Spectemur Issue 1 2023

SPECTEMUR

Editorial Committee

Marketing and Communications Coordinator, Taryn Das Neves

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

Contact us

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Spectemur is printed on FSC certified 100% recycled uncoated ‘Revive Laser’ paper to uphold the environment values of the School. This paper is also certified carbon neutral.

From the Headmaster’s Desk

Our School is a learning community. We are a place where learning takes place and we are a community that learns together. At various times we emphasise either the learning or the community but in recent years we have had to lean on our community even more for support and encouragement.

So many visitors to Camberwell Grammar comment on the warm and welcoming nature of our school. It permeates our campus in the daily interactions of staff, students, and parents.

We see it in our House Music Competition. We are a musical school: many of our students learn musical instruments and we are often surrounded by music. Even so, singing a capella songs in a group is not something that most teenagers would choose to do of their own volition. House Music requires the active participation of every member of the House if success is to be achieved, and it is always a journey. The new Year 9s do not really get the magnitude of the undertaking when they begin it. At the beginning, the student conductors and arrangers get frustrated as they feel that some of the students are not taking things seriously enough. Gradually, the preparations get more focused and more serious and we begin to hear the chosen songs echoing around the School as the students hum the tunes as they go about their business. In the days before the competition, it all starts to come together and each House closes ranks as they begin their final rehearsals. Finally, excitement fills the air as groups come together to perform before a large crowd and the magic happens. It is so exciting to see how far each group has come as they join in full

voice and with great gusto. Many students tell me that this is their favourite House event.

House Music is not just about the singing. It is taking on something beyond most students’ comfort zone, it is letting go of one’s inhibitions and being part of something that is bigger than the individual. It is about being fully engaged in the moment and putting others before self. It demonstrates that for the group to succeed, each individual needs to commit to its success. It is about community.

In the weeks following our House Music competition, our School got behind the Leukemia Foundation’s World’s Greatest Shave fundraising event. I challenged our students to see if we could raise $15,000 by offering to get our heads shaved in solidarity with those who have lost their hair as a result of chemotherapy and to support cancer research. The strength and passion of their response was overwhelming. Within days we had passed $10,000 and within a week we had passed our stated goal. By the end of the three weeks, we had raised nearly $70,000. Over 100 students and staff members signed up for the shave, and again we saw the strength of our community. We are lucky enough to live in a privileged section of our society, but we recognise also our responsibility to help out where we can. And when we do it together we can accomplish extraordinary things.

Community does not just happen. It needs to be practised and nurtured on a daily basis. It is fragile and precious. We need to constantly articulate our common values, and we need to turn our good intentions into action. We see it at Camberwell Grammar in the way that teachers, parents, and students work together on so many projects, in the way our Angels support families in times of need, in the way we encourage our students to be their best: in sport; in their learning; in their support of each other; and even in their group singing.

Dr Paul Hicks Headmaster

“House Music is not just about the singing. It is taking on something beyond most students’ comfort zone, it is letting go of one’s inhibitions and being part of something that is bigger than the individual.”

Celebrating the Class of 2022

Term 4 is filled with many bittersweet moments and traditions for the departing Year 12 cohort as the School wishes them all the best for their upcoming VCE exams and thanks them for their leadership. Here Headmaster Dr Paul Hicks reflects on last year’s leavers, the cohort of 2022, their remarkable results, and their individual and group achievements. We know that they will take the education they have been fortunate to have had here at Camberwell Grammar and lead with bright futures ahead.

It is with a great deal of pride that I congratulate our Class of 2022 for their outstanding VCE results last year. All 178 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 impressive by any standards – and indeed they are among our best results in the last decade. And given that this group experienced very disjointed years when they were in Years 10 and 11, they have done extraordinarily well.

Sixteen of our students (9%) achieved an ATAR of 99 or better, placing them in the top one per cent of the State. Thirty-five per cent (62 students) achieved a rank of 95 or better, while 51% of our students achieved a score of 90 or better, placing them in the top ten per cent of the State. Our median ATAR score was 90.9 and our average ATAR score was 87.6 – the highest average in over 10 years: the depth of the results is particularly pleasing. There were five perfect study scores across a range of subjects: Biology, Chemistry, Mathematical Methods, Physical Education, and Physics. Twenty per cent of all study scores were 40 or higher, which is an excellent result given that we tend to do the more ‘difficult’ (and higher scaling) VCE subjects.

Last year’s Duces of our School were Gregory Kerdemelidis, Brendan Tse, and Hong (Marco) Xu all of whom scored 99.85. Our Proxime Accesserunt was Zac (Daniel) Meagher,

who scored 99.7. All four students were actively involved in the full life of the School and worked very hard at their studies. Students across the entire cohort performed higher than our expectations, and I am just as proud of the students who do not feature in media stories or league table, but whose score represents their very best efforts. No score on its own can reveal the story behind a student’s year, and the mark without the story is meaningless. Some of our students faced significant issues throughout the year and nevertheless did the very best they could. We should celebrate their achievements as much as we celebrate those with the top scores. All students tried their best, given their ability, and the realities of their lives. ATAR scores do not define a life or a person’s value. The lessons learned at school, the resilience developed during the course of this year, and the values and skills learned here will last forever. The vast majority of our students will gain entry into the course of their choice – and that is the measure of their success. I congratulate those of our students who have done well, and while I am conscious that some may be feeling disappointed this morning, I encourage all of our students to remember that this is just one day in a long journey still to come. It is what happens from here on in that really matters.

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 year.

Congratulations once more to the Class of 2022 on their outstanding results. It is pleasing to see that their hard work has been rewarded so generously.

Welcome to Mr Robert Gow

The Norge Village welcomed a new Head of Junior School this year, Mr Robert Gow. Here, he shares some insight into his journey to Camberwell Grammar.

I am delighted to join Camberwell Grammar and be part of the Norge Junior School community. I am excited to work with students, staff, and parents to give the students every opportunity to be their best. Everyone has been so welcoming, and the students come to school full of energy and enthusiasm, which is great to see.

In my younger years, I went to my local primary school and later I went to Bunyip Primary school in Gippsland, which was a wonderful experience going to a school of 80 students in a rural setting. In secondary school, I went to Mentone Grammar and really enjoyed being part of the AGSV sporting program. I have fond memories of playing against Camberwell Grammar and watching Tony Campbell (1985) dominating the football field. Having a passion for sport, and witnessing the impact great teachers had on my own development, inspired me to be a Physical Education teacher and Sport teacher.

For the past 10 years I was head of the Middle and Junior School at Wesley College. Before that, I was Head of Primary at Billanook College and Deputy Head of the

Toorak Campus – Geelong Grammar. Throughout my career I have always taught Physical Education and Sport. I enjoy studying and consider myself a lifelong learner. I have a Bachelor of Education, a Graduate Diploma in Educational Administration, and a Master of Education from The University of Melbourne. I recently enrolled in a short course to study garden design which is a passion of mine.

I am married to Janita, and together we have four children –Harrison (18), Max (16), Angus (14), and Estella (11). Most weekends I enjoy spending time in the garden and driving our children to Football, Rugby, Basketball, and Netball games. I have two dogs, Lola and Fergi. I enjoy walking them to the local café early on Saturday mornings to read the newspaper and have a coffee. As a family, we enjoy camping, and our best experience so far was exploring the Flinders Ranges in South Australia.

I am very fortunate to be a Junior School educator as we have a critical role in shaping young learners’ minds and preparing them for their academic and personal journey ahead. What has impressed me so far at Camberwell Grammar is that we have the resources and dedicated staff to help our students build strong foundations for academic success, to have fun, to help foster a love of learning, and to facilitate lifelong social and emotional skills. Ultimately, what inspires me to work in the Junior School is the chance to make a real difference in the lives of our younger students, and help them become confident, capable, and engaged young men.

“We have the resources and dedicated staff to help our students build strong foundations for academic success, to have fun, to help foster a love of learning, and to facilitate lifelong social and emotional skills.”

World’s Greatest Shave

On the 22 March, over 100 students and teachers gathered in the Performing Arts Centre in solidarity to shave or colour their hair to support the Leukaemia Foundation for Derham House’s fundraiser event, the World’s Greatest Shave.

Derham House Captain Nicholas Graves (Year 12) spearheaded this year’s event. ‘I felt that a World’s Greatest Shave event would be worthwhile as I remembered when Camberwell Grammar last participated in this fundraiser in 2018, and how it fostered a sense of solidarity and unity amongst the School community, which had been disrupted in recent years due to Covid-19 shutdowns. This year, this solidarity was exemplified by the number of students and staff who came to the PAC to support their friends and teachers as they got up on stage and bravely had their heads shaved.’

‘The wider school community vigorously supported our event and together raised an incredible $68,269, the most ever in the School’s history, shattering our original goal of $15,000,’ adds Nicholas. This was an incredible show of support for the Leukaemia Foundation, which works to provide medical care and assistance to those suffering from blood cancer, a disease that has touched many members of our school community, as well as researching treatments and cures.

‘We were also lucky enough to have a representative from

the Leukaemia Foundation, Ms Pooja Ingle, visit and speak to the School on the day and provide us with an insight into how the money we had raised would be used,’ furthers Nicholas. Ms Pooja Ingle congratulated the School on their huge efforts, sharing that Camberwell Grammar was one of the top two fundraising schools in Victoria.

Alexander Choong (Year 12) was the School’s highest fundraiser with a remarkable total of $11,500, and earned himself the opportunity to shave Headmaster Dr Paul Hicks’ head – which he relished.

‘I would like to thank Mr Rayner, Mrs Elliot, and Mr Miriklis for their help organising the day, as well as every student, staff member, parent, or friend who participated, donated, or supported on the day as it would not have been such a success without the enthusiastic members of the Camberwell Grammar School community,’ expresses a very thankful Nicholas. ‘Furthermore, the Apprentice Hairdressers from the Box Hill Institute of TAFE were kind enough to give up their day to shave our heads free of charge and did a fantastic job.’

Connecting our Community

Introducing the new President of the Parents’ Association

Dr Katherine Lok steps in this year to lead the Parents’ Association as the incoming President.

My association with Camberwell Grammar School began when my sons Ben (Year 12) and Hamish (Year 10) started attending Pre-Prep 14 years ago. I started volunteering as a Year Representative to meet other parents and families. Over the years, I have continued as a Rep for both boys’ year levels. In the Junior School years, I would support the Friends of Norge with the Mother’s and Father’s Day Breakfasts and help out with the Open Day stalls. When I’m not volunteering, you can find me working as a local GP, exercising at the gym, playing the piano, or eating out with my husband Gary and friends.

Heading into Middle School, it took me a while to work out which Friends of Groups to join. Both of my boys play instruments, so I joined Friends of Performing Arts (FOPA), helped at the cafeteria, and cooked meals for the Angels, a worthy support group that provides meals to Camberwell Grammar families undergoing difficult circumstances. I enjoyed helping the Auxillary make their famous Christmas Puddings, which is always a lot of fun and another great way to meet new parents later in the school year. My mum Lay See and I are also involved with the School Prayer Group on Tuesdays.

Over the years, I would have helped organise over 200 events for the School including parent coffee and dinner functions, fun activities for the students, and, in 2022, the PA’s Gala Ball at the Melbourne Museum, where I rapped my MC speech in front of 400 lucky guests! If I wasn’t a doctor, I may have considered a career as an Events Planner or Rapper.

I have been part of the Parents’ Association (PA) Executive team as Social Convenor, Vice President, and now President. I am very thankful to our departing President, Mr Stuart Harker, who has provided great leadership, experience, and knowledge over the last three years.

The PA is made up of over 25 separate parent-volunteer groups (Friends of Groups) and I would encourage you to consider joining in. There are sports and special interest groups like Aquatics, Basketball, Baseball, Cricket, Football, Tennis, Soccer, Cycling, Kayaking, Snowsports, and Cadets. The Pre-Loved Uniform Shop (PLUS) and Friends of Library are always happy for new volunteers too.

Our aim as a PA group is to help establish and build ongoing relationships among students, parents, and the School community, and we call this process ‘Friend-Raising’. These relationships will often develop into life-long friendships for your sons, as well as for many parents. I have met many of my closest friends this way.

Volunteering in school groups is completely optional, and I’m a firm believer that by helping, you receive so much back in return. In addition, your sons really cherish seeing their parents being involved, even if they don’t admit to it openly.

We hope to encourage you to join this wonderful and vibrant school community in whatever way you feel fits into your busy life. Maybe attending a year group dinner is a great way to start. After the last few years with Covid-19 restrictions, we believe the power of connection in the School community is especially important and a great way of supporting your sons at this amazing school.

The Parents’ Association Trivia Night at the Malvern Town Hall - 17 June 2023

Student Leadership 2023

This year’s leadership team is looking to continue and develop Camberwell Grammar’s spirit of optimism, connection, and community during their final year of school.

COOPER CARBONE – CAPTAIN OF THE SCHOOL

I look forward to seeing our vibrant school community reconnect this year. I hope to unify the Prefect team to support everyone to embrace opportunities and immerse themselves in all aspects of the School.

Looking back, I would encourage my younger self to ask more questions –I think it’s the best way of making the most of every moment at school. I would also ensure I was putting effort into creating and maintaining meaningful connections with my peers.

‘I think I can, I think I can.’ – The Little Engine that Could (This quote perfectly encapsulates the attitude and spirit of optimism we should all strive to demonstrate.)

WILLIAM ALLSOP – VICE CAPTAIN OF THE SCHOOL

It is my job to lead the School in various ways throughout the year. I represent the School at events, organise charity fundraisers, and I help Cooper in leading the team of Prefects. I also do my best to get a chuckle from everyone by telling a joke at the end of Assembly each week!

This year, I hope to help Camberwell Grammar foster the continued development of an accepting environment for students to learn and grow, encouraging people to step out of their comfort zones to try new things and meet new people.

If I were to give my Year 7 self any advice about starting secondary school, I would tell him to get to know as many people as possible within the School community. You will soon find that you have something in common with everyone you talk to and the more people you know, the better you can figure out who you are and the man you want to grow into.

‘With great power comes great responsibility.’

LACHLAN O’NEILL

– CAPTAIN OF GAMES

My responsibility is to ultimately make sport within the School as enjoyable as possible and create an environment that fosters camaraderie and improvement. Through weekly reports, I have the opportunity to highlight this mateship, in combination with celebrating high performance.

Through the continual growth of Camberwell Grammar Sport, I aim to encourage students to enjoy the opportunity to represent the School in the AGSV and external events and feel an incredible sense of pride in doing so. Within the sporting programs or elsewhere, I hope all students go out and make the most of the vast array of opportunities that the School provides.

‘No matter how good you get, you can always get better, and that’s the exciting part.’ – Tiger Woods

RAY HE – CAPTAIN OF MUSIC

My role heavily revolves around the management of music performances ranging from instrumentals to chorales for various occasions from weekly Assemblies to the Greenweek and Winter concerts.

I hope to inspire new and current musicians and provide everyone with an opportunity to develop their interest or skill in music, whether that be musical ideas, or performances and connections. More uniquely to me, I would like to strive to highlight a range of different genres of music and encourage all Music students to branch out towards innovative, unique, and different archetypes of music using the skills they have learnt from our marvellous programs.

Take every opportunity whilst it’s there. You are given countless opportunities, faced with countless challenges, and connected with countless new faces – don’t be shy to try out new things. If you make a mistake, everyone is there to help you fix it and learn from it. Secondary school goes by like a flash, don’t waste it whilst you have nothing to lose and everything to gain.

‘Carpe Diem.’ – Horace, Odes

TOM NEWMAN – CAPTAIN OF DRAMA

My role is to represent and showcase the fantastic Performing Arts program at Camberwell Grammar and assist the fantastic Mr Andrew Stocker, our Head of Drama, and Mrs Jessica Johnson, put on all things theatre.

One of the many great things about the Performing Arts program is that it offers the opportunity to step outside of your comfort zone. Theatre is an amazing chance to create some of the most memorable moments and friendships that will go beyond Year 12. If I could in any way facilitate this feeling to my peers, through events such as the School production Oliver, as well as the annual House play competition, I think I could look back at my journey proudly.

‘Maybe you have to know the darkness before you can appreciate the light.’ — Madeleine L’Engle, A Ring of Endless

Light

HENRY SHIRREFS – ENVIRONMENT AND SUSTAINABILITY

This year, my main goals are to organise Towards2050 meetings and processes which will support the students so that they’re able to bring their ideas to life with ease. As a group, we’ll be focusing on the theme of Sustainable Transport; helping students and staff get to school smarter whilst reducing our carbon footprint simultaneously.

More personally, I will be working on setting up a sustainability partnership with schools in and around the Boroondara area. This partnership will be supported by the Boroondara Council and Australian Conservation Foundation; and will allow us to use each school’s time, resources, and ideas more efficiently and to greater effect.

If I were to look back and give feedback to my Year 7 self, it would have been to focus more on friendships and extracurricular activities in and around the School. But at the same time build good study habits and continue developing them each year.

‘It’s not a house, it’s a home.’ – Darryl Kerrigan

ALAN TIAN – PUBLIC SPEAKING AND DEBATING

I manage the organisation of various debating events throughout the year and provide aspiring debaters with training and advice. I encourage students to improve their public speaking skills, critical thinking, and awareness of current affairs. My hope is that everyone who does debating has fun doing it. Whether that’s public speaking or speechwriting, or just rocking up to cheer your friends on, there is a place for everyone who does debating.

Year 7 is like going to an expensive all-you-can-eat buffet. You may be inclined just to pick the fried rice and french fries because that’s what you’re familiar with. But you may miss out on the caviar, filet mignon, and the gold-coated sundae.

School is the same – each choice of food you have is a different activity, whether that’s Sport, Music, Debating, or Drama. If you don’t like it, you can just stop. But you may just find something that you’ll stick with for the rest of your time at school, and maybe even beyond.

‘It is, of course, better to know useless things than to know nothing.’ – Seneca

CHARLIE LEONG – PUBLICATIONS

My role is to lead a team of students working on school publications, such as the Echo. I also oversee, promote, and help run the School’s writing competitions such as Realms. My goal is to encourage as many students as I can to participate in publications. For those who do participate, I strive to give them as many opportunities as possible to contribute. I would encourage all students to sign up to as many things as possible. There are many diverse activities that you can participate in, and this will ensure you get the most out of your time at Camberwell Grammar. You’ll also get to make many friendships with people you may otherwise not have spent much time with.

‘If I had six hours to chop down a tree, I’d spend the first four hours sharpening the axe.’ – Abraham Lincoln

CONNOR INSTON – FAITH AND SOCIAL JUSTICE

I work alongside our School Chaplain, Mrs de Paiva, and assist her with school events such as chapel services and church masses. I act as a student representative at Anglican School events as well to support the School’s outreach into the Anglican community. Alongside this, I act as a student facilitator for Mustard, a Christian lunchtime group.

Our school services were heavily impacted over the past few years with Covid-19, and I think it would be great for students to once again reconnect with the spiritual side of the School. As such, I would encourage students to get involved in as much as they can. If you try new hobbies and activities, you’ll find something that you love and make many friends along the way! I found that with the stage and doing the productions and I made some of my fondest memories there.

‘Man, when you lose your laugh you lose your footing.’ –Ken Kesey, One Flew Over the Cuckoo’s Nest

SAM KEENAN – JUNIOR AND MIDDLE SCHOOL LIAISON

My goal is to build better connections between the Junior, Middle, and Senior Schools, bringing people from all year levels closer together. I am looking forward to doing so with the help of some new activities and initiatives (so watch this space!).

As cliché as it sounds, I would tell my Year 7 self to make the most of every opportunity this school offers. I can promise you, time flies, and you don’t want to look back thinking ‘why didn’t I do that?’ I know every student has probably heard this ‘lecture’ from teachers before. But you don’t realise how true it is until it’s too late.

‘Talk to me, Goose.’ – Top Gun

SEBASTIAN BECK – SENIOR CADET UNDER OFFICER (SCUO)

My main role this year is to command and run the Cadet Unit here at the School and represent the Cadet Unit at outside of school activities. My main goal this year is to build the Cadet Unit back to the point where it was thriving before Covid-19 and replenish the sense of community, not just in the Cadet Unit, but also through the wider school community, by planning fun and engaging activities for Cadets.

For those who are starting in Year 7, the best advice that I can give you is to take a chance, and embrace failure; that’s the worst that can happen when you take a chance. The only way to grow and develop as a person is to try something that you might not be one hundred percent confident that you will enjoy, or succeed in.

‘The same boiling water that softens the potato, hardens the egg.’ – Mel Robbins. (Remember, that you should control your environment, and not let it control you.)

OWEN HENDERSON – CAPTAIN OF BRIDGLAND

My role this year is House Captain of Bridgland and my goals for the year are to win House Athletics, as well as get full participation for Bridgland. My advice for any Year 7s is to make the most of the School’s coaching and teaching facilities as early as possible. The School has so many good coaches and programs, like Craig Mottram’s RunWell, and the School gym. These programs will allow you to build and develop many aspects for sport and life.

‘Some people want it to happen, some wish it would happen, others make it happen.’ – Michael Jordan

ALEXANDER HARRIS – CAPTAIN OF CLIFFORD

My role is to represent and lead my House – motivating and inspiring my fellow students to participate in House activities, events, and competitions. I work closely with my fellow House leaders to ensure that Clifford is wellorganized and well-represented in all school events. Additionally, I act as a role model to my peers, demonstrating leadership qualities and upholding the values and principles of the School.

While the House goals of winning the Jarrett Cup and the Prefects Cup are important, I aim to motivate my fellow students to participate in House life. Winning these cups requires not only individual effort but also a strong sense of unity and teamwork.

Students should take part in all activities the School has to offer, whether that be Debating, Drama, Music, or academic events. These activities shape your experience at Camberwell Grammar and are what you take away as an individual from your school life.

‘Do or do not, there is no try.’ – Yoda, Star Wars Episode V: The Empire Strikes Back

NICHOLAS GRAVES – CAPTAIN OF DERHAM

I want to help create an environment in which every member of our House feels comfortable participating and contributing to events, as well as asking for help and guidance from other members of the House throughout the year.

I would tell my Year 7 self to be more open to trying some of the different activities and programs that are offered at Camberwell Grammar and to take advantage of the incredible facilities around the School during the time that they are available to me.

‘If it is to be, it is up to me.’ – William H Johnsen

RAVIN DESAI – CAPTAIN OF MACNEIL

For me, Macneil House doesn’t concern itself with winning, but rather with getting as many students involved as possible and working as a team to accomplish our goals. With this in mind, I hope to perpetuate this attitude for my House this year, while also delivering some new and exciting projects, such as our Mentor-Mentee program with the support of our excellent House Prefect team.

Looking back, I’d tell my Year 7 self to enjoy the Middle School years while they last and to make the most out of them before things start to heat up in Senior School.

‘The people who are crazy enough to think they can change the world, are the ones who do.’ – Rob

Siltanen

HARRY WATSON – CAPTAIN OF ROBINSON

I have the privilege of leading Robinson House and engaging members of the House in activities such as House Music, Swimming, and Athletics to promote House spirit and comradery. I aim to ensure maximum student participation in these events, and my goal is for Robinson to win!

I recommend that all students try new activities because you won’t know if you like something unless you give it a go. It’s a great opportunity to meet new people, have some fun, and learn new things.

‘I’ve missed more than 9,000 shots in my career. I’ve lost almost 300 games. Twenty-six times I’ve been trusted to take the gamewinning shot and missed. I’ve failed over and over and over again in my life. And that is why I succeed.’ – Michael Jordan

WILL STAMPER – CAPTAIN OF SCHOFIELD

As the Captain of Schofield, my aspirations for the year are to win either the Prefects Cup or Jarrett Cup (or both) and ensure everyone within Schofield has an enjoyable year.

I would suggest to Year 8 students that they should enjoy their time at school more, as it goes very quickly! Embrace as many of the opportunities the School offers as you can.

‘Life moves pretty fast. If you don’t stop and look around once in a while, you could miss it.’ – Ferris Bueller’s Day Off

JOSHUA HUI – CAPTAIN OF STEVEN

I am very fortunate to have a great House Prefect team where together we organise competitions, charity fundraisers, and other events. Houses have the potential to really enhance the rollercoaster that is school life and, despite the twists and turns on the ride – isn’t it more fun when you have friends all around you? Some might scream at the sudden drops, while others may shake in nervous anticipation at the top, but at the end of the day, it is the bonds that we forge, and the friendships that we make that we’ll carry with us to the next ride and beyond.

People say that your years at school fly by. But they don’t always. Some days will seem to drag on forever, and others will disappear just when you want them back, but as long as you can leave the examination hall without looking back; without holding regrets or worries or disappointments, it is a victory.

People always say to keep persevering, but sometimes it’s okay to take a step back. Make good friends to rely on, and pace yourself.

People always say that school is the most fun time of your life. But it’s okay if it’s not. We’ll all experience much more in the future, so keep your head up high and continue walking. Live day by day, and eventually the fun will come.

‘We’re throwing ourselves off a cliff without knowing how deep the water below is. Ah, but what a glorious flight!’ –

Christopher Paolini, Eldest

JARROD LEONG – CAPTAIN OF SUMMONS

My role revolves around managing House events and being a leader for the students in lower year levels to look up to. I have a leadership team within the House who organises events to help our House have fun and, coming out of lockdown, my goal is to bring back the Camberwell Grammar spirit, not just through my House, but also to the wider school community. I hope to make our House events as fun as possible, allowing students to get involved, and providing students with opportunities to practice leadership and management skills when organising these events.

Do not be afraid of the failures because failures are what help to make us grow into better people. You will be meeting so many new faces, ones who will help you to grow and learn new skills as well as challengers. School is a place for you to explore your interests and expand on those you already have. It goes by really quickly, so make sure you make the most of your time.

‘Develop success from failures. Discouragement and failure are two of the surest stepping stones to success.’ – Dale Carnegie

Student Voices: Who We Are

Camberwell Grammar’s student body consists of an array of individuals, artists, sportsmen, creatives, and musicians across the year levels, all striving to uphold the School’s values of Learning, Respect, Integrity, Courage, and Optimism. Here, three students share some insight into their life as a Camberwell Grammar student.

a Platoon Commander this year has enabled me to take on a leadership role and gain key skills in organising and communicating efficiently.

Some of the most fun I have had in school has been through Debating. Initially hesitant to sign up, I didn’t know what to expect. However, I almost immediately enjoyed it, regardless of the outcome. This enthusiasm grew and with it the drive to sign up for similar activities such as various interschool political conventions, mooting, and public speaking competitions.

In the end, opportunities brought forth opportunities, including, as of recently, the opportunity to be flown to Canberra for the National Schools Constitutional Convention. Over three days, I learnt, debated, and discussed the workings of the Australian Constitution with like-minded high schoolers. I also had the privilege of being able to meet various members of parliament and even got to meet the Governor-General himself. Fantastic opportunities like these are always open for students to get involved in, we just need to have the courage to seek out and take them.

Nicholas Lipscombe (Year 7)

William Lardner (Year 11)

Music has always been a huge part of my life, and I have spent a lot of time in and out of school developing skills and various musical instruments. I have been playing the trumpet for over six years at the School, where I have especially enjoyed learning jazz through activities such as the Senior School Stage Band.

I believe that it is vital that students strive to be open to getting involved in the wider school community. Being a part of clubs and extracurriculars can sound unfamiliar and daunting and, to a degree, they can certainly be challenging, but that’s what can make them so rewarding. I also believe that having the opportunity to partake in Camberwell Grammar’s extracurriculars is a privilege and that getting involved one way or another can really help build one’s skills and help develop a sense of community, inside and outside of the School.

I mainly focus my extracurriculars around Music, Cadets, and Debating. Cadet’s is a great space to learn things outside of the classroom that you wouldn’t otherwise learn. Being

I have loved my time at Camberwell Grammar because it has opened my life up to a bunch of different opportunities. I came to the School with a very motivated outlook in Year 4, and I think that really helped me to achieve my goals to this point. Camberwell Grammar has been different from my old school in a good way. The School has helped me achieve my sporting goals and my educational goals.

When I first started at the School, everyone was so welcoming and the teachers were so kind, and still are, especially when I introduce myself to new teachers.

In Year 5, I was introduced to fundraising for the RSL and the teachers assigned me to go around to classes and ask for donations. At the end of the fundraiser, I helped raise $1000 for the RSL. I thought I would do it again in Year 6, and by myself, I raised over $1000, which is the most the School has raised ever for the RSL. Last year, I also enjoyed raising funds for the Koala Kids fundraiser in Middle School.

Another one of the opportunities I have enjoyed is Archery. I am currently the State champion in Under 14 Recurve. My goal is to one day represent Australia at the Olympics. I originally started loving Archery when I was at school camp in Year 4, and the instructor told me that I was really good and recommended I join a club. At first, I didn’t think much of it but, two years later, I got a bow for my birthday and that’s when

my journey started, and I knew I had to get to the Olympics. For Christmas, I got my competitive style bow and I have just excelled from there.

I have also been part of the School Chorale for three years and have absolutely loved it. It has offered me so much because I was previously in the Australian Boys Choir, and I have loved performing as part of this school musical group, including at Hamer Hall.

I have loved my time at Camberwell Grammar so far, and I am really excited for the future to come.

George Wu (Year 3)

I started at Camberwell Grammar in Pre-Prep and am now in Year 3. My older brothers Mark (Year 9) and Chris (Year 7) loved doing Triathlons, and when I was little I would go to watch. They have a kids’ course, and I liked the look of it so I tried it one day and really liked it. It was a good challenge, so I kept on doing it. I’ve now done many Triathlons with my brothers, although they do the longer courses. In my Triathlons, I swim 100m, cycle 3km, and run 500m. At the School, I am involved in the Basketball and Athletics Academy but my favourite is the Athletics Academy training on Thursday mornings. I really enjoy long-distance running. I can’t really explain it, but I’ve tried lots of different sports, and I found that I like them, so I just keep playing them. Even if I’m not good at them, I just keep trying. In the summer, I started to learn how to sail and, at first, I didn’t enjoy it because it was hard, but now I understand it much better and can enjoy myself.

This year I started learning the viola as part of the Year 3 string ensemble. We are learning how to practice our foot position and posture before we take our instruments home. Eventually, I want to learn how to play the saxophone and I’m enjoying the

opportunity to learn more about music. I’ve been to lots of my brothers’ plays and concerts and, even though there are lots of different instruments, I really like the sound of the saxophone.

There is lots to do in Junior School at Camberwell Grammar, and it is filled with nice people and good teachers. When I move to Year 6 in Middle School, my oldest brother Mark will be in Year 12 and Chris will be in Year 10 and I look forward to sharing the year with them.

“The School has helped me achieve my sporting goals and my educational goals.”

Ask Mr Allen…

Mr John Allen, like many of the School’s historic buildings, has stood the test of time at Camberwell Grammar School. With a career that began in 1969, John recalls a recent occasion when parents visiting the School asked how long he had been teaching here. A group of his Year 12 students overheard, smiled, and one replied, ‘Since around about the white settlement of Australia!’ John sometimes questions whether that was indeed an exaggeration.

With a wealth of knowledge and lived experience of the School’s recent history, both as a member of staff and as a parent, our Year 3 students decided to ask John a few questions.

Henry Wan and Patrick Rye: What has made your time at Camberwell Grammar so enjoyable?

John: I like to think of myself as one without prejudice. However, I have no doubt that Camberwell Grammar School is the finest boys’ school in the universe.

It has been my absolute privilege to have spent most of my professional life working here. What first attracted me to the School was the fine balance it seemed to have between a rigorous scholarly culture and a relaxed social connection between all present on the campus, especially the bond created between students and staff. That has not changed, and remains,

for me, what is most precious about the School. I can talk forever about all the wonderful things that took place in the past, yet I have no doubt that over time the School has simply gotten better and better and, now it is, undoubtedly, the best it has ever been.

George Wu and Teddy Kemp: What subject do you teach?

John: I was initially appointed to teach English and History, and coach Basketball. After some time, I became Head of the English Department and held that position for 26 years. Now I teach part-time where my principal responsibility is teaching Year 12 Literature and coordinating the Parent Education program.

Tishan Jayalath: You obviously enjoy teaching. What makes you like it so much?

John: Quite simply, I love the subject I teach, and I thoroughly enjoy engaging with the wonderful students who, I am sure, teach me as much as I teach them. And then, there are my fellow teachers and all the other folk who make the School a place of frenetic activity. My colleagues are always lively and engaging company.

Teaching has become more complicated in some ways over the years, especially as a consequence of the IT revolution; however, in other ways, it is not nearly as demanding as it was in the past, when, in small dark classrooms we taught classes of 34 students where there was little heating, no fans or air conditioning. Yet it was all that we knew so we simply got on with it.

Isaac Huang, Ryan Zhong, and Xavier Deng: What is the biggest change that has happened at Camberwell Grammar since you started working here?

John: The biggest change since I first started teaching at Camberwell Grammar is simply the number of students. Now the enrolment is twice the size from when I first began teaching at the School. Then there were four Houses, now eight. Except for the Junior School, then called the ‘Prep’ or Preparatory School, there were hardly any female teachers too. Students were passionately involved in sport, but there were no outside coaches; the teachers did it all. Similarly, at school camps such as Bambara, the school camp near the Murchison Falls (where there was a father/son weekend every four weeks), everyone chipped in for the food preparation. Now we are blessed with some of the finest facilities of any school internationally.

Max Ma: Were you or your children a student at Camberwell Grammar? If so, what was something you or they remember?

My son Andrew (1989) attended Camberwell Grammar. In Year 11, an Art teacher introduced him to pottery which caught his imagination and indeed shaped his life. Since leaving school, he studied Art and Ceramics and has since worked as a professional potter with his studio down the coast at Lorne. He is the most impassioned of potters. This is one of the most important human qualities – to be passionate about what you do. I don’t really care what people do with their lives – as long as they’re nice to others – but I simply want them to be passionate about all that they undertake, and I think that is very much one of the key aims of the School.

Arnold Patel and Carlos Guo: When you retire, what will you miss the most about the School?

John: I don’t think I need to consider that question, as I may never retire.

Alex Ai: What is your favourite building or place?

John: Undoubtedly Roystead – the centre of the School, geographically and spiritually. When Camberwell Grammar moved from Burke Road to its present site at 55 Mont Albert Road, Roystead was the School. Upstairs the Boarding House, downstairs the classrooms. When I started at the School, the downstairs passage of the mansion, which passed the ‘Masters’ Common Room’, was the thoroughfare from one side of the School to the other. For many years, my classroom was upstairs in the grand old building.

Xavier Patamia: Do you enjoy being a Triathlon Coach or teaching English? Why?

John: My two favourite activities – teaching that fascinating world of language and literature; competing in and coaching the challenging sport of Triathlon. One is sort of from the neck-up, the other from the neck down, but in their weird way, complementary. That’s as good as it gets!

Owen Le and Arvin Aminazad: Can you remember a favourite class that you taught? Why were they so memorable?

In the Senior School, students do not have a form class but attend specialist classes, such as Science, History, Physical Education, Mathematics, and English, a compulsory subject at all levels. Usually, one has the same teacher in that subject for the year. Hence, I have usually taught four separate classes a year, which means that over my time at Camberwell Grammar, I have taught, literally, hundreds of classes. A favourite? Who knows? Perhaps all of them, at some stage.

My time at the School has always been, and continues to be, rich and rewarding. I imagine it’s much the same for all of us – fulfill your commitments to the best of your ability, and passionately undertake that which excites you the most.

Green Pages

Green Week

In the last week of Term 1, Camberwell Grammar celebrated its commitment to sustainability with its annual Green Week. This year’s theme was sustainable transport as private transport, i.e our personal cars, make up 10% of Australia’s national emissions (according to the Department of Climate Change, Energy, Environment and Water).

The week kicked off with a sustainable transport competition, organised by Luna Robinson (Year 10). Starting on Friday the week before (National Ride 2 School Day) and continuing through the week, students cycled, walked, and used Public Transport Victoria (PTV) to get to school. It was an amazing display of environmental awareness by all our students and staff. Thank you to MP Dr Monique Ryan, Federal Representative for Boroondara, for sending a message to the students on sustainable transport and how we can all play our part.

On Tuesday, Kirsty Bishop-Fox from Sustainability Pathways presented to the students on ways to become more sustainable in our day-to-day efforts, and on Wednesday we screened Regenerating Australia by Damon Gameau, a documentary

that asks the question ‘What would Australia look like if we take climate action seriously over the next 10 years?’

As the week continued, the School was turning Green everywhere you looked. The Library and DEEDS adopted a green theme, the canteen ran a special meat-free menu, and the students themselves garbed in green for the final day of term.

We finished the week with the famous Green Week concert, a collection of acts by the students for the students to complement our fundraiser, raising funds for the Australian Conservation Foundation. The students celebrated with music, free dress, and a meat-free barbeque, where they were invited to try out products similar to meat but without all the carbon and methane emissions.

The week was one to be remembered and wouldn’t have happened without the efforts of the Towards2050 group. A massive thank you to all involved.

Henry Shirrefs Prefect for Environment and Sustainability

Camberwell Grammar: Target Zero

The School’s incredible Target Zero program is made possible by the School Board’s decision to bring on a consultant who would not only give us a report on our footprint, but who would also advise us on where we should focus our attention as we walk the path towards sustainable operations. Jane Burns, from CERES Consulting, has been working with us since the start of 2022 on this project, guiding us through the discovery phase and now working with us on the first steps of waste reduction.

Jane moved into teaching almost two decades ago after working in community education. She loved working in the community and initiated many environmental workshops that paid particular attention to sustainable procurement and the use of materials.

After working as a classroom teacher, Jane applied her qualifications to working as a consultant in environmental education, bringing together her environmental experience and educational training. During this time, she developed programs for student learning in regenerative agriculture and sustainable food systems and expanded these to schools Australia-wide.

In 2014, Jane joined Melbourne’s much-loved CERES Community Environment Park, where she is still an employee. For several years she led the delivery of ResourceSmart Schools in over 300 schools in metropolitan Melbourne, supporting student learning and teacher professional development in environmental education, and whole-of-school change in sustainable campus and community engagement.

At the start of 2021, she moved out of the School of Nature and Climate at CERES to head up their new social enterprise, CERES Consulting. When CERES Consulting was invited to work with Camberwell Grammar at the start of 2022, Jane was reminded of Nelson Mandela’s saying, ‘Education is the most powerful weapon which you can use to change the world’, and

Honey Harvesting

was both thrilled and excited to have the opportunity to bring her experience and passion into a school so committed to ambitious action on climate.

Jane loves searching for and enacting solutions to help schools and organisations create sustainable places and take action on the climate and nature crisis. Her passion for our planet and its environment means that she does not feel like she is really working but is simply doing what she would want to do anyway.

Towards2050 members Archie Evans (Year 8), Eamon Newell (Year 8), and Harry Anderson (Year 7) suited up and assisted Backyard Honey with harvesting our Camberwell Grammar honey.

The bees add positively to the School’s biodiversity and gardens and provide an engaging learning opportunity on the importance of sustainability.

Staff Profiles

Mrs Eunice Goessler

Deputy Head of Junior School

This year, Mrs Eunice Goessler said goodbye to her Year 2 classroom and stepped into the role of Deputy Head of Junior School.

My teaching career began over thirty years ago as a Year 2 teacher in the same school that I had entered as a four-and-a-half-year-old Prep. I loved my primary school years, and it was the early influence of both my Prep and Year 6 teachers that led me to study Education. Those teachers were kind, made learning fun, and, even as a child, I felt that they knew me well and brought out the best in me. They have influenced and inspired me well beyond the time that we spent in a classroom together.

I have been fortunate to have worked in a variety of schools since then, from Brunswick to Burwood to Sunshine. They were schools with diverse student populations and backgrounds, and I learnt a great deal about the importance of understanding the context of the student and building relationships with families and communities. Prior to Camberwell Grammar, my most recent experience was at Xavier College, Kew where I spent thirteen years teaching across the Junior and Middle Years including time as Head of English.

My time here at Camberwell Grammar began in 2020 as a Year 2 teacher, and from the moment I arrived in the village, I knew it was the place for me. I was welcomed with generosity and warmth and was grateful to be part of a team that worked hard to realise each student’s potential. Of course, 2020 presented unforeseen challenges and required great

changes to teaching and learning which could have been difficult in a new school. Instead, the Camberwell Grammar community proved to be most supportive, optimistic, and proactive. Though it was humbling to see parents juggling their own work while their children were on Zoom lessons, it was a reminder of the importance of the relationship between home and school. As we know, it takes a village to raise a child!

Family is very important to me. My husband, Paul, and I have four young adult children: Matthew, Emily, Callum, and James. The three eldest are in the early stages of their own careers whilst James is midway through a Bachelor of Commerce degree. There is both a sense of relief and happiness that they have navigated their way through their school years to reach this point! As a family, we enjoy being together, whether it be at the MCG cheering Collingwood on, walking along the beautiful stretch of beach at Fairhaven, or sharing breakfast at local cafés. Last year, we spent a wonderful week together exploring the beaches and wineries in Margaret River. What makes me happiest though, is cooking for them and sharing laughs and stories over shared meals. We have made many happy memories together.

I am delighted to be taking on the role of Deputy Head of Junior School. Already, I have found that every day is different, and I am relishing the challenges that come with this. I look forward to extending my connections with different people and groups across the school, including the Friends of Norge who support the Junior School in so many ways. I am also grateful to work alongside our amazing staff and parents in shaping the future of the Junior School. There are exciting times ahead and it is a privilege to be a part of the vibrant community that is Camberwell Grammar.

Mr Nathan Bower

Senior Head of Sports Strategy and Programs

Last year we welcomed Mr Nathan Bower as the newly appointed Senior Head of Sports Strategy and Programs.

After a varied and enjoyable career in Sport and Education, it’s a great privilege to find myself at Camberwell Grammar as the Senior Head of Sports Strategy and Programs. The newly created position is a further investment in the sport ecosystem at the School and the ever-increasing role sport plays within the School’s identity – internally and externally. As a passionate advocate for the lessons we can take from sport, I hope my role helps contribute to the preparation of balanced young adults with a healthy relationship to competition, fair play, and respect and to complement the existing high standards of the Sport Department.

My sport of choice was Football and my team was Richmond, as my home town Mildura was the country recruitment zone for the Tigers, with two of my older brothers playing for Richmond as country zone recruits. By the end of 1989, and with the AFL Draft system relatively new, I was selected by Richmond with pick #15 in the National Draft after a successful final year at High School.

I pursued a Teaching Degree for the simple fact that my biggest supporter and hero was my PE Teacher at Mildura High School. It’s truly powerful how much confidence kids can generate when they have a respected adult in their life believing in them. I have a photo of that teacher in my office as a daily reminder of the role we play in the lives of young people. The AFL environment was very different in the 1990s, with all players either working or studying alongside their

football commitments. My experiences through this period of my life consolidated my views on the need for balance. Post playing career, I had every intention to transition to my long-prepared for teaching career. However, opportunities arose through VFL Coaching, Program Management with Victoria University, AFL SportsReady and Cricket Australia, Managing Director with a start-up Registered Training Organisation, and Executive Officer with the Eastern Independent Schools Melbourne (EISM) Sporting Association. I’m confident my experiences have led me to Camberwell Grammar at the right time for both the School and myself. My passion remains sport and my involvement in junior sport at a community level has given me so much more fulfilment than my own endeavours. As a father of two girls and two boys, I’ve loved my involvement from supporter to Team Manager to Umpire Escort to Coach, and everything in between. I encourage all Camberwell Grammar staff to throw themselves into their sport involvement. I am confident that you will get as much from the experience, if not more, as the students.

I look forward to getting to know more of the School community in the coming years, and to being a trusted supporter of the students on their journey to adulthood.

The Role of the Primary School Library in Shattering Gender Stereotypes

In November 2022, Ms Michele Rutter, Head of the Junior School Library, was selected by the School Library Association of Victoria (SLAV) to receive the 2022 SLAV Research Fellowship Award. The SLAV awards are a key focus of the school library professional community and a celebration of the important role school libraries play in quality teaching and learning. Ms Rutter’s proposed action research project, titled ‘Shattering Stereotypes Through Story: The Primary School Library Cultivating Healthy Identity,’ aims to explore the potential of school library programs to impact boys’ socioemotional development.

My project is inspired by Dr Margaret Merga’s work on how school libraries can foster literacy and student wellbeing. Dr Merga’s research focuses on reading for pleasure and bibliotherapeutic practices, the active and intentional use of texts to promote positive outcomes, and their positive influences on students’ capacity to deal with issues relating to wellbeing and mental health. I aim to extend Merga’s hypothesis to include the field of gendered stereotypes and the promotion of related prosocial behaviour and characteristics.

While the school library is recognised for the role it plays in fostering wellbeing, the evidence of how this influence might be demonstrated through targeted pedagogy is currently anecdotal. Recent literature has pointed to the need for further research into the impact school library programs have on student wellbeing, including through the use of reading for pleasure and bibliotherapeutic practices. As such, my project aims to inform the development of library programs that promote socioemotional skills, connectedness, and healthy masculinity.

As a teacher librarian, I strongly believe in the power of books and storytelling to connect, inspire, and foster wellbeing. The sharing of stories in a purposeful way can also have socioemotional benefits. The project objective is to focus not only on academic development, but also on the provision of learning experiences employing high-quality literature that promote socioemotional skills, connectedness, and healthy identity. The development of socioemotional skills is essential for students to thrive, both academically and personally. Through reading and reflection, students can gain empathy, perspective-taking skills, and a better understanding of different cultures and identities.

In Library lessons I embrace the metaphor of books as ‘Mirrors, Windows and Doors’ to highlight the importance of children seeing themselves reflected in literature, exploring new worlds beyond their own experience, and using reading as a tool for personal growth. By promoting quality literature that shatters gendered stereotypes, I hope to foster positive self-identity and sensitivity towards others in our young students.

The weekly primary school library lesson can provide a time for delving deeper into books with students with a particular intent. The project will leverage reading for pleasure and bibliotherapeutic practices within a scaffolded unit of work across the primary year levels, Prep to Year 5. Observations and work sample data will be collected to gauge the positive impact on the development of perceptions of gender stereotypes and self-identity among young students. Lessons will focus on targeted literature, including picture books and fiction, combined with evidence-based pedagogies with the intent of encouraging the development of prosocial characteristics such as empathy, perspective-taking, identity affirmation, open-mindedness, and tolerance.

By exploring the role of the primary school library in shattering gender stereotypes and promoting healthy identity through bibliotherapeutic practices, we can create more inclusive and empathetic school communities and more compassionate and confident young men. I hope that the findings of this study will inform the development of library programs, providing students with the socioemotional skills required to navigate their world with confidence, empathy, and a sense of identity. Ultimately, my aim is to contribute to the body of research that highlights the vital role that school libraries play in promoting student wellbeing and academic success.

I am grateful for the opportunity provided by the SLAV Research Fellowship Award to undertake this research and look forward to sharing my findings with the school community and the wider school library professional network.

Murdoch Centre for Educational Research and Innovation

The Robots are Coming

Two Year 11s walked past me the other day. ‘House Debating coming up,’ said one. ‘ChatGPT?’ said his friend. ‘ChatGPT,’ was the reply.

As an avid fan of classic 1970s science fiction, I’ve been expecting this day to arrive for many years now. Together with flying cars, phones in watches – not to mention those groovy Logan’s Run jumpsuits – the rise of robots has long been anticipated. Well, the phone is now in the watch, although the car is still firmly on the ground. But what of the robots?

This year, 2023, will go down as the year that artificial intelligence (AI) went mainstream, mainly through the release of ChatGPT, and now Welp GPT-4. Many of us have had fun exploring what it can do, and have been surprised by how good it is. But perhaps we haven’t quite grasped what a seismic change this is to the way we see work.

Broadly, work has been divided into four classifications:

1. Routine, manual labour

2. Non-routine, manual labour

3. Routine, cognitive labour

4. Non-routine, cognitive labour

The accepted wisdom has long been that the routine work will be automated (if it hasn’t already), while the non-routine will be safely in the hands of us humans – and that is where the jobs of the future will lie. This accreted wisdom is now facing some serious challenges.

We can think about AI as part of a continuum that began with the Industrial Revolution. That saw the replacement of

humans doing routine manual labour, such as weaving cloth, with machines performing the same function. This spread until almost all routine manual labour, whether it’s baking biscuits or manufacturing cars, has been automated.

The next target of automation was the routine cognitive category: the jobs that required brain power from a human, but were not overly creative. I remember banks full of tellers, stamping our bank books; now these have been replaced by only one or two tellers, and automated, online processes. However, for a long time, it was felt that nonroutine cognitive labour, like non-routine manual labour, was safe from the machines. Just as a machine could never replace an artisan making a hand-crafted chair, so too it was felt that the jobs of writers, lawyers, and even teachers could not be replaced by a computer algorithm.

That reality is now seriously under fire. Jobs such as journalism, that have long been thought to be immune to an algorithm take-over, are now vulnerable. Speaking of vulnerable jobs, I was writing a test for my Year 10s the other day. I asked – just as an exercise, you understand – ChatGPT to write a passage in Latin, about 100 words long containing passive verbs about Emperor Vespasian. In seconds a response came back. The Latin was correct, if a little dull, and quite within the range of a Year 10 student. But the content was dreadful: the program had understood the request to write a bit of fan fiction about Vespasian, which

bore no resemblance to reality. I reworded the request but still got rubbish – in quite good Latin. I went back to my own composition, based on the historian Suetonius. But it would be foolish to chalk this up as a win to the humans. ChatGPT is just in its infancy (already its successor Welp GPT-4 is a major improvement), and while we might now be winning a wrestling match with a toddler, once it has grown up and matured it will be a different matter. I suspect that my ability to write in another language will not be a marketable skill for much longer.

We might now be looking at a cycle where students get ChatGPT to write their essays for them and teachers ask ChatGPT to mark them and provide feedback for improvement: labor-saving for all concerned but rendering the activity totally pointless.

However, I’m not one of those advocating banning it in schools. First, this could never work; we might be able to control what happens in the classroom, but as soon as the student is out the door that control disappears. Second, a ban could lull us into a dangerous state of complacency, where we fool ourselves that AI doesn’t exist and therefore we don’t need to adapt to deal with it. We need to learn how to live with it, and maybe even make it work for us because it is not going away.

We need to remind ourselves that it is still important to know things. Calculators did not render mathematical thinking obsolete, and knowing basic facts and skills help the understanding of advanced facts and skills; likewise, it is still important that students learn to think clearly, and teachers

need to see student thinking in high detail and be able to offer bespoke, not generic, feedback. The essay as a ‘thing produced’ may well soon be obsolete and imitable by the bot, but tracing through logic and reasoning is not.

At a basic level, this means that the handwritten examination will be here to stay for the future. The take-home essay or assignment, which has been increasingly vulnerable to cheating in the past few years, will soon become untenable (this is a greater threat to universities; schools still have examinations for their high-stakes testing). Indeed the essay, which has been regarded as the hallmark of education in the humanities for over two centuries, may now have finally reached its end. We will need to think of other ways to test a student’s knowledge and skills, ways that test the unique ability of the student. Rather than simply teaching students facts, teachers need to be the interpreter of these facts – the gobetween – for the students, plus emphasise the importance of social intelligence, individual agency (organisation, self-drive), leadership, and critical and strategic thinking.

In the same way, we can have a mass-produced chair that has been made by a computer program, cut by precision machines from manufactured wood, or we can have a chair that is handcrafted by a skilled artisan, using skill and artistry to produce a product that is bespoke and unique, we need to come up with products of learning that are bespoke and unique to the student. That is the next great challenge for education.

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

“We will need to think of other ways to test a student’s knowledge and skills, ways that test the unique ability of the student.”

News from Around the School

In February, fifteen Camberwell Grammar musicians performed in the 2023 Spring Festival Concert as part of the Cloud Concert Youth Orchestra at the Melbourne Recital Centre.

Congratulations to Patrick Homes (Year 12) who was awarded the State Prize in the Australia’s Wartime Experiences category for the National History Challenge 2022. He received his Gold Award at the state presentation held at the Victorian Archives Centre in November 2022.

Australian Youth Orchestra’s National Music Camp

During January, a few Camberwell Grammar musicians were privileged to participate in the Australian Youth Orchestra’s National Music Camp in Adelaide, playing alongside some of the most exciting up-and-coming young musicians from across the country.

In an action-packed two weeks, they participated in extraordinary repertoires ranging from the scenic Fontana di Roma to the tortured extravagance of Shostakovich’s renowned quartet and 6th Symphony. The friends and memories gained along the way made the camp a truly special experience and one to cherish.

Ray He and James Kerferd (Year 12)

It was a spectacular event, showcasing works by Grieg, Sarasate, Carl Vine, SaintSaens, and Brahms along with works by Huanzhi Li, An-Bang Pan, Gang Cheng, Zhanhao He, Su Yan and Chengzong Yin and Wanghua Chu.

The evening celebrated both the ecstasy of youth and the magnificent contribution the Chinese community has made to life in Melbourne.

Duke of Edinburgh

Congratulations to Josh Cooper (Year 11), who received a Bronze Certificate for participation in The Duke of Edinburgh Award. The Award is a leading structured (non-formal education) youth development program, empowering young Australians to explore their full potential and find their purpose, passion, and place in the world, regardless of location or circumstance.

To achieve an Award, the participant must learn a skill, improve their physical wellbeing, volunteer in their community, and experience a team adventure in a new environment.

Congratulations to Gino Yao (Year 8), who won a Bronze medal in the Australian Youth Fencing Circuit in February. The AYC is the Australian Fencing Federation’s main competition in Australia for students aged under 15 years.

In February, the Year 8 Film Studies class journeyed to Federation Square to participate in ACMI’s ‘Film Crew’ project. In small groups, they planned, shot, and edited their own ‘Mockumentary’ films, with some hilarious results! All film crews demonstrated great ingenuity and creativity in their scripting, camera, and post-production work, and there are definitely some budding comedic actors amongst the class! A fantastic day was had by all.

Mrs Penelope Wood Year 8 Film Studies teacher

Congratulations to the six Camberwell Grammar musicians who were awarded their AMEB Diplomas in March.

Darcy Livingstone (Year 12) was awarded AMusA with Distinction for piano and Derek Wei (Year 8) was awarded AMusA on both double bass and piano. Gino Yao (Year 8) was awarded AMusA for cello, Leo Qi (Year 9) was awarded AMusA with Distinction on violin, and Derrick Kwon (Year 10) was awarded AMusA on Cello.

Captain of Music Ray He was awarded his AMusA on cello in absentia.

Kenneth Atock Memorial Scholarship for Science

Congratulations to Matthew Lau (Year 11), this year’s recipient of the Kenneth Atock Memorial Scholarship for Science.

This scholarship was given to the School in a bequest from Kenneth Atock (1939), an alum, and is awarded to students for their academic performance in the Sciences to promote and encourage scientific education with an emphasis on studies of space and rocketry amongst scholars attending Camberwell Grammar.

With consistently high-level academic performance in his Science studies last year, Matthew is a worthy recipient of this scholarship.

Junior School House Swimming

In March, the Year 3, 4, and 5 students competed in the Junior School Inter-House Swimming Carnival at the School. Congratulations to all the students for participating in individual and relay events throughout the afternoon, and especially to Bridgland House and Summons House who shared the top spot as the 2023 House Swimming Champions.

Thank you to the staff and Senior School students who assisted on the day and made this a wonderful event.

Miss Lexie Joyce Junior School Head of Sport

Congratulations to Howard Zhou (Year 10) who recently returned from New York where he performed at the American Protégé International Piano and Strings Competition. He was awarded 2nd place in the intermediate category and will be returning in December this year to perform at Carnegie Hall.

AGSV Leaders

In February, Camberwell Grammar hosted a leadership program for the student leaders of the AGSV Schools.

A vital aspect of leadership is the ability to work with and through others, and the AGSV student leaders participated in a behavioural styles profiling workshop to develop this skill. Through a series of activities and discussions, the students gained insight into their personalities and preferred ways of working, exploring how others around them may differ in their styles and how to work effectively with those who may see the world from a different perspective than their own.

Our School Captains, Cooper Carbone and William Allsop, were fantastic hosts for the day.

Middle School House Sport Competition

In Term 1, Middle School students began the first rounds of House Sport on Friday afternoons. Events included European Handball, Volleyball, and Kick Ball.

Congratulations to all the Houses, and Steven House for taking first place in Term 1, closely followed by Bridgland House in Second.

In March, the Year 12 Theatre Studies students performed an adaptation of Kursk by Bryony Lavery. The play is set on a British submarine on a covert mission in the Barents Sea during which the Russian Federation nuclear submarine Kursk sinks after an onboard explosion.

For their stage, the students used the orchestra pit as a ‘found space’ which suited a claustrophobic submarine. The audience were lowered into place on the motorised PAC stage apron during ‘dive, dive, dive’ and to claxon sound effects. The submarine’s controls were the theatre’s lighting and sound boards, which the cast operated live onstage.

Mr Andrew Stocker Head of Drama

Senior School House Athletics

Congratulations to Bridgland for taking first place in the Senior School Athletics in March, winning the coveted Jarrett Cup. Derham and Summons came in equal second.

Thank you to all the students and staff who participated and assisted on the day. This competition is always a highlight in the Senior School calendar, and House spirit was on full display as teammates encouraged each other through each race and event.

Junior School AGSV Swimming

On Friday 24 March, 24 Junior and Middle School students competed in the 2023 AGSV Swimming Championship held at the Melbourne Sports and Aquatic Centre. Congratulations to all the swimmers who participated –the team had a successful day with 29 Top Three finishes.

Special mention to Quinn Richards (Year 6), who broke the AGSV 12/13 50M Breaststroke Record with a time of 38.98 seconds.

Miss Lexie Joyce Junior School Head of Sport

NAPLAN Results 2022

In February, the 2022 NAPLAN results were announced, showing which schools are best in class. Camberwell Grammar was ranked the best non-selective, secondary and primary boys’ school for NAPLAN results in Victoria.

Overall, Camberwell Grammar ranked as the top 8th secondary school in the State, and the top 5th primary school. Well done to our students, teachers, and staff for these fantastic results!

At the end of the term, Murrundindi began teaching a group of over 20 students the basics of how to play the didgeridoo using PVC pipes and tape.

The brainchild of Owen Wu (Year 10), who asked Murrundindi if he would be willing to teach students how to play, the School hopes to see these lessons expand to more students and staff interested in learning this special instrument.

Community Connections

Andrew Lane Prize for Service

In February, Mr Nick Schildberger (1997), the President of the Old Camberwell Grammarians’ Association (OCGA), addressed the Senior School Assembly where he was pleased to announce the new Andrew Lane Prize for Service to the Camberwell Grammar Community.

This award is named after Andrew Lane (1979), an active past student who embraces the ethos of the OCGA, has been involved in a wide range of OCGA events, was the Treasurer for more than 20 years, and who was made an Honorary Life Member in November 2011.

The prize will be awarded annually to a student in Year 9 and Year 10 for their service to the School community through displaying the School values of Learning, Respect, Integrity, Courage, and Optimism.

Courage to Care

In February, Courage to Care visited the School to talk to all of our Year 8 classes about the importance of not being a bystander but an upstander through lessons relating to the Holocaust.

Courage to Care has been around since 1992 and delivers its program to over 140,000 students in Victoria. we were joined by the incredible Ken, who told his breathtaking story of how he survived the Holocaust because of the kindness in people’s hearts. It was these people who chose to hide him and his family in their safe house, risking their lives to save others. After this, students were split into groups where they tackled issues such as racism, discrimination, antisemitism, and prejudice. It was a memorable event, filled with meaningful lessons and morals which we can all apply to our lives.

Once again, thank you to the Courage to Care team for such an interesting and thought-provoking experience.

Tom Weickhardt (Year 8)

House Music Competition

With lockdowns in the past, the stage was set on 28 February for the highly anticipated

We were honoured to welcome as a guest adjudicator accomplished pianist, conductor, and composer Mr Anthony Barnhill, who most notably conducted in the recent musical extravaganza The Phantom of the Opera here

“It was a truly special event that captured both the School’s spirited competitiveness and comradery as we came together to share our passion for music.’’

Term 1 Camps

Year 4: Coastal Forest Lodge

Year 4 students spent two nights at the Coastal Forest Lodge in Anglesea in February, where they enjoyed the sun, sea, and surf. Over the three days, students participated in various activities, including catching yabbies, Canoeing, Archery, climbing the lighthouse, riding the waves, and learning about rip tides.

The students had a wonderful time getting to know each other, making connections through team building and problemsolving, and the staff enjoyed watching their confidence grow in an enjoyable and supportive setting.

Year 5: Candlebark Farm

In March, Year 5 and their teachers ventured to Camp Candlebark Farm in Healesville. The focus of the camp was ‘Leadership as Service’. The outdoor activities aimed to build on students’ capacities to take on challenges, overcome their fears, collaborate and connect with others, form new friendships, and develop a greater appreciation of nature.

Of all of the camp activities, many students felt that the Super Swooper, a 250m Flying Fox, was the most challenging. Starting high up in the sky was really perplexing. Most students tried the Super Swooper, demonstrating courage and determination. They learnt that fear and courage are worthy companions on the journey of life. Other camp activities included Orienteering, Golf Frisbee, Swimming, initiative problem solving, a camp sing-a-long, and low ropes courses. The students appreciated their time away from home and among their peers. For many, it was the first camp experience they have had and one which proved memorable and valuable for their development as happy and healthy Camberwell Grammar students.

Year 5 Teachers

Mr Mathew McRae and Mr Michael Pettolino

Year 7: Kangaroobie

At the start of March, the entire Year 7 cohort went to Kangaroobie. This camp used to be a Year 8 Camp but has moved to Year 7 this year. We stayed there for five days, gaining a massive amount of experience.

During those amazing days at Kangaroobie, we did a lot of activities. We played Predator (a game based on the food chain, some people are herbivores, some carnivores etc.), Survivor (like the TV show), Challenger (an obstacle course where we were definitely challenged!), a beach day, Canoeing, Hiking, and a camp out in a tent for a night. On most days it was raining, but even in those bad conditions, everyone was very resilient and showed strength to withstand the challenges. Overall, the week was certainly worth getting wet for, we participated in many great activities and tried new things. Even when bad things happened, we just kept going. It was a wonderful week, and I am sure that many others would say so too.

Aiden Li (Year 7H)

Year 8: Surf Camp, Anglesea

A highlight for the Year 8 students is the annual trip to Anglesea for Surf Camp. With good weather conditions, the students had a fantastic time away for two days, where they learnt about water safety through fun and educational activities that familiarise them with the ocean and varying beach environments.

Students learnt lifesaving techniques, body surfing skills, and how rips and currents can cause conditions to change at beaches. The students also enjoyed fish and chips and a movie night, as well as other activities such as Table Tennis, Frisbee Golf, and Basketball.

Sport

The 2022/23 Summer Season was the School’s most successful season in the history of AGSV Sport after winning four premierships in Cricket, Table Tennis, Tennis, and Swimming. We also had success in non-AGSV sports, including Cycling, Orienteering, Squash, and Triathlon. Most pleasing, though, was the opportunity to participate in a full Summer Season; other than a rain-interrupted Term 4 2022 for Cricket and Tennis. We also welcomed our new Year 7 students in Term 1 who had a brief introduction to the Sport Program.

The Lawn Bowls squad participated in the AGSV Bowls Championships and both the Camberwell Division A and Division B teams recorded impressive wins against eventual Premiers, Ivanhoe. In Volleyball, all teams showed tremendous improvement over the course of the Summer season and that can be encapsulated by the Firsts’ emphatic win against Yarra Valley in the final home and away round.

With more than 34 teams, Basketball had a fantastic season. The First V Basketball team finished the season needing to beat PEGS and Peninsula to make the finals for our fourth straight season, winning both games convincingly. This had them in a rematch with Marcellin in the semifinal, where the team gave it their all but eventually lost by 22 points.

The Cricket Premiership was the School’s 11th and our first since 2002. The team performed exceptionally throughout the season, especially towards the pointy end where they defeated minor premiers Mentone in the semi-final and Marcellin in the final. Will Stamper’s (Year 12) contributions with the bat were

outstanding, scoring two centuries, and his leadership was exemplary. However, it proved to be a contribution from all team members that broke the 21-year drought.

Table Tennis made it Premiership number 21 and their 8th in a row. While they were tested during the season by PEGS, the team’s depth and class shone through in what was another dominant season. Tennis and Swimming both claimed their 3rd AGSV Premierships in a row. Tennis experienced some nail-biting final matches against Trinity (semi-final) and Ivanhoe (final), winning both matches by games after being equal on sets to make it Premiership number 14 for the School. Swimming had an unbelievable evening at MSAC, winning 21 out of 40 events to claim our 5th AGSV Swimming Premiership in what was an assertive performance.

At the completion of the Summer Season, the AGSV Representative teams are selected to recognise students who made standout and consistent performances throughout the season. They participated in matches against the APS on Saturday 1 April.

CRICKET TENNIS

Will Stamper (Year 12)

TABLE TENNIS

Matthieu Gibert (Year 12)

Lachlan O’Neill (Year 12)

Aiden Tang (Year 8) BASKETBALL

Joshua Hui (Year 12)

to be played following the Winter Season

Ryder Cheesman (Year 11)

Henry Sewell (Year 10)

In non-AGSV sports, Orienteering continued their recent success and won the Roger Slade and Gordon Wilson Memorial Trophy for the Orienteering Victoria Eastern Schools Park Street Summer Competition, while our Firsts Squash team won Division 3 of the Squash and Racquetball Victoria South East Junior Pennant. The Cycling Squad performed well in the AusCycling Victorian Interschool Cycling Series, finishing 4th of 56 schools, which was commendable from a squad of only 18 students. Keelan Hale (Year 12) was the standout by winning the Senior Male B Division. In an interrupted season, our Kayaking Squad enjoyed a more consistent Term 1 with Oliver Scotter (Year 12) the best-performed paddler on the water.

The season also saw some excellent achievements by students outside of school sport. In Basketball, Ryder Cheesman (Year 11), Chandler Siegle (Year 8), and James Burgess (Year 8) all won both the Victorian Championships and the National Junior Classic.

Jarvis Neal (Year 9) was also a member of a team that won the National Basketball Classic too. Chandler Siegle and James Burgess also won the Australian U/14 Club Championship. Ryder Cheesman and Henry Sewell (Year 10) also made the U/16 State team that won the National title and also went on to represent Australia in Guam, helping the team qualify for the World Championships.

Charles Webb (Year 10) and Chandler Siegle were also selected for the 2023 U/16 State team and Henry Sewell and Ryder Cheesman for the U/18 team.

In Athletics, many students participated in the Little Athletics State Championships 2023. Lachie McGowan (Year 11) had exceptional results in the Hammer Throw, where he threw 48.50m to win gold in the U17 competition. On the track, Harrison Car (Year 11) placed 3rd in the U18 3000m and Zac Matters (Year 11) finished 4th in the 5000m walk.

On a similar note, Angus Dunstan (Year 7) participated in the Coles Regional Track and Field carnival, recording a personal best of 156cm in the high jump, claiming first place. Angus has now qualified for the State meet, held later this year.

For what was a history-making Summer Season that created many lifelong experiences, the Sport Department offers our thanks to everyone involved in the program, particularly all the teaching staff and coaches for their support and guidance of our students.

Preparations have already begun for the Winter Season, which commences in Term 2. We are planning for continued development, which will hopefully lead to more success.

Mr Lachlan Crawford Head of Sport

“For what was a history-making Summer Season that created many lifelong experiences, the Sport Department offers our thanks to everyone involved.’’

Alumni News

Congratulations to Matthew Thorn (2013) and Regine Vilhelmsborg, who were married on 17 September 2022 at Fredericksborg Castle Church in Denmark.

Congratulations to Charlie Urwin (2011) who recently completed his PhD at Deakin University on the topic of a ‘Comparison of Sodium Citrate and Sodium Bicarbonate Ingestion: Blood Alkalosis and Gastrointestinal Symptoms’.

Charlie also presented at the European College of Sports Science Congress in Sevilla, Spain on his findings and was awarded the Kevin Tipton Award for scholars working in the field of Sports Nutrition.

Jack Fitzgerald (2018) and Anton Giomi (2018) have spent the last few months studying at Maastricht University in the south of the Netherlands. Jack is currently completing an undergraduate in Science and Law, with Anton completing his undergraduate in Global Studies and Science. Both study at Monash University.

Congratulations to Brodie Carswell (2022) who was selected for the Australian Men’s Emerging Indoor Hockey Team earlier this year.

Congratulations to the cast and crew of the Camberwell Grammarians’ Theatre Company on their production of Memory’s Recess in February, an original play written by alum Benjamin Chesler (2018) and starring Alumni Cyrus Chan (2018), Nicholas Sarlos-Welsh (2021), and Hayden Whiteford (2021). Save the date for the Camberwell Grammarians’ Theatre Company’s next production, Travels with my Aunt, which will be taking place 19 to 21 July 2023.

Matthew and Regine are joined by his brothers, Jonathan (2016), David (2013), James (2020), and Benjamin (2011).

In March, The CGS Forum – a student-led initiative – hosted Alum and 2006 School Captain Pete Hare

Following an Engineering degree at The University of Melbourne, Pete pursued a career in web and mobile app development for several small start-ups before commencing a job at Apple in San Francisco, where he is now the Senior Engineering Manager of Apple Media Services.

Pete spoke to the students about his challenges, experiences in IT, career journey, and how taking risks led to where he is today.

Alumni Profile

The Hon John E Middleton AM KC (1970)

Latin was not a subject I undertook, although I was often advised (on reflection, inaccurately) that if you wanted to become a lawyer, you should learn Latin. However, I remember noticing early in my school days the Camberwell Grammar School motto: Spectemur Agendo meaning;

‘We shall be observed [through our] doing.’

‘By our deeds may we be known.’

That motto always remained with me as a guiding theme. It was clear to me that Camberwell Grammar was about order and achievement, but not at the expense of compassion and cordiality. Academic excellence was pursued, as was rational and logical reasoning. Debate was encouraged on social issues, and I think this fostered in me a desire to study law and become an advocate. I cannot recall any one person or incident that inspired me to study law. On reflection, it was probably a whole range of influences impacting upon me at the end of my school experience that led me to go to The University of Melbourne to study law. It has been a path which I have enjoyed and found fulfilling.

The first year of university was both exciting and challenging. One thing I remember is having to be a lot more self-reliant as part of the process of fitting into a larger institution of learning. At that time, not many Camberwell Grammarians studied law at The University of Melbourne, so I made a number of new friends whom I still remain close to today. I actively participated in campus life. Taking advantage of everything a university campus provides is something I would encourage all students to do.

Mark Champion (1986)

Congratulations to Alum, Mr Mark Champion on his appointment in February this year as a judge of the Federal Circuit and Family Court of Australia (FCFCOA) (Division 2).

Mark was admitted as a barrister and solicitor in the Supreme Court of Victoria in 1994 and was called to the Bar in 2000.

Before practising law, I further studied law at Oxford University and became an Associate to Sir Ninian Stephen, then a Justice of the High Court of Australia. Both experiences were obviously educational and contributed to my store of knowledge and experience in the law. Both were fun too! People often assume being good at your vocation in the law you need to be super serious – having fun on the one hand and working hard and being successful on the other hand are not mutually exclusive.

Life as a lawyer, whether as a solicitor or barrister, is one dedicated to continual study, assisting others, and being part of the community and contributing to its welfare. Being appointed a Judge is a privilege, and has many challenges. Knowing that the work of the judiciary and people’s faith in it is an important part of maintaining our democracy and our way of life, underpins the reason one becomes a Judge.

Under the Australian Constitution, upon reaching the age of seventy a Federal Court Judge must retire from the bench. Whatever age is chosen, mandatory retirement is a good thing. Since leaving judicial office, I have chosen to work part-time as Special Advisor (a consultant really) with DLA Piper, an international firm of lawyers. For me it is a staged retirement process, giving me the opportunity to assist in interesting and worthwhile legal matters, and at the same time having the opportunity to enjoy more leisurely pursuits. DLA Piper is very much involved in pro-bono work, on the national and international stage. I have had a relatively long relationship with Timor-Leste, as has DLA Piper. There is still much that can be done to assist that new nation at all levels, a process I hope to become part of in the future.

My advice to current students is to choose a learning and career path that you enjoy – the rewards that you otherwise seek will undoubtedly follow.

Mark graduated with a Bachelor of Arts and Bachelor of Law (Hons) from The University of Melbourne in 1993 and began his legal career in 1994 as a solicitor with Holding Redlich.

From the Archives

Camberwell Grammar Council Minutes, June 1930.

Parents are an integral component of Camberwell Grammar today, supporting school activities in every area. However, it was not until the linking of the School with the Church of England in the mid-1920s that parents, through their own Association, were offered a worthwhile role in the institution they had come to trust. Although initially focused on fundraising, their attention was soon broadened by 1945 to other issues of importance in the running of the School.

The transformed Camberwell Grammar School from 1927 was facing increasing financial challenges in part owing to the acquisition of a gymnasium (at the insistence of the new headmaster Dr Buntine) on the Burke Hill campus. Parents were now seen as a group who could help to fund such acquisitions and, accordingly, Council President, the Reverend J.A. Schofield, welcomed them to a meeting in the Kintore Street School House on 29 April 1929. About one hundred attended and a committee was elected for a ‘Parents’ Association’, a group that was soon organising activities in order to remove the gymnasium debt of £250. Their first annual ball, a short time later, resulted in a profit of £125, a sum that was used to furnish and equip ‘The Gym’. Soon a fundraising period of ‘violent agitation and activity’ (as the Grammarian described it) followed, intended to raise an additional £500 towards the purchase of a new property for the School, with the tenanted Burke Hill campus deteriorating; at least £30,000 would be needed.

Unfortunately, ‘Black Thursday’ on 24 October 1929, unleashed a financial tsunami on Wall Street and Camberwell Grammar could not hope to escape the economic downturn of this era, but the Parent Association soldiered on with what in 1930 it called ‘valiant hearts and a praiseworthy optimism’. Parents faced the Great Depression with rigour, holding garden fetes, purchasing Commonwealth bonds, and forming a ‘Ladies Social Committee’ to assist the functioning of the Association. In 1934 the Association also accepted the suggestion of Headmaster Henry Tonkin that it ‘donate annually a sum not exceeding £25 to establish a scholarship to the School to be known as The Parents’ Association Scholarship’. This scholarship proved of great benefit to students enduring the continuing stringency of the 1930s. Once the School had shifted to its new campus on Mont Albert Road and was able to celebrate its fifty-year Jubilee in 1936, the Association was thanked for having raised over £1,087 since its foundation – this represents over $117,000 by today’s figures, an impressive amount.

In due course the Association survived the ‘Devil’s Decade’ of the 1930s, readying itself to face the challenge of war from 1939. Even before Pearl Harbour, it appealed to the governing School Council in April 1941 for the provision of an on-site ‘shelter shed’ for the pupils to protect them from potential air raids – Council extended its ‘full sympathy and support’ for such a project. However, it did not intend to pursue the issue of any shelter, Headmaster Tonkin being entrusted with the handling of a suggestion to be made to parents about an ‘Evacuation Scheme’ for pupils up to the age of fourteen –given any threat of air raids, evacuation seemed more ‘practicable’ than shelter, as British (and German) parents were discovering. Earlier financial concerns were sidelined during wartime, parental anxiety being focused elsewhere.

The Association expressed its concern to the Council in September 1941 about a ‘shortage of masters’, seeking assurances that the ‘former high standard of teaching would be maintained’ given the drift of many valued staff members (like Stan Brown, 1939-53) into the armed forces. With wartime issues of student overcrowding in mid-1944, plans were soon accelerated to raise funds for a needed ‘War Memorial’ school extension, Council again resolving to seek the assistance of the Parents’ Association in the same way they had done in the late-1920s. Post-war planning was now underway as the School approached an enrolment of 400, and the Association accepted that an expanded staff ‘of the calibre desired’ could only be obtained through increased salaries. Any elevated remuneration would be funded through increased fees, the Parents’ Association endorsing this measure before the end of the war in 1945 in accordance with their previous lobbying for the improvement of staff. Such parental acceptance of higher fees was the ultimate sacrifice in the interests of the School community as a whole, a theme that the Parents Association had pursued since its foundation fifteen years earlier. It is a theme that the parents of today continue to follow.

Dr David Bird School Historian and Archivist

‘With valiant hearts and a praiseworthy optimism, the Association has set itself the task of raising the nucleus of a fund to render possible the desired objective of the purchase of a property on which to establish a new school.’

The School House in Kintore Street where the Parents’ Association was founded in April 1929.

Community Events

Parent Events

PARENTS’ ASSOCIATION WELCOME BACK DRINKS

The Parents’ Association and staff were delighted to welcome parents for a new school year through three Welcome Back Functions at the start of term.

Over three evenings, Headmaster Dr Paul Hicks, Heads of Junior, Middle, and Senior Schools, and the incoming President of the Parents’ Association, Dr Katherine Lok, spoke warmly about the community that is Camberwell Grammar and invited new and returning families to make the most of the school year ahead by making new connections and enjoying the full range of opportunities available at the School.

JUNIOR SCHOOL WELCOME BACK DRINKS – TUESDAY 31 JANUARY 2023

MIDDLE SCHOOL WELCOME BACK DRINKS – THURSDAY 2 FEBRUARY 2023

SENIOR SCHOOL WELCOME BACK DRINKS – THURSDAY 9 FEBRUARY 2023

OCGA Events

OCGA LAWN BOWLS – WEDNESDAY 8 FEBRUARY 2023

A team of Camberwell Grammar Alumni, past and current parents, and past and current staff took on Old Scotch for the Keith Weymouth Perpetual Shield for Lawn Bowls.

The OCGA team was successful on four out of five rinks, snaring the ‘threepeat’. Thank you to our bowlers and especially those that played for the first time.

OCGA GOLF CHALLENGE – FRIDAY 24 FEBRUARY 2023

The 27th OCGA Golf Challenge saw a close competition with 28 Alumni, past parents, current parents, sponsors, staff, and guests competing in an Ambrose competition.

William Dalrymple (2016), Jesse Ward (2016), James Ramm (2016), and Charlie Simondson (guest) took the trophy at the end of the day, narrowly beating Simon McNeil (1995), Andrew Parker (2012), Ben Ebbage (2012), and Anthony Jude (past parent). Thank you to our sponsors for their support.

OCGA ANNUAL GENERAL MEETING – TUESDAY 7 MARCH 2023

The OCGA Annual General Meeting was held in the Camberwell Room and welcomed a host of Alumni to the event.

Year 12 students Henry Shirrefs and William Lardner invited Alumni to join Camberwell Grammar’s team in the Push-Up Challenge 2023. This initiative sees participants complete up to 3144 push-ups over 24 days in June to represent the 3144 people who died by suicide in 2021.

The benefits of participating include reducing the stigma associated with mental illness, building better connections, and improving your fitness. Alumni can choose to join the Camberwell Grammar School Push-Up Challenge, sponsor, or donate to the team.

It was a close competition for the Battle of the Decades Tennis Tournament at Kooyong Tennis Club. The 10s won the trophy from the 70s with the 80s, 90s, 00s, and 20s all finishing in equal third position.

Arbel Givargis (1996) was the Best Individual Player followed by Benjamin Yep (2017). The evening finished with a buffet BBQ dinner and drinks. Thank you to Cam Dickinson (1981) for organising the grass courts.

GENERATIONS BREAKFAST – WEDNESDAY 22 MARCH 2023

On floor: William Chong (Year1). Seated left to right: Steven Chau (1980), Ian McFarland (1980), Simon Chong (2000), Paul Hicks (Headmaster), Graeme Ballard (1959), Andrew Webb (1965), Ken Stevens (1968), Adam Stevens (1992). Standing First Row: John Mills (1984), Lachlan McFarland (Year 12), Conrad Chau (Year 8), James Richardson (Year 9), Will Richardson (Year 11), Josh Cooper (Year 11), James Webb (Year 10), Elliott Webb (Year 7), Anthony Webb (1991), Hugo Stevens (Year 11). Second Row : Charles Mills (Year 12), Ken Chin (1986), Kingston Chin (Year 7), William Chin (Year 11), Anthony Richardson (1991), Max Alexander (Year 11), Ross Alexander (1991). Third Row: Rob Wallis (1999), Oscar Wallis (Year 8), Tom Weickhardt (Year 8), Sam Hardman (Year 9), Travis Hardman (1994), Freddie Hardman (Year 8), Smith Whitehead (Year 9), Ryan Whitehead (1994). Fourth Row: Luke Phillips (Year 8), Tobias Phillips (Year 11), Charlie Weickhardt (Year 10), Jonathon Haig (Year 10), Lachlan Haig (1991), Matthew Haig (Year 12). Fifth Row: Alastair Phillips (1993), Justin Phillips (1992), Justin Smith (1989), Ryder Smith (Year 11), Andrew Weickhardt (1995), Phil Weickhardt (1964), Matthew Allsop (Year 10), Richard Allsop (1980), William Allsop (Year 12). Absent from photo: Janahan Rajakulendran (1991), Kiran Rajakulendran, Kai Rajakulendran (Year 4), Aj Ananthapavan (Year 12) and Aryan Ananthapavan (Year 9).

We celebrated the many families who have entrusted Camberwell Grammar with their education over multiple generations at the Generations Breakfast.

Alumni from the class of 1959 through to 2000 came with their sons, grandsons, and nephews from Year 1 to Year 12. We had three 3rd Generation and one 4th Generation family in attendance.

Obituaries

MAURICE BRIDGLAND (1961)

22 November 1944 – 21 November 2022

Son of Lionel Bridgland (Council 1954-83), brother of Chris (1960), Gerry (1965), and Andrew (1968).

CLIVE ENTICOTT (1958)

7 September 1940 – 12 December 2022

Brother of Ross (1963).

MICHAEL ROBERT DRAYTON INNES (1960)

23 January 1942 – 5 November 2022

ROGER JAMES GRAVES (1961)

9 September 1939 – 24 November 2022

QI-JIE (JOHN) OH (2003)

30 August 1985 – 24 October 2022

CHRISTINE RUTHERFORD

21 June 1930 – 4 January 2023

Headmaster’s Secretary to David Dyer from 1966 to 1979. In his Grammarian farewell, Mr Dyer said, ‘In this position, she made a remarkable contribution to the life of the School and one that was appreciated not only by me but also by other members of staff, parents, boys, and members of the School Council.’

Christine leaves a legacy of two sons, John Patrick Rutherford (1969) and Mark Rutherford (1972), two daughters-in-law, four grandchildren, and eight great-grandchildren.

PHILIP HUTTON

26 November 1946 – 14 November 2022

For nearly 40 years, Phil made the long journey from his beloved Upwey to the school he loved and taught thousands of students at. He had previously worked at Fawkner High School but had been headhunted by David Dyer to come and work at Camberwell Grammar. While here, Phil taught Mathematics, Economics, Physical Education, Consumer Studies, Accounting, and Legal Studies. He was a House Tutor, Head of House, Head of Commerce, VCE Coordinator, and a valued member of the Staff Executive. When he joined the Executive as Senior Master – VCE Coordination, his outstanding qualities quickly burgeoned. Phil proved himself wonderfully adaptable. He maintained a commitment to the School’s concern for every student and that each one should be facilitated to perform at the highest level of which he was capable. That the VCE results during his time were as impressive as they were, was due in no small measure to his meticulous stewardship of the students in his care.

He was a legend among Accounting teachers. He was on the review committees for numerous Accounting Study Designs, was a VCE Accounting Assessor, and an active member of the Victorian Commercial Teachers Association. He also taught first-year University Accounting. He worked with the VCAA for 10 years preparing the Study Designs for Accounting in Years 11 and 12 and wrote Accounting textbooks for 30 years. He was made a Life Member of the VCTA in 2009 for services to Commerce teaching in Victoria. In the classroom, he set high standards and encouraged his students to work hard so that they would do better than they thought they could.

As in everything, in spite of his status in the profession, he maintained his humility. Every year he would ask Matthew Christopher which Accounting textbook he wanted to put on the booklist for the subsequent year and would always look relieved when Matt would reply, ‘Yours, of course, Phil.’

He participated in every aspect of life at the School that he could, especially in Athletics, Orienteering, and Cross Country – he was Master in Charge of Cross Country for 21 years. He loved that it didn’t matter how fast a student ran or how talented he was – every student had the capacity to run a personal best at each event. He would often run alongside the slower students in the training group, giving them encouragement and tips.

He often quoted his school football coach who encouraged his students with the mantra ‘If it is to be, it is up to me’. Phil adopted that attitude in all he did – if he wanted something done, he wouldn’t wait for someone else, he just got on and got it done. And so much at our school now is, because of him.

Phil would later reflect that teaching was his marathon. He spent 26 years preparing for it and took 42 years to complete it. In all of that time, his desire was to be of service, and to do what he could for his students and his colleagues: Phil was the consummate schoolmaster.

In Phil’s balance sheet of life, he represents an excellent return on investment. He was kind and loving, he loved his family and they him, he was an enthusiast and optimist with great belief and faith in people and, especially, in the students he taught. He invested fully in living, and I believe that the return on that investment was substantial, and in business terms that it met all ‘the comparable measures of success’. To Phil, success meant achieving what he set out to achieve. He didn’t just want to finish, he wanted to finish to the best of his ability.

Phil believed in and acted out the commitment to excellence and liberal education that characterises great schools such as Camberwell Grammar. He lives on in the memories of his students, his colleagues, and all who loved him.

Dr Paul Hicks Colin F Black OAM Headmaster Headmaster, 1987-2004

CHRISTOPHER (林子龙) TZU LOONG LAM (2006)

9 May 1988 - 28 July 2022

Christopher (林子龙) Tzu Loong Lam, class of 2006, fondly referred to by his classmates as ‘Chiz’ graduated from Camberwell Grammar and went on to live, although short, an action packed, high achieving, colourful life full of love, laughter and adventure.

After his time at Camberwell Grammar, he completed a Bachelor of Mechanical Engineering with Honours from RMIT University. He then began his career in the automotive industry, employed as an engineer at first Toyota for a number of years, then later its competitor, Ford. He eventually made the transition to Ventia, contractors for Defence, a Fire Safety Technical Officer. Then moving up the ladder to his dream job as a Project Engineer working for Defence. During these years he married the love of his life Erin, and they had two beautiful children, Marqus now four and Vivienne just 18 months.

Introduced to Cadets at Camberwell Grammar, this founded his lifelong involvement with the army. He enlisted with the Defence Force in 2006 where he worked hard with dedication and perseverance. His most recent accomplishment, being promoted posthumously to Sergeant as of August this year. Chris was deployed to a number of significant operations, including the Black Saturday Bushfires in 2009; to East Timor for Operation Astute, 2012 and the Black Summer Fires, Operation Bushfires Assist, 2020. For his service in the ADF he was awarded the Australian Service Medal, the Defence Long Service Medal, the Australian Defence Medal, the Australian Service Medal with clasp East Timor and the Timor Leste Solidarity Medal.

To those that knew him, he had such a large but still gentle presence, always loyal and ready to drop everything to give a lending hand. His beaming smile from ear to ear will be missed as well as his hugs from his family and friends. Conversations will be dull and quiet now without his cheeky, forever politically incorrect jokes, and his constant poking fun and banter with any that were happy to join in for a good laugh.

On 28 July 2022, Chris passed away after battling a severe bacterial infection. It was unexpected and sudden, the impact of his loss is still echoing through each day and will do so for the rest of our lives without him. He was meant to outlive us all. Chris leaves behind broken hearted parents, left with just memories of him growing up as their chubby little emperor; two brotherless sisters, their childhood playmate, TV couch buddy and ice-cream connoisseur forever gone; his Queen Erin, without her King; and his two children, Marqus and Vivienne, he leaves them a ridiculously unnecessary yet also impressive collection of nerf guns and every Xbox console series plus the special edition master chief controller; but he leaves them so young and longing for his cuddles, searching for his face in the crowd, still waiting for him to come home; and a gaping hole in everyone’s hearts that can never be filled. Chris was an important part of all of us and will be missed from our lives until the day we join him again.

Natasha Lam Sister

BRYAN JULIUS HORSKINS (1964)

25 October 1945 – 9 March 2023

Bryan’s long connection with Camberwell Grammar began when he was five years old and commenced kinder. Bryan developed a great rapport with many of his teachers, Ron Wootton and Ian Mason in particular, and made lifetime friendships with some of his classmates including Barry Church (1964), Peter Molloy (1964), Bruce Wilson (1964), Rick James (1965), and David Richmond (1965).

Sport, rather than scholastic goals, was Bryan’s passion at school. Bryan was selected as the 19th man for the Firsts Football team when he was only in Year 9, eventually going on to be Captain of the Firsts and the combined AGSV Football teams for two years. Bryan also played a few games in the Firsts Cricket team in Year 9 before becoming Captain of both the Firsts and the combined AGSV teams in his two final years. During Bryan’s years at Camberwell Grammar, javelin and discus were introduced as new Athletics events. Not surprisingly, Bryan went on to win the discus at both the School and combined levels four years in a row, setting records that still stand today. During his summers, Bryan spent most of his time at the Hawthorn Baths. It was here that Bryan honed new skills in breaststroke – winning this event for four years in a row at Swimming competitions, setting records that have lasted the test of time.

With his exceptional sporting achievements being awarded full colours in four sports (Football, Cricket, Swimming, and Athletics), Bryan became part of an extremely elite group when he was presented with the coveted Triple (Quad for Bryan) Colour Pocket. This is even more exceptional when we remember that his father Jules (1930), and son Sam (1991), bookended him as recipients of Triple Colour Pockets. It is likely to be some time before we witness representatives of three generations in one family who can match these achievements. In addition to this, Bryan was School Captain and Derham House Captain in his final year, proving himself to be a natural leader.

After school, Bryan went on to play Football for Hawthorn in the VFL and was Coach and President of the Old Camberwell Grammarians’ Amatuer Football Club (OCGAFC). Bryan was a giant of the OCGAFC and in his first year as President both the Seniors and Reserves won the premiership. Bryan’s influence was so great that he was one of only three people to be inducted as a Legend of the OCGAFC. He played Cricket for the Old Camberwell Grammarians’ Cricket Club, was a single handicap golfer, and, in his spare time, also played Basketball for Old Camberwell.

Not only was Bryan a naturally talented all-rounder, but he was a larger-than-life character whose influence and personality were infectious to all those that met him. He was incredibly determined, friendly, loyal, and an inspiring leader of people. Camberwell Grammar and the Old Camberwell Grammarians’ Association have lost a great friend and mentor to many, but Bryan’s legacy will carry on through his beautiful wife, Jude, and his extended family. Bryan truly loved Camberwell Grammar and the endless opportunities it provided him, his father Jules, his sons Tim (1989) and Sam, and now Ben (Year 10) as a fourth generation Horskins.

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