Spectemur Issue 1 2022 by Camberwell Grammar School

SPECTEMUR ISSUE 1 2022

Contents

Shaping Tomorrow School From the Headmaster’s Desk.......................................................... 2 2021 VCE Results......................................................................... 4 Welcome to Ben Jeacocke............................................................. 6 Student Leadership 2022............................................................... 8 Green Pages............................................................................... 12 Towards Target Zero..................................................................... 14 From the Experts. . ........................................................................ 16 Teaching and Innovation................................................................ 18 Education for the Future................................................................ 20 News from Around the School.. ...................................................... 23 Exit 21........................................................................................ 28 House Music............................................................................... 30 Middle School Production.. ............................................................ 32 Term 1 Camps............................................................................. 34 Sport.......................................................................................... 38

Community Alumni News.. .............................................................................. 40 Alumni Profile . . ............................................................................. 42 From the Archives........................................................................ 43 Community Events.. ...................................................................... 44 Obituaries................................................................................... 47 Connect with Us.......................................................................... 49

Spectemur I Issue 1 – 2022

From the Headmaster’s Desk

Education is inherently an optimistic endeavour. It is found on the assumption that humans can improve. We can expand our understanding of mathematics and language and science and the way the world works. We can develop our appreciation of the arts and music and ask ourselves big questions about our purpose in life and how to achieve fulfilment. And by increasing the competence of each student, we aim to produce people who have the skills to tackle the problems the world faces.

Our environmental group, Towards2050, has successfully lobbied for a large solar plant, vegetable and flower gardens and beehives in our own school. They helped us to deal with our rubbish more effectively. Our Rotary Interact Group takes on significant and important causes each year to tackle social justice and inequity. Many students are showing entrepreneurial flair and skill by starting online businesses and endeavours. I have enormous faith in our students and am excited by what they might achieve.

In that sense, education is always future-focused. The work we do now is designed to increase our students’ choices and capacity in the future. Our belief is that what they learn now will enable them to lead productive and useful lives. And beyond even that, our ultimate purpose is to shape what happens next, to change the world to make it a better place. We hope to educate our students to take an interest in the world, and the issues we face, and to have the desire and the skills to tackle those issues and to make a difference. The issues we face – political, social, environmental – are serious and complex ones, and they need serious and capable people to tackle them. And we need to educate our young people to feel that they have the power to tackle them.

But more important even than these great causes is our goal to educate our students to be good men, who are kind and empathetic to all, who care about each other and those who are less fortunate than they are, who look for opportunities to help where they can, who search for non-violent solutions in the face of disagreement, who will protect the weak, give voice to those who cannot speak and feel comfortable enough in their own skin to accept those who are different from them. If we can help our students evolve into these types of people, we will be shaping the world in the ways that matter most. And while we remain future-focused and ambitious to effect change, we recognise that our journey into the future begins in this moment, in the things we do each day to make our community a kinder, gentler, more accepting one. Shaping the future begins today.

We should not underestimate just how interested and passionate our young people are about their world. Greta Thunberg started a global movement that now places great pressure on governments all around the world to tackle climate change. Recently we have seen young people in Russia take to the streets at great personal risk to protest their government’s actions in Ukraine. In our own School, our students have shown they too have the desire and capacity to change things.

Dr Paul Hicks Headmaster

“Our journey into the future begins in this moment, in the things we do each day to make our community a kinder, gentler, more accepting one. Shaping the future begins today.”

Spectemur I Issue 1 – 2022

2021 VCE Results

Some of our Year 12 students with the Headmaster and Head of Senior School in 2021.

Following another extraordinary year, again dominated by Coronavirus, lockdowns and restrictions in every aspect of our lives, it is my great pleasure to write to you with news of our VCE results for 2021. Last year’s cohort had their education seriously impacted by two successive years of lockdowns, and while most of the State was in the same boat, we could not help but wonder just how our students may have been affected by the challenges they faced. Maintaining focus and application is difficult enough at any time, but in Covid times it is especially difficult. While we were proud of the efforts and work ethic demonstrated by our students and the calm and professional way they approached their examinations, none of us could predict how their experiences this year would impact their results. Nor were we certain how the special consideration provisions offered to many students across the State would work. It is, therefore, with a great deal of pride that I congratulate our Class of 2021 for their VCE results last year. All 167 of our students who completed the year satisfactorily met the requirements of the VCE, and we are very proud of them all. Their results are again impressive by any standards – given the conditions of last year, they are extraordinary. The 2021 Duces of our School were Wilson Zhu and Alex Lew, both of whom scored 99.90. Our Proxime Accessit was Isaac Hui, who scored 99.85. All three boys were actively involved in the full life of the School – although their opportunities were severely curtailed last year! – and worked very hard at their studies.

Ten percent of our students achieved an ATAR of 99 or better, placing them in the top one per cent of the State. Twentytwo percent achieved a rank of 95 or better, and 40% of our students achieved a score of 90 or better, placing them in the top ten per cent of the State. Ninety-six per cent of our students were in the top 50% of the State. Our median ATAR score was 86.93. I am very proud of our students and what they were able to achieve in difficult circumstances and I know that our teachers are proud of them too. Our two Duces, continue a long tradition of students who worked hard, made the most of their talents and immersed themselves fully in the life of the School. Wilson Zhu was Captain of Schofield House and earned Full Colours for Music following extensive contributions across a range of choral and instrumental ensembles. Wilson enjoyed inter-school Debating and represented the School in Badminton, Soccer and Tennis. He received numerous academic honours during his time in Senior School, including Prizes for English, Latin, Physical Education and Specialist Mathematics in 2021. Wilson scored 47 in Physical Education, 46 in English, 42 in Latin, 42 in Specialist Mathematics and 40 in Chemistry. In addition, he scored 47 in Mathematical Methods in Year 11. Alex Lew also participated fully in both academic and co‑curricular activities. A Bridgland House Prefect, he was appointed Captain of Triathlon and also earned Full Colours in 2020. Alex was a cast member in Senior School Musical productions, took part in Public Speaking and Debating

Dr Hicks with Duces Alex Lew and Wilson Zhu.

competitions and conducted a choral piece in this year’s House Music competition. He received Prizes for Biology and English in 2021. Alex scored 48 in English, 44 in Biology, 42 in Chemistry, 38 in Latin and 37 in Specialist Mathematics. In addition, he scored 48 in Mathematical Methods in Year 11. Our Proxime Accesserunt this year, Isaac Hui, was Vice Captain of the School and made outstanding contributions to the community throughout his time at Camberwell Grammar School. He was Captain of Tennis, earned Full Colours and was a member of the combined AGSV team in 2021. He was also in our Firsts Badminton team. Isaac performed in the Senior School Orchestra and Choir and represented Camberwell in inter-school Debating. He received numerous academic accolades, including Prizes for Accounting, English and Chemistry in 2021. Isaac scored 50 in Accounting, 50 in Physics, 46 in Chemistry, 44 in English and 43 in Specialist Mathematics. In addition, he scored 49 in Mathematical Methods in Year 11. A further thirteen students earned scores of 99 or better. These boys also studied a wide range of subjects and also actively involved themselves in the life of the School: Anthony Cao, Luke Doblin (our School Captain), Andrew Ho, Jack Hu, Alastair Joshi, Zachary Lewis, Heny Pan, Nicholas Robinson, Samuel Schwenk, James Stambe, Eric Tang, Ken Weeraratne and Weihan Zhou. I congratulate them all. As always, we need to remember that the ATAR is a ranking device, not a score, and by definition, not everyone can be at the top. I am proud of all of our students who did their best and who have achieved a score that reflects their very best efforts. No score on its own can reveal the story behind a student’s year – and particularly last year. Some of our students faced

significant issues throughout 2021 and nevertheless did the very best they could. For some of them, simply achieving their VCE is an incredible and heroic achievement and we should celebrate their achievements as much as we celebrate those of the boys with the top scores. It is impossible to judge the merit of any score without knowing the story of the student. I am very proud of all of our students who did their best, no matter their score. And the longer I am in this role, the more I believe that all students try their hardest in their VCE years, given their abilities and the realities of their lives. As I have said before, ATAR numbers will soon be forgotten, but the lessons learned at School, the resilience developed during last year, and the values and skills learned here will last forever. I congratulate those of our students who have done well, I commiserate with those who may be feeling disappointed, but I encourage both groups to keep these results in perspective. This is just one day in a long journey still to come. And as we have all learned over the past two years, we cannot predict which way the road ahead will turn. I would like once more to publicly acknowledge our remarkable teaching staff who helped our students to achieve these wonderful results. I know that our teachers are very proud of their students, and I am very proud of them. I also congratulate and thank our parents, who have encouraged their sons by supporting them through the ups and downs of an extraordinary VCE. Congratulations once more to the Class of 2021 on their excellent results. It is pleasing to see that their hard work has been rewarded so generously. Dr Paul Hicks Headmaster

Spectemur I Issue 1 – 2022

Welcome to Ben Jeacocke At the start of this year, we welcomed our new Deputy Head of School and Head of Senior School Mr Ben Jeacocke. Here we learn a little more about him. Keeping active is a regular part of my day, usually by going for a run or going to the gym. I am a passionate Essendon Football Club supporter and I certainly have a love of sport, whether watching live or on TV. My Melbourne Cricket Club and Victoria Racing Club memberships provide great enjoyment and the chance to spend time with family and friends. When I was growing up in the country, one trip to the city each year was a highlight. Now, even after being a Melbournian for 20 years, I am grateful for being able to enjoy so many incredible opportunities on offer in our fantastic city to watch sport, attend festivals, and visit exhibitions. My partner Efthamia and I have two children, Alec (Year 2) and Evie (Prep). We do as much as we can as a family. We love going to the football or a Big Bash game and we enjoy being active. Our weekends are filled with playing cricket, basketball, bike rides, or kicking the footy at the local oval. Evie loves her gymnastics sessions and Alec is a keen swimmer and they have both already joined me supporting CGS on Saturday mornings! Spending time with extended family and friends is also important to us. The warm welcome I have received from students, staff, and families has been amazing. I am very grateful to be joining such a caring, values-driven community, and everyone I have connected with has spoken so highly of the School. Camberwell Grammar has a long tradition of preparing young people to make a positive difference to others, and I am very much looking forward to building strong connections across our community. I grew up in a small town in country NSW and went to high school in Albury. University days were spent in Canberra and, after starting my teaching career in country NSW, I spent two years working in Northamptonshire, England. I was fortunate to spend the entire time in the same school, which allowed me to get to know students and their families, as well as the staff. It was terrific to play for a local village cricket team, and a steep, but enjoyable, learning curve was taking on new challenges – including refereeing inter-school soccer fixtures and teaching sports such as rugby union and trampolining! As well as Health and Physical Education, I also teach History so the opportunity to spend holidays filled with travel and new experiences throughout Europe was amazing. Upon returning to Australia, I worked at Overnewton College, including time as a Head of House and Deputy Head of Senior School. Most recently, I enjoyed ten years at St Michael’s Grammar School in roles including Head of House, VCE Coordinator, and Head of Senior School for the past 5 years.

My message to young people is that they should seek to have ‘stories to tell’ from their time at school. Therefore, it is vital to provide students with opportunities for challenge, achievement, and growth across a wide range of settings. I know that Camberwell Grammar already places significant emphasis on this facet of education, which I believe complements our strong focus on young people being their best in their academic studies too. We do this by providing a rich range of opportunities including academic engagement, co-curricular pursuits such as sport and performing arts, community service, and leadership. It is vital that we encourage students to engage not only in those activities which link to familiar passions, but also to try those that provide a new experience and the chance to explore, be curious, and discover new talents and interests. Through these opportunities, young people develop a stronger understanding of themselves and build a sense of connection to their peers and their community. These become the stories of their time at school, to be shared as a demonstration of their growth, learning, and effort and to show they have a good understanding of themselves as an individual capable of making a positive difference in the lives of others. Our challenge as a society is to grow young men of character, who know themselves and understand the power that they hold as a son, sibling, friend, partner, teammate, or colleague to make a positive difference in the lives of others as they move through their school years and to the next stage of life beyond school.

Spectemur I Issue 1 – 2022

Student Leadership

2022

BEN BOSMANS – School Captain

This year’s Prefects share their roles, aspirations, and their motivation to get them through the final year.

As the School Captain, my role is to coordinate and organise general Prefect activities and to represent the School externally, internally represent School values and desires of the student body, and liaise with staff. This year, I would like to reinvigorate the School’s holistic community spirit that has been hindered by Covid-19. Encouraging an attitude of independent thought and intellectual diversity throughout the whole school community is also something that I would like to further during my time as Captain. I am most looking forward to our famous Hamer Hall Concert, which I feel very lucky to be having in my Year 12. ‘Your time is limited, so don’t waste it living someone else’s life.’ – Steve Jobs

GREGORY KERDEMELIDIS – School Vice Captain My goal this year is to help bring the School back together, working as one, especially after the past couple of years. It would be great to see all the activities that were once available up and running, enabling the School to return to its usual schedule. I am most looking forward giving back and helping the School which has given me so many opportunities over the many years I have spent here. ‘Shoot for the moon. Even if you miss, you’ll land among the stars.’

LACHLAN ROSS – Captain of Games My role is to write and present the weekly sport report at Assembly, along with fostering the strong sporting culture at Camberwell Grammar and be a sporting role model for the younger year levels. I hope to see us win more sporting premierships this year.

‘Job not done.’ – Kobe Bryant

FREDDY BRANSON – Captain of Music I assist the teachers in the Music Department with the organisation of musical events, such as House Music, and the numerous concerts we have throughout the year, as well as coordinate weekly musical items at smaller events like Assemblies. I hope we can hold many concerts this year and get as many boys as possible involved in and enjoying the music experiences that we have here at Camberwell Grammar – whether that is through concerts, lessons, or just an overall enjoyment of playing and listening to music itself. ‘We may encounter many defeats, but we must not be defeated.’ – Maya Angelou

Spectemur I Issue 1 – 2022

ANDREW LEE – Captain of Bridgland This year, I will be leading Bridgland House and hope to build a strong culture of enjoyment and positivity towards the many House events, ensuring full participation across all year levels, as well as winning House Music for Bridgland. I am most looking forward to leading the Firsts Tennis team, and hopefully winning back-to-back AGSV Premierships. ‘Work hard, play harder.’

LIDONG CHEN – Captain of Clifford My responsibilities this year include developing and helping fellow ‘Cliffordians’ reach their full potential, allowing them to achieve some of their school aspirations. Along with this, my role grants me the privilege of uniting Clifford House to all be strong links in the chain and leading my House Prefects. Our House is full of unique and talented individuals, and I believe that we all have what it takes to achieve success as long as we put our minds and souls into it. Although success is not final, it’s a great goal of mine to win a few trophies. ‘There are two types of wisdom. One which aspires to educate others by guiding them with boundless knowledge and experience. The other which knows how to get free candy from the machine if they hit it right. It is your choice.’ – C.F Hakuta

JERRY JI – Captain of Derham

‘Your time is limited, so don’t waste it living someone else’s life.’ – Steve Jobs

PAVARA JAYAWARDENA – Captain of Schofield My aspiration as House Captain this year is to bring back the Schofield culture. After two hard years in lockdown, last year’s House Captain, Wilson Zhu, told me that Schofield needs its culture back – the same rowdy and fun culture that I witnessed when I came into Senior School. There are a lot of things to look forward to in Year 12: the Mitre Cup, Formal, muck up day… but what takes the cake for me is our Hamer Hall Biannual Concert. ‘If you’re walking on thin ice, then you may as well dance.’

ALEC MCDOUGALL – Captain of Steven My aim this year, is to strengthen the culture within the House and make it a supportive place where everyone gets along with each other, regardless of being in different year levels. I want to make Steven House a space where we place a good emphasis on giving things a shot, regardless of experience or ability. I’m looking forward to school and House events: House Music, House Athletics, House Debating, Cross Country, and of course Hamer Hall and Open Day.

I am looking forward to spending the year with my friends and fellow students.

‘Live day by day and don’t be too hard on yourself.’

CONRAD THORNTON – Captain of MacNeil MacNeil’s goal for 2022 is to maintain our steady approach to House events, and consequently destroy Robinson House in every competition. I am looking forward to our SACs and exams this year.

This year as House Captain I want to encourage maximum participation in all House events and am looking forward to Hamer Hall later this year.

It is my job to organise events within the House and ensure that it runs smoothly. I wish to make this year enjoyable, memorable, and rewarding for my fellow students, and to lead my fellow Derhamites in House events.

‘When life closes a path, build a new one yourself.’

‘It’s Nerf or Nothin.’

HUGO THORNTON – Captain of Robinson

JE-RARD CHEONG – Captain of Summons I’d like to maintain and further the wonderful culture of participation and encouragement we’ve built in Summons. I’m really looking forward to having a (hopefully) Covid-free Year 12, and enjoying all the opportunities that come with it. ‘Just listen to some Spotify.’

COLIN JIANG – Captain of Drama My role is to be a representation of the beautiful and wonderful nature of the theatre in the 2022 School Prefects. I help Andrew Stocker, Head of Drama, and Ms Jessica Doutch in organising and managing all things theatre, as well as helping out wherever I can with odd jobs that need to be done. I also participate in the School’s various productions. My goals and aspirations this year are to firstly pass Year 12 (just kidding – but not really), and I’d like us to put on a memorable show for the Senior School production, The Threepenny Opera. Personally, I really think that the theatre is an amazing opportunity for some of the most memorable moments and friendships. Having experienced it all, being backstage helping with lighting and sound, being part of the ensemble, or even having a supporting or main role, I know what it’s like to experience the absolute joy of being a part of something as great as theatre here at Camberwell Grammar. ‘The key to success is progress, not perfection.’

KERRY SUN – Prefect for Public Speaking and Debating My responsibility is to publicise and ensure the smooth running of the School’s Debating and Public Speaking opportunities, additionally providing support for up-andcoming debaters. We have successfully begun 2022 by not only significantly rebounding our membership from last year, but even increasing from pre-pandemic levels of involvement. I am proud to report that nearly one-sixth of students in Senior School do DAV Debating, and I hope to continue to expand participation in Middle School and other competitions. I will also refine our School’s coaching program, ensuring that our debaters receive the most comprehensive training possible.

JOSHUA DAVIDSON – Prefect for Faith and Social Justice My role involves supporting and promoting the charity and fundraiser events that benefit both the School and the wider community, as well as working alongside Mrs De Paiva to encourage the faith programs at the School. This year, I am looking forward to seeing the beneficial impacts our school community can make on a wider scale through raising awareness for particular needs. ‘You miss 100% of the shots you don’t take.’

BEN GRLJ – Junior and Middle School Liaison My role is to introduce new activities and connections between the Junior, Middle and Senior Schools. I would love to foster and help create better comradery and school spirit between students, so that as younger students move into the Senior School, there are already familiar faces there. ‘Leave nothing in the tank.’

HAMISH CAMPBELL-COWAN – Senior Cadet Under Officer Hopefully with Covid-19 behind us, my main goals as the Senior Cadet Under Officer (SCUO) this year are to further develop the skills and leadership qualities within the Cadet Unit as well as make every week of Cadets an enjoyable and memorable experience. I am most looking forward to the Annual Cadet Camp in the September holidays, as it will be the first in‑person Annual Camp since 2019. ‘In life, try everything, and repeat what you love.’

‘In unity, there is nothing we cannot achieve.’

RYAN LE – Prefect for Publications My role is all about inspiring students to express their passions within our School’s multitude of publications and media outlets, such as this very Spectemur magazine, and to create a small community of students who are able to work together with their wide range of talents and interests to share what our School is all about. I’m really looking forward to making the most out of my final year in school with the teachers and mates that I love the most. ‘Appreciate those around you like it’s the last time you’ll see them.’

HARRISON HAINTZ – Prefect for Environment and Sustainability My role is to help people in the CGS community consciously minimise their personal environmental footprint. I would also like to run some environment-based activities with the Towards2050 group to socialise, have fun, and learn as we have been limited in these activities over the past few years. This year, I am looking forward to school sport, competitive House activities, spending time with mates, and all the challenges and advantages of Year 12. Especially at a school like Camberwell, we are so lucky to have many co-curricular opportunities. I think a big part of education is to try new things, get involved in everything you can, and have a go. ‘Put your hand up and have a go.’

Spectemur I Issue 1 – 2022

Green Pages

Green Week In the last week of Term 1, the School celebrated Green Week for sustainability awareness. Organised by the Towards2050 Group, the week saw students coming together and participating in various activities to promote sustainable choices and celebrate the wonderful achievements the School has made this year in cutting waste, using renewable energy, and continuing to inspire the community to make practical choices every day for the health of the planet.

With a focus on waste, students and staff enjoyed wholesome pumpkin soup made from pumpkins grown in the Kingussie vegetable garden, repurposed old footy shoes by donating them to Australian schools in need through the PLUS Shop, and the Senior School came together to work on reducing their waste at school through correct recycling practices. The week culminated in the much-loved Green Week Concert on Friday with a casual clothes day and sausage sizzle. Well done to the Towards2050 team for a fun and successful Green Week campaign.

Our sweet new logo Congratulations to Andrew Hare (Year 11) for winning the new honey logo design competition. We look forward to seeing it anoint the next batch of CGS honey.

New Beehive In March, three students were lucky enough to assist Henry from Backyard Honey in harvesting honey from our current hive, as well as installing a new hive. The hives are happy and healthy, and we look forward to producing more honey and contributing to the ecology of the local area through our thriving bee colonies.

Spectemur I Issue 1 – 2022

Towards Target Zero Looking to the future, our Sustainability Coordinator, Mr Will Hone, shares the roadmap our School has embarked upon as we move towards carbon zero operations by 2030. With many exciting plans in progress to become a greener and more sustainable school, Mr Hone outlines the great environmental initiatives that the School has already implemented and those that are coming in the years ahead.

Schools are, on the face of it, heavily invested in the future. We teach kids – the oft-invoked next generation – how to explore, comprehend, and work with the world around them. In 2022, it is – unfortunately – very difficult to consider the future without contemplating the climate crisis. The climate crisis is challenging – it is a huge issue facing the world, and we are just a school. So like anyone, we do our best to improve ourselves in ways that we hope will make

a difference. Against this backdrop, there have been many projects over the past seven years that aim to reduce the School’s footprint, largely focused on waste and energy. But we needed a plan to see where we are, where we are going, and what we should do to get there as efficiently as possible. So we are getting a map drawn up. It’s a proper map and it’s really exciting, and it is this map, its rationale, and its direction that is the subject of this article.

Here’s what happens when I have an idea. I get excited and jump around a lot and start talking to people – I’m annoying like that. I talk to the Headmaster, the Business Manager, and the Property Manager. I talk to the wonderful people in the Community and Development Office, and beleaguered people who share the English office with me, and I talk to the students in my classes. I talk a lot. This means that when an idea starts bubbling in my head, it tends to come frothing into the world amidst a tsunami of words and waving arms which was very much the case last year. We needed a map (I kept telling everyone with half an ear to listen) to illustrate our commitment and make clear the path we plan to follow – and carbon neutrality was like the blue line on Google Maps, leading us through the maze of accreditation programs and certificates. To draw this together under an umbrella project, towards the end of last year the School Council made a commitment to have carbon zero operations by 2030 and to be climate positive as we move forward. Indeed, their response was extraordinary – they were genuinely excited by the prospect of the School committing to action on the climate crisis, and since then we have signed on with a professional consultant to help us understand our operations in detail to ensure we make good on our word. The School Council could see that this is the future, and the future is, of course, our core business.

“Mr Will Hone, shares the roadmap our School has embarked upon as we move towards carbon zero operations by 2030”

There are many terms used to describe emissions reductions. They are terms that we frequently hear, but which bear some explaining. Becoming carbon zero means reducing our impact as much as possible in waste, energy, and transport, and buying carbon credits to offset the remaining emissions. Our solar array, for example, is now fully complemented by renewable energy – every light at Camberwell Grammar, every computer and microphone is powered by renewable energy (we’re pretty wrapped about this!). But energy is just one edge of the puzzle – and we are committed to working on our operations holistically – we are addressing waste and transport, starting with an auditing process this year. There is more to a school than smokestacks of carbon, though – this is, after all, more than an exercise in accounting. Becoming climate positive means we are also working on our water use and the biodiversity of our campus – while these aspects of sustainability do not necessarily involve carbon dioxide, it is not possible to care about the future and short change the environment at the same time. We are attempting to create a positive pathway into the future and to illustrate to our students and our community that positive and convenient solutions to our problems do exist and can be found. This means there are many projects on the horizon. We have cut the amount of landfill produced by the School from 30m3/week in 2017 to 12m3/week at the moment – and we need to cut it in half again, which involves significant shifts in our operations. We are working on our water usage, installing water-saving appliances and reviewing our water network to iron out inefficiencies. And we are working to bring our community with us on the journey – we want to present opportunities and solutions that will easily fit into the annual routine of education on campus, and life at home. We are embracing the challenges before us – what else can we do? In doing so we are searching for solutions that not only fit, but help us evolve as a community to be ready to face whatever the decades to come have in store. There is, clearly, a lot more to this place than meets the eye – our investment in the future is not skin deep, it is in the bones of the School, and long may it remain so. Mr Will Hone Sustainability Coordinator

Spectemur I Issue 1 – 2022

From the Experts Set yourself up for a great year In Term 1, clinical psychologist, Andrew Fuller, spoke to the Year 12 cohort and their parents about how to succeed in their final year. Here, he shares his wisdom for students on how to embrace the new school year and make it the best one yet.

Make this the year that you will remember for the rest of your life as the time you really set yourself on the pathway to success. There are several sure-fire ways to make this the best year so far.

Know that geniuses make mistakes.

People who achieve a lot know that you have to make mistakes to learn. In fact, learning often involves making a mistake and then figuring out what went wrong. If you get too scared to make a mistake, you will not do anything different or new in your life and that would be, well, a mistake! 4

Prepare yourself for learning.

Thinking positively isn’t enough for successfully achieving goals. You have to focus and do things differently. Concentration is hard to achieve and very easy to lose. Find ways to reduce distractions, at least while studying. Not everyone in your life will be a well-wisher in your self-improvement and learning plans. They may discourage you from your goal. Surround yourself with people who encourage you. Take time to be an encourager of other people rather than being a critic. 5

Liven up your life and get enough sleep.

Sleep helps you to manage stress, stay happy, and also increases your marks. The best way to protect yourself from being stressed or depressed is to get enough sleep. You need at least eight hours and sometimes as much as nine and a quarter hours a night. If we don’t get enough sleep, we often become tired, moody, bored, and boring. 1

Make friends with everyone you know – parents, teachers, friends, everyone!

One of the ways of reducing your stress levels is to set out to have as many positive friendships this year as you can. 2

Acknowledge your inner genius.

You are much, much smarter than you know. If you practice doing your best in life you will succeed because very few people ever practice doing their best. To do your best you have to get out of the habit of predicting that things won’t go well for you. If you look for what’s going to go wrong, you will always find it. If you look for what works, life just gets a lot easier. Aim to develop at least one positive aspect of yourself this year. The easiest way to start this is to appreciate the quality you want to develop in yourself.

Be healthy – eat breakfast.

Some people skip breakfast, but you often learn best at school in the morning and it helps to have some protein in you to feed your brain. A lack of protein can actually cause headaches, concentration problems, and low energy. 7

Do the most important things first.

Get into the habit of being effective. Write a to-do list each week. Ask yourself the question, ‘What is the one thing I could do this week in each subject area that would improve my results?’ Then do it.

Use your time well.

Many people muck around in school and then wonder why they have to do so much work outside of school. If you can focus and listen well while at school, you can save yourself endless hours. Hours that you can spend doing the things you really want to do. Some people find if they sit at the front of the class that they are less distracted. Teachers want their students to do well. Watch your teachers closely. Observe the things that they emphasise or repeat. Take notes of these things. It is a fair bet that these things will feature in tests and exams. 9

From little things, big things grow.

Do a little bit, often. Succeeding at school can be easy if you do a little bit each day. The best learning occurs when you do spaced interval training. This means, do a little bit of practice every day. Interval training is especially powerful in subjects like Maths and the Sciences. 10

Focus and immerse yourself.

For at least some time every day switch all forms of technology off and focus on whatever you’re studying. Don’t try to watch TV, listen to music, or gaze at a screen at the same time as learning something. Technology is not going to be there in exam rooms, so you need to be used to performing without it.

Don’t try to predict the future.

Most students are really bad at predicting how well they are going to do. In fact, they are hopeless at it. So don’t spend the year thinking how awful your results could be. Just do the most important things first and do them regularly. 12

Be curious.

Think of someone you know who always seems to know interesting things – weird facts, strange occurrences, funny jokes, and whacky stories. Try to be one of these people. Look out for and learn things that are fun and interesting. 13

Play more, be active, break out into a sweat now and then.

Lack of blood flow is a common reason for lack of concentration. If you’ve been sitting in one place for a while, stand up and stretch or bounce one of your legs for a minute or two. It gets your blood flowing and sharpens both concentration and recall. Even if you are really busy three twenty-minute bursts of exercise a week makes a massive difference to your stress levels, happiness, and sleeping. 14

Decide to be happy.

Lots of people wait to be happy. They wait for the situation to be right. Or they wait for the right friends to show up. Some people spend their entire lives waiting to be happy. Decide to be happy now. Have a look at the things in your life you can feel lucky that you have. Appreciate the people who like you and love you. Make the most of the moment and seize the day. Help and encourage other people. Be a really good friend. Laugh more. Have fun. Have a fantastic year.

Andrew works with many schools and communities in Australia and internationally, specialising in the wellbeing of young people and their families. He is a Fellow of the Department of Psychiatry and the Department of Learning and Educational Development at the University of Melbourne. For more information on Andrew, his resources, and publications, go to www.andrewfuller.com.au. Spectemur I Issue 1 – 2022

Teaching and Innovation From our Teachers: Facing the Future As a school, we look to equip our students with the knowledge and skills to successfully navigate their future. In this year’s editions of Spectemur, our teaching staff unpack complex terms or issues currently facing the world and our future. Here, Head of Economics, Dr Alastair Berg, discusses innovation in the world of cryptocurrencies and why everyone should learn about them. Dr Berg has recently finished a PhD in Economics. In his dissertation, he developed a theoretical and practical understanding of how identity can overcome instances of information asymmetry in exchange. Cryptocurrencies are interesting. An understanding of cryptocurrencies, and the underlying blockchain technology, can give you a wider understanding of economics, politics, technology, and even history. It is important to understand the fundamentals of what might prove to be an important technology. In late 2008 the person(s) known as Satoshi Nakamoto announced a ‘peer-to-peer version of electronic cash’. The software uses a combination of peer-to-peer networking, asymmetric (public-key) cryptography, consensus algorithms and game theory to create a new type of private currency. Prior to the innovations of Bitcoin, digital currencies suffered from a trust issue. How can users be sure that a unit of digital currency has not been spent, simultaneously, in more than one transaction? The big problem Bitcoin solved was the ‘double spend’ problem; preventing users from spending a unit of digital currency twice. By placing all transactions on a public ledger, users can see that any bitcoin sent has not been already spent. In addition, Bitcoin uses a mix of incentives to align the self-interest of its users. Bitcoin rewards users for maintaining the validity of the public ledger upon which all transactions are visible; ‘miners’ are rewarded with a ‘coinbase’ transaction. It is not worthwhile for users to compromise the network; any benefit they gain from doing so is outweighed by the value of the bitcoin they would have to give up to do so. The system of incentives just described is an application of game theory, a mathematical framework that has many economic applications. Game theory examines rational actors in their strategic interactions. It examines how rational individuals will react in situations when all players in a ‘game’ are constantly evaluating each other’s strategies, and constantly responding to them. Game theory leads to sometimes terrifying insights. During the Cold War, a theory of deterrence – Mutually Assured Destruction (MAD) – helped convince the USA and USSR to develop increasingly large nuclear arsenals. According to this deterrence theory, rational actors want to avoid nuclear war. To avoid nuclear war they will continue to deploy a bigger nuclear arsenal. Game theory told them the bigger their stockpile of civilization-ending weapons,

the less likely their opponent will risk an all-out conflict that will result in their own annihilation. Bitcoin also allows us to examine fundamental questions about the nature of money. As students of economics know, money itself is not a valuable resource. Money is not wealth, but a measure of wealth. The nature of money has seen it issued and controlled by governments for at least the last century. The rationale for this includes the need to maintain the value of the currency (price stability) and to conduct monetary policy. For instance having a monopoly in money issuance allows a nation’s central bank to increase the money supply – decreasing interest rates – and stabilising levels of economic growth and employment during a downturn. However critics of this monopoly of the issue of money have argued private currencies might replace government currencies. Advocates of cryptocurrencies maintain they might soon take the place of fiat currencies. Yet a fiat currency might make more sense if we consider ‘transaction costs’. These include costs not included in the sale price of a good. If I purchase a used car, I will pay the dollar cost of that purchase. Yet I also incur costs associated with searching for a suitable used car, evaluating its quality, negotiating the price, as well as resolving any disputes that might arise. Depending on the nature of the transaction, these transaction costs can be substantial. A big advantage of a fiat currency is that I am not constantly seeking out trading partners who accept Bergcoin. If my preferred currency is one of many in the economy, I am limited to trading with those who accept that coin. This might significantly limit economic activity. What the many cryptocurrencies available today demonstrate are the ‘network effects’ associated with a currency; the more people who use a currency, the more useful it is for me. The problem with Bitcoin currently is that very few people accept it in trade. Thus limiting its usefulness as a currency because the transaction costs are too high. Cryptocurrencies and their underlying technology have far more potential applications than those I have alluded to here. Innovators in finance, logistics, gaming, and other industries are developing exciting new applications. Yet the interesting lessons they can teach us are those related to economics, politics, technology, and history.

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Education for the Future Developing 21st Century Skills

This year, Middle School has introduced four new subjects with the foresight of enriching the curriculum: STEM, Digital Citizenship, Drama, and Creative Design Solutions. Mr Troy Stanley, Head of Middle School, and Deputy Head of Middle School, Mr Scott Wyatt, share their insights into why education needs to embrace non-traditional subjects, be innovative and forward-thinking, and look to equip students with skills necessary for the future. What are the skills required for the future of work? If you list skills in IT, learning, teamwork, problem-solving, critical thinking, and communication, you are aligned with the respondents to a 2018 Deloitte survey researching the anticipated skills necessary for work in the 21st Century. It’s fair to say that these skills have always been important, but the rise in accessibility of content on the internet and automation in the workplace has placed a dire need on ‘human’ or ‘soft skills’ that simply cannot be replaced by robots, computers, and AI. 20

Discussion on this topic has waged for the past decade or more, however, the advancements forced on us over the past two years has accelerated the need for these skills at breakneck speed – the world is moving fast. The future of learning, work, truth, relationships, democracy, health, and the planet are in our hands, and preparing our students to ensure they thrive in making our world a better place through the application of their collective areas of strength, is our responsibility as teachers and parents.

A team of Middle School teachers, led by Mr Wyatt, started a conversation in 2018 on these matters and very quickly recognised the opportunity to utilise our diversity to enhance the skills that our students will require not only when they leave school, but right now. After extensive research, discussion, and a curriculum restructure, we are now in the position to launch a range of new subject offerings to help our Middle School students start to flex the skills deemed necessary to make the most of their daily life and into their future of work in the 21st Century. I would like to thank Mr Wyatt for all his efforts in getting us to this point, and for the constant work our staff put into how we can implicitly and explicitly build these essential skills into our curriculum here at CGS. Mr Troy Stanley Head of Middle School

Creative Design Solutions In Creative Design Solutions (CDS), students start by exploring creativity and collaboration – what they look like, why they are important, and how to build effective collaborative partnerships and develop their creativity.

“The advancements forced on us over the past two years has accelerated the need for these skills at break-neck speed – the world is moving fast.”

We look at the design process and use this as the basis for the projects they engage in throughout the course. These range from using ordinary objects in creative ways, using software to create posters and short films to promote a message, and finally bringing all these skills together in a final project focused on solving a problem or promoting aspects within the School and wider communities. Students will question: What does collaboration look like? How can the design process refine ideas? What is creativity and how can it be developed?

STEM STEM builds important social and critical thinking skills, particularly around collaboration and problem-solving. Students are given a challenge based on simple machines, they design and construct a device to meet the challenge. This involves sharing ideas, putting ideas on paper, and then constructing a prototype. Modifications to this initial design are based on testing and sharing ways in which the design might be improved. Students then present their solutions, explaining to their audience the various challenges faced and how they were overcome. This term, students were tasked with building a fully functioning crane that can lift a 300g weight (can be human-powered) at least 300mm vertically and hold it locked (without human intervention) for 30 seconds.

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Digital Citizenship There is no doubt that the digital landscape and evolving technology will dictate much of our students’ future. Digital Citizenship provides students with the skills they need to navigate an increasingly technological world and how to do so safely. In this subject, students will focus on creating effective folder structures, digital identity and wellbeing, operating safely online and being aware of their digital footprint, as well as becoming familiar with various software used to create charts, present, and manipulate data, and even how to make short films and dynamic presentations.

Drama Drama is an opportunity for boys to express their ideas through voice and movement. They work on specific skills and bring these to various scenarios, culminating in a broader performance at the end of the term. There are so many valuable skills learnt through Drama, including speaking and moving confidently in front of an audience, adjusting the voice to achieve different effects and moods, working with others in a choreographed setting, responding to each other, and reading and reacting to different cues. Mr Scott Wyatt Deputy Head of Middle School

News from Around the School NGV Teen Council

Kwong Lee Dow Young Scholars Cooper Carbone and Flynn Helmer (Year 11) were selected by the University of Melbourne as Kwong Lee Dow Young Scholars – Class of 2023. The University received over 1500 applications and were particularly impressed with the students’ academic achievements and community involvement.

Congratulations to Ravin Desai (Year 11), who was recently appointed to join the NGV Teen Council this year. With an interest in the art of curation, Ravin is looking forward to assisting the NGV in planning and developing teen workshops, activities, and events throughout the year while gaining first-hand experience in the running of a worldclass art gallery.

Students selected as Kwong Lee Dow Young Scholars will become part of a supportive University community and peer network through a tailored program of events and activities.

Australian Cuisine Begin We’re very proud of CGS Horticulturist and chef Liam Randall who later this year will be publishing his very own cookbook, Australian Cuisine Begin. Part history and part cookbook, it weaves 61 authentic, easy-to-follow food and beverage recipes through seven timelines, from the beginnings of the world’s oldest culture through to the modern-day. Come on an enriching journey that will sate your curiosity, warm your heart, and fill your belly in a uniquely Australian way.

Liam’s cookbook is available for pre-order. Visit www.australiancuisine.com for details.

Year 8 Man Cave The energetic and thought-provoking Man Cave team visited Year 8 in March. The topic of building ‘positive relationship’ was examined over the full-day programme. Students touched on topics like trust, fun, respect, support, and courage. The most important message was building positive relationships with your peers and ‘checking in’ to see if all is well. Carrying on from last year, they discussed how to deal with problems that they face from day to day. Between discussions, students were involved in team bonding games inside and outside the classroom. The warm, friendly, and humorous approach (at times) from the Man Cave team, really engaged the students and helped them to consolidate their ideas about building positive relationships in the future. Mr Shaun Burke Head of Middle School Operations Spectemur I Issue 1 – 2022

Congratulations to Logan Taplin (Year 12) who has been selected for the Victorian squad to represent Victoria at the National Track Championships! Recently Logan also received a bronze medal in the individual pursuit and points race at the Victorian Championships, and silver in the Victorian U19 scratch race championships at the Melbourne Cup on Wheels.

Ms Rachel Atkinson, Head of Music Academy at CGS, was recently elected Associate of the Royal Academy of Music (ARAM) in London by the Honours Committee. Associateship is awarded to Alumni of the Academy who have distinguished themselves in the music profession and made a significant contribution in their particular field. We are incredibly grateful to have Rachel’s dedication, passion, and talent to inspire future musicians here at Camberwell Grammar. Congratulations Rachel!

Welcome to Country Ceremony Last term, our Middle School, Pre-Prep and Year 5B students were fortunate to welcome Murrundindi, Elder of the Wurundjeri clan, into our school to share his identity and culture in authentic and meaningful experiences. After a beautiful smoking ceremony, Murrundindi spoke to the Middle School during Assembly, sharing some insight into his family and clan’s history and delighted with his skills on the digeridoo.

Pre-Prep Marine Life Incursion What is a sea cucumber? Which creatures of the ocean can regenerate? Which male fish gives birth? These questions were among the many answered by the Pre-Prep students through an exploration of sea creatures during Term 1. A visit by Xavier from ‘Wildlife Xposure’ enhanced their learning with an interactive experience. Ms Fiona Howie Pre Preparatory Teacher

Murrundindi then visited the Junior School, where our youngest students enjoyed song, dance, and storytelling, and, together with Year 5B, engaged in a traditional smoking ceremony and acknowledgment of country. Murrundindi’s visit was a highlight for the Pre-Preps, as their curriculum emphasises the importance of cultural competence in developing a strong sense of identity.

Congratulations to Evan Lin (Year 6) for being selected as a member of the inaugural School Sport Victoria Student Leaders Group for 2022. Evan will join 21 other students from across the state to be the students’ voice and help guide and shape the future of school sport. Some of the topics covered throughout the year will include the design and development of new physical activity initiatives, making the school sporting experience enjoyable and welcoming, and ensuring that a safe environment is provided for all students to participate in school sports, regardless of their fitness, experience, or skill level.

Our Captain of Music, Freddy Branson (Year 12), was honoured in March by playing in the ‘Top Class’ Concert at the Melbourne Recital Centre. Each year, the best candidates from the previous Year’s VCE Music Performance Examinations are invited to perform at a special concert to highlight the very best performers in the state. Freddie performed the 2nd and 3rd movements from Sonatina for Flute by Burton to a near-capacity crowd, including many CGS students who are studying the subject this year.

Junior School House Swimming In March, Years 3 - 5 competed in the Junior School Inter-House Swimming Carnival at Camberwell Grammar School Sports Complex. All boys competed in a variety of individual and relay events. Congratulations to Clifford/Steven who are the overall 2022 House Swimming Champions! Miss Lexie Joyce Junior School Director of Sport

Visit to CERES Our Year 7 students went on an excursion to CERES, an environmental education centre, community garden, and urban farm. With the guidance of CERES educators, students took part in hands-on activities which allowed them to explore, learn and engage with different topics addressing sustainability. Students were asked to question and problem-solve issues facing their communities and to explore solutions to increase sustainability at both school and at home.

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Junior School Soirée In mid-March, the Junior School held its first Soirée for the year – finally onsite and no longer virtual. It was a grand occasion with nearly 30 boys playing individual pieces to a very receptive audience. The boys were well prepared and their performances reflected the time and care that they, their teachers, and parents have dedicated to the ongoing process of mastering a musical instrument. Congratulations to all students involved!

Senior School House Athletics Congratulations to Clifford and Schofield, who shared 1st place in Senior School House Athletics in March. Derham captured 3rd place, with Bridgland close beyond in 4th. House spirit was on full display on the day, with all students showing willingness to have a go and do their best while encouraging teammates throughout the day. Congratulations to all students who took part and supported on the day.

Junior School AGSV Swimming On Friday 25 March, 21 Junior and Middle School students competed in the 2022 AGSV Swimming Championship held at the Melbourne Sports and Aquatic Centre (MSAC). The team performed strongly on the day with a total of 28 top three finishes. Well done to those who took part on the day! Miss Lexie Joyce Junior School Director of Sport

Community Connections Rotary Interact Rotary Interact is a club with the aim to raise funds for various charitable projects all across the world; Rotary meets every Thursday lunch for half an hour, and everyone is free to come along. Rotary has started strong in 2022, with many new members and many great charitable ventures planned, such as an upcoming day to pack meals with the For A Meal Charity in order to distribute meal packages to less fortunate people around Melbourne. Another charity which Rotary has supported is Operation Toilets, a non-profit which builds toilets for schools in India to ensure girls won’t have to drop out due to lack of sanitation options, a sad reality which does occur for so many. Rotary was highly successful during the Senior School House Athletics Competition, running a sausage sizzle and coffee stand. A special thanks to Tiger Diao (Year 11) for his initiative, as well as all Rotary Interact members involved in the fundraising event. Charles Lewis (Year 12) President

Courage to Care In Term 1, our Year 8 cohort had the opportunity to hear firsthand experiences from those who escaped the atrocities of the Holocaust and World War 2, and the stories of the men and women who had the courage to help save them. Through this Courage to Care program, students explore themes of racism, prejudice, stereotyping, and bullying and are encouraged to become Upstanders and not Bystanders. This program plays an integral part in the Middle School enrichment program, helping boys to become caring and compassionate men of the future. Mr Shaun Burke Head of Middle School Operations

Friends of Hockey Sausage Sizzle Towards the end of the Term, Friends of Hockey put on a delicious sausage sizzle for students and staff in the Senior School Amphitheatre. It was great to welcome one of Camberwell Grammar’s many ‘Friends of Groups’ to the school grounds for the occasion.

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Exit 21

In February, parents and Art students from the 2021 leavers cohort returned to the School for a special exhibition of their work, Exit 21. The exhibition was a testament to the courage and resilience of last year’s Art and Studio Art students who toiled to make artworks at home during another challenging year filled with lockdowns.

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House Music

Following last year’s contest, broken up by intermittent lockdowns and a novel performance setting, the 56th annual House Music Competition was highly anticipated by all, with every House eager to take out the competition and bring home the hardware for themselves. Similarly to the previous year, each House was to present one choral song in parts under the topic of ‘songs by a Melbourne artist’ and one instrumental piece of their choice. Unfazed by the restrictions regarding indoor rehearsals, the Music Department, in association with the Heads of Houses, came up with a solution to allow Houses to have equal rehearsal opportunities while remaining outdoors. This came in the form of seven total rehearsals – two 45-minute practice sessions a week in rotating locations where everyone learnt, memorised, and prepared for the final performance. Given these difficult circumstances, the end product that was displayed for the adjudicators was of very high quality and something that all involved should be proud of. All of the Houses performed with a sense of professionalism, and thoroughly impressed all those who watched it live or through the video that was published.

The competition itself took place on Thursday 24 February, and we welcomed the distinguished Mr Peter Bohmer, the Director of Performing Arts at Penleigh and Essendon Grammar, as one of the two adjudicators for the event, the other being our own Mr Mark Kerr, the Head of Music Curriculum and CGS Chorale. It was the first time in the competition’s history that we’ve had two different judges, and they gave much musical insight and knowledge into the nuances of singing and performing in an ensemble, and their comments provided an enlightening outlook on the performances that were given. In an unprecedented fashion, for the first time ever, House Music finished in a three-way tie for first place, with Clifford, Summons, and Steven finishing on the same number of points at the end of all the sections. After numerous hours of hard work put in by all the students, conductors, arrangers, instrumentalists, and everyone behind the scenes, it truly was a special event that brought the whole school closer in times when we have been separated so far apart. Freddy Branson Captain of Music

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Middle School Production Boy Overboard The 2021 Middle School Production Boy Overboard was scheduled to run in the Middleton Theatre in August of last year. However, the state went back into lockdown during tech week. The cast was finally able to gather again for a Staged Reading of the play with their families in the audience on Sunday 5 December 2021. The following is an excerpt from the programme written by the show’s director, Robert Johnson. Boy Overboard, more than anything, is a play about persistence and hope in the face of adversity and uncertainty. These attributes have never felt more necessary than in the last two years and the fact that Boy Overboard stands before you in its current form is a testament to the persistence and hope of its cast, who have soldiered on through multiple lockdowns. I never like writing director’s notes – I firmly believe the play should speak for itself. And this play speaks quite clearly. Whilst we were in rehearsals, renewed horrors beset the people of Afghanistan and the enduring repugnance of Australia’s foreign detention policy was pulled into the spotlight once again, with little change. I had several conversations with the cast at various points about these things. The play necessitated some hard conversations – about gender inequality in some parts of the world, about religion, and about the truly lamentable plights of some of our fellow humans. I was consistently surprised and impressed by the cast’s willingness to engage in topics that are normally sequestered firmly to the ‘adult’ table. They have done a mighty job in embracing the play – both in terms of a difficult rehearsal period and difficult subject matter. Though the full play they have worked to build cannot be realised, its heart and the cast’s dedication are captured here tonight.

“Based on the novel by Australian author, Morris Gleitzman, Boy Overboard tells the story of a young Afghan refugee and the dangerous journey his family takes to begin a new life in Australia.”

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Term 1 Camps

Year 4 Camp: Coastal Forest Lodge When we got to camp, we were so excited. After we were sorted into our groups, we started our activities. Some of us started with the beach flags activity. We had to lie down on the sand facing the shore while one of the instructors stuck about half a dozen ‘beach flags’ in the sand. One of the instructors would say ‘heads up’, then we would stick our heads up. ‘Heads down’ is when we would stick our faces in the sand and that meant that we had to get up, turn around and run as fast as we could and dive at one of the ‘beach flags’. The last person to get a flag was eliminated!

Our next activity was life-saving and how to identify rips. First, we learnt how to identify and exit a rip. Around a rip, there will be no waves and the water will look a lot darker and murkier. If you do happen to be caught in one, always swim to the side. Jai Nadarajah and Christopher Leake (Year 4B)

Year 5 Camp: Candlebark Farm, Healesville As I trundled up the mountain to get to the Super Swooper, I felt the weight of the bag I was carrying stopping me from walking peacefully. I finally reached the top of the gigantic mountain. The climb was every bit worth it once I took in the view. Distant mountains taking my breath away. I could see so much even though the blurry trees were far away in the distance, it was magical! It was as though I was a bird soaring through the sky looking down on the life on Earth. When I finally clambered onto the Super Swooper, nerves were rolling around in my stomach. It was fun, peaceful, and nerve-racking all at the same time.

Candlebark Camp was brilliant! It was a wonderful time filled with many outdoor adventures, sightseeing the breathtaking views, and chilling out with my friends and teachers. I can’t wait for Camp again. Marcus Kilroy (Year 5B)

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Year 7: Kangaroobie While the rest of Middle School were going about their usual business, the Year 7s were at Camp Kangaroobie, trekking through mud, playing in the waves at the beach, and learning how to bush dance! Camp was a fun-filled week full of bonding and life experiences that I will never forget. Spending time with different forms created many opportunities to make new friendships along the way. As the camp progressed, people from different forms began to mingle with each other and form friendships. One highlight throughout my form group was the farm tour, viewing the endless spanning fields filled with livestock.

Another important highlight of the trip was the beach day as we were welcomed with mouth-watering fish and chips for lunch and had the opportunity to entertain ourselves in the cold and salty ocean with waves towering above our heads, only to crash down on us. It was quite amusing watching some of my fellow friends being drenched by the merciless ocean. Taj Sivapalan (Year 7G)

Year 8: Surf Camp, Anglesea Forging friendships and enjoying the experience together were the highlights of Year 8 Surf Camp for myself and many others. We set off early on a warm Wednesday morning, and after a bus ride spent talking and laughing with friends, we arrived at the beach in the early afternoon. There, we participated in activities including sandcastle competitions and, after hopping into our wetsuits, we set off down to the beach. At the beach, we met instructors who taught us how to get up on our surfboards and what to do if in trouble. Then, with our surfboards by our sides, we excitedly ran into the water. Surfing was amazing, and after falling again and again, we continued

to persevere and really got the hang of it. After our time at the beach, we arrived at camp for the first time, where we were welcomed with snacks to eat. After dinner, we participated in games, ranging from cricket and footy to playing more organised activities run by the teachers. The next morning, as our last activity, we headed to the beach for the final time and learnt all about water safety, and how to perform rescues in different ways. Overall, Surf Camp was an amazing experience that helped us to bond more with our class and learn all about surfing and safety. Dylan Hodges (Year 8M)

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Sport

The Summer Season was again condensed into Term 1 this year, however, it was fantastic to see students participating in their chosen sports and to have parents spectating freely at matches, most notably Basketball. It was also a season of incredible success. The AGSV Swimming team and Firsts Tennis team won their respective Premierships, both teams making it back-to-back! Meanwhile, Firsts Table Tennis continued their domination over the AGSV by winning their 20th Premiership and 7th in a row. In winning the three premierships, the School registered its 100th AGSV Premiership, being only the second school in the competition to achieve the feat. As it stands, we sit at 101 AGSV Premierships and hope to add more to our tally in the Winter Season. We also had success in Orienteering with the squad winning the Roger Slade and Gordon Wilson Memorial Trophy for the Orienteering Victoria Eastern Schools Park Street Summer Competition, while our Firsts Squash team shared the premiership with Trinity in the Division 2 Schools Competition. Firsts Basketball had a fantastic season and made the Grand Final. The team played exceptionally and forced eventual winners, Marcellin, to play their very best in the final. Firsts Cricket had their most successful season for some time, winning 5 of their 8 matches, and Firsts Volleyball had a hard‑fought season and narrowly missed out on a top 4 finish.

Congratulations to our students who, after standout and consistent performances throughout the season, earned selection in their AGSV Representative teams. They include:

Basketball

Tennis

Sam Veitch (Year 12) Luke Fennell (Year 10)

Matthieu Gibert (Year 11) Lachlan O’Neill (Year 11)

Cricket

Table Tennis

Connor Laird (Captain) Joshua Davidson (Year 12) Nicholas Graves (Year 11)

Justin Kwan (Year 9) Aiden Tang (Year 7)

Swimming Gregory Kerdemelidis (Year 12) Yanning Zhang (Year 12) William Watson (Year 9) Maximilian Coia (Year 8) Javier Lai (Year 8) Nathan Nai (Year 7)

Highlights throughout the season included defeating Ivanhoe in Basketball, Cricket and Tennis, as well as retaining the Summer Mitre Cup against Trinity. Notable performances also came from our Cycling, Kayaking and Triathlon squads. Logan Taplin (Year 12) was the standout on the bike and represented the State at the National Track Championships, performing admirably and medalling in the Maddison event. In Kayaking, Campbell Rowland (Year 12) gained selection in the State team and is due to compete at the National Sprint Championships in May. Other students who gained State representation throughout the term and who will be competing at their respective National Championships include:

Sport continues to thrive and prosper at the School. Not only are we seeing an improvement in results amongst our top teams, but it has been noticeable across all year levels, which is encouraging for continued success. Thank you to all teaching staff and coaches involved in the Program. The time and dedication into your roles and the students in your care have fostered positive experiences and lifelong memories. Focus now turns to the Winter Season, for which preparations have already begun and will be in full swing at the start of Term 2. Mr Lachlan Crawford Director of Sport

Ryder Cheesman (Year 10) – Under 16 Basketball Luke Fennell (Year 10) – Under 18 Basketball Lachie McGowan (Year 10) – Under 16 Hammer Throw Will Aldred (Year 9) – Under 15 Hockey Brodie Carswell (Year 12) – Under 18 Hockey (Development Team) Ryan Chung (Year 9) – Swimming Noah Conn (Year 9) – Swimming Ross Sykiotis (Year 9) – Swimming William Watson (Year 9) – Swimming Hugh Cran (Year 10) – Swimming Cody Greenwood (Year 12) – Swimming Yanning Zhang (Year 12) – Swimming

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Alumni News CGS Alumni The Honourable Justice Cameron Macaulay (1974) was appointed as a judge in the Court of Appeal. Cameron takes on the role with extensive experience as a judge and legal practitioner, having worked across highprofile criminal and civil matters.

CGS Alumni Aidan Guo (2016) and Oscar Lu (2017) recently caught up at the Pembroke College MCR Oxmas Banquet in Oxford, UK. Following completion of a degree in Biomedicine at the University of Melbourne in 2020, Oscar recently commenced studies in postgraduate Medicine at Oxford University. Aidan completed a degree in History at University College London in 2020, before undertaking postgraduate law studies, and is now working at a law firm in London.

Cameron was a judge of the Supreme Court of Victoria from 2010 to 2022, sitting primarily in the Common Law Division. During that time, he also served as Judge in Charge of the Court’s Professional Liability List, and chaired several committees including the Supreme Court Library Committee, Law Library of Victoria, and the Council of Law Reporting in Victoria. Cameron was inducted into the Camberwell Grammar Gallery of Achievement in 2011.

Later this year, Chris Morley (1999) and his family will be heading to Hanoi, Vietnam, where he will be taking up the position of Trade Commissioner. This three-year appointment, working out of the embassy in Hanoi, will further Australia’s economic prosperity through exports to Vietnam, largely focusing on Agribusiness, beverages as well as education, and health.

Congratulations to Greg Buchanan (1970) who was announced as this year’s Boroondara Citizen of the Year. Greg is currently the President of the Surrey Hills Progress Association and has contributed to protecting the built heritage of the community. Greg played a pivotal role in establishing the Association and the Anzac Day Dawn Service event in Surrey Gardens, and he continues to tirelessly advocate for the community voice for the future of Boroondara, recently with the Level Crossing Removal Project. Justin (Jake) Ellwood (1987) and Luke Sudholz (2018) recently met up in Darwin. Jake and Luke first met when Luke was in the CGS Cadets and Jake was Deputy Chief of Army. Jake reports that Luke is loving life in the Army.

Camberwell Grammar Sports Academy students were thrilled to share a lunch in March with Camberwell Grammar Alumni Johan Durst (2008), member of the Hockey Australia National Senior Men’s Squad. Johan visited the School to chat with students as part of an ongoing series organised by the Sports Academy – Emerging Athlete Pathway Lunch with the Stars.

Congratulations to Nicholas Carter (2003) who will be Chief Conductor and Co-Operndirektor of Opera Bern in Switzerland for their 2021/22 season. In recent seasons, Nicholas has conducted the Santa Fe Opera Festival, Deutsche Oper Berlin, Rundfunk Symphonieorchester Berlin,

BBC Scottish Symphony, BBC Welsh, Dallas Symphony, Hang Kong Philharmonic, as well as all major Australian Orchestras. From 2016 to 2019 Nicholas served as Principal Conductor of the Adelaide Symphony Orchestra, the first Australian to be appointed to such a role with an Australian Orchestra in almost 30 years. From 2018 to 2021, Nicholas was Chefdirigent of Stadttheater Klagenfurt and the Kärntnersinfonieorchester, where he led many new productions and appeared regularly in the orchestra’s concert series.

We congratulate the following Camberwell Grammar School Alumni on their 2022 Australia Day Honours: Member (AM) in The General Division

Dr Michael Liffman AM (1964) – For significant service to tertiary education, the not for profit sector, and visual arts.

Mr David Anthony Haintz AM (1983) – For significant service to financial planning, to business and to the community.

Jonathan Gumley (2006) and wife Kaitlin welcomed Lachlan John Gumley on 24th September 2021 at 11.24am.

Conspicuous Service Cross (CSC)

Major General Justin (Jake) Ellwood DSC AM CSC (1987) - For outstanding achievement as Commander of the 1st Division, Commander Joint Task Force 637 and Commander Deployable Joint Force Headquarters.

Congratulations to Alumni and current member of staff Andrew Worsnop (2005) on the birth of Harriet Good Worsnop on 24 March 2022.

Spectemur I Issue 1 – 2022

Alumni Profile

Timothy Shue (2009) I work as the Chief Operating Officer (COO) at the Yarra Energy Foundation, a non-profit organisation on a mission to reach netzero in our community by 2030. I support the Chief Executive Officer (CEO), oversee marketing, media and communications, guide our business planning and commercial strategy and work with teams to deploy renewable technology like rooftop solar and community batteries. By the end of my Year 12 (2009) at CGS, I was uncertain about what to do next. I listed the Bachelor of Environments at the University of Melbourne as my first preference because it seemed to align with my interests and it allowed me to take subjects from a variety of fields. Initially, I considered environmental law and architecture as careers but neither felt right. By sampling a range of subjects I began to uncover the topics that truly excited me. I took classes on design, business and corporate law, history, geology, geography, contemporary art, politics, and international relations. Rather than narrowing my path, I felt my horizons widen. Little did I know I was on a road to becoming a generalist. Generalists are dabblers, explorers, and learners – those with a broad knowledge of many topics rather than a deep knowledge of a few. Typical specialists, on the other hand, include lawyers, doctors or engineers. Generalists are more likely to find their callings later in their career through a meandering pathway, which some say is essential to building success from loving what you do. After my bachelor’s, I got a job as a science communicator in the horticulture industry. I never imagined myself working in a role like that, but the opportunity seemed too good to pass up, and I learned a lot about how to make science more accessible through strategic communication. I left the company after eighteen months with a desire for more knowledge and a sense that the job wasn’t fully aligned with my values, so I enrolled in the Master of Environment at the

University of Melbourne, with a focus on sustainable cities. At this point, I still didn’t have a firm idea of what I wanted to do but I knew I was interested in the environment and climate change. My time at Camberwell Grammar School shaped my life in significant and unexpected ways. Tim Cross’ geography class was one of the most memorable. Geography seemed to gel with my growing fascination with the world beyond our bubble. He laid the foundation for my broad interests in ‘how the world works’ – in environment, sustainability, economics, and politics – and my readiness to step into a career in sustainability. Thanks Tim! Marita Kelly’s art class was the most engaging and revelatory education I’ve received. Through her teaching, I discovered a love for painting and for abstract expressionism. I remember my shock when Ms Kelly got excited, not about my painting which I had spent all summer on, but about a small piece of scrap canvas from my experiments pile. I had painted a fat white streak with dabs of black, which I called the “piano caterpillar”. She loved it. And it took me a while to understand why, but that moment was a lesson about how to look at art, professional work, and life. It helped me to see value in things that might otherwise have gone in the bin. To current and future students of CGS: I urge you to nurture your creativity and trust in the value of experimentation and exploration – that you might find your passion not by accident, but through deliberate and consistent explorative learning. ‘Do what you do as long as it aligns with your values’ is what my time at CGS taught me. This led me to finding a job that I am deeply passionate about. It led me to meaningful relationships with people that I love. The world is more complex than ever and so it needs people, like you, who can embrace uncertainty and be successful by collaborating with others. If high school isn’t about building your capacity to help others and shape a life that makes you happy, what else is it for? Thanks to all the staff and my parents for the opportunity to be a CGS Alumni. Spectemur agendo.

From the

Archives ‘In the Senior School, during the war, we were forced to rely to a great extent on women teachers. They did very good work.’

The two new women were Miss M. Fitzgerald and Madame Tarczynaska (the exotic wife of a Melbourne Symphony violinist) – at the frugal Headmaster’s insistence, both were employed part-time and were not to be paid during the holidays.

Headmaster H.L. Tonkin, Annual Report, December 1945.

Yet, by the end of the war, then Headmaster Henry Tonkin acknowledged in his 1945 Annual Report that women had done ‘very good work’ and that the School could not have functioned without the contributions of staff members like Miss Ewers, who was rewarded with an enhanced salary of £250 per annum; a number of the more favoured male staff received £450 per annum. Nevertheless, the Headmaster soon began to initiate what he called an ‘improved position’, that is the process of replacing these women with men returning from the services. The Senior School staffing of 1946 included eight new or retuning men, but only two women, one of whom (Mathematics teacher Mrs Gibson) the Headmaster hoped to replace promptly with a returning AIF serviceman as soon as possible. In the course of 1946 with the departure of Biology teacher Miss Bode, it became evident that only the five, unmarried, lady teachers in the Prepatory School were secure in their employment, although before the year’s end the State Wages Board determined that ‘Assistant Mistresses’ should receive substantial salary increases. The post-war world was, at last, promising an enhanced role for women in education and Camberwell Grammar began to accommodate itself to the new order.

Australians have observed International Women’s Day in March since the 1920s and the country is likely soon to join those (like those in the USA) who also observe Women’s History Month. Camberwell Grammar joins in the observation of such occasions, being a community that recognises the contribution of women to the School on many levels – teachers, administrative staff, and parents. A survey of the early history of the School indicates that such recognition was not always offered with good grace, but it also indicates that Camberwell Grammar would have been unlikely to have thrived, even survived, in those years without the women on staff, in particular those in the classroom. Only at the time of the Diamond Jubilee in 1946 were the women of the School beginning to be given the credit they had long deserved. The boys’ school that opened at St John’s in February 1886 was staffed by six ‘gentlemen’ and two women teaching Music (Miss Treacy and Mrs Lewis), so the influence of women was evident from the beginning. Aside from those two women on staff, however temporary their appointments as ‘Visiting Teachers’ proved to be, many of the students who enrolled in the early years were recruited from the so-called suburban ‘dame schools’, where educated women instructed boys in their front parlours, then passed their pupils on to a local school like Camberwell – Headmaster Arthur Taylor was always keen to accept such students. His wife, Alice, also began the custom of headmasterly spouses working behind the scenes, being entrusted with the care of a handful of boarders. Yet, there were no ‘permanent’ women on staff until the School had moved to its new Burke Hill site in 1908, when Headmaster Alfred Hall established a ‘preparatory school’ class teaching letters and numbers under the supervision of a ‘lady teacher’ (the strict, eagle-eyed Miss Graham). She would initially preside over the ‘Tinies room’ in the Kintore Street school residence, pioneering the system that would endure for decades – ‘preppies’ would be taught by single women at discounted salary rates until these teachers married, when they would often be required to resign. Mrs Mary Hall continued to oversee boarders at Burke Hill, as did her successor Gladys Buntine (1927-31), wife of the new headmaster, while the number of young ‘lady teachers’ increased as the School’s enrolments escalated. It was soon clear that female staff were indispensable to the proper functioning of the School expanding on its new site on Mont Albert Road from 1935. By 1937 of the thirteen teaching staff there were three Preparatory School ‘lady teachers’ in a new building and Miss R. Hester, the Senior School ‘Drawing Instructor’ who had served since 1908. The proportion of women on staff greatly increased during the war from September 1939. The difficulties of staffing were only one of the stresses of war encountered by the School, 1939-45, and two additional lady teachers were employed in the Preparatory and Middle Schools.

It would be many decades before the staff of Camberwell Grammar numbered a significant proportion of female staff receiving equal pay, but those pioneering ‘lady teachers’ of the early School up to 1946 should not be forgotten. They were, without exception, remembered fondly by reminiscing Past Grammarians, a status that was not always extended to the ‘gentlemen’ on staff. They remain a treasured component of the School’s history. Today, Camberwell Grammar is a progressive and equal-opportunity environment that values the role and contribution of women across the school community.

Dr David Bird School Historian and Archivist

This is the only image in our collection of Alice Taylor (left), wife of the inaugural headmaster A.B. Taylor. She initiated the practice of headmasters’ wives working tirelessly behind the scenes.

A Preparatory School building was constructed on the new site in 1936 to house three ‘lady teachers’ and the growing number of preppies. It was soon acknowledged that the future of Camberwell Grammar depended on the high standards of education offered in this section of the School.

Spectemur I Issue 1 – 2022

Community Events Parents’ Association Welcome Drinks It was wonderful to welcome parents back onto the Campus for our belated Welcome Back Functions in March. The evenings were a much-needed opportunity for parents, both new and old, to gather again to reforge connections and bonds which have been put under strain by two years of Coronavirus restrictions and prohibitions. Many thanks to our Parents Association for hosting these events and to the Community and Development Office for all their efforts in putting the events together.

Junior School Welcome Drinks – Tuesday 22 March 2022

Middle School Welcome Drinks – Thursday 24 March 2022

Senior School Welcome Drinks – Thursday 31 March 2022

OCGA Events OCGA Lawn Bowls – Wednesday 9 February 2022

A team of Camberwell Grammar Alumni (1981-2016), past staff, and current and past parents took on Old Scotch in an exciting match for the ‘Keith Weymouth Perpetual Trophy for Lawn Bowls’ at MCC Bowls Club, Hawthorn. After a friendly, yet competitive, day of lawn bowls, OCGA took the final trophy.

OCGA Golf Challenge – Friday 25 February 2022

Members of the OCGA and CGS Community participated in the 26th OCGA Golf Challenge at Kew Golf Course. Congratulations to Robert Goode (1997), Frank Chen (current parent), Chris Hoyling (current parent), and Han Yan (current parent), who won the Ambrose competition. Thanks to those who joined in and, especially, to our valued sponsors for making it a successful day.

Spectemur I Issue 1 – 2022

OCGA Annual General Meeting – Tuesday 1 March 2022

The OCGA Annual General Meeting was held in the Camberwell Room and welcomed a host of Alumni to the event. Brian Kim (2016), Co-Producer, Camberwell Grammarians’ Theatre Company, was the guest speaker and spoke about the work of this growing company. Brian presented a review of 2021 and the productions What the Butler Saw and Cosi and the challenges faced due to Covid-19 lockdowns. Brian also discussed the vision for the company moving forward. OCGA Battle of the Decades – Friday 18 March 2022

The Battle of the Decades Tennis Tournament was held at Kooyong Tennis Club and saw players from the 70s through to leavers from 2021 enjoy a night of competitive round-robin tennis. The 80s, with 10 players, won the perpetual trophy for the second year in a row, followed closely by the 70s and 20s. Brad Leitch (1983) was the Best Individual Player by one point from Philip McCall (1982) and Naysan Saffar (1999). The evening finished with a buffet BBQ dinner and drinks. OCGA v Bellarinas Cricket Match at Suma Park, Portarlington – Sunday 27 March 2022

Glorious weather greeted the players for the 27th annual OCGA cricket match at Suma Park on the Bellarine Peninsula. The game was a run-fest from the start, with the OCGA amassing 5/193: Dave Harry (2003) 40, John Klotz (1987) 38, Richard Jones (1982) 35, and Andrew Paterson (1985) 37. Unfortunately for the OCGA, the Bellarinas chased down the imposing score with one ball to spare in a most exciting finish, with Dave Harry taking 3 for 27 off his 5 overs. It didn’t help when the OCGA’s Community and Development Director, Ryan Whitehead (1994), dropped a crucial catch and went out for a golden duck! The OCGA would like to thank Barrie Provan (1953), David Provan (1988) and all the staff at Suma Park for their continued generosity and support in hosting the event. 46

Obituaries IAN BAMFIELD ANGUS OAM (1948)

PETER IAN HENDY (1973)

8 January 1931 – 3 November 2021

21 March 1956 – 7 October 2021

DOMINIC ROBERT BORTOLUZZI (1984)

ROBERT WALTON MCKAIGE (1945)

8 February 1967 – 24 January 2022

4 December 1927 – 30 October 2021

REGINALD (BRUCE) CHURCH OAM (1948)

Brother of Ken (1947).

24 February 1931 – 16 October 2021

PETER WARREN PARSONS (1948)

Brother to John (Garth) Church (dec. 1932) and uncle to Barry Church (1964).

30 September 1931 – 31 August 2021 Peter immensely enjoyed attending Camberwell Grammar School. The School held meaningful connections and memories as it was his family during much of his student life being a border (family in Thailand), his efforts that occurred to keep the School running and afloat during the Second World War years, and supporting the OGCA activities in his later years. GEOFFREY RICHARD ROSE (1950) 5 June 1932 – 16 September 2021 Brother to Ian (1952). ANDREW CHARLES ROSS AM (1965) 15 October 1946 – 19 March 2022 Andrew was founder and inaugural artistic director of the Black Swan State Theatre Company.

Bruce Church was awarded the Medal of the Order of Australia in 2011 for his service to cricket.

PETER THODEY 1921 – 22 March 2022 Peter was a past member of staff between 1951-54, when he left for Wesley, and Macneil Housemaster from 1953-54. He was also a valued member of the Theatre Guild (Drama club) during his time at Camberwell Grammar. RUSSELL TRITTON (1957) 30 January 1940 – 7 September 2021

MICHAEL CORDIA (1964) 14 July 1947 – 21 July 2021 Father to Christopher (1994) and Benjamin (1997). GRAHAM DENNIS (1952)

Brother to Max Tritton (1960). PETER WILLS-COOKE (1963) 19 March 1946 – 16 September 2021 Brother of David (1953) and Terence (1951).

18 January 1935 – 25 August 2021

Spectemur I Issue 1 – 2022

GEOFFREY FAIRHURST CORMACK (1945)

RONALD JOHN PARKER, OAM (1939)

26 February 1929 – 12 November 2021

24 May 1923 – 19 December 2021

Geoff Cormack died peacefully at home on 12 November 2021. Being a student at CGS had a profound impact on Geoff, and he took advantage of all that was on offer. After the death of his father in Year 6, Geoff sang in the St Mark’s Camberwell Choir to assist in paying his school fees. This gave him a strong appreciation for music. Geoff was also a keen sportsman. He was Vice Captain of the 1st IX Cricket Team and in 1945 opened the bowling (unusual for a spinner) to take 81 wickets in 7 matches. In his final year, Geoff was also made Captain of the School Football team. A prefect in 1945, Geoff was awarded the Rhodes Ideal Prize as voted by his peers and teachers. Geoff went on to become a partner of a large international accounting firm at 29 years and enjoyed a successful career, including his appointment to Victorian Partner in Charge in 1980. Geoff attributes much of his success to his education. He is survived by his wife Margaret and three children, Ann, John and Sue. JAMES JOHNSON KIBEL (1958) 22 February 1940 – 5 August 2021 James arrived in Australia from the UK with his parents and brother when he was six months old. His father had been transferred out here to help the engineering industry. He started at Camberwell Grammar 1944 and made some long-lasting friends there. His mother, who had been a teacher in England, helped at school as so many male teachers were involved in the War. He wasn’t particularly interested in sports but enjoyed his time in Cadets. His main interest in the Senior School were the school plays, most of which he took part in. His mother also helped with costumes. We met during Our Town in 1957 as Fintona Girls provided the female members of the cast – a school romance which nobody thought would last. We were married for 60 years. He travelled extensively mainly in the US and China. He travelled with the Australian Trade Mission to China in 1973 and was in the recognition of China in Australia and US. He left four children, with two of the boys, James (1987) and Jeremy (1991), spending many years at Camberwell Grammar. He also leaves behind six wonderful grandchildren. He will be sadly missed. Jill Kibel (wife)

The CGS Community was deeply saddened to learn of the passing of Gallery of Achievement member, Ron Parker OAM (1939). Ron was also a member of the School Council and the School’s first bursar from 1959 – 1973. After his time at Camberwell Grammar, Ron studied Production Engineering, Accountancy and Business Management at RMIT. Ron was awarded the Medal of the Order of Australia in 2012 for Services to the country through a range of volunteer roles. His voluntary work spanned over 47 years within a wide range of organisations. He served as a volunteer counsellor and support worker in the Emergency Department of the Austin Hospital for 12 years, was a Guide and Education officer at the Victorian Supreme Court for 10 years, had been a Leader for Neighbourhood Watch for 25 years, and had guided tours at the MCG for 10 years. His other roles have included Committee memberships, and Executive roles in Lord Somers Camp, Royal Flying Doctor Service, Collingwood Cricket Club, World Ship Society, and the Maritime Heritage Association. Ron was awarded the Australian Sports Medal in 2000 and Inducted into the Camberwell Grammarian Gallery of Achievement in 2012. Ron was married to Barbara (dec.) and had three children, Judy, David (1976), and Susie, and six grandchildren.

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Spectemur I Issue 1 – 2022

Spectemur Issue 1 2022

Articles inside

Alumni Profile

Middle School Production: Boy Overboard

House Music

Education for the Future

Welcome to Ben Jeacocke

Towards Target Zero

Teaching and Innovation

From the Headmaster’s Desk

From the Experts