Spectemur Issue 3 2023

SPECTEMUR

ISSUE 3 2023

Editorial Committee

Marketing and Communications Coordinator, Taryn Das Neves

Marketing and Communications Manager, Claire Denbury Head of Community and Development, Ryan Whitehead Development Associate (Alumni), Cindy Parker

Contact us

Alumni ocga@cgs.vic.edu.au

Foundation cec@cgs.vic.edu.au

Marketing cda@cgs.vic.edu.au

55 Mont Albert Road, Canterbury VIC 3126

Spectemur is printed on FSC certified 100% recycled uncoated ‘Revive Laser’ paper. The carbon emissions associated with the Spectemur production have been offset through various sustainable practices. By adopting carbon-neutral practices, Spectemur aims to uphold the environmental values of the School.

From the Acting Headmaster’s Desk

In Australia, we are fortunate to be in a position where each of us has an experience of education upon which we can reflect, whether that be a positive experience or not. We all have a reference point from the past, yet it is not uncommon to read articles about the future of education.

Academics, commentators, and journalists often refer to preparing young people for an ‘uncertain future’, one where they will be engaged in employment doing jobs that ‘aren’t even invented yet’. Whilst this may be true, at least in part, education has faced this same challenge for a very long time. Change is by its very nature, different to what has been or what currently is. Imagining and anticipating the future isn’t easy, but has it ever been so? Could one have ever imagined the changes of the Industrial Revolution, the advent of the World Wide Web, or even more recently the invention of the smartphone and how it has transformed our lifestyle? More recently of course, we have all lived through and continue to experience the significant changes to our lives brought by the pandemic, and we are challenged by the concept of artificial intelligence and what it means for us as individuals and our society.

Education, schools, and indeed Camberwell Grammar are in a constant state of change and becoming. As we should be, for we should be more concerned if we were not adapting and shifting to meet the needs of our young people.

As we approach the middle of the third decade of the 21st century, the concepts of schooling and education have seen much change since many of us were at school. The role of the

teacher is no longer to be the holder of all knowledge as may have been the case in the past. Education today is much more about facilitating learning opportunities for young people. We seek to stimulate a sense of inquiry and the desire to learn more, and we must develop in each student, a range of skills that will be transferable from one context to another depending on the path that each takes in their life beyond school. It will be vital that they can communicate effectively in a range of contexts, collaborate and work as part of a team, and be contributing citizens to their communities.

The pace of change can be, sometimes, daunting for all of us, and I am sure many of us can identify with being overtaken in the application and operation of technology by children or grandchildren much younger than ourselves! Yet, while much may have changed in the types of learning experiences and the structure of the classroom over the years, what hasn’t changed is that relationships form the centrepiece of quality learning and of our community at Camberwell Grammar.

Without question, our task is to prepare young people for the future and equip them with knowledge, skills, and experiences. However, the most important thing we do is that we try to show them how to be good people, kind, and caring people. Our focus is to educate boys to become good men. Men of respect, of integrity, who are informed, and who are optimistic that they can make a positive difference to the world. We want them to go out and change the world, to make it a better, more sustainable, and fairer place.

We wish for them to learn, from their experiences here, that making a positive difference in the lives of others is one of the most fulfilling pursuits in which one can engage – far more rewarding than simply ‘what’s in it for me’. And how fortunate we are to have this wonderful purpose each day.

Mr Ben Jeacocke Acting Headmaster

“Our focus is to educate boys to become good men. Men of respect, of integrity, who are informed, and who are optimistic that they can make a positive difference to the world.”

Inspiring Curiosity: Curriculum and Learning at Camberwell Grammar

As a school, we honour tradition while embracing the future

While change is inevitable, Camberwell Grammar’s history of adapting to the needs of the future is guided by the School’s values of Learning, Respect, Integrity, Courage, and Optimism. The School also values innovation, whether in the curriculum or in its strategic planning, and aims to equip students for a rapidly changing world.

By offering diverse and forward-thinking academic subjects and co-curricular activities, and the continual upgrading and research into new technologies and pedagogical methods, the School aims to teach the skills and develop a sense of curiosity that will be necessary to thrive in the 21st-century landscape.

Learning at Camberwell Grammar takes place in many shapes and forms. Alongside offering traditional and nontraditional subjects, is the intention to provide the setting to encourage well-rounded, adaptable, and compassionate individuals with a strong sense of citizenship. It is a vision of education which is transformative, and which aims to make the world a better place. Camps and tours, the Cadet Program, outdoor education, debating, student-led groups such as Towards2050 and Rotary Interact, and ambitious Music and Performing Arts programs provide further opportunities for exploration and growth.

‘Gone are the days when the teacher was the holder of all knowledge. It’s much more now about facilitating learning for the students. And it doesn’t really matter whether it’s in the classroom or beyond,’ explains Deputy Head and Head of Senior School, Mr Ben Jeacocke. ‘We’re trying to work on a set of skills for them. The ability to communicate well with others, the ability to collaborate and work with others.’

Skills, like effective communication, collaboration, creativity, problem-solving, and adaptability, are encouraged through subject offerings, including new subjects such as Creative Design Solutions, Robotics, and STEM, which sees students challenged to tackle real-world problems, working together,

and leveraging their unique skill sets to find innovative solutions. ‘They need to have flexible skills. They need to be able to transport them from one situation to another,’ furthers Mr Scott Wyatt, Deputy Head of the Middle School.

The boys in the Junior School are encouraged to bring a growth mindset to all their learning. Developing a growth mindset is a core future skill. ‘We want our boys to be agile learners. A common language is shared, and the boys understand that making mistakes makes you grow, and mistakes are part of the learning process,’ explains Mrs Caroline Gatley, Deputy Head of Junior School Curriculum and Preparatory Teacher. This is embodied in the Junior School Yeti mascot and mantra: We don’t say ‘We don’t know that.’ We say, ‘We don’t know that YET.’ We don’t say ‘I can’t do that.’ We say, ‘I can’t do that YET.’ The power of YET teaches our students that everyone can learn, learning takes time and effort, results come from hard work, and giving up isn’t an option. This is a mindset we want our students to take with them as they continue their learning journey at Camberwell Grammar and beyond.

In addition to academic subjects, the arts and sports are offered at each year level, from Junior School to VCE, and are included as integral parts of the curriculum and development of each individual student. The School’s specialist Music and Sports Academies further enhance these opportunities, where discipline, teamwork, leadership, and creativity are promoted.

For Senior School students, recently introduced semesterised elective courses in Year 9 and Year 10 allow students to explore engaging topics from Coding to Financial Literacy alongside

their core subjects, while VCE pathways provide students with a range of options to suit their interests and aspirations, including VCE university-based enhancement studies and VET options. Recognising that diverse careers await future generations, the School provides students with access to an array of opportunities that will equip them with the skills necessary for an evolving and, for those just starting their schooling journey, unknown job market. ‘It’s quite incredible to see what they’re capable of, and you never know their limits as such until you set them free and allow them to find solutions and engage. And I think when their passions are engaged, they really invest into that,’ adds Mr Jeacocke.

The goal is to inspire young people who are eager to learn, who approach each day with curiosity and excitement. Students are encouraged to take ownership of their learning journey and to forge a path that ignites their passions and interests. ‘We really want our young men to come out of Camberwell Grammar School being people who understand what it is to exist in today’s world, what the various elements of their life are, and we are trying to give them that deep understanding so that they can make considered decisions within their own personal lives,’ says Mrs Jenny Luca, Head of ICT Innovation and Learning. ‘We want to make them feel like they are actively making a difference even before they step out into the world.’

“There’s the opportunity to find your passion. You get to try all these things, and find what you’re really interested in. So, by the time you’re in Year 12, you’ve been able to pursue that passion at Camberwell Grammar.”

Cooper Carbone, School Captain 2023

From the

Experts Digital Nutrition: The Trouble with ‘Screen Time’

Ditch Counting Digital Calories and Build Your Family’s Digital Nutrition

In Term 2, psychologist Joceyln Brewer led an important Parent Education Seminar on families’ digital diet. Having studied the impacts of technology use for over a decade, Jocelyn brings a fear-free, research-backed approach to navigating the constantly evolving issues of tech use. Digital Nutrition™ is Jocelyn’s award-winning framework for considering ways in which we can have a healthy and sustainable relationship with technology.

Much of the advice and anxiety over young people’s digital device use has been centred around the amount of time that is spent online – and attempting to keep within the ‘virtually impossible’ prescribed limits outlined by the American Academy of Paediatrics and The World Health Organisation.

Beyond a nerdy analysis of the methodology by which these limits are constructed, and some of the problems with this, there are some obvious reasons why putting too much focus on the metric of time spent online is problematic.

Let’s bring in a food analogy to help us here. It’s one that has been used in varying degrees for a decade, starting off with Daniel Sieberg’s book The Digital Diet and the rise of the futile endeavour known as a ‘digital detox’.

We all need to eat; we all have been educated (at least to some extent) about what healthy eating and living looks like. We know what our food preferences are, and what we might be allergic to. Many of us have been on a diet in order to change our weight, and most likely failed. We can apply some of the best practice thinking around healthy eating and nutrition (that is to shun toxic diet culture) to how we consume information online. I call it Digital Nutrition™.

Digital Nutrition™ is about thinking beyond screen time limits and restrictions, doing the deep and messy work of understanding our relationship with technology, and creating more savvy habits relating to what, when, and why we choose to consume different items from the enormous digital buffet. It’s about negating the need to unplug with intentional, intelligent routines for being effectively plugged in.

Digital Nutrition™ is also about considering what nutritional labels for apps and games might look like, and imagining how we can appraise the virtual vitamins or online additives which might be contained in those activities (and asking tech developers to reveal these). When the emphasis is on time spent online, we end up counting digital calories and forget to think about the bigger context of what might make a balanced diet – the nutrients contained in the food and the context in which we might enjoy a meal together.

That’s not to say we should totally ignore time spent online as a factor in what contributes to overall wellbeing – just that it’s a fairly blunt instrument because it ignores the complexity and diversity of the content that we consume online and the myriad of ways we might interpret the information and ideas we ingest.

I wonder why us adults don’t have limits placed upon ourselves? Sure, our brains have supposedly finished developing, but parents’ use and overuse of technology is an issue that young people themselves raise as a source of conflict in their homes and relationships. Adults are not immune to notifications and never-ending social media stories. Some of our anxiety for our children leaps directly from what we are noticing about ourselves and the changing mental acuity combined with nostalgia for analogue times.

Time spent with screens also can tell us what other activities are being displaced across the 24-hour day. Sleep and movement are two key areas that have an important basis for health and wellbeing – but we don’t hear much about ‘sleep time’ or ‘exercise time’ with the same intensity as we do ‘screen time’. So how might we build both healthy connections with young people (using empowering habits rather than arbitrary restrictions) and the social-emotional skills required in the attention economy?

Try these principles:

Diversify your digital diet

There is a smorgasbord of online content to choose from, but we tend to stick to a small selection of websites, apps, and games that are served up to us through who we follow and the things we ‘like’ online. Your digital footprint is being tracked and building an increasingly accurate profile of what the algorithm thinks you want to consume. Try to follow less clichéd, more motivating hashtags and accounts that are in line with your values. Broaden the range of games, their themes, and aims by exploring the options available at Games For Change – a site dedicated to more meaningful and positive gameplay.

Share digital meals together

Creating time to enjoy screens together is a valuable way for families to connect in a space where young people feel comfortable. While in the past we might have sat around the radio to enjoy a serial together, we can now play video games and engage in conversations based on the things we discover online. It provides parents a window into their children’s experiences and attitudes in the online space, an opportunity to mentor them in how to manage cyber-interactions, and parents might learn a bit from their kids too!

Watch out for the impacts of digital snacking

That ‘cheeky check’ of social media here and there is eating away at your productivity, adding to your mental load, and might be making you feel crummy. Using monitoring apps like Moment, Screen Time or Digital Wellbeing can help you come to grips with how many interruptions occur throughout the day and the cumulative impact of distraction on your output.

Know when you’re almost full

The Okinawan Diet includes the principle of eating until you are 80% full, being mindful, and savouring the food on your plate. We can apply this idea to monitoring how we feel when online and noticing a good time to step away from the keyboard or close the app. Research shows that mild to moderate social media use is more beneficial than none (in terms of social connection and belonging) – so a sweet spot of just the right amount of connection is key.

Set a digital sunset

Getting good quality and sufficient quantity of sleep is vital for wellbeing. Smartphones and tablets emit more blue light than their analogue ancestors and can impact the hormones that induce sleep. Consuming social media or gaming right up until bedtime might mean that the brain needs more time to wind down from the high sensory demands (and emotions!) of some activities and delays the onset of and time available for sleep. Powering down devices a good 30-60 minutes before bed can help improve sleep (and mood, cognition, and metabolism!).

Apply the 3M’s of Digital Nutrition

By consciously choosing to add mindfulness, meaning, and moderation to your approach to digital meals you can remain aligned with your goals and values, maximise the benefits of technology, and stay calm, considered, and conscious.

Demand to know more from digital farmers/developers

If we buy fresh produce at the farmer’s market we might meet the actual farmer who grew our food, learn about their philosophy, and what goes into the process. Similarly, knowing more about the people who develop and design the games and apps we consume can help us make more informed choices about what we allow into our digital lives. Increasingly there is a demand to know more about the ethics and agenda of tech companies when it comes to design and psychological hacks used as well as data management practices. Being informed about what’s hidden in the apps we use helps us make choices about how we consume information and honor our mental health.

Jocelyn Brewer is a Sydney-based registered psychologist with a Masters Degree in Cyberpsychology. She founded Digital Nutrition™ in 2013 and is a speaker, educator, consultant, and communicator on cyberpsychology and digital wellbeing. More information: www.digitalnutrition.com.au

Adapting to the Future

The Buildings that Shaped Camberwell Grammar

For over a century, the School has undergone significant transformation and renewal, a historical journey that reflects its commitment to creating a nurturing learning environment that not only caters to students’ academic needs but also fosters holistic growth. Here we look at the buildings that, at the time, propelled the School forward in its strategic vision.

Since the School’s founding in 1886 at the St John’s Anglican Church near Camberwell Junction to its permanent site on Mont Albert Road in 1934 with the purchase of Roystead, Camberwell Grammar has recognised the importance to adapt its physical infrastructure to match the needs of student-centered learning, providing each generation of students with the best possible facilities.

THE WILLIAM ANGLISS BUILDING, CONSTRUCTED 1935

The first wave of innovation on the new Mont Albert Road site, saw the construction of the first purpose-built addition to the campus, the William Angliss Building, in 1935. Only named in 1979 after one of the School’s benefactors, the Hon. William Angliss MLC, it was first known as the Main School Building and, later, the Senior School Building. The building was subsequently used for classrooms, science laboratories, common rooms, cadet stores, and administrative offices. From 1959 much of the building was utilised for Middle School classrooms, with the Timpson Wing added in July 1966, expanding facilities for this section of the School. Although the building was demolished to allow the construction of the Sports Centre by 2017, the portal archway was preserved and is now an iconic feature of the Contemplation Garden.

MEMORIAL HALL AND THE PERFORMING ARTS CENTRE

ROYSTEAD, PURCHASED 1934

Today, Roystead continues to be the heart of the School, an icon that preserves the School’s historical legacy as change and growth have blossomed around it. The School was able to purchase Roystead through the generosity of the Hon. William Angliss MLC. Over the School’s history at the Mont Albert Road site, Roystead has continuously adapted to the needs of the school community, including having been used as a boarding school until 1950, as a headmaster’s residence, staff rooms, classrooms, an art and craft studio, music room, library, chapel, photography darkroom, and cadet Q store. Roystead, and many of the School’s other heritage buildings, such as Kingussie, Highton, and Dorset House, have been lovingly restored to retain their charm, creating a beautiful learning environment where the School’s history and traditions are a constant part of the present.

Since the early 1920s, the Performing Arts was an important part of student life at Camberwell Grammar, however, it wasn’t until 1957, when the Memorial Hall was built, on the current Performing Arts Centre site, that the Performing Arts had their own suitable venue. As the first permanent structure at the Mont Albert Road site since 1936, the Memorial Hall’s construction marked a new phase in the development of the School.

By the early 1990s, it was felt that the School warranted a specific purpose ‘performing arts centre’ for both Music and Drama, so a Building Fund was launched in 1994, resulting in the opening of the grand Performing Arts Centre in March 1997, a building which continues to see the Performing Arts flourish at the School.

A HOME FOR THE SCIENCES

THE SPORTS CENTRE, OPENED IN 2017

Yet, innovation at Camberwell Grammar extended beyond bricks and mortar. The School’s dedication to holistic education led to the development of spaces that nurtured physical health, spiritual nourishment, and wellbeing. In 2015, construction began on the site of the old William Angliss Building with a state-of-the-art sports centre, which opened in 2017 and marked a new era in the School’s sporting history.

As the decades passed since the transition to Mont Albert Road, the advent of technology brought about a seismic change in education, and the School underwent extensive construction and ‘modernisation’ in the 50s and 60s. The two-storey Science Block, constructed in 1960 and extended in 1962, was an important component of that period of development. Biology and General Science laboratories occupied the ground floor with Physics and Chemistry laboratories on the first floor.

By 1991, all science facilities were shifted to the new Science, Art, and Design Building, which was eventually incorporated into the new Wheelton Centre build in 2013. This building includes twenty-one classrooms, eleven Science laboratories, four Arts Studios, a Year 12 Common Room, Laboratory preparation rooms, the School Archives, and a Lecture Theatre, and, a decade on, continues to provide a volumetrically exciting and accessible environment for the entire school community.

NORGE, OPENED IN 1984

A contentious issue for the School over the early decades on the Mont Albert Road site was the appropriate space for the Prep and Junior School students. In fact, the Prep students remained off-site until 1961. It wasn’t until 1984, with the opening of Norge (Norway in Norwegian) that the Junior School found its own permanent place on the campus. Known fondly today as the Norge Village, this area of the School was originally owned by the Gunnersen family of timber merchants who had migrated from Norway in the late-nineteenth century and whose three sons had attended Camberwell Grammar at Camberwell Junction and on Burke Hill. A down-sized ‘Norge’ was purchased in 1981 as the site of the current Junior School.

Part of this new development included a permanent home for the School’s All Souls’ Chapel, which had been relocated to various sites since its inception in the old Tara building in 1984. This permanent chapel within the new Sports Centre offers an impressive architectural design and serves as the physical and spiritual centre of the campus.

In recent years, Camberwell Grammar’s innovation journey has embraced sustainable practices. With a growing awareness of environmental issues, the School embarked on a series of sustainability initiatives, marked especially by the installation of solar panels that have enabled the School to become one of the few schools nationally to use 100% renewable energy, reducing its carbon footprint while serving as a valuable learning tool for both the School and wider community. By incorporating sustainability into its infrastructure, the School is not only demonstrating its commitment to responsible citizenship but is also imparting valuable lessons in ecological stewardship to its students.

As the School embarks on its exploration of what the next strategic plan of development will look like, we can reflect on the legacy that has shaped an environment where students continue to thrive academically, creatively, and socially.

Student Voices: Who We Are

Camberwell Grammar’s student body consists of an array of individuals, artists, sportsmen, creatives, and musicians across the year levels. Here, students share some insight into their life as a Camberwell Grammar Student.

Callum Yates (Year 11)

With his eye on the ball, Callum is focused on taking his golfing to the next level and is elevating this sport within the School community at the same time.

I started at Camberwell Grammar in Year 4. During my time, I have represented the School in Cross Country, Cricket, and, more recently, AFL and Golf. However, over the past 12 months, I made the difficult decision to stop playing AFL and focus on golf as the impact of playing AFL on both my training and game was starting to take its toll.

Now, as a Year 11 student in Senior School, I have had to focus on juggling my studies and training (both on the course and in the gym) as I spend up to 30 hours a week on golf-focused training. To allow me to do this, I spend time in the School gym, either before school or during lunch, and make sure that I also find time, whenever possible, to do my homework.

This year, I have played in a number of national tournaments and have had several top-10 finishes. I also won the State Independent School Regional Tournament shooting 5 under par and broke the course record for the event. In the State Independent School final, I finished tied first on level par.

As my golf game improves, I have to train harder and harder to keep making small improvements. Playing and training so much has certainly taught me to be more patient and disciplined in my approach to both schoolwork and golf. It has also taught me resilience, as your form can bounce up and down very quickly in a game like golf.

I really enjoy the social aspects of the game and meeting people of all ages from all walks of life on the course. My home club, Riversdale, has a great community and the members are very supportive of the junior players. Last year many of them came out to support the men’s pennant team as we gained promotion to Division 1.

For the next 12 months, I will continue to work on balancing my golf training with schoolwork and play in a number of state and national golf events. After school, I would love a career in sports, either playing golf or working in the industry, or in the wider sports industry. I currently study VET Sport and Recreation and have really enjoyed coaching AFL to Junior School students.

I am yet to decide on what I will do immediately after school but may choose to go to the US to play golf in their college system, or stay in Australia and focus on improving my game whilst working part-time for a few years, and seeing where golf can take me.

The Junior School Wildlife Warriors

As you enter the warmth of the Norge Village, numerous ponds, surrounded by native reeds and flora, usher you through into the Junior School. If you have time, and a curious child in tow, you might stop and catch a glimpse of the turtles, goldfish, and blue-tongue lizards that call these habitats home. Aiden Yang, Marcello Palermo, and Patrick Bai (in Prep), and Ryan Bai, Gene Xu, and Jayden Yang (in Year 1), pride themselves on being the Junior School’s Wildlife Warriors, assisting Mrs Richards in the Junior School Office with taking care of the many special, and important, Junior School pets.

The many animals of the Junior School, including the frogs, water dragon, and tropical fish, play a vital role in the Junior School by fostering empathy, curiosity, and responsibility in young minds, and interacting with the animals teaches the students about compassion as they learn to care for and respect other living things. ‘I love feeding the animals,’ says Aiden, whose brother Jayden, eagerly nods his head in agreement. ‘My brother used to feed them and Mrs Richards would always give him a surprise.’ The group murmurs together about the promise of Mrs Richards’ reward of gingerbread men for the students who help her with the animals. ‘But now I just like helping look after them,’ says Aiden.

‘It’s lots of fun,’ pipes in Marcello, a Prep student who has enjoyed the Junior School animals since starting at Camberwell Grammar in Pre-Prep last year. ‘I like feeding the turtles and the frogs.’ The frogs, it seems, are a firm favourite as students anxiously wait for them to leap into action and gobble up the unsuspecting crickets. It’s no surprise that these animals ignite curiosity, nurturing a sense of wonder and exploration as students get to observe their behaviours and habitats up

close. Moreover, caring for the animals instills responsibility, emphasising the importance of commitment and routine. Ryan and Jayden discuss the possibility of having a blue tongue lizard as a pet, while Gene excitedly shares stories about the rabbits he has at home. The Year 1 students go on to recount the animals they have learnt about in class in Term 2. Jayden, who did a presentation on his border collie, Hugo, while Ryan ‘knows lots about sharks!’.

‘We had a real-life crocodile come to our class,’ adds Marcello. ‘Even two snakes that were actually alive!’ The Preps check off on their fingers the various animals that they met during a recent wildlife incursion. ‘Having animals at school means we learn how to take care of them,’ adds Patrick.

While these young students have many years ahead of them to look forward to at Camberwell Grammar, these formative moments, cultivated through the simple actions of feeding and checking in on the Norge animals, will leave memories of connection and value as they move through the School.

“interacting with the animals teaches the students about compassion as they learn to care for and respect other living things.’’

Green Pages

Get Excited – FOGO is Coming!

Resource recovery has been the Sustainability Team’s Term 3 focus, and the team is excited to introduce a third, and important, waste stream to the School – FOGO, which will improve our overall waste operations and assist with the School’s ongoing commitment and investment to achieving our Net-Zero by 2030 goals.

What is FOGO?

Food Organics, Garden Organics is a collection that takes food and garden waste through a process to produce compost, soil conditioner, and fertiliser. The School’s waste is collected by Veolia, who can collect FOGO waste from our kitchens and, importantly, from the schoolyard.

What can we accept in FOGO?

All food waste will be accepted into the new FOGO green bins from the start of Term 4. This includes any meat, bread, fruit, sandwiches, and even old apples that have been in a locker for a few months too long.

The FOGO system will also take several of the containers used in the canteen but will not be able to process the BioPak clear plastic containers or any form of greaseproof paper. Only the BioPak products listed on the label alongside are acceptable in our FOGO system.

How should people use the FOGO system?

Students and staff will manage their waste using the updated three-bin system: FOGO (green lid), commingled (yellow lid), and landfill (red lid). All organic waste will go in the green bin. Paper, cardboard, cans, or hard plastic #1, 2 or 5 will go in the yellow bin. All remaining waste goes to landfill, which is the red bin.

Why are we doing this?

Camberwell Grammar has committed to be Net-Zero by 2030 and Climate

Positive beyond that. This significant journey requires us to reduce our waste emissions by 80% against the 2018 baseline year and increase recycling by 75%. The Sustainability Team looks forward to empowering the community to learn and embrace this program.

Open Day

Please join the Sustainability Team and Towards2050 student group in the Kingussie garden on Saturday 7 October 2023 for Open Day. The garden group has been busy planting seeds to sell on the day – strawberry, tomato, cucumber, and flower seedlings. Hear from the students about how the School is implementing the Sustainability Plan 2023 to 2026 initiatives.

ACF Boroondara National Tree Planting Day

In July, Year 1 students and members of the Towards2050 sustainability group participated in seed and tree planting activities around the School to promote and support the ACF Boroondara National Tree Planting Day.

A few students were also fortunate enough to hear from Jess Wilson MP, who visited the School to speak about the importance of sustainability and hear about the wonderful initiatives and journey to Target Zero the School is on.

A group of dedicated parents, students, and staff also participated in the ACF Boroondara National Tree Planting Day hosted by Melbourne Girls College where Aunty Jo welcomed everyone to Country, followed by Senator Rice and Dr Monique Ryan MP who acknowledged the importance of environmental action, such as tree planting. Although National Tree Planting is an annual event, tree planting can happen at any time during the year.

Camberwell Girls Grammar School Bush Tucker Excursion

Members of Towards2050’s Friday garden group joined forces with Camberwell Girls Grammar School to prepare and plant bush tucker plants. Murrundindi, Camberwell Girls Grammar School staff, and dedicated students discussed the importance of indigenous plants and how each plant was prepared. They then moved soil and planted 50 yam seedlings and a few river mint, apple berry, native raspberry, and saltbush seedlings. The group looks forward to returning later in the year to enjoy the produce. Thank you to Camberwell Girls Grammar School, in particular Ms Clarkson, for hosting the event.

Staff Profiles

Ms Jo Menzies Sustainability Project Coordinator

Camberwell Grammar was pleased to welcome Jo at the end of Term 2 as the Sustainability Project Coordinator, working with the School’s sustainability team on reaching our Towards Net-Zero goal.

The new Sustainability Project Coordinator role reflects Camberwell Grammar’s commitment and investment toward a sustainable future. I am excited to belong to a progressive community that values sustainability. Working with passionate Towards2050 and Junior School students, engaged and sustainably active staff, and Friends of Group parents over the last two months gives me confidence that Camberwell Grammar’s goal of Net-Zero by 2030 is a possibility.

Since I was a child, I have always been drawn to the great outdoors for adventures and relaxation. My mother’s family were Victorian sheep and wheat farmers and I have fond memories of experiencing aspects of farm life. I have worked as an exploration geologist in the Northern Territory and Central Victoria, followed by two decades at Whitefriars College as a teacher, lab technician, and sustainability facilitator, where the school bushland and local creek were utilised for education. I recently worked as the TechCollect Coordinator in the electronic waste industry, working under the government’s NTCRS (National TV and Computer Recycling Scheme) assisting IT Companies, councils, and the public to recycle electronic devices.

Travel and adventures with my family (husband, three children, and Tess the dog) and friends are always a highlight. The family has been fortunate to travel to Japan, the USA, South East Asia, and parts of Australia to explore and try different cuisines and customs. Every summer, we camp in the Upper Yarra region and enjoy the Bellarine Peninsula beaches. My two personal goals are to climb the highest peak in each state, with three achieved and four to tick off, and become more adept in a kayak. When I am not in the great outdoors, you will usually find me in a basketball stadium on the weekends supporting my children’s teams, in the garden, despairing at my footy team’s efforts (North Melbourne!!), or trying to find the best coffee after a dog walk.

My sustainability passion comes from my connection to nature and my desire for it to be enjoyed well into the future. I believe sustainability should be embedded in daily decisions. Connection with the land and understanding how our actions impact our future is critical. I hope to encourage the Camberwell Grammar community to become aware of the School’s priorities and learn how to practically reduce emissions associated with waste, water, energy, travel usage, and increase resource recovery and biodiversity. Being responsible consumers by considering ethical, environmental, and social impacts is another sustainability goal.

It is an exciting time to be part of a school that actions its motto ‘By Our Deeds’. Learning, respect, and integrity are valued so students can have the courage and skills to solve future world problems. I believe the School community will be optimistic and motivated sustainability leaders that will inspire and lead others to achieve Net-Zero by 2030 and beyond.

Ms Jenny Luca Head of ICT Innovation and Learning

Jenny has been a teacher for 32 years and is fascinated by the potential role new technologies will play in the future of learning and education.

When I started exploring how new technologies could impact education in 2005, I couldn’t have visualised that it would lead me to the role I have today at Camberwell Grammar. Back then, I had just moved from a government school to Toorak College, an Independent Girl’s School, in the role of part-time Teacher Librarian. It was there that I found myself teaching students who all had laptops for use in class. I found myself, a teacher used to pen and paper submissions and writing on whiteboards, ill-prepared to teach effectively using the technology at our disposal. I set about learning, and learning fast. I devoured journals, took advantage of professional development opportunities, learned how to connect the portable digital projector to the whiteboard, and quickly became known as the technology expert in the school. Soon I was writing a blog and presenting at conferences, and I even delivered a TEDxMelbourne talk at the State Library in 2011. In 2013, I was appointed as Director of ICT and eLearning at Toorak College, and in 2015, I moved to Wesley College to become Head of Digital Learning across all campuses. In 2019, I accepted the position of Head of ICT Innovation and Learning at Camberwell Grammar, and I’m very happy to say that joining this community has been a highlight of my professional career. When I joined Camberwell Grammar in April 2019, could I have predicted that 11 months later my team and I would be helping our staff and students transition to new ways of working and

learning as we met the challenges of what Covid-19 brought to bear? Absolutely not! We took on the challenge, and the decisions we made as a team bore fruit as we marched into the use of Zoom for remote learning, and made effective use of Google Workspace to provide collaborative learning opportunities that enabled teachers and students to share documents and feedback in real-time. At that time, Camberwell Grammar was planning the rollout of DEEDS to our community, and we couldn’t let lockdowns stand in our way. In fact, we needed to roll out DEEDS to provide a unified portal and learning management system experience for students, parents, and staff, so despite the difficulties, roll it out we did! I’m very proud of the work completed by my team during that time; it was a unifying experience and helped us to form bonds that are instrumental to the way we continue to work to deliver service to the school community today.

I’ve always maintained that it’s important to work in a place where you can truly say that you love doing what you do. I can say that about my time here at Camberwell Grammar. I’ve enjoyed teaching our students in English classes, and in the Digital Citizenship elective that allows me to interact with half of the Year 7 cohort each year. I’m excited about what myself and my team can do to improve systems and make workflows more efficient, and I want to ensure that we prepare our students well for a future where generative AI and other technologies on the horizon will influence their lives.

Hobbies and passions? I’m devoted to my family, my cats, to reading widely, and to spending quality time with friends. I love sitting in the sun, looking at the beach (I’m very fortunate to have a wonderful home with a sea view), and pondering life’s big questions. I’m happy and that, to me, means everything.

Teaching and Innovation

Catalysts of Change: The Ron Clark Revolution in Modern Education

As the 2022 school year drew to a close, Middle School teachers Ms Sarah Alton, Science and Information Technology teacher, and Ms Georgia Bellchambers, English and History teacher, headed to Atlanta, Georgia USA to attend two days of professional development at the Ron Clark Academy (RCA). Here they share their insights into this remarkable middle school that challenges the norms of education by embracing engaging teaching methods.

During our stay, we had the privilege of experiencing the Academy’s educators in their element. RCA’s professional development programs are a masterclass in immersion, granting educators a front-row seat to innovative teaching, with classrooms tailored for observation. The experience transcends passive learning; educators don’t just hear—they live the essence of RCA’s philosophies.

In the heart of Southeast Atlanta stands the Ron Clark Academy (RCA) – a highly acclaimed middle school that has become a beacon of transformative education, presenting a fresh and forward-thinking model that redefines existing educational paradigms and practices.

Founded in 2007 by renowned visionaries Ron Clark and Kim Bearden, their ambition was singular: to create the world’s most academically challenging middle school. While this may seem a bold aspiration, RCA’s accomplishments are a testament to its success. Since its inception, the Academy has consistently enhanced its students’ academic prospects, guiding them into elite high schools and colleges nationwide. RCA’s impact has caught the attention not just of educators, but also luminaries like Oprah Winfrey and industry leaders such as Coca-Cola. Clark’s heartening journey was transformed into The Ron Clark Story, starring Matthew Perry. Meanwhile, Bearden, in recognition of her contributions, was honoured with a personal induction into the National Teachers Hall of Fame by President Obama in 2016. As a testament to their influence, both Bearden and Clarke are heralded as trailblazers in the realm of education, showcasing a visionary blueprint of what modern schooling can look like, feel like, and be like.

Accordingly, RCA serves as a prototype for educators across the globe, offering a firsthand glimpse into avant-garde teaching techniques that are yielding impressive results and sowing the seeds of change, not only in America but further abroad. In the span of 16 years, more than 100,000 educators have visited the school from around the globe, harnessing newfound inspiration to rejuvenate their teaching methods.

As we entered the Academy, we passed through an intricate dragon-themed gate – a clear indication that this was not your typical educational establishment. We were then greeted with an incredibly lively welcome from the students who regaled us with pop songs and dance and huge smiles. It became quickly apparent that just as the dragon had indicated, there was something magical about this place.

Watching the students, under Clark’s and Bearden’s guidance, engage in vibrant discussions and collaborations was enlightening. A prominent ethos echoed: learning should be an enjoyable and engaging process. This visit strengthened our conviction that educators must mirror the joy and fervour they aim to kindle in their students.

RCA’s architecture, reminiscent of the whimsy of Hogwarts, is a testament to its innovative ethos. The Academy bursts with slides, vibrant murals, escape rooms, and sculptures – each element challenging conventional educational landscapes and championing creativity. The pièce de résistance? A virtual ceiling atop the central rotunda, where a dragon soars and breathes fire, casting awe and wonder over its audience below. Whilst the physical spaces at RCA were truly spellbinding, it was the calibre of teaching and the genuine joy that emanated from the students that left the greatest impression. During our visit, we were lucky enough to share our lunch meals with the students, a daily ritual at the Academy. The teaching staff at RCA view this time as not just a lunch break but rather an opportunity to provide their students with a masterclass in the art of conversation. The emphasis on eye contact, personal introductions, and genuine connections became all the more evident as we chatted with the students. We even had a good laugh trying to debunk some over-the-top myths about Australia – you know, the notion that everything down under is out to get you! It’s clear that these students have been nurtured by educators who set the benchmark in holistic education. By the end of two days, they could even call us by name – quite the feat, considering we were just two in a sea of hundreds of educators at the event.

Our departure from Atlanta marked not just the end of a trip but the beginning of a renewed and re-energised approach to teaching. The Ron Clark Academy didn’t just offer insights; it reminded us of the incredible opportunities we have as educators to not just shape minds but the hearts and character of young people. While education demands rigour, challenge, and high expectations, it should also be punctuated with joy and moments of wonder. After all, it is in those moments of joy that the true magic of learning comes alive.

“This visit strengthened our conviction that educators must mirror the joy and fervour they aim to kindle in their students.’’

Murdoch Centre for Educational Research and Innovation

The Role of the Educator in the Age of AI

In an edition devoted to innovation, I feel a bit guilty offering a cautionary note.

Innovation is alive and thriving throughout the School, and I see it operating in almost every classroom. We are blessed at Camberwell Grammar to be surrounded by so many inquisitive minds – and I don’t just mean the students. So many of our teachers are driven to gain true excellence, and it is gratifying to see us get our proper acknowledgment in the press as a leading school for NAPLAN, while our Sport and Music Academies drive innovation in their areas.

However, we stand on the brink of true innovation – some of the most profound changes in education since the introduction of universal education. And I don’t think that as a society we are awake enough to what could be just around the corner.

I have been reading an article by some of my educational heroes and the world’s best thinkers in education: A. Hamilton, D. Wiliam, and J. Hattie’s 2023 working paper, The Future of AI in Education: 13 Things We Can Do to Minimise the Damage (Cognition Learning Group). It is both the best thing I have read on AI and also the most frightening.

The authors argue we are at a hinge point – ‘that moment where things accelerate faster than ever before’ – and we are facing a future with AI that goes way beyond current concerns over students using it to plagiarise essays.

If I consider the role of the teacher over my career, there have been some startling changes. When I began teaching, teachers were expected to be the sole source of knowledge on their topic, and the better they knew their subject, the better it would be for the students. However, simply having that subject knowledge was not enough: the teacher had to have the skills to design a complicated course of study that would

lead students to understanding, and be able to present the complicated information in a manner that could be understood by students. To top that, the teacher had to be able to wrangle numbers of wriggly adolescents who did not always want to sit quietly and learn.

The first to go was the requirement for deep knowledge.

I remember the first time I was regaling a class with some highly obscure details of Latin poetry scansion, and a student chirped up with ‘he’s right!’. He had looked up what was previously arcane knowledge, known only to those who had studied at university, on Wikipedia, and that, rather than me, was now the new authority. The detailed arcane knowledge that used to be the sole preserve of a few has now been democratised (although that is not always for the good: too much bad knowledge is treated as gospel because Wikipedia says so).

Now we are seeing what has been held out as the last preserve of the teacher, their creative skill in designing courses and presenting information, being chipped away by artificial intelligence. AI can design a course at least as well as a beginning teacher, but with far less effort. The next stage, which I have only seen in beta versions – and Hamilton, Wiliam, and Hattie refer to this as ‘a personal digital tutor’ – is the equivalent of a chatbot, but for textbooks: a bot that can recognise that a student is struggling with a particular question, and offer immediate, personalised help. That used to be my job, say the teachers.

Covid-19 reminded us that students need the presence of a teacher to keep them on track – what the old army instruction manual used to call ‘promote and maintain the desire to learn’. This remains an important function of the teacher; will it eventually be the only one the teacher does? Will the teacher morph into a learning coach?

One rather disturbing possibility is that teachers – real, live teachers – will be the preserve only of the wealthy. The majority will be taught by a combination of an online course, designed by AI, perhaps delivered by a teacher online (with thousands of students, in the same way some influencers have thousands

of followers) with a handy chatbot there to help as a personal tutor. In my darker moments, I see the McDonaldsisation of education, with governments ceding control of curricula to corporations.

In some ways, this future is already here. Governments struggle to find teachers, and teachers with expertise in niche, specialty areas are simply not available – nor is there any indication they will be in the future. One leading Melbourne school is teaching beginners’ Latin via Zoom, with one teacher managing three campuses while working from home. Students wanting to learn musical instruments are increasingly finding an online teacher, sometimes live, but often with a series of prerecorded lessons. Victoria has had a shortage of language teachers for some time now: a temptingly cheap option for schools and government is for students to learn online.

I think that primary and junior secondary teaching of mainstream subjects will remain being taught by a real, live teacher – for now. But with the confluence of the teacher shortage and increases in technology, the future for specialist teaching is almost certainly online, and in the highly specialised world of upper secondary, it could be that before too long the majority of teaching may reside there. At first, it will be done a bit slyly: students will supplement their teacher with an online course in the same way they now resource online videos and notes to help them, but before long they will question why they are bothering with the live teacher when they are getting all they need from an online source.

For many students, this will be good: they might be faced with teachers who are teaching outside their areas of expertise and are overburdened. In these cases, a good online teacher, augmented with AI, is better than a poor live teacher. Students will get increased access and no longer be limited by the talent pool available at their own school. A person’s postcode may no longer be the decisive factor in a student’s education that it currently is. Excellence in education will no longer be a commodity that is marked by its rarity – and thus price.

But there will also be costs. The social function of schools, in providing both socialisation for students and a focus on community social cohesion will be lost; we will have to think of other ways of achieving these. Many students need the discipline that coming to school and physically attending a class provides, and many welcome the security and sense of belonging they get from their school. For many students, their school, and their position within it, are key parts of their identity as young people.

Hamilton, Wiliam, and Hattie think that in the short term, the winners from AI innovation will be the people who are currently the experts: those with existing deep knowledge, who can use AI to extend their capabilities. But for the students of today, there may be a less rosy future. The fear is that their skills will actually erode, as AI can do so many tasks quicker and better than them. Consider the now arcane skill of map reading. In my day, I needed to be able to read a topographical map, calculate my location, work out a good route from point A to point B, and often under pretty dreadful conditions. Nowadays, a phone will do all this for you in an instant and with much greater accuracy: so map reading is fast becoming a lost skill, one that we have discarded because it can be done quicker and better by a machine. What if reading, comprehending, and composing an argument all became like map reading – something that you could do if you really wanted to, but why bother since a machine can do them better?

As I said at the outset, we are at a hinge moment – and it is up to us to make sure we control our future, and that of our children, rather than, as Hamilton, Wiliam, and Hattie say, ‘sleepwalk to a destination that we don’t want and can’t reverse back out of’.

Dr John Tuckfield Director of the Murdoch Centre for Educational Research and Innovation

News from Around the School

AMusA Awards

Congratulations to the following students on being

Awarded their AMusA:

Horn player Oscar Xu (Year 8), was recently awarded his AMusA with Distinction. Oscar prepared a challenging program of works by Mozart, Strauss, Hindemith, and Bernhard Krol.

Hamish Westcott (Year 11) on Violin. Hamish prepared a varied program of works by Mozart, Hindson, Vivaldi, and Sarasate.

Gino Yao (Year 8) on Piano. Gino has already been awarded his AMusA on Cello earlier this year.

100 Days of Prep!

In early August, the Preps celebrated 100 Days of School. Dressed in colourful crowns and shirts, many covered with 100 stickers or pom-poms to mark the occasion, the Preps spent the morning engaging in activities related to the number 100.

Joined by some Year 12 students, they measured, jumped, bounced, counted, and dotted their way to 100 while chatting happily. Congratulations to our Prep students for all their hard work this year!

Gabriel Liu (Year 7) with Distinction on Piano. Gabriel prepared a distinguished program of works by Beethoven, Bach, Ginastera, and Rachmaninov.

Nathan Wayne (Year 9) with Distinction on Violin. Nathan prepared a challenging program of Novacek, de Beriot, Sarasate, and Vivaldi.

Christopher Ran (Year 7) on Cello. Christopher prepared a gargantuan program of Shostakovich, Popper, Haydn, and Popper.

Thanks to the hard-working Cadet Auxiliary for putting on a lunchtime Sausage Sizzle to raise funds for the Cadet Unit. The Sausage sizzle was a great success, with the team selling over 300 sausages!

Congratulations to Year 10 students Ethan Lau, Ivan Zhang, and Ben Ngo for making it into the Monash Scholars program for 2023-2025.

Recognised for their exceptional academics, extracurricular contributions, and strong applications, they’ll participate in learning activities and networking events over two years, exposing them to potential opportunities at Monash University.

In July, the Camberwell Grammar Prefects took on Camberwell Girls Grammar in a Netball match to support the Australian Conservation Foundation.

The game was filled with intense competition and brilliant displays of teamwork on both sides, and our Camberwell Grammar Prefects emerged victorious with a narrow but well-deserved win. Congratulations to the players and organising staff for this fun event.

As part of the Indonesian Department’s Independence Day celebrations, Year 7 and 8 students of Indonesian enjoyed an interactive dance and percussion workshop run by Suara Indonesia Dance. Students learned an Acehnese body percussion dance known as ‘Ratoh Duek’ as well as the West

Sumatran Randai dance in which students wore ‘Galembong’ pants to make drum-like percussion sounds and rhythm. During this interactive experience, students practised their Indonesian language skills while learning about the culture, dance, and music associated with different provinces.

Year 5 Excursion to Sovereign Hill

In August, Year 5 students enjoyed a trip to Sovereign Hill in Ballarat to enrich their understanding of life in colonial Australia, the Victorian Gold Rush, and immigration.

House Cross Country

Our Middle and Senior School students participated in the annual House Cross Country event at the hilly Westerfolds Park in August. With sunny, spring-like weather, our athletes took on the challenging course with enthusiasm and determination.

Congratulations to all participants and staff for a fantastic event, especially the overall winner for Middle School, Steven House, and Bridgland House for taking the top spot for Senior School.

Book Week

This year’s theme, Read, Grow, Inspire, saw the School come alive as students across the campus celebrated the magic of literature and the power of storytelling.

Junior School Students especuially enjoyed bringing their favourite literary characters to life for the annual Book Week Parade, as well as hearing from award-winning author Vikki Conley, Katrina Nannestad, and Lucinda Gifford.

Year 4 Polly Woodside Excursion

In August, the young scallywags of Year 4 were transported back in time to the 1800s, embodying the spirit of rugged sailors. Their voyage led them to the remarkable vessel, Polly Woodside. Engaging in a variety of activities, each student had the chance to scrub the weathered deck, wield navigation signals with a resounding bell, take command of the ship’s mighty rudder, and courageously grapple with the yardarm. The educators at Polly Woodside regaled them with tales and truths, seamlessly intertwined with their integrated unit of study: People, Place, and Environments That Shape Our Identity.

In August, the CGS Drumline took part in the National Drumline Competition at Scotch College, competing in A-Grade for the first time. The group performed wonderfully and managed to take second place in A Grade, an incredible achievement and the result of a huge amount of work this year.

This is only the second time the group has taken part in the event after winning B-Grade last year. Congratulations to the group for their efforts.

Mr Luke Teys and Ms Michelle Ponert Year 4 Teachers

Community Connections

The Opportunity Challenge 2023

Over Term 2, Year 8 students from Camberwell Grammar, Fintona, Camberwell Girls Grammar, and Canterbury Girls Secondary College worked together to create micro businesses to raise funds for Opportunity International Australia, a global microfinance organisation working with developing countries. Towards the end of term, Camberwell Grammar hosted the first lunchtime fete for The Opportunity Challenge.

The Camberwell Grammar fete saw several creative initiatives launched over lunchtime in the Middle School Atrium and enjoyed by Middle and Senior School staff and students. There were some fun carnival-style games, a variety of food stalls, a sausage sizzle, and delicious treats up for grabs. During the Challenge, students developed their entrepreneurial skills, had fun, and raised money for a good cause.

The Camberwell Grammar fete raised over $1,500 for Opportunity International Australia, enabling them to provide small loans to families living in poverty.

Towards the end of Term 2, the Year 9s spent two days learning about marginalised people in Melbourne and the importance of empathy.

The students rotated around three activities: a walking tour of Melbourne focusing on the importance of hearing more than one story, a session in The Big Issue classroom learning about marginalisation and how The Big Issue is addressing homelessness, and finally an African Drumming workshop at St Peters Eastern Hill, one of Melbourne’s oldest and most traditional Anglican Churches, who also run the Lazarus Program which provides breakfast every day of the year to people experiencing homelessness.

In June, a group of Year 9 and 10 students helped out in the FareShare kitchen. FareShare cooks free and nutritious meals for people doing it tough, using rescued, donated, and homegrown produce.

Our students packed 245 curried cauliflower and Moroccan chickpea meals, chopped 14 crates of mixed vegetables and herbs, peeled 20kg bag of onions (in 10 minutes!), and cleaned and reset the kitchen. What a great effort!

Flowers for Max

Friends of Max McKenzie, a much loved Camberwell Grammar student who tragically passed away as the result of an allergic reaction in 2021, spent their lunchtimes working with Visual Arts teacher and ceramicist Ms Sally Walk to create a beautiful arrangement of ceramic flowers to be placed by Max’s gravesite.

Junior School Walkathon

The Junior School students participated in a Sock-a-thon in August to raise awareness and fundraise for Kids Under Cover, a charity that helps homeless and underprivileged children. Organised and run by the Year 5 Student Leadership Executive, together the students raised $730. Thank you to all of the students, staff, and families who participated and helped to fundraise for such a wonderful cause to support our local community.

Junior School Production

Junior School Presents… Just Imagine

Come with me and you’ll be in a world of pure imagination...

At the core of every boy in Junior School is a vivid imagination. We see it in the playground, in their interactions, their writing, and their projects. Creative play and positivity were the inspiration for the 2023 production of Junior School Presents… Just Imagine, a celebration of creativity and imagination through the medium of the Performing Arts.

Junior School Presents is a biennial, one-night-only production where all boys in Junior School, from the youngest in Pre-Prep to our Year 5 leaders, collaborate in their classes to produce a performance that represents an overarching theme. This year’s theme was an exploration of what imagination means to the students and teachers of the Junior School and showcased a variety of ideas incorporating singing, movement, acting, and even puppetry.

A Term 2 project, JS Presents begins with the development of the theme, with each class selecting how they want to represent that theme in the context of the performance. The boys rehearse regularly throughout the term under the direction of their Music and classroom teachers to produce a performance piece that showcases the burgeoning skills of the boys.

JS Presents is an opportunity for all boys to perform, no matter their experience or ability, to collaborate with their peers and develop their Performing Arts skills. With the wonderful Performing Arts Centre stage on which to perform and the highest standard of staging, light effects, and costumes that Camberwell Grammar has to offer, our students can have a truly memorable theatre experience in front of a receptive audience. For many boys, it is the first time they perform to this scale on

stage, and it becomes a lifelong memory, often sparking a fire that ensures they continue their Performing Arts journey into Middle and Senior Schools and beyond.

Our evening performance on Thursday 22 June opened with a stunning rendition of Pure Imagination from Charlie and the Chocolate Factory by the Junior School Choir, complete with walking lanterns and hypnotic piano accompaniment. Our PrePreps demonstrated how they would like to be pirates, walking the plank with style, and Year 4A had the audience wondering about a New Philosophy of saying yes to everything. Year 1 imagined what it would be like if their toys came alive, Year 4B encouraged us to stay young at heart through Play, delighting the audience with many familiar nursery rhymes, and Year 3 wanted to stay young forever, just like Peter Pan. Year 5B explored where ideas come from and how these influence our world, Year 2 showed off their creatively designed bird puppets, made in Art lessons with Mrs Sofia Tsolakis, and Year 5A had the audience laughing with their take on the nightmare of the modern age, complete with fun one-liners, ghoulish characters, and traditional slap dancing from Bavaria. The night concluded with the Preps retelling of Julia Donaldson’s story The Gruffalo, complete with movement, singing, and one very scary Gruffalo!

When the whole cast of JS Presents came together at the conclusion of the concert for the Finale, it was a celebration of the Norge Junior School, with all boys supporting each other and ending their wonderful performance with a rousing rendition of the song Can You Imagine That? from Mary Poppins Returns

We wish to thank all the many Camberwell Grammar teachers and support staff who made this performance possible for our Junior School boys. We hope in some way we have inspired our community to embrace their sense of youthful creativity through the eyes of a child.

The world of reality has its limits; the world of imagination is boundless.

Jean-Jacques Rousseau

Mrs Trista Fry Director and Junior School Music Teacher

Middle School Production

Around the World in 80 Days

London, October 1872. A Victorian Englishman, Phileas Fogg, makes a bet that with the new steamships and railways he can circumnavigate the globe in 80 days. Accompanied by his newly acquired French valet, Monsieur Passepartout, he sets out across the globe passing through exotic locations such as Egypt, India, Hong Kong, and America’s Wild West on a succession of locomotives, boats, elephants, and hot air balloons. In pursuit is Detective Fix of Scotland Yard, who believes Fogg to be responsible for a brazen bank robbery back in London. Can Fogg and Passepartout make it before Fix can catch up with them?

In April, cast and crew crowded into the Camberwell Room to officially commence rehearsals for the 2023 Middle School Production, Around the World in Eighty Days. For three nights in August, eager audiences gathered in the Middleton Theatre of the Performing Arts Centre to enjoy Toby Hulse’s adaption of the Jules Verne novel, performed by a cast of Camberwell Grammar Middle School students and Year 7 and 8 students from Canterbury Girls’ Secondary College.

The cast rehearsed diligently throughout Term 2 and the first half of Term 3, after school, during Friday Activities, and on Sunday mornings in their quest to bring Jules Verne’s classic tale to life. The stunning costumes were dreamt up by Mrs Jennifer Bennie, and the spectacular set was created by Mr Mark Wager who worked wonders – again!

The amusing script snaked along the journey, with lots of clever one-liners delivered with great comic timing by lead characters Frank Roodenburg (Fogg), Oliver Gaudion (Passepartout), and James Lyster (Fix). Indiana Jones was also paid homage to through the projected red dots, charting the characters’ progress around the world on the 1874 map, and the shoot out in the jungle with the threatening infidel. Trains appeared out of luggage and parasols, elephants broke through the undergrowth, and hot air balloons descended from the sky. Led by our lively choreographer, Andy Howitt, the dance troupe out-Egyptianed The Bangles with their quirky version of Walk Like an Egyptian, one of several dance numbers used to help set the scene of the various locations visited by the play’s lead characters; Phileas Fogg, Passepartout, Princess Aouda, and Inspector Fix.

The season was very well attended, with each night’s audience reacting positively to the splendid talent of the cast and the technical prowess of the crew. I am incredibly proud of the students’ achievements and look forward to working with them all in future years.

Mrs Penelope Wood Director

UK Cricket Tour 2023

During the June-July school holiday break, 16 students from the Camberwell Grammar Cricket program embarked on a journey to England and Wales. The purpose of the two-week tour was to build a strong culture within the School’s Cricket program and to introduce the younger students to the essence of Cricket at Camberwell Grammar, fostering lifelong friendships and unforgettable memories.

During the tour, we played nine matches in various locations including Surrey, Cardiff, and Bath. Besides engaging in sports, we explored the cities through walking tours, immersing ourselves in the unique sights and history each place had to offer. Every night, we dined together, strengthening our bonds, sharing stories, and solidifying friendships.

On the field, the team witnessed some outstanding performances. Notably, top-order batsman Lachie McGowan (Year 11) displayed remarkable skill by scoring a century against Cardiff Cricket Club, despite wickets falling at the other end, bringing up the milestone with a towering six. Other highlights included Adam Li’s (Year 10) four half-centuries, including a quick unbeaten 74 in a hundred-ball match, as well as halfcenturies from Daniel Teele (Year 10), Oliver Lowe (Year 11), and Luke Cariss‑Brett (Year 11). Mitchell Hedley (Year 10) proved spin-to-win with his spin bowling, leading the wickettakers on tour with seven. Additionally, key bowlers Oliver Lowe, Luke Cariss-Brett, and Josh Cooper (Year 11) contributed significantly with six wickets apiece. The contribution of wicketkeepers Jacob Lewis (Year 10) and Will Seeley (Year 10) was essential in securing many of these dismissals.

Beyond the games, we had the opportunity to explore historical buildings and facilities within the schools we visited. Cranleigh School had its own private golf course on campus, offering a unique experience. After each match, we played a friendly

game of ‘marker’s up’ with the opposing teams, which became a highlight for many students. Teaching and playing AFL with students from a different culture was a lot of fun. Other memorable moments included enjoying classic English food and drinks, such as strawberries and cream, fresh scones, tea, and Welsh cakes during lunch and ‘tea’ at the schools.

On our days off, we participated in many incredible experiences such as watching Indiana Jones in 4D, exploring the historical Cardiff Castle, visiting the Roman Baths, and venturing into Farnborough while ensuring we stayed cautious and alert!

Of course, this unforgettable trip would not have been possible without the exceptional care and guidance of Mr Sofoulis, Mr Crawford, and Mr Bower. Their dedication and effort were evident not only during the trip but also in the preparation leading up to it. We are immensely grateful for your support.

Luke Cariss‑ Brett Year 11

“The purpose of the two-week tour was to build a strong culture within the School’s Cricket program.’’

It has been another eventful term of Sport, which included a UK Cricket Tour in the Term 2 holidays, the final rounds of the AGSV Winter Season and AGSV Winter Representative matches, as well as the AGSV Spring Season. Our students continued to represent the School with enthusiasm and pride and conducted themselves with the utmost respect both on and off the field of play. They were well supported by our community of coaches, staff, parents, and our Friends of Groups.

The First IV Badminton team made it nine AGSV Premierships in a row, and the School’s 22nd overall. The team was exceptional this season, going through undefeated and not losing a set in the Grand Final against PEGS to claim the Premiership. State and National Representative, Jordan Yang (Year 12) captained the team with distinction, and he was well supported by Chauncey Yu (Year 10), Owen Lim, Edward Lam (Year 9), and Meno Chu (Year 8). Congratulations to Head Coach, Mr Nick Ong, and Teacher in Charge, Mr Tap-Long Duong.

With 70% of all matches won, including undefeated seasons from the 7/8A and Inter A teams, the Hockey program continues to flourish. The Firsts, consisting of several debutants, entered the season with subdued expectations. However, steady improvement and cohesion throughout the home and away season resulted in finishing third on the ladder. The team saved their best performances for the semi-final, a nail-biting 3-2 win

against PEGS, and Grand Final, a 2-2 draw against Trinity. Although they did not win the Premiership, Coach, Mr Jamie Watson, and Head of Hockey, Mr Stuart Webster, were incredibly proud of the team’s efforts.

Under the guidance of Mr Craig Mottram and his team of specialist coaches, Mr Mark Collins and Dr Melanie Mandusic, the Cross Country Squad put together an impressive season of racing. The depth in the squad ensured a second-place finish and the hunt to take down perennial winners Marcellin draws closer, especially with the quality of young racers. In their respective year-level divisions, Aaron Williams (Year 7) won bronze, James Alex and Harvey Williams (Year 9) won silver and gold, respectively, while Joshua Carlin (Year 10) won gold.

While First XVIII Football only registered one win against Peninsula for the season, it is evident that the strength and depth of the program have made significant steps under the influence of Coach Mr Rayden Tallis. During the home and away season, the team stretched Grand Finalists, Yarra Valley and Ivanhoe. The 7As were outstanding. They played with determination and skill to lose only one match, which is a positive sign for seasons to come.

Mr Jake ten Hacken was announced as the new Head of Soccer and First XI Coach for the 2024 season, and he was well supported by Mr Nathan Jones in his debut as Teacher

in Charge of the First XI. The season consisted of two wins against Yarra Valley; however, the young squad showed signs of brilliance, highlighted by Luke Becvinovski’s (Year 8) goal-scoring and Marko Maric’s (Year 10) prowess in the net.

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

Badminton –Jordan Yang (Year 12), Chauncey Yu (Year 10), and Owen Lim (Year 9)

Basketball –Ryder Cheesman (Year 11) and Henry Sewell (Year 10)

Cross Country –Jack Dobbyn, Henry Shirrefs (Year 12), and Joshua Carlin (Year 10)

Football –Lachlan Harker (Year 12)

Hockey –Harry Watson (Year 12), Domenic Bozzone, Edward Hare (Year 11), and William Watson (Year 10)

Soccer –Hugh Fukumura (Year 11)

Participating in the Melbourne Winter Baseball League, our four teams across Under 13, 15, and 17 enjoyed a long but rewarding season. We thank North Balwyn Baseball Club for their continuing partnership.

Our Fencing squad also enjoyed success in individual and team events. We were the 2023 School League Junior Teams Epee Champions, following outstanding performances by Riley Austin (Year 9), James Bui (Year 9), Todd Hu, and Gino Yao (Year 8) who won Gold, and to Daniel Chen (Year 7), Thomas Clemow (Year 9), and Christian Pham (Year 9) who won Silver.

The Spring Season, consisting of Athletics and Water Polo, took place in the second half of Term 3 and we look forward to sharing their results in the next edition of the Spectemur

Congratulations to all students on a fantastic year of Sport at Camberwell Grammar. Thank you to our Year 12 students who have now represented the School for the final time on the sporting field. We wish you every success in your studies and future sporting endeavours.

Mr Lachlan Crawford Head of Sport

“Our students continued to represent the School with enthusiasm and pride and conducted themselves with the utmost respect both on and off the field of play’’

Snowsports

It was wonderful to see so many families at Falls Creek through the second week of the Term Two holidays for the annual Camberwell Grammar Falls Family Week. It is a beautiful opportunity at the School for the more aged and experienced students to connect with and mentor the younger students outside of school and in a more casual setting. I know that I, and the other Year 12s, always love to see the Middle and Junior School kids out on the slopes, and we try and take the opportunity to chat and connect our Camberwell Grammar community together. Despite the inclement weather for most of the week, the strong Camberwell Grammar spirit was pervasive, and our Snowsports jackets continued to dot the mountain. Aside from the skiing, the Friends of Snowsports did a brilliant job organising events for everyone in attendance for the week. It was a pleasure to travel here, there, and everywhere, and meet new people, as well as greet familiar faces and enjoy hearing the stories from the slopes that day. A particular highlight of the Snowsports calendar is the team dinner on the Saturday night. It is always nice to sit down with everyone who enjoys the sport as much as I do and connect with them.

The Snowsports team spent the term training and refining their skills for the Interschools Competition in the week of 21 August. Despite the early morning alarms, the team kept their spirit high, and trained hard, with the hope to shave those invaluable

seconds off their times on the course at Mount Buller. Towards the end of August, students from Years 2 to 12 participated in The Victorian Interschools Snowsports Championships at Mount Buller. The largest Snowsports event in the southern hemisphere, our Snowsports enthusiasts enjoyed both excellent and challenging conditions over the days, testing their skills and technique. Highlights from the Juniors during the week included Arvin Aminazad (Year 3) and Owen Zhao (Year 4) earning positions in the National Interschools Championships. In Seniors, Jack Zhang (Year 10) dominated in the Alpine and in the Skier Cross, just missing out on a spot for Nationals. Vice Captain Michael Wang (Year 12) did well in the Division 1 Snowboard Cross and Captain Sebastian Beck (Year 12) did the School proud despite the challenging course conditions in the Division 1 Alpine on Summit in his last race for Camberwell Grammar’s Snowsports’ team.

Throughout the competition, Camberwell Grammar’s spirit of determination was on show, with parents, staff, and competitors braving the weather, and all students made an effort to compete to the best of their ability. Unfortunately, the Nationals event has been cancelled due to a lack of snow, so this draws to a close competitive school snowsport events for the year.

Sebastian Beck Captain

Alumni Profile

Simon Chesterman (1990)

Simon Chesterman is David Marshall Professor and Vice Provost (Educational Innovation) at the National University of Singapore, where he is also the founding Dean of NUS College. He serves as Senior Director of AI Governance at AI Singapore and Editor of the Asian Journal of International Law. Previously, he was Dean of NUS Law from 2012 to 2022 and Co-President of the Law Schools Global League from 2021 to 2023.

There was a time when the education of children was conceived as the filling of empty vessels. Students (or their parents) paid teachers to give them knowledge, intended to equip them for a career and, all being well, a fulfilling life.

Those days are long gone.

Around the time that I completed studies at Camberwell Grammar in 1990, an explosion in information technology manifested as the World Wide Web, a network of computers now usually referred to as the Internet. Each of us now holds in our pocket or handbag a device with access to more information than could possibly fit into any human head – or even the best-resourced school library in the world. Today, we stand at the cusp of another, equivalent transformation in our relationship to information. Generative artificial intelligence (AI), in particular the large language models like ChatGPT, could change the way we interact with the digital world. In place of ‘Googling’ (a verb that didn’t exist when I was a student), we might ask an intelligent agent for an answer to a question.

That’s an important distinction because Googling does two things. First, it offers up a list of websites with possible answers to our queries. Secondly, it includes among them some advertisements. Even if we just click on the first link, the former at least shows that there are multiple possible answers to a question. The latter shows how it is paid for.

If, instead, we simply ask a question and are given an answer, we may lose that diversity and the manner in which it is paid for. Instead, we might get a confident, clear answer – without knowing whether it is wrong, or by whom it is being subsidized.

Since becoming an academic, now at the National University of Singapore, I’ve been looking at how the forces of globalisation and technological innovation have impacted the way societies are governed. After briefly working for the United Nations and an international think tank, my academic work has looked at what happens to public authority in times of crisis – ranging from humanitarian intervention and transitional administration, when a state turns on its population or collapses entirely, to the outsourcing of security to private actors and the expansive powers asserted by intelligence agencies in response to terrorism. AI may not yet pose a threat on such a scale, but lessons on how to manage risk, draw red lines, and preserve the legitimacy of public authority are useful now – and will be essential if it ever does.

My ‘serious’ work on this was published as We, the Robots? Regulating Artificial Intelligence and the Limits of the Law (Cambridge University Press, 2021). Along the way, however, I had amazing discussions about the future of technology and our relationship to it that couldn’t fit within the confines of an academic tome. So, in the evenings and on the margins, I dabbled in speculative fiction about the future of AI. My novel was published earlier this year – Artifice (Marshall Cavendish, 2023) – and takes seriously the idea of sentient AI. It’s in the mold of Ishiguro’s Klara and the Sun (although I’m not holding my breath for a call from the Booker committee).

The novel has become serendipitously relevant given the current excitement about ChatGPT and the like – though I stress that all of the writing was done by me alone. Nonetheless, I did ask the bot what it thought of my work. Here’s the genuine response:

(Note that ChatGPT has not, in fact, read Artifice.)

In one sense, of course, my years at Camberwell Grammar could not possibly have prepared me for the technological revolutions we are living through. Yet, in important ways, they did.

Camberwell Grammar encouraged my curiosity, gave me the confidence to try new things (debating, acting, music!), and introduced me to supportive and attentive teachers. In addition to sharing information, they conveyed their passion and enthusiasm for learning. If I can convey even some of that to my own students, I know I’m doing my job.

I can’t name all my great teachers but will single out Mr Geoffrey Shaw and Mr John Allen, who encouraged my writing even after I inflicted my terrible juvenilia on them. It might have taken another few decades, but I did at last produce a novel. And, if I had an audience in mind while I was writing, it was not ChatGPT but them.

Alumni News

At the end of Term 2, Members of the OCGA Committee, led by President Nick Schildberger (1997), donned aprons and manned BBQs to cook sausages for Senior School students sitting the General Achievement Test (GAT) in June.

Congratulations to James McCann (1990) who received a Public Service Medal for outstanding public service in leading and managing Victoria’s Youth Justice Centres and driving their recovery and redevelopment in the King’s Birthday Honours List this year.

Four OCGA members, from consecutive years at Camberwell Grammar, found each other at the Monash MedBall recently. James Gunasegaram (2019), Matthew Wu (2020), Ken Weeraratne (2021), and Jerry Ji (2022) are all studying Medicine courses.

Congratulations to Gregory Kerdemelidis (2022) who has been recognised with a VCE Premier’s Award for outstanding academic achievement. Greg received a study award in Physics.

Andrew Pendlebury (1969) with his portrait, painted by his late father, prominent Melbourne artist Laurence Scott Pendlebury in 1973. The portrait was recently included in the Victorian Artists Society in a Retrospective Exhibition celebrating the top Society artists over the last 50 years. Laurence was awarded ‘Artist of the Year’ in 1975. The Pendlebury family has graciously gifted the artwork to Camberwell Grammar to be included in its art collection.

Headmaster Dr Paul Hicks and Mrs Susan Hicks were fortunate to attend the wedding of Kishan Thurairasa (2006) and Shahrina on 11 August at Hackney Town Hall while traveling in the UK. Tim Johnson (2006) was his best man.

Recently, we were pleased to welcome back Xinglei (Aaron) Zhou (2008) and his family for a tour of the School. Aaron was pleased to show his children where he went to school and is hoping to enrol his son in the future.

A large group from 1974 met at the MCG for their annual Melbourne vs Hawthorn AFL match on 20 August. Melbourne was victorious on the day.

Gallery of Achievement Inductees 2023

Congratulations to our Alumni who were inducted into the Gallery of Achievement at the Gallery of Achievement and Roystead Dinner in August.

Professor Peter G Danchin (1987)

Peter Danchin completed his B.A. in Classics and LL.B. with first-class honors at the University of Melbourne in 1994 where he was President of the Law Students’ Society and Editor-inChief of the Melbourne University Law Review

He was named a Lionel Murphy Scholar in 1996 and went on to study International Law at Columbia University in New York. In 1999, he was a law clerk to Chief Justice Arthur Chaskalson at the Constitutional Court of South Africa before returning to Columbia where, from 2000 to 2006, he directed the Human Rights Program at the

Mr John K M Hart (1991)

John has been involved in coaching the sport of Gymnastics for more than 30 years. Over this time, John has coached athletes to represent Australia at ten World Championships, Commonwealth Games, and Olympic Games. Notably, he is the only Australian Gymnastics coach to have had gymnasts represent Australia at the past four consecutive Olympics (2008, 2012, 2016, 2020), as well as being the only Women’s Artistic Gymnastics (WAG) Australian coach to have had gymnasts medal at the last four consecutive

Mr Dan Cameron Houston (2015)

Dan made his debut with the Port Adelaide Football Club in 2017 after he was their third selection and forty-fifth overall in the 2016 rookie draft. Prior to the start of the 2017 Season, he was promoted to the senior list and subsequently made his debut in the twenty-eight-point win against Sydney in the opening round of the season at Sydney Cricket Ground.

Dan received the AFL Rising Star nomination in 2017 for Round 21 after gathering 21 disposals and kicking his first AFL goal in the 27-point win over Collingwood at the Adelaide Oval.

In 2018, Dan received the Gavin Wanganeen Medal awarded to Port Adelaide’s best-performing AFL player under the age of 21. Dan also received the Coaches’ Award as a player who is deemed to be the most improved by the coaches.

Dan has finished third for the John Cahill Medal for the bestperforming Port Adelaide AFL player in both the 2019 and 2022 Season. In 2019, Dan was named in the 22 Under 22 team, an honorary representative Australian Rules Football team created by the AFL Players’ Association that seeks to recognise the best young talent in the Australian Football League.

Dan has signed to stay at Port Adelaide until at least the end of 2027.

Mr Christopher Hoi-Kit Wong (2012)

Chris joined Camberwell Grammar in 2007 but has always been an avid Ice Hockey player, first on skates when he was three years old. He first represented Victoria in 2005 and continued to represent Victoria in multiple age groups, captaining multiple teams to gold and silver medals in state championships throughout his years at Camberwell Grammar. He balanced schoolwork, music, and Ice Hockey throughout his schooling years.

In 2011, he was selected to represent the Under 18 Australian National team as the youngest player on the team at 15 years old alongside his brother Marcus (captaining the team and also a student at Camberwell Grammar). They won gold together at the World Championships. In 2011, Chris also signed his first contract in the semi-professional Australian Ice Hockey League with the Melbourne Ice, winning back-to-back National Championships. In 2012, Chris represented Australia again in the Under 18 World Championships, and, in 2013, he captained the Under 18 National team. During 2010 – 2013, which included his last years at Camberwell Grammar, Chris continually left the Australian summer to play in junior teams in Finland to hone his skills but always returned to complete the school year back home; balancing the higher commitment with Hockey (4-5 training sessions a week and travelling on weekends), music (as a lead cellist in the orchestra), and VCE studies.

In 2014, Chris represented Australia in the Under 20 National team in the World Championships but a shoulder reconstruction meant he took a year off.

Returning from injury, Chris continued to play for the Melbourne Ice and in 2016 was selected to play for the Australian Men’s National team in Romania. Chris won silver with the team. In 2017 Chris played a career-best season with the Melbourne Ice and set a new league record with the most wins, and eventually took out the National Championship, the 3rd in his hockey career. Following the impressive season he was signed for his first professional contract to play in Sweden Division 2, playing one season with Sweden’s Boro Vetlanda. Chris represented the Australian men’s team two more times winning another silver and a bronze medal in Netherlands and Serbia respectively.

In 2020, the onset of Covid-19 marked the end of his career as he believed he achieved all he could with Hockey, focusing on other areas of his life. Away from Hockey, Chris studied industrial design and married fellow designer Christine Comelli in 2022. They have now both moved away from design and run their own business, Porcupine Eatery, transitioning from designer to chef and restaurateur.

From the Archives

Camberwell Grammar has been noted since 1886 for its positive approach to innovation under the leadership of its headmasters. Overall, the school community has been supportive of the intentions and designs of these innovators, stretching from the initial visions of Arthur Taylor (1886-91) to those of Dr Paul Hicks since 2005. Those innovations have taken many forms including building programs, the introduction of technology, and changes to the curriculum. One of these very influential changes was introduced by Headmaster Michael Searle (1950-54) regarding the performing arts. Major Searle was an exceptional man. An Englishman, he had attended the prestigious Marlborough College as a scholarship student, becoming Head Prefect and House Captain. The study of Classics at Oxford followed in 1936, then war service in the esteemed Royal Tank Regiment, including a three-month stint as a Field Officer of the Joint Intelligence Staff in Ceylon. Post-war, Searle returned to Oxford University in 1945 and, as a violinist, was heavily involved in the performing arts, including the Choir Harmonic Society, the Opera Club, and the Orchestra Society. Teaching beckoned and the now MA (Oxon.) served as Assistant Master at Maidstone Grammar from 1946, the position he held at the time of his appointment as the next headmaster of Camberwell Grammar in mid-1949.

Michael Searle immediately indicated his positive approach to educational innovation when he and his family disembarked at Station Pier on Boxing Day, 1949, the local press being informed by the newcomer that he thought ‘co-education is a more natural upbringing’ for students – it soon became apparent that one of his priorities in seeking to bring some changes to the School included the encouragement of the performing arts. Within months, observers realised that the new headmaster thought the arts worthy for their own sake –ars gratia artis – rather than as simply additional items on the school agenda, as had been the case for the bulk of the School’s past six decades. The Searle family as a whole were noted back home in Britain for their commitment to culture; Humphrey Searle, Michael’s older brother, was a prominent musicologist and composer, the author of the Franz Liszt catalogue. The well-educated and socially adept Mrs Margaret Searle, descended from minor aristocracy and the daughter of an Oxford academic, was also accepted as ‘a charming and capable woman of great ability’.

Accordingly, the five-year Searle headmastership was marked by an innovative commitment to music and drama, the first demonstration of which came in April 1950, when a cello recital was held, touted by the Headmaster as a ‘new experiment’. The School Choir was also pressed into service for the daily school Assembly after practising for ten minutes beforehand. In the following August, Council was informed that the Headmaster was in the process of forming a School Orchestra in conjunction with Fintona and the Camberwell Girls Grammar School. Searle also expressed his desire for the Choir to be placed on a more secure footing by accepting the Church of

England’s offer of funding, in part, up to twelve ‘School Choir’ scholarships. Drama too was elevated when Searle oversaw a rejuvenated Dramatic Society by the third term, 1950, the Headmaster keen that performances occur on-site rather than at any neighbouring town hall, as had been the practice for over thirty years. The maligned ‘Green Hut’ was commandeered for such performances, a stage being erected, lighting installed, curtains added, and scenery painted in preparation for the performance of two promised plays on the nights of 29-30 September 1950.

This encouragement of the arts continued over the following years, with 1951 seeing the foundation of a Madrigal Group, which gave the school’s first public madrigal performance at a Victorian Schools’ Music Association gathering before no less a dignitary than Sir Bernard Heinze. On a regular basis, it also appeared at Thursday morning assemblies, often in the presence of the School Orchestra. In 1953, Searle organised a ‘Musical Festival’ in the second term, where Camberwell Grammar musicians, combined with those from Carey Baptist Grammar and Strathcona Girls Grammar, and, in October of this coronation year, the School had assembled choirs, the Madrigal Singers, and associated artists to celebrate the new Elizabethan Age. By 1954, Searle’s final year, school assemblies habitually included performances by the new String Ensemble (featuring the Headmaster playing violin) with the Madrigal Singers continuing to perform on school occasions and at community music festivals. By late-1954 there was a certain level of concern in the Council and amongst some parents that the elevated commitment to the performing arts of these years was distracting students from their academic studies, but the departing Michael Searle had nevertheless steered the School in a direction from which it would not be diverted. The commendable reputation that Camberwell Grammar today maintains in music and drama owes much to the innovations of those Searle years, 1950-54.

Dr David Bird School Historian and Archivist

The Junior School Orchestra – 1954

Community Events

School and Parent Events

PARENTS’ ASSOCIATION TRIVIA NIGHT – SATURDAY 17 JUNE

It was a night of colour for many of our parents at the Camberwell Grammar Parents’ Association Trivia Night in June. Thank you to the wonderful team in our Parents’ Association and President Dr Kath Lok for arranging a fabulously fun social event!

WILLIAM ANGLISS DINNER – WEDNESDAY 21 JUNE

The annual William Angliss Dinner for Middle School parents and staff was a great success as members of the community gathered for dinner and to hear from renowned OCGA member and mindfulness expert, Professor Craig Hassed OAM (1977) who spoke about the need to stay connected in a disconnected world.

BLOKES’ BOOK BREAKFAST – MONDAY 7 AUGUST

The Weickhardt Library was delighted to host acclaimed author Morris Gleitzman at the annual Blokes’ Book Breakfast. The soldout event brought together students, parents, and staff for a delicious breakfast within the library, and attendees were treated to a unique opportunity to hear about the creative process of one of Australia’s most distinguished authors for children and young adults. Following the session, Morris kindly autographed books and engaged in cheerful conversations with a queue of eager readers.

The Life Governors’ Dinner, an annual event that thanks and celebrates the Life Governors of the School who are recognised for their outstanding service to Camberwell Grammar over many years, was held in the Camberwell Room. This year, Mr John Mills (1984) was inducted as a Life Governor, the highest honour that can be bestowed by our Council, and recognised three long serving staff members who have been at Camberwell Grammar for 25 years – Dr Paul Hicks (Headmaster), Mr Mark Kerr (Head of Music Curriculum and Music Teacher), and Mr Michael Heyes (Mathematics Teacher).

JUNIOR SCHOOL FATHER’S DAY BREAKFAST – FRIDAY 1 SEPTEMBER

Junior School dads and their children gathered on the Green for a wonderful morning to celebrate Father’s Day with a delicious breakfast. Thank you to all the parent helpers and Friends of Norge for organising the event.

OCGA Events

Alumni from the Class of 1972 through 2020 spoke to Alumni, parents, and senior students at the Vocational Dinner - Law on their careers in law, law enforcement, and current university experience. The two panels answered questions on whether a profession in law is the same as depicted in TV/movies, how will AI revolutionise the legal profession, finding work/life balance, and which university they studied at and why.

Thank you to Mr Peter Jopling AM KC (1972), Mr David Pringle (1988), Mr James Cheshire (1989), Mr Venn King (1989), Mr Tom Clarke (1991), Mr Nick Li (1992), Mr Christian Gorman (2012), and Mr Geoffrey Gong (2020).

The Class of 2003 gathered in July at the School for their 20 Year Reunion.

NSW NETWORK FUNCTION – THURSDAY 27 JULY

QLD NETWORK FUNCTION – FRIDAY 28 JULY

Alumni living and working in Sydney and surrounds gathered for the NSW Network Function in July. Thank you to Mr Ian Robertson AO (1973) for hosting the function.

Alumni living and working in Queensland and surrounds gathered in Surfers Paradise for the QLD Network Function at the end of July. Mr Ben Jeacocke, Deputy Head and Head of Senior School, and Mr Ryan Whitehead (1994), Head of Community and Development, attended the event.

Professor Peter Danchin (1987) for his achievements in the Law.

Mr John Hart (1991) in recognition of his involvement in coaching the sport of Gymnastics.

Mr Christopher Wong (2012) for his achievements as a National Ice Hockey player.

Mr Dan Houston (2015) for his sporting achievements as an AFL player with Port Adelaide.

Professor Craig Hassed OAM (1977) addressed the dinner and shared stories of his time at Camberwell Grammar and his early experiences with mindfulness.

Alumni living and working in London gathered for the London Network Function at the Savile Club. Headmaster Dr Paul Hicks and Mrs Susan Hicks hosted the event.

The Roystead Society and Gallery of Achievement Dinner was held to thank current bequestors and to celebrate with the 2023 inductees into the Gallery of Achievement:

Obituaries

ROSEMARY GRAHAM

24 September 1934 – 15 July 2023

Members of the Camberwell Grammar community will remember, with affection, Rosemary Graham, who served as Assistant Senior Librarian and then Junior School Librarian from 1974-1983.

A passionate lover of literature and the arts, Rosemary was a dynamic presence, encouraging students and staff to both extend their reading and be discriminating in their choice of text. An active member of the Children’s Book Council of Australia, Rosemary ensured that the very latest title was on the School shelves immediately after publication.

Rosemary’s fascination with the creative arts led her to leave librarianship and train as a craft teacher, where her own skills as a silversmith were notable – as was her fabulous cooking, especially of French food, which brought joy to seemingly every occasion when staff met together in her company.

The School extends its sympathy to her daughter Phillipa and son Robert (1982).

Mr John Allen English Literature Teacher

PETER FRANK LANG (1946)

25 February 1928 – 2 May 2023

Peter Lang commenced his first term of 1939 at Camberwell Grammar where he settled in well, as reflected in a remark in his first term report: ‘A model of neatness, he has shown what can be done by grit and determination to get on’.

The War years made a lasting impression on Peter. He and his classmates closely followed developments overseas and were keen to read the letters of Old Camberwell Grammarians and former teachers on service with the Armed forces, which were regularly printed in the Grammarian. Peter’s interest in current military actions and campaigns was reflected in his school essay writing. In 2016, after reading Dr David Bird’s The Adventure of Military Life: A Century Of The Camberwell Grammar Cadets 1888-1988 he wrote to congratulate Dr Bird and commented: ‘I was delighted to find an extract from my imaginative account of the Pearl Harbour attack. My English master enquired if I had interviewed an American servicemen.’

In 1941, Peter joined the School’s Cadet Corps, then a compulsory activity, which he thoroughly enjoyed. In 1943, his final year at the School, he was promoted in the Cadet Corps to the rank of Sergeant. At Speech Night that year, Peter was very proud to receive the prize for Most Efficient N.C.O. and Champion Shot - Cadet Corps.

On leaving the School, Peter trained as a customs and shipping agent (now referred to as a customs broker) in the family business. He became involved with The Customs’ Agents Institute of Australia, where he served as a member of the Divisional Council and later as President. In 1992, he was admitted to membership as a Fellow of the Customs Brokers

Council of Australia, and in 1993, in recognition of his long and meritorious service to the profession, Peter was conferred with Life Membership to the Customs Brokers’ Council of Australia. On retiring, Peter and my mother, Shirley relocated to their newly constructed home in Sorrento, however, they later returned to Balwyn to be closer to the family.

Until June last year when he was diagnosed with cancer, Peter had experienced exceptionally good health. He passed away on 2 May 2023.

Paul Lang PSM RFD (1972)

JOHN FARMER FERGUSON STEVEN

24 October 1927 – 1 July 2023

John often said ‘community service is the rent I pay for the space I take up’ and he lived his life by that sentiment. And that sentiment was exemplified by his community service and contribution to Camberwell Grammar over his 95-year journey.

John’s involvement with Camberwell Grammar started as a parent enrolling three boys, David (1972), John (1973), and Peter (1976) through the School from 1963 to 1976. John immersed himself in the school community as a parent, eventually becoming President of the Parents’ Association in 1975/76. Furthermore, John was an integral member of the School Council for 20 years from 1974 to 1994, including stints as Deputy Chairman, Chairman of the Development Committee, and member of the Executive and Finance Committee. During this time on the School Council, John also sat as the Camberwell Grammar delegate on the Independent Schools Association for 14 years.

In 1982, John was inducted as a Life Governor of the School, the highest honour that can be bestowed by the School Council, in recognition of his outstanding service to the School over many years. And four years later in 1986, when the House system expanded from six to eight, John was honoured further with the introduction of Steven House being named after him due to his service and contribution to the School.

After his three sons completed their studies at Camberwell Grammar, nothing gave John more satisfaction than watching them play Football for the Old Camberwell Grammarians Football Club (OCGFC). John only knew one way, and soon found himself as President in 1976/77, which saw him recognised as a Life Member, an honour he shares with his wife, Audrey, for her own services to the OCGFC.

John was a busy man and held many titles along the way, and it makes you wonder how he ever had time for his work or family, but he did. There are three other titles that John held more highly than any others – as an adoring husband to Audrey for 72 years; a loving father to Anne (dec), Jo-Anne, David (dec), John, and Peter; and a proud grandfather of 16 and great grandfather of 10.

John was an enormously bright man with a great sense of humour, a deep love of and loyalty to his family, was generous to a fault, and had a work ethic second to none.

Spectemur Agendo

The Steven Family

PETER FRANK LANG

A Staircase to Connection

By Ravin Desai (Year 12)

In the heart of Camberwell Grammar’s domain, Where staircases rise, a labyrinth entwined, Connections bloom, as students’ steps sustain, A tapestry of unity, forever defined.

The Wheelton Centre’s staircases, bold and steep, Bring scholars close, in science and math’s embrace, Through shared challenges, bonds of friendship seep, Endless walking, hand in hand, they’ll face.

Within the Mallison Music School’s melodic height, Each climb, a harmony, a rhythm sweet, In musical pursuits, connections ignite, Together they walk, in cadence they’ll meet.

The M Building’s artistic stairs, Lead students on a journey, side by side, In shared creativity, they find affairs, Of hearts entwined, in passion and in pride.

The William Angliss Building’s middle school flight, A path of camaraderie, laughter, and glee, As classmates trek, from morning until twilight, Friendships strengthen, unyielding and free.

The Sports Centre stairs, a challenge to embark, Through sweat and teamwork, they unite, In victories and defeats, they leave a mark, As teammates walk, with spirits bright.

And in Roystead, where the Prefects dwell, Guiding students, like beacons in the night, Their mentorship creates connections, swell, Each step, a lesson, a guiding light.

Through these staircases, walking side by side, Students forge connections, as they ascend, In unity, they share laughter and stride, In every step, they find a loyal friend.

With each ascent, connections grow, In the halls of Camberwell, through every door, Together they walk, with hearts aglow, A community of scholars, forevermore.

So let us cherish these stairways, dear, Their steps remind us of the ties that bind, In countless walks, connections appear, In unity, Camberwell’s strength we find.

(Winning poem in the 2023 The Realms writing competition.)

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