie (OGC 1999) and Scott (OGC 2001).

Courtesy J Fletcher

(1943-2023) OGC 1956 David attended the College from 1955 to 1960. He was a member of McArthur House, served on the Music Committee, and was secretary of the Social Service Committee (1960).

He received a Form Prize and Music Prize in 1960. Following school David became a teacher and worked as a producer for TV programs for schools.

(1932-2024) OGC 1946 George boarded at the College from 1940 to 1949. He was a member of the athletics, relay, 1st XVIII football and 1st rowing teams. In the 1960s George moved his family from Geelong to Victoria Point, Queensland, where he pursued business interests and a life-long love of fishing. George was married to Carol and they have four children.

Courtesy R Lawler (OGC 1959)

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Ben passed away 5 August 2024, aged 100 years. He was the much-loved husband of Josie (dec) and Merl, father and father-in-law of four, grandfather of eight and great grandfather of seven.

LAWLER, Thomas George

MCMASTER, James Gordon (1921-2024) OGC 1934 Gordon attended the College from 1932 to 1938. He rowed in the 3rd and 2nd VIII crews and was also the joint honorary secretary of the Debating Committee. Following school, Gordon embarked on a career, working and teaching in metallurgical technology.

In the 1950s he moved to Canada for a research engineer role and returned to Australia joining Alcoa at Point Henry, Geelong.

MEYRICK, Peter Edward (1927-2024) OGC 1941 Peter boarded at the College from 1941 to 1943. He received the Senior Dancing Prize in 1943 and reached the rank of Lance Corporal in the Cadets.

Following school, Peter went on to become an accountant and opened his own firm. Peter was married to Joan and they have two children, Richard and Jennifer.

MOYLE, Brian Alan Scott (1928-2024) OGC 1941 Alan boarded at the College from 1943 to 1945. He was a member of Calvert House and the Glee Club, and performed in several productions. His career was varied and included farmer, insurance clerk, inspector, executive manager, management accountant, internal auditor, barrister then solicitor, law teacher and lecturer. Brian was married to Margaret Muir and they have two children.

OLIVER, Leanne Michelle

WALPOLE, David

(1979-2023) OGC 1996 Leanne Oliver (nee Davey) was enrolled at the College from 1995 to 1996. She was a member of Calvert House and played in the Year 10, 11, 12 string ensemble. She left the College after completing Year 11.

(1935-2024) OGC 1949 David boarded at the College from 1950 to 1952. An academic student, he often placed in the top students of his class. He was also involved in the rowing program and reached the rank of corporal in the cadets. Following school, David went into farming before returning to study medicine. He graduated MBBS in the late 1970s and started General Practice in Melbourne.

POTTER, Ronald Arthur (1929-2024) OGC 1941 Ronald boarded at the College in 1944 and completed his Leaving Certificate.

Following school, he studied pharmacy and went on to become a well-respected pharmacist in Colac.

He married Wendy and they have two children.

RUSSELL, Geoffrey Edward (1942-2024) OGC 1956 Geoff boarded at the College from 1954 to 1959. He was a member of Morrison House and played cricket and football during his time at the College. In 1959 he reached the 3rd XVIII football team and the 2nd XI cricket team. Following school, Geoff returned to the family property at Nurrabiel. He married and had two children.

WILSON, James Borwick (1939-2024) OGC 1953 Jamie was enrolled at the College in 1953. He was a member of Morrison House and during his short time at the College became interested in British history, engineering and rowing. Jamie studied automotive engineering and became a lubricants specialist. He was also an Officer in the Royal Australian Navy Reserve. He later worked as a manager for Mountcastle Pty Ltd and returned to rowing at his old club, Richmond.

YORKE, David Bruce (1958-2023) OGC 1972 David was a student at the College from 1972 to 1974. While at school he played football and completed his Technical Leaving Certificate.

Following school, David went on to have a successful career in the road construction industry, known for his good work ethic and commitment to the business.

Staff/Council MAHAR, ALAN

MARLES, DR FAY SURTEES AM

SANTALUCIA, LISA

(1934-2024) Alan was a well-respected teacher at the College from 1960 to 1972. He was a Senior English teacher and served as McArthur Housemaster from 1962 to 1967 before taking on the role of Mackie Housemaster in 1969 (to 1972).

Mahar was an influential teacher and was involved in many parts of school life such as drama productions, starting a film club, and serving as Pegasus editor.

(1926-2024) Dr Fay Marles served on The Geelong College Council from 1988 to 1998. Her background was in social work and academia.

She served as the first Victorian Commissioner of Equal Opportunity (1977-1986) and was the first female Chancellor of the University of Melbourne (2001-2004).

(1968-2024) Lisa was a valued member of our community, having worked as a Teacher Assistant and in Before and After School Care. Her dedication and kindness touched the lives of many students and colleagues.

She is survived by her two children, Oliver (OGC 2023) and Aiden (OGC 2026).

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your Take

place.

Shape their . e r u t u f g n i t r spo Leave your mark on our new Sports and Wellbeing Centre by taking your place in our new stadium.

With a tax deductible donation of $1,000 or more, your support will be acknowledged with an engraved plaque in the courts’ seating area.

Create a lasting impact.

Visit our website

Make your donation

Enter your wording

www.takeyourplace.tgc.vic.edu.au 108 Ad Astra Issue No 147

Become part of College history