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Grammar News
On the cover
Four Old Melburnians will represent Australia at the upcoming 2024 Paris Olympic Games.
Third-time Olympian and gold medallist Jess Morrison OAM (OM 2010) will row in the Women’s Coxless Pair.
From left, second-time Olympian Tim Masters (OM 2009), Fergus Hamilton (OM 2017), and Jack Robertson (OM 2016) will row together in the Men’s Coxless Four.
You can read more about Melbourne Grammar School at the Olympic Games from page 6.
Edition 148, July 2024
Melbourne Grammar at the Olympic Games
Our history of Olympic achievement
A new challenge for one of our Olympic greats
06 2024 King's Birthday Honours
25 From matches to monuments on a soccer tour
26 Designing a foundation for learning
28 Stella's story: my football journey 29 Guiding Wadhurst students through modern life
Celebrating Old Melburnian women
32 Past and upcoming Old Melburnian events
courage in
Additional articles are available at news.mgs.vic.edu.au
Melbourne Grammar at the 1924 Olympics
Soccer celebrates 50 (or 51?) years
Investigating the impact of the Grand Prix
Honouring our ANZACs
London: Melbourne's home away from home
a culture of trust and kindness
A bridge from Grimwade to boarding
A boarder’s reflection
One of Melbourne Grammar School’s fundamental beliefs is that all children should receive an excellent education. As a community, we understand that education is key to prosperity, to the health of individuals and societies, and to the purpose people can bring, create and achieve in their lives.
We also believe that, because each child is different, parents should be able to make an informed choice about the type of school where they want their children to be educated, and the decisions of governments can have both positive and negative impacts here.
Government funding to schools in Australia provides a certain level of financial support per child, per year. This funding is known as the Schooling Resource Standard (SRS) and, in 2024, the SRS base amount is approximately $17,000 for each secondary student and approximately $13,500 for each primary student.
Additional funding is provided to ‘schools in need’ based on factors such as English language proficiency and remoteness. Melbourne Grammar does not receive any additional funding on this basis.
Maintaining excellence in a changing financial climate
For non-government schools, and only these schools, the amount of SRS funding is reduced depending on the estimated income of families within the school community. In the case of Melbourne Grammar, the baseline SRS of $17,000 was reduced to just over $4,000 per child this year.
It is also helpful to note that, in addition to the SRS, the State government funds the infrastructure for government schools. The SRS funding cannot be used for capital works so nongovernment schools must look for alternate funding sources. In our case, we rely on heavily on philanthropic support for major building projects and infrastructure renewal.
An additional factor at play is the introduction of a new State Government tax being applied selectively to Melbourne Grammar, along with a small number of other non-government schools. From 1 July 2024, the School will begin paying close to $3 million in payroll tax to the State Government every year, cancelling out the approximately $1.7 million we receive in state-based SRS funding, and actually adding around $1.3 million to our financial burden.
Some people claim that independent schools such as ours should receive no government funding at all with the allocation going back into the ‘pot’ for government schools as this would increase funding to those schools. Unfortunately, this is a false assumption.
For government schools, 80% of SRS funding is provided by the State Government with the remainder being funded by the Federal Government.
For non-government schools, including Melbourne Grammar, it is the reverse with 80% of the SRS being provided by the Federal Government and 20% by the State Government. This means that any governmental gain achieved by reducing our allocation would mainly go into the Federal coffers and have little impact on the funds available to State Government schools.
In addition, the introduction of the payroll tax has led to non-government schools making the decision to increase school fees. Inevitably, this increase means that some parents can no longer afford the cost of a private school education, and have transferred their children to government schools. This situation only shifts the financial burden of those children to the taxpayer.
At Melbourne Grammar School, we want to ensure that talented and motivated students are able to attend the School regardless of their financial circumstances. This is why donorsupported Access Scholarships are so important. They mean that there is a continued focus on excellence within the School. They also lead to an increase in diversity across the student cohort and this benefits every student.
The School Council will continue to monitor and respond to changes in the way the School is funded, recognising our obligation to ensure that every Melbourne Grammar student has an exemplary education.
Andrew Michelmore AO Chair of Council
Andrew Michelmore AO
Welcoming feedback
Melbourne Grammar School is a place where tradition is respected and valued. Nevertheless, as an educational institution we need to ensure we maintain best practice across all that we do. This is especially true in relation to our academic and co-curricular programs as well as the culture in which they operate.
We have a wide range of strategies to ensure our educational programs continue to be the best they can be and are of their time, and that our community members all have a voice in contributing to the maintenance of a positive culture at the School. Here is a snapshot of just some of these mechanisms.
Towards 2030 sets out the broad strategic agenda for the School. Operational plans which support the objectives stated in Towards 2030 are in place, and outcomes reported on an annual basis.
The development of Towards 2030 is a good example of how a formal consultation process across the School community can work well. Staff, students, parents, Old Melburnians, Council members and others all contributed to the plan with their input shaping the future direction of the School and providing insights into the state of the School's culture, programs and direction.
We also conduct formal consultation through the LEAD School Effectiveness Survey, administered by Independent Schools Victoria. This survey targets Year 12 students annually as well as students in Years 5 to 11, all parents, and staff every three years. Feedback is sought about a range of parameters including the academic program, quality of teaching and learning outcomes, pastoral care and the School ethos. The three-year cycle gives us a good opportunity to address any issues arising and then measure our success in doing so.
Student leaders and participants in various student committees and groups are another respected source of information. We encourage these young leaders to represent their peers' views, speak up about issues, and recognise and celebrate what is working well. We ask them to serve as role models, ensuring that every student feels that they have a voice at the School.
Then there are the thousands of daily micro-exchanges within the classroom, when teachers are on yard duty, during staff meetings and at parent functions. The insights gained through these interactions increase the richness of our understanding of our culture and the effectiveness of our programs.
Parents are also an integral part of the partnership in which feedback and discussion are encouraged. This may be via formal school reports, parent teacher nights, information evenings, letters, email and individual meetings. The stronger the partnership between the student, parent and school, the greater the outcomes for all.
While VCE results and NAPLAN results are clear indicators of the success of our academic program, they don’t adequately reflect our students’ learning journeys. This is why we regularly review each student’s academic progress, involvement in broader activities, and the development of their relationships with others.
Beyond this, teachers are continually reflecting on their own practice through faculty reviews and their own professional development, asking questions such as: Are we teaching the curriculum effectively? Are students gaining the insights, knowledge and skills we are hoping they will?
We regularly look outside the School for best practice examples that we can draw upon by reviewing research papers, regularly attending professional conferences and workshops.
Philip Grutzner
Recent curriculum reviews have led to several updates. Next year we will be introducing a new Year 7–10 curriculum which we believe will better meet the needs of our students. Similarly, a review of our Outdoor Education program in 2023 led to the introduction of an improved Prep–Year 12 program this year.
And a review of the APS Sport program is currently underway. Involving all APS schools, it aims to respect the unique heritage of APS Sport and ensure the ongoing program is aligned with the evolving understanding of the role of sport and physical education in student health and wellbeing and that it continues to provide opportunities across summer, winter and spring for all Year 5–12 students to be part of a team in a sport of their choosing at a level at which they wish to compete.
The sign of a strong organisation is its willingness to be reflective, to ask questions about itself and to invite feedback and input from all stakeholders within that organisation. While we can always do better, I believe the mechanisms we have in place to monitor and change our programs provide a strong basis for maintaining excellence at Melbourne Grammar School.
Philip Grutzner Headmaster
2024 KING’S BIRTHDAY HONOURS
Melbourne Grammar School congratulates all members of our community recognised through the 2024 King’s Birthday Honours. These include:
OFFICER OF THE ORDER OF AUSTRALIA (AO)
Professor Jo Douglass (Past parent)
For distinguished service to medical research, to clinical immunology and allergy, to respiratory medicine, and to tertiary education.
Ms Jane Tewson (Past parent)
For distinguished service to the community through social enterprise endeavours, to the not-for-profit sector, and as an entrepreneur.
MEMBER OF THE ORDER OF AUSTRALIA (AM)
Ms Robin Campbell (Past parent)
For significant service to arts administration, and to the community.
Mr David Olsson (Past parent)
For significant service to Australia China business relations, and to the law.
Professor David Russell (OM 1968)
For significant service to general medicine, to clinical education, and as a mentor.
Conjoint Associate Professor James Scurry (Past parent)
For significant service to anatomical pathology, to women's health, and to professional societies.
MEDAL OF THE ORDER OF AUSTRALIA (OAM)
Brigadier Neale Bavington RFD ED (Retd)
For service to veterans, and to the community.
Dr Richard Harrod (OM 1973)
For service to emergency medicine.
Ms Deborah Henderson (Past parent)
For service to community health, particularly through cancer awareness.
Mr Angus Mackay (OM 1952)
For service to philanthropy, to education, and to local sport.
The late Mr Brian McKittrick (Past staff)
For service to secondary education.
Our history of Olympic
Beginning with Australia’s first Olympian, Edwin Flack (OM 1890), Melbourne Grammar has a long history of success at the Olympic Games. Fortyfour Old Melburnians have proudly represented Australia across Summer, Winter, and Paralympic (Winter) Games.
Our Olympians at a glance
39 Old Melburnians have competed at 23 Summer Games
4 Old Melburnians have competed at 3 Winter Games
39 04 01
1 Old Melburnian has competed at 2 Paralympic (Winter) Games
TRIPLE OLYMPIANS
• Cam Bolton (OM 2008) – Snowboard
• David Crawshay (OM 1997) – Rowing
• Ben Dodwell (OM 1989) – Rowing
• Lachlan Dreher (OM 1984) – Hockey
• Henry Frayne (OM 2007) – Athletics
DUAL OLYMPIANS
• Karsten Fosterling (OM 1997) – Rowing
• Anton Grimus (OM 2008) – Freestyle Skiing
• Tom King (OM 1990 – Yachting
• Hamish McGlashan (OM 1981) – Rowing
• James Millar (OM 2003) – Cross Country Skiing, Biathlon
• Lachlan Milne (OM 1996) – Canoeing
• Jess Morrison (OM 2010) – Rowing
OLD MELBURNIANS HAVE ALSO COMPETED IN:
• Alpine Skiing
• Diving
• Equestrian
• Fencing
• Sailing
• Swimming
• Tennis
• Water Polo
achievement
Old Melburnian medallists
ROWING
Gold
Jess Morrison (OM 2010)
David Crawshay (OM 1997)
Silver
John Campbell (OM 1918)
Karsten Fosterling (OM 1997)
Bronze
Karsten Fosterling (OM 1997)
Ben Dodwell (OM 1989)
ATHLETICS
Gold
Edwin Flack (OM 1890) (2 medals)
HOCKEY
Gold
Danni Roche (OM 1987)
Silver
Lachlan Dreher (OM 1984)
Bronze
Lachlan Dreher (OM 1984) (2 medals)
TENNIS
Bronze
Edwin Flack (OM 1890)
YACHTING
Gold
Tom King (OM 1990)
To find out more about Old Melburnian Olympians, please visit: mgs.vic.edu.au/olympians
2024 Old Melburnian Olympians
Rowing is one area where Melbourne Grammar Olympians have consistently excelled, with 17 Old Melburnians competing with honour at 15 Summer Olympic Games. This year’s 2024 Paris Olympic Games will see a remarkable total of four Old Melburnians rowing for Australia, with three in the same boat.
This is only the second time four Old Melburnians have competed at the same Olympic Games, our largest representation to date. The previous time four competed was at the 1992 Barcelona Games.
Similarly, it is only the second time that three Old Melburnians will row in the same boat at an Olympic Games, and the first was at Stockholm more than a century ago in 1912.
One hundred years ago
Three Old Melburnians competed at the 1924 Paris Olympic Games – Denis Duigan (OM 1920), Charlie Lane (OM 1923), and Jack Newman (OM 1921).
Read their stories at news.mgs.vic.edu.au
As
a young kid, I set my sights on the Olympic Games, and on being the best in the world at something. You have to be very patient from that point on, because it takes a lot of time. It’s a lifelong commitment, and the path to success isn’t linear.”
Jess Morrison OAM (OM 2010)
Already a dual Olympian and gold medallist, Jess Morrison OAM (OM 2010) is about to set another record. When she attends the 2024 Paris Olympic Games, Jess will at least equal the record set by fellow rower David Crawshay (OM 1997) as the Old Melburnian with the longest Olympic track record and a gold medal.
“It’s an honour to be sharing this record with David, as he’s someone I’ve looked up to for a long time,” says Jess. “I’m so lucky to have the opportunity to represent Australia for the third time. I want to try to make our country proud.”
EARLY INSPIRATION SPARKS A LIFELONG COMMITMENT
While Jess was in Year 2 at Grimwade House, her mother took her to the 2000 Sydney Olympic Games, and Jess was in the crowd when Cathy Freeman crossed the finish line in the 400 metres. “That was an unbelievable moment that had a huge effect on me,” Jess says. “It’s had an impact on our country ever since, and I’d love to give Australia another moment like that.”
Jess reflects on her first Games in 2016 as being simply an opportunity to participate at Olympic level. But as chances of winning a medal gradually became more realistic over the years, there was a corresponding increase in pressure. Jess met that pressure head-on, winning a gold medal in the Women’s Coxless Four at the 2021 Tokyo Olympic Games.
“Heading towards Paris, I have a lot of clarity about what it’s going to be like, and what’s expected of me,” she says. “The test is to do exactly what you’ve practiced, every day, in that one moment you’re given. You don’t get the chance to do it again the next day.”
“As a young kid, I set my sights on the Olympic Games, and on being the best in the world at something.”
“You have to be very patient from that point on, because it takes a lot of time. It’s a lifelong commitment, and the path to success isn’t linear.”
A HUNGER TO REACH THE NEXT MILESTONE
Having transitioned to rowing from a highly successful swimming career following a shoulder reconstruction when aged 21, Jess puts her success in her ‘new’ sport down to an unshakable desire to achieve the next goal.
“I’m constantly searching for that sense of satisfaction,” she says. “That’s something that drives me as an individual.”
Jess’s goals for herself don’t stop at Olympic success. Having set an unofficial world best with long-time rowing partner Annabelle McIntyre last year, her aim is to match that time at the next world rowing event.
“I’ve always had my eyes on securing an official world best time,” Jess says. “What I love most about rowing is the extent to which you can push yourself. We call it ‘redlining’ – maxing out your physical abilities. There have been times when I’ve surprised myself in what I’ve been able to do because I didn’t want to let a teammate down.”
“I think Annabelle and I have a good balance when it comes to focus when we’re on the water. When we’re out of the boat, we’re good mates and that helps as well,” she says.
With just one event to focus on in Paris –the Women’s Coxless Pair, as opposed to two at Tokyo, Jess is focused on heading into the race with as much confidence as possible.
“We’re making sure that when we get to the Games, we’ve done everything we can to set ourselves up for success,” she says. “I’m looking forward to trying to pull it off!”
A committed rower becomes an outstanding leader
Before dawn, while everyone else is fast asleep in their warm beds, Fergus Hamilton (OM 2017) is on already the water. The colder the conditions, the better.
“I just love being up early when it’s raining and freezing,” says Fergus, who recently qualified for the 2024 Paris Olympic Games at the Belgrade World Rowing Championships. “Not everyone is on the water that early, but I am.”
BECOMING A LEADER WHILE FAR FROM HOME
Originally from the tiny town of Jindera, NSW, Fergus first tried his hand at rowing on a farm dam. “I remember it clearly because I saw a snake swimming next to me,” he says. “That didn’t bother me. I’ve loved rowing from the start.”
A Melbourne Grammar boarder since Year 9, Fergus was named Captain of Boats in 2017, the same year he leapt onto the world stage with his Junior World Championship win in the Men’s Double Sculls. After being recognised by the School with the prestigious Hone Medal, Fergus took on his next challenge: a degree in Anthropology at Yale. There, he served as Captain of the university’s rowing team in 2023.
“My role at Yale was to lead the team of around 50 rowers, contributing to the goal setting for the rowing program as a whole,” Fergus explains. “I needed to lead the way for everyone in terms of how to balance rowing and studying, and I helped the coaches with programming training as well.”
“It was a fascinating leadership opportunity,” says Fergus. “Day-today, I had my eye on how everyone was feeling, and helped decide where to focus. The Yale coaches ended up entrusting me to write the indoor program for the winter.”
His overseas achievements didn’t stop there. While at Yale, Fergus was also named First Team All American twice, First Team All-Ivy twice, and was a member of the Eastern Association of Rowing Crew of The Year twice. These honours arguably place him among the top eight rowers across all US universities during 2022 and 2023.
A RELAXED ATTITUDE TO MAKING HISTORY
Now back in a boat with his former teammate, Jack Robertson (OM 2016), along with Tim Masters (OM 2009), Fergus will need to bring all his leadership skills to Olympic-level training as his crew prepares for the Men’s Coxless Four. “I try to lead by showing up and putting my best foot forward,” he says.
And put his best foot forward, he has. Earlier this year, Fergus, Jack, and Tim were all part of the Men’s Eight crew that won the King’s Cup – the premier rowing event in the Australian National Championships. “There’s so much history there,” Fergus says of the race that was first run in 1878. “It was really special to win a race that’s so important to everyone in the community.”
If the pressure of the upcoming Olympics is weighing on Fergus, he isn’t letting it show. “You train four years for that one day, those couple of minutes in the race, but I’ve found the best way to go about things is just to stay pretty relaxed,” he says. “That’s the hardest part about our sport, I think – to be going 110% on the water but to stay composed. If you get that part right, you’re probably going to do pretty well.”
All of Melbourne Grammar is behind this year’s Olympic rowers, but Fergus admits he hadn’t yet considered what the mood might be in our boarding house when his boat takes to the water. “It’s really special that there are three Melbourne Grammar boys in the same boat,” he says. “I hadn’t thought about it until now, but I guess watching the race in School House is going to be pretty awesome.”
You train four years for that one day, those couple of minutes in the race, but I’ve found the best way to go about things is just to stay pretty relaxed. That’s the hardest part about our sport, I think – to be going 110% on the water but to stay composed.”
Fergus Hamilton (OM 2017)
An Olympic journey marked by determination and grit
For Tim Masters (OM 2009), the path to the 2024 Paris Olympic Games has been shaped by persistence in the face of multiple setbacks. His crew missed out on qualifying for the 2016 Rio Olympic Games in the so-called “regatta of death” by just one place. Then, in 2020, Tim was set to travel to the 2021 Tokyo Olympic Games when the COVID-19 pandemic delayed competition by an entire year.
“After Tokyo, I headed back to Canberra and trained hard,” Tim says. “Now I find myself about to compete in Paris.”
THE TENACITY TO SUCCEED
Looking back at his early rowing days at Melbourne Grammar, Tim remembers a rocky start. “It’s funny, because today people tell me I must be naturally gifted, but my first 2km time on the ergo was 8:05,” he says. “It was deplorable.”
“What I eventually came to like about rowing was the fact that it rewards people who just refuse to give up,” Tim adds. “I think if you have the mindset that you’re going to persist over the days, weeks, months, and years, you can develop the characteristics you need to be successful.”
I’ve seen a lot of people at the Olympics get overawed by the atmosphere, but at the end of the day, it’s important to just stick to the fundamentals as the pressure ramps up.”
Tim Masters (OM 2009)
Paris will be Tim’s second Olympic Games, rowing in the bow seat in the Men’s Coxless Four alongside younger Old Melburnians Fergus Hamilton (OM 2017) and Jack Robertson (OM 2016). Having faced down many challenges to reach this point, Tim says that as the Games approach, his focus is on acting as a grounding force for his teammates.
“My role in the crew is to be positive, to give encouragement, and to stay present in the moment,” Tim explains. “I’ve seen a lot of people at the Olympics get overawed by the atmosphere, but at the end of the day, it’s important to just stick to the fundamentals as the pressure ramps up.”
HOW EARLY ENCOURAGEMENT CAN CHANGE LIVES
Tim took this same methodical approach to rowing during his time at Princeton, where, alongside completing a degree in History, he stroked the Princeton crew to their first Intercollegiate Rowing Association medal in nearly 10 years.
“I just persisted, trying to get to the next level,” Tim says. “Even at school if I was in the 10Cs, I was trying to get into the 10Bs. If I was in the Third VIII, I was trying to get into the First VIII. Obviously, everyone wants to be the best, but you have to look at what the best is and think about how to get to that standard by focusing on what you can control.”
Tim emphasises that the discipline and focus required to excel in rowing has had a positive impact on other areas of his life. “Through the highs and lows of rowing, you learn a lot about yourself,” he says. “What I found was, the more I rowed, the better my grades got, and that was true for my teammates as well. Maybe it’s because rowing is so demanding, it forced us to say ‘no’ to a lot of the things that can pull you off the path.”
Tim’s message to younger rowers – and their coaches – is never to underestimate the impact of another person’s encouragement. “One of my coaches at Melbourne Grammar, Nick Lloyd, believed in me when I didn’t believe in myself,” Tim says. “He told me I had the potential to be good at the sport, and without that, I think there’s a good chance I might not have continued. So, if you see a young person who has potential, in any area, letting them know could be the thing that changes their life.”
I like to help everyone get into a headspace where they feel confident. That’s what I find most fulfilling.”
Jack
Robertson (OM 2016)
Creating lifelong memories at the MCG
Whenever an event takes place on the main oval of the Melbourne Cricket Ground (MCG), the operational organisation of it falls on the shoulders of Lizzie Gregory (OM 1993).
Having made her start working in ticket sales at the Arts Centre Melbourne while at university, today Lizzie is the Executive Manager of Event Operations at the MCG, where she oversees everything from ticketing to customer service, staffing and logistics.
The events she manages include the AFL Grand Final, the Boxing Day Test, and major musical performances such as this year’s blockbuster Taylor Swift concerts.
CREATING THE EXPERIENCE OF A LIFETIME
“At every event at the MCG, we aim to get people in as quickly and as safely and securely as possible, help them to have a good experience while they are here and make sure they are able to leave safely and securely,” says Lizzie. “I love the variety in my job, being able to work with so many different people, and the fact that no two days are the same.”
By the time Lizzie arrives at work at 6.00am on AFL Grand Final day, there will already be around 1,000 people waiting to enter the MCG.
“When the game starts, that’s probably the easiest part of the day,” she explains, adding that in 2023, the event included overseeing the bussing in of 500 children who performed in the pre-match entertainment, organising the logistics of the Prime Minister’s attendance, and the management of around 700 casual support staff. “Our aim is always to make the experience frictionless for the patrons, so they can just concentrate on the event and enjoy the day.”
While the AFL Grand Final is a regular event for Lizzie’s team, hosting the 96,000 fans who came to see Taylor Swift for her three performances required a full year of planning, leading up to a fortnight of extremely long days before the shows.
“We knew that for many Swifties, the concert was going to be one of the most important days of their lives, so we wanted to show them respect and make sure their experience was as memorable and beautiful as possible,” says Lizzie. “For example, we gave our staff MCG friendship bracelets to give to the fans as they were entering the venue.
“We also planned for those we knew would be listening to the concert from outside the venue in Yarra Park, which turned out to be around 20,000 people, and provided suitable infrastructure so they could enjoy their time there.”
To make sure complex events like these run smoothly, it’s clear that Lizzie’s role requires both flexibility and a willingness to go above and beyond.
“Probably one of my most rewarding days at work was the accessibility familiarisation day we ran before the Taylor Swift concert,” she says. “Anyone who had booked an accessible seat was invited to come to the MCG while there was no crowd, so they’d know how to get in and out, where their nearest bathroom was, and how to get through security. It was so rewarding to see them all enjoying it.”
IT ALL STARTED AT GRIMWADE HOUSE
“At Grimwade, we were always encouraged to have a go at everything,” says Lizzie. “You became a sort of ‘renaissance person’ while you were there, and that approach has been highly influential in my life and in my career.”
“I was in the first cohort of girls to attend Grimwade from Prep to Year 6, and I feel really lucky to have been a part of that experience,” she says. “I’m still in contact with all of those women, and we recently had a 30-year reunion attended by everyone who was in the country.”
Leading the team at the Western Bulldogs
As CEO of the Western Bulldogs, Ameet Bains (OM 1995) oversees four men’s and women’s football teams alongside a diverse business.
Join Ameet as he gives us a behind-the-scenes look at what his demanding job involves.
FIRST THINGS FIRST
“I drop my son off at Grimwade House almost every morning. It’s nice to be part of how he begins his day.”
2
SETTING THE AGENDA
With an annual turnover nudging $60m and over $80m in net assets, the Western Bulldogs is a complex business as well as a football institution. Ameet leads around 230 employees, with around 100 being AFL, AFLW, VFL and VFLW players, plus a significant casual and paid volunteer workforce.
“It’s important to me to have as strong a working relationship as I can with everyone across the Club as it is so culturally beneficial.”
BUILDING SPONSOR RELATIONSHIPS
Ameet speaks with Channel 7 journalist, Jason Bennett, at a Club player sponsor event.
“We’re fortunate to have broad corporate support alongside our key supporter groups. We also run a player sponsor program, which gives sponsors a close connection with an individual player. Remarkably, some sponsors have been supporting our players for over 40 years.” 3
KEEPING IN CONTACT
Managing relationships with Club stakeholders, the AFL, different levels of government and media is an important part of Ameet’s work.
“We are currently negotiating a contract extension with the Victorian Government and the City of Ballarat for the year-round community activities we run in Ballarat, along with our annual AFL and AFLW games played there. Being a Bendigo boy, I have a really strong sense of how critical elite sport is to regional Victoria and the importance of the Club to Ballarat.”
OLD MELBURNIAN CONNECTIONS
The Bulldogs currently have two Old Melburnians in the AFL team: Alex Keath (OM 2010), who joined the Bulldogs from Adelaide Football Club in 2020, along with Ryley Sanders (OM 2023) who was drafted last year.
Alex, Ryley and I were all Melbourne Grammar boarders, so we have a special connection.
GAME DAY
12 A RARE MOMENT AT THE DESK
Bulldogs Board members, corporate partners and key individual supporters regularly attend Club matches.
“At home games the Club has many operational responsibilities, including fan engagement, corporate functions and match day entertainment.
Sometimes I’m privileged to host a friend and legend of the game like Eddie Betts.”
“I might get time to sit at my desk during the day, but it’s more likely I’ll get paperwork done after hours or when travelling.
“My days are often full of meetings which can canvass anything from finance to football but, depending on which day we’re playing and where, the structure of our week changes. Everything works backwards from the game.”
6
7 SHOWING SUPPORT BY SHOWING UP
For Ameet, being present at training and at games is an integral part of his role.
“Our Head of Football reports directly to me, and the senior coaches have a dotted reporting line to me. My responsibility for our football programs is generally at a macro level, but I love supporting our onfield people. I attend key weekly football meetings around once a month, meet senior staff and players regularly, attend every AFL/AFLW game and certain VFL/ VFLW games.”
A WORKING LUNCH
“My days are always full, so a working lunch is a useful way to help build relationships, as well as cover key work matters. Here I’m meeting with our General Manager, Digital, Media and Communications, to discuss media for the week ahead.”
About Ameet Bains
10
BUILDING A LEGACY
Led by Ameet, the $80M redevelopment of the Mission Whitten Oval features spacious, cutting-edge training and administration facilities for Bulldogs players and staff, along with several match day venue improvements. It has also led to the creation of dedicated community spaces, a 400-person function centre and will soon house a Women’s Health and Leadership Hub.
“I’m simply a custodian of the club for the period I’m here. To be able to lead a project like this, knowing the legacy it creates, is humbling.”
9
TOURING NEW FACILITIES
Ameet meets with the General Manager, Women's Football and the AFLW Senior Coach in the new Victoria University High Performance Centre, which includes an indoor training field, cardio heat chamber, aquatics zone, and stateof-the-art medical facilities alongside the AFL’s largest elite training gym.
“The growth of women’s football is critical for us culturally and for growing participation and audiences. It’s also given aspiring girls a pathway to play football at the highest level. We support our AFL and AFLW programs equally.”
8
CRUCIAL COMMUNITY LINKS
Ameet speaks at a Cultural Diversity event.
“The need to be socially and community minded is a non-negotiable for us.
“Much of our community work operates through the Club’s Community Foundation. It reaches more than 20,000 community members all the way from Footscray to the South Australian border each year through programs focused on health and wellbeing, youth leadership, cultural diversity, social inclusion and community advocacy.”
Born and raised in Bendigo, Ameet Bains (OM 1995) boarded at Melbourne Grammar from Year 9 and was Captain of the School. He played in the 1st XVIII football team during Years 10 to 12 and was Vice-Captain of the 1995 APS premiership team.
A global career defined by gratitude
At just 18 years old, after six months of studying commerce/ law at the University of Melbourne John McPhee (OM 1973) made a spontaneous decision to change his career path completely, opting to work in mining instead.
While studying intermittently for 7 years while labouring at iron ore, copper, silver/lead/zinc, coal and manganese mines across Australia, John eventually capitalised on his experience and earned an engineering degree. He then secured a position at Mount Isa, home to the world's largest copper and silver/lead/ zinc mine and, while there, completed an Applied Science postgraduate degree.
“It was extraordinary,” John says. “When I went there as a mining engineer, I spent the first 12 months 1,000m underground literally working at the face before working ‘in the office’ and it was through this role that I discovered my passion for supply chain management.”
travel growth
“Nike is a complex ever-changing machine. We have 23 different functions, we sell products in 192 countries around the world, and we have 251 factory partners who make our products,” he explains. “I liked working at Nike and I wanted to stay there, but I also wanted to understand what made us so successful and what made us unique.”
John created a live presentation to help him visualise how all the various teams worked together and planned, made, moved and sold four million units of product every single day across the world. Things escalated from there. “Others wanted to see the presentation and we realised there was a broader, deeper, more fundamental hunger for this knowledge,” he says.
John is now in a role he created – Global Program Lead for Nike’s Supply Chain University. And what does that even mean?
CREATING THE DREAM JOB FROM SCRATCH
John spent 12 years in the mining industry before setting out in yet another direction. After concurrently completing an MBA and a degree in economics at Stanford University, John worked in investment banking for eight years.
Then, 22 years ago, John was hired by Nike to work in supply chain management. “I had a good background in that, as well as finance and I had studied ‘business’, but for the life of me, I couldn’t understand how Nike worked.”
“For the past 10 years, I’ve been travelling to Nike offices across 24 countries to talk to our employees –or teammates – about how the work they do is connected to the company’s larger goals,” John explains. “These goals are about so much more than just making money. Nike works to enable the communities around us to be better, to make our teammates’ lives better, and to make the world a better place as a whole.”
“Whether I’m talking to one of the 18,000 teammates running our distributions centres or a company Vice President, we want to have our 76,000 global teammates be even better educated and even more inspired to come to work each day feeling grateful for the unique opportunity that each of us has to work at Nike,” John adds.
LEARNING TO SEE POTENTIAL AND POSSIBILITIES
When asked where his curiosity and optimism come from, John is emphatic about the influence of his time at Melbourne Grammar.
“I was unbelievably fortunate to come to the School on a scholarship and I had no idea how that would change my life,” he says. “This school gave me perspective, vision, and a recognition of the limitless possibilities that come from learning. I still remember the lessons I had on Chaucer in my English classes and all the other extraordinary teachers who opened my eyes to what was possible.”
John adds that today, his philosophy in both work and life is focused on a simple formula for happiness: gratitude, grit, and growth.
“Some people define happiness in traditional terms like what they have, but I don’t think that brings true happiness,” he explains. “I think happiness is the result of being grateful for what you have every day, and living with grit whatever you’re doing. That doesn’t mean you need to be the best, it means do what you do with fervour, determination, and inspiration. And, finally, happiness comes from having a growth mindset. Don’t be mired in a set of beliefs that who you are today is who you are forever. The real truth of life is we can be whoever we want to be.”
For the past 10 years, I’ve been travelling to Nike offices across 24 countries to talk to our employees... about how the work they do is connected to the company’s larger goals. John McPhee (OM 1973)
Building a culture of trust and kindness
James Harrod (OM 2006) has held numerous teaching roles at Melbourne Grammar School, but his connection to the school started when he was in Prep. James was a student at Melbourne Grammar through to Year 12, returning to work as a Humanities teacher and boarding tutor in 2012.
He then went on to teach elsewhere in Australia and the UK, most recently serving as a Head of House at Brighton Grammar School.
Now six months into his new role as Head of Perry House, James says he’s enjoying a career opportunity that was “too good to miss”.
“During my three and a half years as a boarding tutor, I came to love working in the boarding houses,” says James. “I always knew I’d come back to Melbourne Grammar, and I’m so happy to be in a position that really suits me.”
THE BIG IMPACT OF SMALL DECISIONS
James says the sense of community in Melbourne Grammar’s boarding houses is created intentionally, by both staff and students.
“The most important part of my role is making sure our boarders are safe and happy, and that their academic studies are progressing well,” he says. “However, in addition, we want to make sure that even when we’re not supervising the students directly, the House still runs well. So, everything from the way we set up House routines to the way we ask students to communicate with one another, and the way we communicate ourselves – all those small things build a culture of respect, care, and thoughtfulness.”
“Having such a close-knit group of people running our boarding houses, from our tutors to families with young children and pets, is something not many schools can offer,” James adds. “That creates an environment where boarders can learn consideration and kindness, along with maturity and responsibility for themselves and others.”
SUPPORTING EXCELLENCE, BUILDING TRUST
Living and working in “one of the best parts of one of the best cities in the world,” James never takes the opportunities Melbourne Grammar offers for granted.
“Whatever their area of interest is, boarders have what they need to excel available to them here,” James says. “There are incredible sporting facilities right on our doorstep, musicians have access to the music school on weekends, and there are study hubs and tutors available whenever students need them.”
James adds that he is focused on building trust to ensure students feel able to ask for help.
“Every day I try to speak to every student, even if it’s something as simple as asking, ‘How did your English test go?’” he says. “Over time, this builds a relationship that means students feel comfortable coming to me when they have challenges, or just need someone to talk to.”
A bridge fromGrimwade to boarding
With 12 years as a Grimwade House teacher under her belt, Jo Clancy says her additional role as a boarding tutor in Perry House is one more way she can enjoy helping students to grow.
“I’m taking all the positives from Grimwade’s pastoral care approach and adding that to what I do with the Perry House boarders,” Jo says. “Grimwade’s culture is all about strong relationships, and that’s so important in our boarding community as well.”
“The two roles complement each other well,” explains Jo. “My Grimwade House responsibilities occur mainly during the day while my boarding house duties mainly take place in the evening and on weekends, so neither is compromised by the other.”
A NEW PERSPECTIVE ON STUDENT LIFE
Having already worked as a boarding assistant for two years, Jo’s role as a boarding tutor now involves daily contact with Perry House Year 10 boarders.
“I try to spend as much time as I can with my tutor group. Whether it is checking they have collected their laundry, exploring Melbourne on weekend outings with them or checking they are speaking to their families regularly,” Jo explains. “I’m in contact with their teachers, too, so if there are issues with homework, daily organisation or how they will get to their APS game on a Saturday, I can help manage that.”
Jo says that getting to know an entirely new group of students has been one of the highlights of the new concurrent role.
“I love the diversity of the boarding house community,” she says. “In my tutor group I have First Nations students, students from overseas, and students who’ve come from rural communities. No matter where they come from, I find working with teenagers incredibly rewarding.”
BRINGING GRIMWADE’S CARE TO BOARDING
While the role of boarding tutor is traditionally one held by Senior School teachers, Jo is enjoying finding ways to connect her work at Grimwade with her boarding house role.
“I had my Year 6 students write letters to the Perry House boarders, and they asked great questions about what they ate, how they did their homework, and where they were from,” Jo explains. “It gave the Year 6 students a window into a different world, and it brought a personal, community feeling to the Perry House students.”
Jo describes Grimwade House as an environment where staff are “constantly cheering each other on,” and says things are no different in the boarding house.
“If there’s ever a problem, Melbourne Grammar wants to try and solve it,” she says. “The new Head of Perry House, James Harrod, is supportive of all the staff in the House and highlights our strengths as tutors. We’re in constant communication to ensure the students wellbeing is priority. Our collective goal is to ensure everyone feels connected and progressing well in all aspects of their life.”
A boarder’s reflection
Hugh Ryan is a 2024 Co-Vice Captain of the School.
He is the recipient of the Maurice & Margaret McKeown Scholarship, which was established with a gift in Will by their son, Dr Malcolm McKeown (OM 1935).
Hugh was recently invited to share his story with members of the Witherby Tower Society. Here is an excerpt from his speech.
If you would like to learn more about leaving a gift to the School in your Will, please contact:
Roni
Baird
Senior
Philanthropy Manager
+61 3 9865 7632 vgbaird@mgs.vic.edu.au
I was born and raised in Lancaster, a small town about half an hour west of Shepparton. For three generations, until last year, my family were dairy farmers.
Boarding was never on my nor my family’s radar until about halfway through Year 9. It was then I realised my studies were stagnating and I was far from content with who I was and where it looked like I was going. I needed a change, and a change of school and environment seemed to be the most logical solution to me.
After looking into it and asking around, Melbourne Grammar quickly presented itself as the best option for me by the length of the Flemington Straight.
The suggestion was initially met with nerves by my family but through discussing it, my parents realised it was something I was set on and before I knew it, I was touring the boarding house and trying on the school uniform.
Three years later I find myself in a place where my studies are flourishing, and I’m surrounded by a group of good friends and opportunities to further myself in every aspect of life. I’ve never been happier.
My time here has been quite hectic. Life in Melbourne, consisting of sport, study, friends, events and so forth, has been quite a change to the hay bales of home.
However, the change that Melbourne Grammar has brought for me is genuinely immeasurable – and this is visible to even those closest to me. To put it as my grandfather did, ‘I think it might’ve been worth it’.
I am proud to be who I am today and attribute it entirely to culture of the school.
I am here today because of the sacrifice, generosity, and support of others. My parents, of whom I am immensely grateful as well as my grandparents and siblings, made a tough decision seamless.
It is also the immense generosity of Dr McKeown, a man who I never had the fortune of meeting, which has allowed me to be here. It is still rather incomprehensible to me that someone could have such goodwill, and the trust in me that comes with it is incredible.
I hope that Dr McKeown would be content with the product of his generosity. And I hope that we as a school can continue to diversify and provide opportunities to those who, like me, would otherwise be unable to flourish.”
Hugh Ryan, Year 12 Co-Vice Captain of the School
From left: Jack Beresford (Year 12), Hugh Ryan (Year 12)
From ma tches to monuments on a soccer tour
Year 9 student Charlie Kimpton signed up for the 2024 European soccer tour to develop his game but, along the way, he gained quite a bit more.
The tour commenced with participation in a tournament, followed by individual matches over 16 days. “We played against clubs from England, Denmark, the Netherlands, France and Belgium,” explains Goran Stajic, Technical Director of Soccer and Futsal. “Our team was made up of boys from Years 9 to 12 who had never played together before. Each of our competitors had trained together for a long time but it didn’t seem to matter. Our boys were incredible. They really had the spirit and mentality to compete and you can’t coach that –they just had it in them.”
Charlie agrees. “We had a few good wins which surprised the other teams,” he says. “One of the most impressive things about the trip was the way we got to represent Australia.”
“Goran always talks to us about the importance of legacy, and I think our competitiveness made the trip pretty special for everyone.”
Legacy is just one aspect of the game that Goran asks all Senior School soccer players to focus on. “Beyond wins and losses, I want them to think about how they want to be remembered,” he explains. “I also want them to play to the best of their ability, recognise the importance of pursuit – of both the ball and of personal goals, focus on learning the sport and, finally, enjoy the game and have fun while you are playing it.”
That understanding of legacy was further explored when the participants visited the Sir John Monash Centre in France and the Tyne Cot Commonwealth War Graves Cemetery in Belgium. “We were able to stand before the graves of some Old Melburnians buried at Tyne Cot,” says Charlie.
“To think that some of them might have thought they were just heading out on an adventure with their mates not knowing really what to expect but, unfortunately, they gave their lives. Thinking about that really gave me a new perspective on what legacy really means.”
“Travelling around Europe was awesome,” Charlie adds. “I was shocked at how quick and easy it was to get from one country to another. Plus, discovering new foods, exploring new places and talking to people in the cities we visited was unbelievable. I had always thought I’d like to study overseas after school, and I got a sense of what that might be like through this trip.”
When asked to sum the trip up, Charlie responded: “The range of activities was so deep; it was a once in a lifetime sort of thing and I'd love to do it all over again.”
Designing a foundation for learning
The first year of schooling is one of the most intensive periods of learning in a person’s life. Not only are Prep students absorbing extraordinary levels of new information and experiences, but they are also learning how to learn, who they are, and how to interact with others.
Our teachers use a multitude of different strategies to support this important developmental stage, and need learning spaces that are flexible enough to accommodate them all. This is why, as we begin planning for the new Prep to Year 2 building at Grimwade House, we are carefully designing classrooms which meet the students and teachers at their point of need.
LAYING THE GROUNDWORK FOR SUCCESS
In our Prep classrooms, we build the allimportant foundations so our students become knowledgeable, confident, independent learners.
All learning occurs by building concepts, or clusters of knowledge, which help us understand how the world works. Recognising patterns and relationships between objects, ideas and people underpin this learning.
We want to instil a real love of learning in our Prep students, and this means making sure the classroom is a place where they feel calm, safe, and secure.
It can be easier for older students to build concepts because they have more stored information and knowledge to draw from. However, Prep students need to both gather new information and then understand how it fits within a concept, so we start with a guided approach.
Actions that might seem quite simple, like drawing a picture of your family, or comparing the sizes of leaves the class has collected, are actually concept building exercises. As students’ proficiency at concept building grows, so does the complexity of ideas and connections we can introduce to them.
What is important is that Prep students are taught to learn how to develop concepts for themselves. This sets the framework for future learning success. We believe the best method to do this is ‘learning by doing’ and for this to work well we need flexible, functional spaces and teaching tools that allow students to experiment, explore, and discover.
HOW FLEXIBLE SPACES CREATE FOCUS
Recent neuroscience research tells us that, no matter how motivated we are, we only have a limited amount of energy or focus we can apply to a learning task at any point in time. Prep students are relying on an attention span that lasts about 10 to 15 minutes before they need to reset their focus by moving to something new.
One way to facilitate this is to have a classroom that offers more space. While a standard classroom is around 60 square metres, our new Grimwade House classrooms will be around 100 square metres, which means students will be able to move between activity stations – or learning zones– without leaving the familiarity of their classroom. They will also be a suitable distance from other zones and activities to avoid distraction.
With more room to move, for example, students might start by sitting in a semicircle and listening to a story about a fairy, then grow their mathematical knowledge by sitting at a table to build a fairy house with a small group of others and developing their measurement skills.
They might work by themselves in a quiet zone drawing pictures of fairies at play and then have an individual discussion with a teacher about their picture, with both story-telling activities building literacy concepts in preparation for the time when the students can write complex sentences.
In addition, in practical terms, larger classrooms mean teachers can set up various learning zones at the beginning of the day, allowing for more teaching time and less time spent rearranging zones. It also allows for the learning zones to be available to students at times when the formal teaching has concluded, for example, during lunchtime, before school or after school.
LINKING INDOOR AND OUTDOOR LEARNING SPACES
All students need to feel comfortable before they feel ready to learn. We want to instil a real love of learning in our Prep students, and this means making sure the classroom is a place where they feel calm, safe, and secure.
The new Grimwade House building will, of course, have all the design basics in place: good light and ventilation, colours that create vibrancy and warmth, and a sense of spaciousness.
Prep classrooms will be at ground level so they will also have a strong link to the environment outside the classroom. This has many benefits. A view to, and interaction with, nature has a calming effect, so students will feel settled and focused.
The glass outer walls of the classroom will open up to sensory gardens outside and, when the learning activity calls for it, students will be able to move into their curated surrounds straight from their classroom. This variety of experience will help students strengthen their conceptual understanding of their world.
Of course, at the same time, we are also carefully planning for older students in Years 1 and 2 who will also learn and grow in the new building, recognising their distinct but equally important needs, ultimately giving all students the best start to their educational journey.
Royce Helm Head of Grimwade House
Stella’s story: my football journey
Meet Stella, a Year 5 student, as she shares her enthusiasm for playing AFL football.
BEGINNINGS
I started playing football when I was five. My early memories were of cold Auskick mornings, footy cards, watching the Sydney Swans and spending weekends watching my older brother and sisters play footy.
Footy was a big hobby for me in lockdown, especially while walking to the shops and playing on the way. I used to go every day and kick with my dad. He taught me how to kick and the rules of the game.
In Grade 2 I got to play proper footy with the Port Colts Football Club, and that’s when I started to love the game. AFL very quickly became my favourite sport and has been ever since.
I play in the 5A team for Grimwade House each week, and for the Colts on a Sunday morning.
When I found out I was in the team, I felt ecstatic and so excited to be representing the school.
Stella, Year 5
CORDNER EGGLESTON CUP
On Friday 24 May a Grimwade House team played at the Cordner Eggleston Cup match. Students from Years 5 and 6 tried out for the team and a lucky 23 got selected. We were so excited! The game was played on the main Scotch oval, as we were the curtain raiser for the Senior’s Cup.
When I found out I was in the team, I felt ecstatic and so excited to be representing the school. I was also very proud to be one of the four girls on the field. It was a great day with many highlights. I loved playing with my friends in front of a noisy crowd on the amazing Scotch oval. We then got to watch the main match and feel part of the amazing atmosphere.
FUTURE AMBITIONS
In 2008 there was another game played between students from Grimwade House and Scotch College at the Cordner Eggleston Cup match. It was played at the MCG. One of the players was Ed Langdon (OM 2014) who is now an AFL star and premiership winner for the Melbourne Football Club.
Ever since I was little, I’ve wanted to be a AFLW player. Knowing this about Ed Langdon has inspired me to dream big and showed me what you can achieve. Stella, Year 5
About the Cordner Eggleston Cup
The annual match between the First XVIII teams of Melbourne Grammar School and Scotch College commemorates their historic football rivalry. They played their first game in 1858 at the MCG and this is recognised as the first recorded Australian rules football match. Playing almost annually since then, the naming of the match and the Cordner Eggleston Cup trophy was introduced in 1989.
In 2001, to celebrate Scotch College’s 150th anniversary, the match returned to the MCG, with a halftime game between primary school students from both schools.
In 2008, as part of Melbourne Grammar’s Sesquicentenary, the MCG hosted the match again with a curtain raiser featuring Grimwade House and Scotch students.
In 2024, at the 166th match between the schools, Melbourne Grammar School won the Cordner Eggleston Cup with the winning goal kicked after the final siren.
At Wadhurst, a new Health (or personal development) program designed specifically for early adolescent boys is reshaping the way students navigate their formative years.
“Our program addresses both traditional topics together with a broad range of contemporary issues relevant to our students, helping them understand how to live properly and well in the 21st century,” explains AnnaLouise Simpson, Head of Wadhurst. “For example, when we cover topics like puberty and reproduction, we also delve into consent, personal safety and respect within these contexts.”
“Adolescence is descending on Australian boys earlier than ever,” says Anna-Louise. “There is clear evidence that hormonal and physical changes are happening sooner, and due to technology, young people are being exposed to unsavoury information at a much younger age.
“Unfortunately, the COVID-19 pandemic exacerbated this trend, with this particular age group spending long, largely unregulated periods online during some of their most crucial developmental years. This online exposure, coupled with missed opportunities for relationship-building activities like camps or playground socialisation, has blurred boundaries and appropriate behaviours for some.”
Guiding Wadhurst students through modern life
The program was largely devised by Tim Bratton, Wadhurst Coordinator of Health and Physical Education in consultation with key staff across the School. It begins with students exploring their own identity –understanding who they are, how to manage their emotions and how to build respectful relationships in person and online. Other important topics include positive mental health, substance abuse, and racism and inequality.
“The delivery of our program is evidence based, rather than opinion based,” explains Tim. “We try not to say you should do this, or you shouldn't do that. It's more about just giving students the knowledge and experience to make well-balanced, informed decisions, and in providing a safe space to ask questions, share ideas and be heard.”
“Sometimes it is about correcting misinformation or challenging preconceived ideas with the learning not always ending at the bell,” adds Tim. “At the end of most lessons, I ask students to write down three things they used to think, two things they now think and one thing they still wonder about, so they are prompted to continue to explore the topic themselves.”
Alongside scheduled classes, the program includes activities led by external experts such as the Reach Foundation, who specialise in helping young people have breakthrough conversations, and build emotional resilience and courage. Parents are also supported through workshops and information sessionsrecent examples include a workshop on pornography, and one on vaping and alcohol, and a comprehensive bank of evidence-based resources is available to both students and parents.
“One of the most important benefits of the program is that it provides us with new ways to help identify boys who might be at risk,” says Tim. “Simple exercises like a five minute ‘mental health check-in’ walk at the start of a lesson, or a Reach Foundation exercise where students self-reflect on their level of connection at school, are incredibly helpful. It means that we can then support particular students with the help of our Counselling and Psychology Services team.”
The redesign of the Wadhurst health program reflects the school’s strategic commitment to provide a holistic education, and to prepare them for all that life presents in Senior School – and beyond.
Ihope that every Old Melburnian feels that they are part of the Old Melburnian community.
There is no such thing as an outsider amongst us. I see this at every Old Melburnians event. Whatever your frame of mind when you enter, you will leave feeling engaged and uplifted.
Events are just one way we come together. Most are familiar with our class and branch reunions and other in-person and virtual events.
But there are a myriad of ways to connect and be involved, across a broad range of interests and groups. The new Old Melburnians Exchange, the many Old Melburnians Clubs and societies, and the Dick Cotton Fund are all there for that reason. The School’s website has the details and they are also accessible via OMLink.
In 2022, the Old Melburnians Council established a Sub Committee to focus on Old Melburnian women. That year marked the point when 1,000 girls had passed through Grimwade House. As with everyone who leaves the school before VCE, they became Old Melburnians when they had completed Year 12, wherever they were. In a way we were seeking an answer to a basic question. What does it mean for someone who left the School well before Year 12 to be an Old Melburnian?
Building new connections
The answer might surprise you, as it surprised me. It means a great deal. For some, it is partly because their family has a strong connection through fathers, brothers, sisters and beyond. For all, it is because like all Old Melburnians there is a profound sense of connection with a great school and what it means to say that.
The committee is currently led by Penny Apted (OM 1994). Like many Old Melburnian women, Penny’s connection to the School is deep and profound. In her case it stretches back for generations. The Rhoden Building in Domain Road is named for Penny’s grandfather, Phil Rhoden (OM 1933).
As with any Old Melburnian, the more involved Old Melburnian women are, the more engaged they become and the more they benefit.
This is a universal truth. Penny’s committee has naturally focused on the Grimwade community generally and that has revealed the strong and enduring bond between the men and women who attended Grimwade House. Her committee is as much about that as anything.
My measure of success for the Old Melburnians is that all Old Melburnians confidently embrace our common bond and loyalty. What someone does with that (and how they do it) is up to them, but all Old Melburnians should be confident that the School will always welcome them back and that the Old Melburnians community is their community.
As Mark Balla (OM 1980) says, if you don’t ask, you don’t know that the answer is yes. Between us, the answer is yes.
Martin Scott KC (OM 1980)
Merchandise
Merchandise is available exclusively for Old Melburnians to purchase online, via QR code.
The new range includes an Old Melburnian blazer, beanie, scarf, cap, and a choice of two styles of tie.
Martin Scott KC (OM 1980)
Celebrating
Old Melburnian women
Connecting with the Old Melburnian community brings me great joy. Melbourne Grammar School has always been part of my life. I am deeply proud of my family's long history of service to the School. Our children are the fourth generation to attend, and they are proud to continue this legacy, by maintaining this connection to their ancestors and a strong sense of service and belief in helping others.
The Old Melburnian Women Sub Committee focuses on building connection with girls who attended Grimwade House. We do this while upholding the core value of the Council – to connect generations of Old Melburnians, young and old, to create better futures.
In 2022 we held a function to celebrate reaching 1,000 women who have attended Grimwade House and now belong to the Old Melburnian community. The sense of reconnection and happiness at this event has been a catalyst for many initiatives. Supporting friendships between our girls to continue on after leaving Grimwade is an important starting point for opportunities – outlined below –that we are now developing for Old Melburnian women.
At the end of Year 6, students and their parents attend a Graduation Ceremony, where we say goodbye to our Grimwade girls. The Old Melburnian Council presents each child with a memento of their time at Grimwade House as a symbol of their future connection to the community.
A highlight of the Grimwade House calendar is the Year 6 Musical in June. This year, Grimwade girls in Years 9–11 were invited back to watch the show and be part of the hair and makeup team, while boys and girls in Year 7 and 8 flocked to a ‘Pre-Show dinner’ before the Wednesday performance. This special night helps continue the strong bonds created between the students from their time at Grimwade House, regardless of which school they went to after Grimwade House.
Another important initiative is the Year 12 Breakfast – all students who attended Grimwade House are invited back to a breakfast before they sit their final exams. This is an extremely nostalgic morning for students and their former teachers!
Once our girls finish school, they will hear from The Old Melburnians regularly, with news, opportunities to participate in sports coaching at the School, or to share their life adventures and achievements with our students. We will encourage them to join our mentoring program, attend our events, and continue their involvement with each other, and the School.
Through the Sub Committee, our goal is to ensure every Old Melburnian feels a continued sense of belonging, no matter where life takes them. We look forward to welcoming Old Melburnian women, as we continue to support and engage with this wonderful community. We encourage others to reach out to us if you would like to become involved.
Penny Apted (OM 1994)
Upcoming events
Community Speaker Series (Term III)
Speakers: The Hon Ted Baillieu AO and The Hon John Brumby AO
Tuesday 20 August 2024
South Yarra campus
Class of 2023 One Year Reunion
Friday 15 November 2024
Community Speaker Series (Term IV) Speaker: Dr Anita Collins, Music Educator, Researcher and Writer
Tuesday 19 November 2024
Grimwade House campus
Old Melburnian Annual Bluestone Lunch
Friday 22 November 2024
Old Melburnian New York Branch Event
Old Melburnian Sydney Branch
Details for Branch events will be confirmed shortly, contact om@mgs.vic.edu.au for more information.
Visit bit.ly/mgs-events for more information.
Contact om@mgs.vic.edu.au or +61 3 9865 7681 to update your contact details to ensure you receive your invitation.
1. ANZAC Service of Commemoration, 26 April 2024
2. ANZAC Service of Commemoration, 26 April 2024
3. Old Melburnians Adelaide Branch Cocktail Party, 5 April 2024
4. Old Melburnians Business Breakfast, 10 May 2024
5. Old Melburnians Bellarine Branch Lunch, 21 April 2024
6. Old Melburnians Canberra Branch Cocktail Party, 10 May 2024
7. Cordner Eggleston Cup, 24 May 2024
8. Cordner Eggleston Cup, 24 May 2024
9. The 144th Old Melburnians Annual Dinner, 14 June 2024
10. The 144th Old Melburnians Annual Dinner, 14 June 2024
Additional images from Old Melburnian events are available at omlink.org
Defining courage in unexpected ways
How do you define courage? Each of us has our own ‘vocabulary’ when it comes to bravery. For many, it includes the valour of members of the armed forces, firefighters, and police officers. However, here is an Old Melburnian whose story you might want to add to your lexicon of courage: Otto ‘Rob’ Yuncken (OM 1921).
Otto began his journey at Melbourne Grammar School in 1918. On the surface, he seemed like a typical student. Yet, courage, they say, often shows itself in unexpected ways. For Otto, perhaps the interest and skill he showed in debating while at the School was an early sign of his bravery. Speaking confidently before an audience is no small feat.
However, Otto’s courage was truly tested a few years later in a harrowing mountain climbing incident. At the age of 20, while climbing with his friend and fellow architecture student George Nichterlein, disaster struck. George fell approximately 30 metres down a steep gorge, becoming trapped on precarious rocks. Facing near-impossible terrain, Otto repeatedly risked his life, making the perilous climb four times to reach George, provide first aid then rescue his friend.
For this heroic act, Otto was awarded the Clarke Gold Medal by the Royal Humane Society of Australasia in 1924. This award is given to the most outstanding act of bravery in Australia each year.
In 1933, during the throes of the Great Depression, Otto demonstrated another kind of courage by leaving his current place of employment and cofounding the architectural firm Yuncken, Freeman Brothers and Griffiths. With a young family and an Australian unemployment rate of about 30%, this move was a bold one.
After completing his architecture degree, Otto had travelled to Europe and America to deepen his expertise in hospital architecture – a field Otto was passionate about, and it was for the work in this area that Otto's firm would become known.
WWII further showcased Otto's bravery and skill. His architectural knowledge led to his role as a consulting architect to the United States Army, eventually becoming the Chief of Design for the US Services of Supply in the Southwest Pacific. His work was pivotal in developing prefabricated hospitals for Pacific battle areas, saving countless lives. Leading these large, complex projects under intense pressure demanded immense courage and skill.
Otto ‘Rob’ Yuncken (OM 1921)
Otto held many leadership roles throughout his lifetime. In addition to being a key member of the Council of the Royal Victorian Institute of Architects for many years, he served as President of the Royal Australian Institute of Architects in 1939 and 1940. Leading during a period when Australian architects were diverging from British and European influences to develop their own unique style required a special kind of courage, and Otto demonstrated this throughout his career.
An obituary in the journal published by the Royal Australian Institute of Architects highlighted Otto's legacy: “For many years, Otto gave distinctive service to the advancement of architecture and was personally responsible to a great extent for the increasing prestige of the profession in Victoria.”
Otto Yuncken's life exemplifies courage in many forms – rescuing a friend from a deadly gorge, founding a business during economic hardship, contributing significantly to wartime medical infrastructure, and providing distinctive leadership within his profession. His story is a testament to the extraordinary potential within seemingly ordinary lives.
OBITUARIES
The School has learnt of the following recent deaths in our community. We extend our sympathy to their families and friends.
Anderson, D G S (Ex School Council Member)
Anthony, P J (OM 1976)
Barrett, N R A (OM 1955)
Bodinnar, L R (OM 1951)
Carter, R M (OM 1954)
Chanen AM, W (OM 1944)
Daniell, C M (OM 1942)
Davis, P C H (OM 1960)
Goodall, D H (OM 1954)
Goold, J W C (OM 1959)
Harris, G A (OM 1937)
Hunt, J D (OM 1953)
Ingamells, P C (OM 1965)
Kemp, H M (OM 1951)
Krumins, C (Current Parent)
Manton, G O V (OM 1948)
Obituaries 2010 to present
Molyneux, J C (OM 1944)
Meares, R A (OM 1954)
Outhred, G P (OM 1969)
Paynter, C B (OM 1955)
Pitt, A (OM 1949)
Porter, R E (OM 1969)
Ponsford, H V L (OM 1948)
Risbey, I S (OM 1967)
Robinson, J W (OM 1946)
Simon, L K (OM 1966)
Schweiger, J E H (OM 1943)
Southby, P B (OM 1950)
Taylor, W R E (OM 1953)
Vance, D W (OM 1951)
Vearing, F A (OM 1959)
A full list of obituaries from 2010 is available at news.mgs.vic.edu.au
Do you have an obituary to report?
Please contact us if you are aware of a death in the Melbourne Grammar School community. mgs@mgs.vic.edu.au
You can read a lengthy excerpt from The Melburnian 1924 vol 49, p 187 which describes Otto Yuncken’s harrowing rescue of George Nichterlein in more detail at news.mgs.vic.edu.au
FEATURED ARTWORK
Painted Family Portrait Louis Needham, Year 10 (2024)
Laser engraved wooden board and gouache paint
This artwork was created as part of a painting task which challenged students to consider the enduring power of memory and the role of family in shaping them. Responding to this idea, students appropriated a photograph from the family archive as inspiration. They began by creating a digital outline of the subject, which was then used to laser engrave a wood board. Following this engraving process, they then completed the artwork with gouache paint.
