This is a quotation from Jack Kornfield’s book The Wise Heart As a Buddhist thinker and philosopher, Kornfield writes often about the interconnectedness of us all – our interconnection with each other and the planet. From this perspective, one action we take can reverberate in ways we may not anticipate – like a rock thrown into the water: the rings spiral out beautifully and also disrupt the calm surface of the water. Walking slowly and gently – taking the time to pause and reflect before acting or speaking – become essential life skills in an interconnected world as they enable us to anticipate potential consequences and evaluate our level of comfort with them.
This is an essential competency to develop in our students because, as Desmond Tutu states, “the solitary isolated human being is really a contradiction in terms”. We are not isolated from each other. The reverberations of the war in the Middle East or the Ukraine are felt by all of us in an interconnected economy. COVID taught us that global pandemics are a real thing, and we know that the outcome of the US election has the potential to shape geo-political relations across the globe. Social media – our lives and our children’s lives online – are a testament to our interconnectedness and how one mistake can have far reaching consequences that live with us forever.
The sense of interconnectedness is also a source of hope and affirmation. It is a reminder that we are never alone and that we have the potential to work together to solve the wicked problems we encounter.
School communities are microcosms of the world. If we can help our students understand their interconnection, and understand that different cultures value or privilege different ways of knowing or experiencing the world a key element of Theory of Knowledge in the IB Diploma and a key tenet of all for IB Programmes, then we are helping young people become adults who are compassionate and who seek to care for and serve others as much as themselves.
Our students need core knowledge and skills – they need to be highly literate and numerate . However they need from us much more than this if we want to ensure the world and our beautiful country is one characterised by peace, harmony, care for country and care for others as well as ourselves. They need to be reflective, kind, curious, compassionate and deep thinkers who seek to question and seek to connect. It is this imperative that drives me as an educator – that strong sense of purpose that our work is so very important for ourselves, our country and our world.
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WALKING
TOGETHER: HVGS’ s draft Reconciliation
Action Plan
Reconciliation is not just a word—it’s a call to action, a shared journey towards healing, understanding, and genuine partnership. This belief underpins Hunter Valley Grammar School’s commitment and the work that has been undertaken in the development of our School’s draft Reconciliation Action Plan (RAP).
For HVGS, the RAP signifies a dedication to reconciliation that goes beyond symbolic gestures. Deputy Principal and Head of Senior School, Greg Robinson, explains that the process is vital for understanding Australia’s history and striving for a future grounded in respect, equity, and partnership.
“Reconciliation is an essential part of a journey we need to travel in order to understand and recognise that what has happened over past decades with our First Nations people has caused harm,” Greg says. “This process is an opportunity to work alongside First Nations communities, fostering change that will ultimately improve educational and lifestyle opportunities and to move more quickly towards closing the gaps which still exist.”
The RAP serves as a roadmap for HVGS, which not only sets out tangible actions for the School to deliver, but also covers a range of other aspects so that everyone can get involved. This is especially important to Mark Miles, Head of Aboriginal and Torres Strait Islander Education at HVGS as he believes that “reconciliation is everyone’s business.”
Reconciliation is an essential part of a journey we need to travel...
Shannon O’Dwyer, Deputy Principal and Head of Junior School, has been actively involved in developing the RAP.
“The process is about healing, listening, and truth-telling, paving the way for unity,” says Shannon. “It is a process about restoration and healing for a brighter future that it provides a path that gives students, staff, and the entire school community a clear direction for fostering unity, justice, and mutual respect,” says Shannon.
Creating the HVGS RAP has been a truly collaborative process.
“What excites me most about this, is the process that went into developing it,” says Mark. “Student voice through our Junior Aboriginal Education Consultative Group (AECG) was central to the process, and we gathered staff input through our RAP group, School Executive, and the School Board. I’m excited to walk alongside the School on this journey, led by our incredible student leaders.”
The HVGS RAP is a living document, designed to adapt and grow with the School as it advances in its reconciliation
journey. By establishing clear goals and fostering a spirit of inclusivity, HVGS’ RAP aims to equip students and staff alike with the knowledge and empathy needed to actively contribute to a more equitable society. This plan is not only a statement of intent but an ongoing commitment to developing students as informed, empathetic leaders who will carry the torch of reconciliation forward for future generations. As Shannon aptly articulates, “Our RAP gives us a clear path forward. It’s a shared set of priorities, promises, and actions we can take. Our RAP gives us a shared vision and a shared commitment.”
Vision for Reconciliation
Hunter Valley Grammar School’s vision for reconciliation embraces deep listening, truth telling, connection, collaboration and consultation with the local aboriginal and Torres Strait islander community. Through truth telling and deep listening with First Nations community members, all members of the HVGS community can contribute to making a culturally safe school where trust, respect and understanding are prioritised. Through authentic collaboration and connection, the Hunter Valley Grammar School community will continue to proactively build relationships based on respect, creating a culturally inclusive and diverse learning environment where culture thrives.
Building a Culture of Connection: Restorative Practice at HVGS
Restorative Practice is a whole-school teaching and learning framework that prioritises supportive, respectful behaviour. Not just a program with fixed steps and outcomes, Restorative Practice is a philosophy centred on building and maintaining positive relationships across the school community. This approach, grounded in empathy, open communication, and mutual respect, encourages students to understand how their actions affect others, and how to manage conflict peacefully, and make amends in constructive ways.
This approach marks a shift from traditional punitive measures by focusing on reparation and relationship-building. Instead of assigning blame and punishment, Restorative Practice brings everyone involved—students, teachers, and even parents—into conversations that address harm, foster understanding, and restore connection. It’s a collaborative process that creates a sense of accountability, strengthens community ties, and allows relationships to heal and grow.
Teachers play a pivotal role, not as disciplinarians but as facilitators. They guide conversations that encourage students to acknowledge the impact of their behaviour and take steps to repair the harm caused. This shift from punishment to growth helps build a school environment where trust is nurtured, relationships are prioritised, and students develop valuable skills in accountability. Many schools have found that
this approach reduces negative behaviours and strengthens a culture of compassion and respect.
At Hunter Valley Grammar School, Restorative Practice complements the School’s commitment to creating a safe community for students from Early Learning to Year 12. Visitors to HVGS often comment on the School’s warm, welcoming atmosphere and the way students engage in thoughtful, respectful dialogue, even when differences arise. Restorative Practice is building on these strengths, giving teachers tools to manage challenging situations effectively.
At HVGS, Restorative Practice isn’t just about managing behaviour—it’s about building a resilient, united community.
The HVGS journey with Restorative Practice is supported by Real Schools, an organisation helping schools achieve their potential through committed teachers, connected communities, and caring students. In partnership with Real Schools, HVGS is in the first year of a three-year project to integrate Restorative Practices across the School. Already, teachers report fewer types of disruptive behaviours. Over the next two years, HVGS will deepen and consolidate these practices, embedding restorative principles into the school’s
culture and language—a key part of the School’s strategic goals.
A cornerstone of Restorative Practice is the power of language to heal. Through “affective language”—expressing emotions and their impact—students and teachers can better understand how words affect others. This mindful approach to communication helps to shape a culture of understanding.
One of the most visible aspects of Restorative Practice is the use of Restorative Circles. These gatherings bring students and teachers together to share perspectives, discuss what happened. They’re not about enforcing rules but fostering a deeper understanding of each other’s experiences. Restorative Circles create a space for open sharing, active listening, and turning conflict into connection.
At HVGS, Restorative Practice isn’t just about managing behaviour—it’s about building a resilient, united community. With the support of Real Schools, HVGS is cultivating an environment where every member feels valued, relationships are prioritised, and harm can be addressed constructively. Together, we’re creating a school culture where empathy thrives, and connections flourish.
Why are they standing in a circle?
Communicating in circles, is an ancient tradition, symbolising unity, equality, and inclusion. At HVGS, we use circles as a way of ensuring that all students are participating in the lesson or discussion. Sitting or standing in circle is a particularly effective way of engaging students in discussions about both their behaviour and learning. What does this look like?
Using Past, Present, and Future prompts, the teacher facilitates the restorative process:
• Past: “Can you tell me a bit about what happened?”
• Present: “How do you think they might be feeling right now?”
• Future: “What do you think needs to happen to make things right?”
This semester marked the exciting launch of The Grammar Grapevine , a podcast created by students, for students. This weekly series, hosted by Year 10’s Chelsea C and produced by Flynn T, marks an exciting new chapter in student-led content at the school. The podcast is a fresh platform to engage the School community, giving students and staff a voice and bringing listeners closer to the heart of school life.
Every episode features unique, student-driven insights, from personal journeys to campus events. Chelsea and Flynn collaborate on every aspect of the podcast, managing the planning, recording, and production to ensure an entertaining experience for their audience.
From Alumni to teaching staff, to even Junior School students hosting an episode, the series brought in over 500 listeners in the first episode and continues to increase listenership each week.
Principal Rebecca Butterworth says “Student agency is at the heart of a thriving school environment and is essential for fostering independence, communication, collaboration, and critical thinking,” she notes. “This podcast is a fantastic example of how we encourage our students to take ownership of their learning, express themselves, and contribute to their community.”
With each weekly episode, TheGrammarGrapevine sheds light on diverse topics and achievements, helping to strengthen the bonds of the Hunter Valley Grammar School community.
Catch the whole first season of TheGrammarGrapevine on Spotify or wherever you find your favourite podcasts and join the conversation as Chelsea and Flynn bring vibrant, meaningful stories to life for their peers and the entire school community.
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HVGS Crowned Champion School in Science AND Engineering
HVGS is flying high in STEM education, with the Junior School Science and Engineering team winning the coveted Champion School trophy at the Science and Engineering Discovery Day. Competing against seven other schools, 16 of our STEMenthusiast Year 6 students tackled a series of challenges that tested their creativity, collaboration, and critical thinking. Organised by the University of Newcastle, the day-long competition gave students the opportunity to explore STEM concepts far beyond the usual classroom experience. This hands-on challenge pushed them to tackle real-world problems and engineer solutions under pressure, sharpening their understanding of science and technology in an exciting, fast-paced environment. From powering a model grid and coding secret messages to designing a balsa wood plane, building an efficient wind turbine, and constructing a weightbearing bridge, HVGS students excelled in every task.
Their exceptional teamwork and innovation led HVGS to victory, cementing our growing reputation for STEM excellence.
HOW TWO YEAR 12 BOYS LEAPT TO NEW HEIGHTS IN Aerobics at HVGS
What happens when two Year 12 best friends, Alex D and Thomas C, decide to try something new and spend more time together?
Spoiler! They form new friendships, develop new skills, and walk away with a second-place title at a National Aerobics Championship!
HVGS has a long, proud history of outstanding success in Aerobics, but for the first time in 2024, we entered a Senior Boy’s Squad into the National Championships.
Reflecting on their decision to jump into aerobics, Thomas explained, “We just wanted to try something different— something we could do together as best mates—and we wanted to compete on a national level.”
For Alex, the highlight of Aerobics above all else, was the people he met. “I made lots of new friendships from Aerobics. A great thing about Hunter Valley Grammar School is the wide range of co-curricular activities. You can try anything you want here – and there’s always something for everyone.”
Balancing a demanding sport like Aerobics with Year 12 studies is no small feat, but with the support of Mrs Amanda King, they made it work.
“Mrs King organised our schedule so that training was always after school on Tuesdays and Thursdays, and she was mindful of our study commitments, keeping our training as short and as efficient as possible. When training was done for the day, we would go home and study. Once we mastered our routine we didn’t have to train as much and the HSC became our main priority,” said Thomas.
Their Rugby League State of Origin inspired performance— featuring Alex in his Queensland jersey and Thomas in his NSW colours—was a personal touch inspired by their coach, Georgia King (Class of 2022), who wanted the routine to reflect their personalities and their interests.
While the State of Origin may claim to pit ‘mate against mate,’ Alex and Thomas were a true team, always having each other’s backs as they mastered a series of new and energetic moves together, which they unleashed onto the national stage. “It’s definitely something we will remember forever,” said Thomas “I think it’s important to try new things and experience it all. I feel we each took a lot away from this experience.”
Aerobics convenor Mrs King believes that aerobics fosters a unique sense of community here at HVGS.
Going into a majority female-led sport was a bit intimidating for the duo at first, both admitting they felt a bit out of place. “Once people saw we were committed, everyone supported us, and we had such a great time. We highly recommend other Senior Boys give it a go. As the first Senior Boys Squad we like to think we have opened the door for other Senior boys, we really hope we’re not the last!”
Aerobics convenor Mrs King believes that Aerobics fosters a unique sense of community here at HVGS.
“Aerobics creates a special bond between students across all year levels, from Kindergarten to Year 12. The younger students look up to the older ones, and the older students gain so much from mentoring them. It’s about more than just the sport—it’s about building connections, a sense of belonging, and teamwork.
Our secondary students have service focused opportunities to give back by helping train the younger ones, and in doing so, they strengthen their own skills while contributing to a positive, inclusive environment.”
HVGS ELC A Special Trip to Ashton Gardens
This semester, the ELC initiated an intergenerational learning program in partnership with Ashton Gardens Retirement Village, creating opportunities for students to build meaningful connections with elderly residents. During their visit, the children engaged in drawing, story-sharing, and morning tea with the residents, while also performing the songs they’ve been learning in their Music sessions.
These visits are designed to contribute positively to the social and emotional wellbeing of both the children and the residents. Intergenerational learning reduces ageism and negative stereotypes, fosters a sense of belonging, and offers chances for connection in an aging society. For the children, it promotes empathy, inclusivity, and respect while enhancing their language and problemsolving skills. For the residents, these interactions provide social engagement, reducing isolation, and can improve cognitive function.
HVGS is committed to nurturing this special relationship as students and residents continue to experience the benefits of building relationships that support their emotional and social wellbeing.
ELC WINNERS 4 YEARS IN A ROW!
The HVGS ELC was recognised with the 2024 NSW Large Regional/Rural Community Service Excellence Award at the 2024 NSW Early Childhood Awards... For the FOURTH consecutive year!
HVGS Mathematicians are Top Achievers!
The Newcastle Permanent Primary School Mathematics Competition, which began in 1981, remains one of Australia’s largest and longest-running maths competition of its kind.
Challenging Year 5 and 6 students to solve 35 questions without the use of calculators or rulers, this year’s Newcastle Permanent Mathematics Competition drew entries from over 300 schools spanning the Hunter, Central Coast, Mid North Coast, Northern Rivers, Central West, Riverina, New England and North-West regions. In total, 15,690 students sat the test in 2024.
HVGS had a total of 6 Distinctions for Year 4 students, 22 Distinctions for Year 5 students and 19 Distinctions for Year 6 students. This placed these students in the top 16.5% achievement band of the competition..
HVGS was extremely proud of this year’s results, with 3 High Distinctions being awarded to Cameron Callaghan in Year 5, and Kaito Lang and Ryan Karwal in Year 6. These students’ results were in the top 1.5%, with Cameron and Kaito achieving District awards and Ryan placing 3rd overall in the Year 6 division.
Elijah Clibborn (Year 4) and Arjun Kodur (Year 5) also received District awards in the Year 5 Division for their outstanding results. These 5 students attended an awards ceremony for the top 50 students which was held at the Newcastle Permanent Centre of Excellence on 17th October.
Cameron has now been invited to a follow-up Maths Challenge event which will reward and celebrate high achieving students, exposing him to STEM research and occupations, and challenging the brightest maths competitors to solve complex real life problems.
HVGS had a total of 6 Distinctions for Year 4 students, 22 Distinctions for Year 5 students and 19 Distinctions for Year 6 students. This placed these students in the top 16.5% achievement band of the competition.
Kindy Takes the Wheel! Learning Through Play
Kindergarten students took learning for a spin during the much anticipated Bring Your Wheels to School Day! As part of their inquiry into transport systems and road safety, students brought their bikes, scooters, and even trikes to school for a day of hands-on fun, learning about real-world traffic conditions. With helmets securely fastened and homemade road signs in hand, the students zoomed around the school campus, blending active play with valuable lessons on safety.
The initiative was designed to engage students in a practical exploration of transport systems, road safety, and signage. As they navigated their mini roadways on the school grounds, Kindy students applied their classroom learning by following road rules, stopping at crossings, and adhering to speed limits. The day provided an exciting opportunity for students to balance critical thinking and creativity as they crafted their own road signs - complete with traffic symbols and safety messages, all while designing their very own driver’s licenses.
Bring Your Wheels to School Day immersed students in real-world transport concepts, highlighting the importance of road safety, the function of different modes of transport, and the role of signs and rules in keeping everyone safe on the roads.
Grandparents and Special Friends Day
Grandparents’ and Special Friends’ Day has become a cherished tradition at HVGS, one that students and staff eagerly look forward to each year. It’s a heartwarming opportunity to celebrate the people we hold dear, with a wonderful day full of gratitude, performances, and togetherness. The event features a special musical show, a delightful picnic on the rugby oval, and the chance to explore open classrooms, offering a glimpse into our students’ learning experiences at school.
At HVGS, gratitude is one of our values, and we aim to reflect it in all we do throughout the year. Our students embody this value daily, but don’t just take our word for it—here’s what a few of them had to say about what gratitude means to them.
George K-B - Being thankful (Kindy)
Anastasia L - You get impressed or you get happy. (Kindy)
Emerson T – To be grateful for what you have (Year 1)
Harriet D – Showing respect by doing things you’ve been asked to do and by helping others (Year 1)
Ella S - Gratitude to me means family and emotion (Year 2)
INTERVIEWING
THE 2025 SCHOOL CAPTAINS
Becoming a School Captain at HVGS is no small feat; it’s the result of a rigorous selection process that includes numerous interviews. We’re thrilled to introduce our 2025 School Captains, Phoebe K and Lachie C! But, as it turns out, their toughest interview was yet to come—courtesy of Year 3 students Lily G and Aiden K, two keen members of the Junior School Student Representative Council.
Aiden: What’s your favourite Treetops order?
Phoebe: I love a Chicken Parmi as a meal, but if I’m wanting a snack, especially in winter, a warmed-up chocolate muffin!
Lachie: I’d have to say a Chicken Parmi as well, and if I feel like a drink – apple juice.
Phoebe: What’s your favourite?
Lily: Well, I do like chicken wraps.
Lachie: Oh I love chicken wraps.
Aiden: I’d definitely have garlic bread.
Lily: Why did you want to be School Captain?
Phoebe: I’ve been here since I was three years old back in the ELC, I just really wanted to stay involved, have a way to give back. I feel like I’ve gotten to hone in on some of my different skills and strengthen other skills, which you wouldn’t usually get the chance to.
Lachie: I think I just wanted to be a role model for the School and for all you little guys. I want students to know they can come over and talk to me, just have a good chat. And I want to be an example for the rest of the school.
Aiden: How will you inspire other people at HVGS?
Lachie: I want people to know that if they have ideas or perspectives on things they can tell me and hopefully I can take them to some people higher up and we can get things done and make a change.
Phoebe: I just think being approachable, and in a way just being ourselves. So making sure that people know they can always just come up to us if they have anything to say or if they’re having a bad day and just want to chat.
Lily: What do you want to do when you graduate?
Phoebe: Deep question...
Lachie: I want to go to university and study Engineering. Potentially Mechatronics, and then after that, I want to go travel the world.
Phoebe: I’m still a bit uncertain, but at one point i was considering becoming a Vet. I’m still deciding what university course to do, but after that, I also want to travel.
Lachie: I know it’s early, but what do you want to do?
Aiden: Be an Author.
Lachie: That’s so cool…
Aiden: I’ve written a few books.
Phoebe: Already?! What genre?
Aiden: Mystery.
Phoebe: They’re page turners!
Lily: I want to be a vet. So, I can help more animals.
Phoebe: Amazing!
Embracing Change
in Year 9
What makes this time in a Year 9 students’ life so pivotal? As students step into Year 9, they face a period of profound transformation, self-discovery, and emerging independence. This phase of life is marked by new questions, some of which will shape their paths for years to come: Who am I? Where do I belong? How do I navigate the world around me? Friends begin to take on new importance, and students look outward to understand themselves and their identities.
The Year 9 Experience: Student Voices and Perspectives
Listening to Student Voices, one of the unique aspects of HVGS is our commitment to listening closely to our students’ lived experiences and honouring their voices. Why do they come to HVGS, and what keeps them here? The reasons are as varied as our students themselves. Some join us from other schools, and their reflections reveal how HVGS offers a place where they feel safe to take risks, be themselves, and develop a sense of purpose. For many, our School becomes a sanctuary where values alignment, mutual respect, and genuine support foster personal growth.
Key Developmental Themes for Year 9 Students
What does it mean to navigate the world as a Year 9 student? For most, it’s a time of curiosity, excitement, and perhaps a few what ifs. Amid rapid change, the need for supportive mentors and connections grows. Social relationships come to the forefront, and making friends through shared interests— whether in music, sports, or other passions—brings new joy and meaning.
“Our school is committed to providing a values-aligned education that supports students’ future aspirations. The strong sense of inclusion, ongoing relationships with mentors, and our beautiful campus—with green spaces and state-ofthe-art facilities—all contribute to a nurturing environment where students can thrive.” HVGS Psychologist, Jeannette Lightfoot.
Tips for Parents: Supporting Your Child Through Change
Parents play a vital role in helping their children navigate the uncertainties and opportunities of Year 9. Here are some ways to support your child through this time of change:
Open, Non-Judgmental Communication: Keep the lines of communication open. How often do we pause just to listen? Showing that their thoughts and feelings are valued can make all the difference.
Stay Calm and Positive: Can your calm presence serve as a grounding force? Your positive attitude can help your child feel secure amid uncertainty.
Encourage Conversations About Change: Change is inevitable, but is it always daunting? Discussing the changes they’re experiencing can help your child approach them with confidence. Involve Them in Decision-Making: How often are children empowered to make decisions? Inviting them to participate can foster confidence and a sense of control.
Highlight the Positives: Remind your child of the opportunities that come with change, from new friendships to exciting experiences.
Provide Consistent Support: Regular check-ins and reassurance are essential as they navigate this transitional time.
Model Adaptability and Resilience: How can you show adaptability in your own life? Demonstrating resilience helps your child learn how to face challenges with grace.
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Back to HVGS Alumni Reunion
There’s nothing quite like the buzz of an alumni reunion to bring the past to life and celebrate the ties that bind. The HVGS campus was alive with laughter, stories, and a flood of memories as former students gathered for a night to remember.
The evening kicked off with a warm welcome and guided tours of the School, offering alumni a chance to see how the campus has evolved since their time here. Familiar corridors and classrooms sparked plenty of nostalgic conversations, as did the updated facilities, which left many reflecting on how much has changed—and how much has stayed the same.
The Heritage Yearbooks were a hot commodity, with groups huddling over pages filled with familiar faces, inside jokes, and unforgettable moments. Tales of school musicals, sports carnivals, and lunchtime antics kept everyone entertained.
Reunions are more than just returning to the school for a sticky-beak—they are a celebration of the unique bonds that students create here and of shared memories that endure for a lifetime.
CHARLIE FIELDER (2014)
Charlie Fielder, (School Captain, 2014), has carved a fulfilling path since graduating, fuelled by his love for sport, adventure, and connection. Known for his energy and enthusiasm, Charlie’s life is a testament to the lasting impact of his HVGS education.
After leaving HVGS, Charlie embarked on a journey through higher education at Newcastle University. Initially studying Secondary PDHPE teaching, his academic path took a few detours, exploring law and politics before coming full circle back to education. In 2021, after nearly six years of study, Charlie graduated with a Master of Teaching (Primary), marking one of his proudest achievements.
Now a Year 3 teacher at Karuah Public School, Charlie thrives in a supportive school community, where he enjoys inspiring young minds. Living back in Nelson Bay with his fiancée, Tayla, their dog, Henry, and his brother, George, he’s embraced a joyful return to his roots.
Charlie fondly recalls his time at HVGS, particularly the influence of his PDHPE teacher, Lorraine Keith. Her passion for sport and emphasis on collaboration inspired Charlie’s love for physical activity and shaped his career aspirations. Another standout memory is the 2013 Dubai 7s trip, where the HVGS
Rugby 7s team competed internationally, trained with the Aussie Men’s 7s team, and cheered on the Aussie Women’s team to victory. “That trip was unforgettable,” Charlie reflects. Beyond teaching, Charlie is passionate about staying active, enjoying rugby, gym workouts, and running. He also treasures time with friends and family, which he says “brings me the most happiness.” A keen traveller, Charlie’s adventures have taken him to South East Asia, Sri Lanka, Mexico, and the US. Most recently, he and Tayla explored New Zealand’s South Island, creating new memories while dreaming of future trips.
“Charlie’s journey from HVGS to the classroom highlights the enduring values of resilience, curiosity, and community.”
Charlie’s journey from HVGS to the classroom highlights the enduring values of resilience, curiosity, and community. His story is a shining example of how HVGS alumni carry their experiences into lives of purpose and connection.
BEN RAYWARD (1994)
Since graduating from Hunter Valley Grammar School in 1994, Ben Rayward has pursued a remarkable career spanning military service and the corporate world. His journey began at the Australian Defence Force Academy (ADFA), where he graduated with distinction in 1997. Following this, he earned his commission as an Army officer at the Royal Military College in 1998 and returned to ADFA in 1999 to complete an engineering degree.
Ben served as an Army officer from 2000 to 2005, taking on diverse roles across Brisbane, Melbourne, and Sydney. His work included community projects in the Tiwi Islands and international assignments in East Timor and Papua New Guinea. These experiences sharpened his leadership skills and broadened his perspective.
In 2005, Ben transitioned to the civilian sector, managing construction projects in London before moving into project management consultancy firm in 2006. Over 15 years, he played a pivotal role in transforming a small consultancy founded by Army friends into a key industry player, culminating in its integration into Tetra Tech, a global 27,000-person firm. Today, Ben serves as Executive Manager, Clients and Markets, where his ability to influence and inspire teams continues to drive success.
Reflecting on his HVGS years, Ben credits the School for instilling values of teamwork and hard work. As the son of founding owners, he recalls rolling turf before the School opened—a grounding experience that shaped his dedication and work ethic. His fondest memories include playing rugby with classmates, which taught him collaboration and perseverance.
Ben’s proudest achievements extend beyond his career. A devoted family man, he celebrates the successes of his wife and four teenage children. Three of his children are Australian junior sports champions, with his eldest, Jasmine, competing in the Nutri-Grain Iron Woman series and representing Australia on ten junior teams.
Ben’s story is a powerful example of how the lessons learned at HVGS—teamwork, resilience, and a commitment to excellence—can shape a life of purpose and success. His journey, from military service to leading a global consultancy firm, is an inspiration to the HVGS community and beyond.
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