Spectemur Issue 1 2024

Editorial Committee

Marketing and Communications Coordinator, Emma McMillan

Marketing and Communications Manager, Claire Denbury

Head of Community and Development, Ryan Whitehead Development Associate (Alumni), Cindy Parker

Contact us

Alumni ocga@cgs.vic.edu.au

Foundation cec@cgs.vic.edu.au

Marketing cda@cgs.vic.edu.au

55 Mont Albert Road, Canterbury VIC 3126

Spectemur is printed on FSC certified 100% recycled uncoated ‘Revive Laser’ paper. The carbon emissions associated with the Spectemur production have been offset through various sustainable practices.

By adopting carbon-neutral practices, Spectemur aims to uphold the environmental values of the School.

From the Headmaster’s Desk

I have recently been fascinated by a series on Disney called The Bear. The second series of the show is about a group of people who decide to transform their Chicago diner into a fine dining restaurant, and it follows the various characters’ transformation and growth as they tackle this huge undertaking. It is a beautifully constructed series, and it examines all sorts of dimensions of life –the excitement of chasing dreams, the importance and influence of family, the value of friendship, and how a commitment to excellence can transform lives.

As the team makes their preparations to open their own establishment, the staff members visit some of the best restaurants around the world to learn and to better understand the elements that contribute to creating a world-class establishment. One of the characters, a brash and unsettled man named Richie, is sent to one of the finest restaurants in Chicago, where he thinks he will learn how to be a successful maître d’. When he gets there, however, he is assigned the seemingly trivial task of polishing forks.

For some days he reluctantly goes through the motions, believing he is above such apparently meaningless tasks, until his supervisor pulls him aside to explain that his surly and sulky attitude is not welcome. He points out that having clean and polished forks is just one piece in the highly complex machine that is this restaurant. To achieve the standard that they are striving for, every single element from the food, to the service, and even the forks, needs to be perfect. Polishing the forks is not a meaningless menial task, but an essential piece of the puzzle. Once the forks have been mastered, the spoons and the knives also need to be worked on – as indeed does every single element in the restaurant. No job is too small or too trivial to matter. Richie comes to understand this and discovers that he can take pride even in this small job and as a result, is promoted to more advanced and sophisticated tasks.

The metaphor of ‘polishing the forks’ relates to so much of what we need to do when we learn new things. Often we have to work hard at fairly mundane tasks in order to master a skill – whether it is learning times-tables, dribbling a basketball, improving the speed of our handball in football, or working on scales in music. Sometimes we have to practise these things over and over so that we perfect them, and they become second nature. It can be tempting sometimes to skip over these building-block skills and get straight to more spectacular things such as playing a concerto, trying to prove the Riemann Hypothesis, or kicking a spectacular left-foot drop punt through the goals from an impossible angle. The problem with that is, that unless we master the fundamentals underlying the more complex tasks ahead of us, we will never perform them to a high level. We need to put the hard work into the basics before we attempt the more interesting and challenging stuff.

At the same time, focusing on the small things encourages us to be present in the moment, to focus on what we are doing now, and to appreciate this day. It gives us the opportunity to cast all our worries aside and just do this small thing well – there can be great satisfaction and comfort in that.

There are so many opportunities for our students at Camberwell. They are privileged with the choices that lie before them – we just need to remember that we need to learn to walk before we can run, and that time invested in mundane, repetitive tasks like polishing the forks is usually an essential first step towards achieving greatness.

Dr Paul Hicks Headmaster

‘Unless we master the fundamentals underlying the more complex tasks ahead of us, we will never perform them to a high level.’

Dr Paul Hicks Headmaster

Celebrating the Class of 2023

We reflect on last year’s leavers, the Year 12 Class of 2023, their wonderful results, and their individual and group achievements. We know they will take the education they have been fortunate to have had here at Camberwell Grammar School and lead with bright futures ahead.

It is with a great deal of pride that I congratulate our Class of 2023 for their outstanding VCE results – among the best in our history. All 173 of our students who completed the year satisfactorily met the requirements of the VCE, and we are very proud of them all.

This year level was in Years 9 and 10 during the COVID-19 years, so they did particularly well. Twenty-one of our students (12%) achieved an ATAR of 99 or better, placing them in the top one per cent of the State. Thirty-six per cent (62 students) achieved a rank of 95 or better, while 56% of our students achieved a score of 90 or better.

Our median ATAR score was 91.5, and our average ATAR score was 87.3: the depth of the results is particularly pleasing. Nearly 90% of our students gained a ranking of 70 or better.

There were seven perfect study scores across a range of subjects: English, Specialist Mathematics, Mathematical Methods, and General Mathematics. Twenty-one per cent of all study scores were 40 or higher, and the scaling impact of the more ‘difficult’ subjects that many of our students take translated into very high ATARs.

This year’s Dux is Ashton Lu, who scored the highest possible rank of 99.95. Our Proxime Accesserunt were Patrick Homes and Alan Tian, who scored 99.90. All three students were actively involved in the full life of the School and worked very hard at their studies.

One of the things I dislike about the ATAR is that it ranks students against each other and cannot reflect a student’s individual journey, effort, or life circumstances. A score in the 40s or 50s can be as brilliant as a score in the 90s. Each student will have to reflect on their rank and whether they have passed the ‘mirror test’ when they ask their reflection whether they did the best they could in the context of their year. I believe that most of our students did all they could, and they should be proud of that. I feel for the disappointed students, but I am proud of them all, whatever their scores.

In the end, ATAR scores do not define a life or a person’s value; the numbers will be forgotten in a few days. However, the lessons learned at school, the resilience developed, and the friendships made have a much longer currency. The vast majority of our students will gain entry into a university course of their choice, which will set them up well for the next stage in their lives.

I would like to publicly acknowledge our remarkable teaching staff, who helped our students 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 encouraged their sons by supporting them through the ups and downs of a VCE year.

Once more, congratulations to the Class of 2023 on their outstanding results. It is pleasing to see that their hard work has been rewarded so generously.

Dr Paul Hicks Headmaster

Student Leadership 2024

This year’s leadership team is excited to continue fostering Camberwell Grammar’s spirit of optimism and community during their final year. Each Prefect reflects here on their role, school journey, and what inspires them.

Tommy Auwardt – Captain

I’m looking forward to helping around the School throughout the year. My role involves representing and leading the School and the student body by helping coordinate student-led events such as our many House charities and inter-school activities.

I’ve been surprised by the enthusiasm embedded in all aspects of the School and the immense variety of talent. It’s a testament to the incredible staff and community that we can offer so many competitions, activities and opportunities.

It’s crazy how fast the last couple of years have flown by, and it’s intimidating to think that I’m about to finish secondary school. It feels like I started only a month ago. Maybe that just shows how much I have genuinely enjoyed my time at CGS.

‘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

Hamish Westcott – Vice Captain

This year, I’ll be working with Tommy to lead and support our wonderful Prefect team, help connect our staff and students, and represent the School at events in the community.

The biggest thing I have learnt moving up through the School is that everyone is always learning and no one is in complete control, but with some effort and an open mind, everything works out.

The following quote reminds me that putting time and effort into our relationships is how we learn and grow as people.

‘Sometimes you have to reach into someone else’s world to find out what’s missing in your own.’ – Les Intouchables

Hugh Fukumura – Captain of Games

As Captain of Games, my role is to uphold the sense of camaraderie in the sports community at CGS and help develop an environment that encourages participation and sportsmanship. I write weekly sports reports, published in DEEDS and delivered in Assembly. By highlighting individuals and teams, I aim to recognise as many students as possible for their involvement in sports and remarkable performances.

I’ve been surprised by the balance between all aspects of the school, such as sport, academics, music, drama, House events and more. Although sport is my main passion, I always enjoy the opportunity to participate in groups and events such as Choir and House Music. I’m also encouraged by Camberwell’s strong academic focus, which pushes me to do my best.

‘Yesterday is history, tomorrow is a mystery, but today is a gift. That is why it is called the present.’ – Kung Fu Panda

Lachlan Wong – Captain of Music

Music is music, and it simply has no boundaries. My goal as the Captain of Music is to spread happiness and a sense of connection between the community and the symphony. Whether leading performances or conducting a choir, creating this link of emotion from sound to person is where the magic lies.

They say, ‘All’s well that ends well.’ The school experience highlights the very surprise that is school itself. Every day has something new. It is simply a matter of fate as to what the surprise is.

Standing up for what’s morally right can be tough, especially when you’re up against the Queen Bee, Regina George. I believe a friend should be genuinely happy for you, aiding you along your journey, never hindering it. Sometimes taking the initiative to end a friendship or relationship can be for the better, and I admire Gretchen for being the bigger person.

‘You can’t sit with us!’ – Gretchen Weiners, Mean Girls

William Jenkin – Captain of Drama

It’s my responsibility to represent and support the amazing Drama program that this School offers, helping out our terrific Head of Drama, Mr Andrew Stocker, Productions Coordinator, Mrs Jessica Johnson, and the rest of the Department. I endeavour to make a positive impact on the CGS theatre community and generally help out where I can as a School leader.

During my first years at this School, I would never have predicted that I’d be in this leadership position. I participated in my first school production just two years ago when I was in Year 10. I hope all students realise that it’s never too late to try something new.

‘In the grand scheme of things, the average piece of junk is probably more meaningful than our criticism designating it so.’ – Anton Ego, Ratatouille

Tony Zhang –Environment and Sustainability

My role is to lead a team of passionate students to improve sustainability at Camberwell Grammar School. The Towards2050 group focuses on the theme of waste, helping students and staff reduce waste contamination and landfill waste, reducing our carbon footprint simultaneously.

As this year’s Prefect, I hope to inspire younger generations to have a more sustainable approach to their lives as the world strives to be more carbon-neutral and environmentally friendly. This year, I aim to reduce our overall landfill waste, particularly with paper towels.

Looking back, I was surprised by the wide variety of opportunities offered to students. I encourage all students to sign up for as many things as possible to ensure they get the most out of school life.

‘When you want something in life, you just gotta reach out and grab it.’ – Christopher McCandless, Into The Wild

William Lardner – Public Speaking and Debating

As the Debating and Public Speaking Captain, my role typically involves helping promote and assisting in extracurricular activities such as DAV Debating, but also further into other areas such as Model UNs. This year, I want to focus on widening the scope of opportunities we offer at Camberwell, such as the Gladwyn Cup and Mooting, while helping develop the often unfamiliar skills in these areas.

One of the most surprising aspects of my school journey thus far has been how rewarding many less familiar extracurricular opportunities are, often deepening knowledge in areas I would never have expected and providing a great way to meet new people outside CGS.

‘Please, be kind. Especially when we don’t know what’s going on.’ – Waymond Wang, Everything Everywhere All At Once

Matthew Lau – Communications and Publications

My role mainly involves creating media. This year, I am diversifying the range of media produced by Publications to include magazines, videos, podcasts and social media posts. We will showcase these on our very own website.

My school journey has been very eventful, with many ups and downs. I’ve always been aware of the many opportunities at CGS, but have only become involved in the last few years. I’ve been surprised by how involved I became as I approached my final years.

Although my fellow Year 12s and I are in our final year and have our aspirations, we must not forget that this is still another year in our lives. If we bury ourselves in our work, we will have lost a vital part of our lives.

‘It does not do to dwell on dreams and forget to live.’ –Dumbledore, Harry Potter and the Philosopher’s Stone

JP Ma – Faith and Social Justice

I am excited and determined to lead Camberwell as a symbol of faith this year, leading students on their journeys of spirituality and purpose. I am proud to be a Christian at Camberwell, representing the Anglican Church. I will collaborate closely with Ms de Paiva and Ms Rice this year to foster an environment at Camberwell welcoming of religion and diversity.

Since the pandemic, I’ve learned how many memories you can make when trying something for no reason at all –memories that will last a lifetime.

The following quote reminds me that none of us will escape the pitfalls of life we stumble into, but we’ll always have something to smile about to push us through. Just think about ‘raindrops on roses and whiskers on kittens.’

‘Whenever I’m bothered and feeling unhappy, I just try to think of nice things.’ – Maria Von Trapp, The Sound of Music

Luke Cariss-Brett – Junior and Middle School Liaison

I hope to connect the Middle and Junior Schools with Senior School by organising programs such as Junior School Reading and Middle School Homework Club. These programs facilitate senior students being able to help younger students throughout the year.

One thing that has surprised me has been how fast the time at school goes. It feels like only yesterday I was in Middle School.

‘The only thing standing between you and your goal is the story you keep telling yourself as to why you can’t achieve it.’ — Jordan Belfort, The Wolf of Wall Street

Edward Hare – Senior Cadet Under Officer (SCUO)

My role is to organise Cadet Unit activities and camps and be a role model for younger cadets. I work alongside teachers, the external cadet community and fellow students to make cadets as enjoyable as possible. This year I hope to consolidate the work done in past years and, in doing so, grow the numbers in the Cadet Unit.

When I was younger, I fantasised about reaching the end of school, but now I realise what a great place it is. Thus, I encourage younger students to grasp opportunities that come their way and make the most of these memorable years.

The following quote perfectly summarises a wellfunctioning team.

‘One person struggles, we all struggle. One person triumphs, we all triumph.’ – Jason Lyle, Coach Carter

Michael Chen – Captain of Bridgland

My role involves leading my House to produce an enjoyable and competitive environment that allows strong bonds to develop between students. The most important thing to remember is to be yourself. I believe this is how I can maximise my success as a leader.

Now that I’ve entered Year 12, I’ve started to realise the enormity of life. I have spent most of my life at school, used to the routines and life of a schoolboy. Now I realise I have many more years in front of me that won’t involve me being in school. It is a feeling that is just sinking in, and I feel evermore grateful for the experiences I’ve had at school.

‘The only thing that matters is what you choose to be now.’ – Kung Fu Panda

Lachie McGowan – Captain of Clifford

I am privileged to be the House Captain of Clifford for 2024. My role includes organising House events such as House singing, debating and athletics. These events allow me to create camaraderie and friendships between the various year levels. I also aim to produce a better and more involved Senior School life for students who are a part of Clifford.

With my strong House Prefect team helping me organise activities and events like The Big Freeze, I hope Clifford can win both the Prefects Cup and the Jarret Cup this year.

Throughout my school life here at Camberwell Grammar, I have seen how fast time passes. My advice to younger students is to make the most of the opportunities and friendships that arise during your time at school because I’ve realised they won’t last forever.

‘My mama always said life was like a box of chocolates. You never know what you’re gonna get.’ – Forrest Gump, Forrest Gump

Raphael Champion – Captain of Derham

My goal is to continue to promote the supportive and inclusive environment within Derham – one where each member feels valued and is encouraged to try their best at every House event and step up and try new things. With this in mind, the House Prefect team and I are looking to further strengthen links between year levels by establishing a new buddy program within tutor groups. Something that’s surprised me about my school journey so far is that, while it is cliché, I have enjoyed everything I’ve been a part of at Camberwell. I reflect on every activity, sports game, concert or otherwise with positive

memories. I’d encourage everyone to throw themselves out there and take every opportunity at CGS.

The following quote sums this up. Try to enjoy every moment at school and make the most of everything presented to you.

‘It’s the vibe of the thing.’ – Dennis Denuto, The Castle.

Joshua Day – Captain of Macneil

My role consists of the general management of House affairs and events at a student level, which means lots of interaction with my fellow housemates. Supported by my House Prefects, we aim to build the spirit that is pivotal to the House and allows younger students to accept counsel from older students. As has been the case before, participation is the main goal this year. I have done much of what this great House offers. I hope to use this experience to help younger students make the most of it, too.

The vastness and variety of the extracurriculars that our school offers still baffles me. Anyone can find something that intrigues them at this school, from STEM to music to sports and everything in between. I hope other students take as many opportunities as possible because I have no regrets about the opportunities I have taken.

The following quote perfectly encapsulates the value of taking the opportunities we get. Either we have a wonderful experience, or we learn a valuable lesson. It’s a win-win.

‘The greatest teacher, failure is.’ – Yoda, The Last Jedi

Matthew Treagus – Captain of Robinson

My role involves managing House events and promoting maximal participation among the members of Robinson House. I work with my House Prefects to develop a sense of community and belonging within the House and create an atmosphere where younger students feel they can ask for guidance. I aim to get every student involved in the House activities this year, hopefully leading some to discover a new talent or interest!

Throughout my school journey, I have been surprised at the sheer number of opportunities. By taking on many of these new opportunities, I have learnt new skills and done things I never would have considered before my time at CGS.

To learn and grow as a person, it’s important to do things outside of your comfort zone.

‘If you only do what you can do, you will never be more than who you are.’ – Master Shifu, Kung Fu Panda

Jamison Smith – Captain of Schofield

I have the privilege of leading Schofield in 2024. I want to create a fun, inclusive environment while engaging members to participate in all House events to promote camaraderie and House spirit – and ultimately to win. Working closely with a great House Prefect team, we organise competitions, charity fundraisers and other events.

What has surprised me about my school journey is how fun it has been, and how quickly it has gone. Making lifelong memories and friends has been a highlight, but I also look forward to what the rest of 2024 brings.

Nathan Bosmans – Captain of Steven

I work with an amazing team of House and School Prefects to organise and run various events, competitions and activities. I aim to get as many students as possible engaged and participating in events, promote the House spirit that makes Steven special, and win some trophies along the way.

Camberwell’s commitment to a well-rounded and meaningful education has surprised me most during my time here. Many schools focus on just one aspect of school life, such as academics or sport, and neglect others. Camberwell offers students interesting and varied opportunities and encourages them to take part in as many as possible. There are many ways to get involved, from sport to debating, cadets, drama and music.

Instead of believing everything at face value, it often pays to interrogate ideas and decide what we really think.

‘When you read, don’t just consider what the author thinks, consider what you think.’ – Dead Poets Society

Josh Cooper – Captain of Summons

As Captain of Summons, I organise events like House Athletics and Music. I will also continue to foster a culture of participation by encouraging students to try new things. My primary goal, however, is to serve as a role model for students, both within the House and across the School. Collaborating with prefects and teachers, I strive to make the year memorable and enjoyable for all.

What surprises me most about school is the abundance of opportunities available to students, allowing them to explore diverse interests and hobbies. The opportunities offered have amazed me throughout my time at the School. I will leave having had the opportunity to do things I would never have believed.

The following quote reflects my belief in the lasting impact of our actions and legacies.

‘What we do in life, echoes in eternity.’ – Gladiator

From the Experts

�ndrew Fuller

Metacognition and the Science of Learning

Clinical psychologist Andrew Fuller delivered an impactful Parent Education Seminar early in Term 1 to the Camberwell Grammar School Community about how students can set themselves up for a great year. The following article from Andrew explores how self-knowledge helps us become better learners and leverage our strengths for success in life.

The DNA of schools consists of two intertwined strands –learning and wellbeing. To learn effectively we need to feel well. We can all learn how to improve our wellbeing.

Inscribed on the Temple of Apollo in Delphi is the maxim γνῶθι σαὐτόν or ‘Know Thyself’, the basis of metacognition. Self-knowledge enables us to become better learners and how to look after ourselves and improve the lives of others.

The power of self-knowledge is actualised when we know that what we do makes a difference. This is known as selfefficacy and originated with the psychologist Albert Bandura. Our assessment of our ability to do something and our willingness to act on this (self-efficacy) directly predicts our success in that area. Self-efficacy improves results in school and is a major factor of success in all aspects of life.

Henry Ford summarised this succinctly: ‘Whether you think you can or you think you can’t, you’re right.’

Metacognition creates success

Metacognition involves knowing how our brain learns and thinks best. Knowing this helps us to leverage our strengths and sets everyone up for success in life.

To create this, we need to involve our students in investigating and experimenting with how their brain works and how to learn best.

The Education Endowment Foundation (2018) stated that metacognition was one of the most effective ways of supporting learner progress.

Once we understand how we learn and how our brain works, everything changes—from the questions we ask to the way we absorb, process, and retrieve information.

Success in life is largely a matter of knowing what we are good at and finding places or people who value what we have to offer.

Creating a road map for success

One of the great gifts parents and teachers give young people is highlighting their roadmap for success. This is a gift that children will spend the rest of their lives unwrapping.

Our brains are always developing and growing. Brains are alive and become increasingly intricate and connected as we challenge ourselves with new ideas and situations. This is neuroplasticity.

As we adapt to different situations in life, we all get smarter. Understanding how we are smart and how to use this awareness to get even smarter accelerates our journey toward success.

What smart people do

When we look at what successful people do, a clear pattern emerges. They don’t try to be good at everything. They spend time working out what they are good at and then expand from and amplify that. This relies on – you guessed it – metacognition.

High-achieving students are more likely to understand how their brains learn, how they think, and how to use this knowledge to create success.

How we can help young people do what smart people do

An obstacle is that none of us know what we don’t know (until we know it). Helping our young people discover what they are good at and how to use it, is about knowing and applying learning strengths. This is not the knowledge that most of them have.

Young people are often much smarter than they think they are. Ask them to complete an analysis of learning strengths at www.mylearningstrengths.com

Start with what is strong rather than what is ‘wrong’. Use these results to plan a strategy for building upon learning strengths.

Use this to acknowledge their smarts when you can. For example, ‘Robin, I know you have learning strengths in spatial reasoning. What are your thoughts about..?’

Ideally, repeat an assessment of learning strengths every six months. Consider obtaining the full report.

If we don’t start somewhere, we often don’t start at all

Our awareness of how we think and our learning strengths often begins when someone else points out our capacities to us. This is where parents and teachers powerfully kickstart success for young people.

Part of beginning is knowing where to begin. If we start from where we are already strong, we are most likely to have some early success and gain momentum and motivation. This in turn builds our capacities and our self-efficacy.

Most of us are not good at everything, but we are good at some things

Finding out our learning strengths points us towards what we can leverage for success. It will often also indicate our default mode – the way we most often and most easily think.

Spatial reasoning

People with learning strengths in spatial reasoning often find it easiest to solve problems by connecting ideas and recalling information using pictures and symbols.

Perceptual-motor skills

People with learning strengths in perceptual-motor skills primarily use their senses and their bodies to learn. Skilled dancers, gymnasts, athletes, artists and musicians often have learning strengths in this area.

Concentration and memory

People with learning strengths in concentration and memory are often successful students. Their focus and memorisation of information are a great advantage, but some may need to learn to use their strengths to deepen their understanding.

Planning and sequencing

People with learning strengths in planning can order information into learnable chunks. Their memory is often like a chain of ideas linked in order. Their memory is usually quite good – retrieve one idea and a series of others tumble out. However, they may follow the same patterns over and over again and may need help to develop multiple ways of solving problems.

Thinking and logic

Analytical thinking, weighing up options, and the advantages and disadvantages of a particular strategy are powerful ways of thinking when you have this learning strength.

People smarts

Those with people smarts usually have high levels of emotional intelligence and also are greatly interested in others, what they think, and what they do. While their interest in other people can be a distraction, linking new ideas with specific people often increases their interest and motivation.

Language and word smarts

This learning strength involves the ability to reason, solve problems, and recall information using verbal methods such as printed and spoken words. These people often have exceptional communication skills.

Number smarts

People with a learning strength in number smarts are often clear and logical thinkers who can sequence numerical tasks well. This strongly overlaps with spatial reasoning. We need to help some of them to shift from the abstract to the practical. Seeing the applications of numbers to realworld problems is a good starting point.

How we can figure things out when we are stuck

When we find something difficult to understand (and we all do at times), we need to think again. This means being aware that our usual way of thinking about an idea or issue is often not the only way.

Many students when they get stuck, stop and await further instructions. This does not set them up for success in life. Instead of stopping, ask -

How am I thinking about this?

Are there different ways I could think about this? What would happen if I created…

• a map (spatial reasoning)?

• a physical movement (perceptual-motor)?

• a mnemonic (concentration and memory?)

• a list or outline of main steps (planning)?

• a detailed argument (thinking and logical)?

• a link with someone I know (people smarts)?

• a story (language and words)?

• a formula or algorithm (number smarts)?

Sometimes, it pays to broaden our ways of outlining and thinking about issues. Learning to shift from thinking in words (language and word smarts) or schedules and timelines (planning and sequencing ) to thinking in numbers (number smarts) will often create insights and perspectives we weren’t initially aware of.

None of us is as smart as all of us

Metacognition allows us to know how we think. This involves learning about our brains.

Knowing that other people have different learning strengths and therefore can make different contributions increases the flexibility of problem-solving.

I am grateful to Liz Keable and recommend her LinkedIn posts on metacognition for further inspirational reading.

Andrew Fuller is a clinical psychologist and family therapist who has helped over 100,000 young people discover and build on their learning strengths. Andrew is the author of three books for parents: Tricky Behaviours, The A to Z of Feelings, and Unlocking Your Child’s Genius. He has also authored various books for teachers. More information: www.andrewfuller.com.au, www.mylearningstrengths.com.

Nurturing Opportunities

Henry Shirrefs (2023)

Back in 2017, just as I was preparing to start at Camberwell Grammar, I attended one of Mr French’s introduction sessions. He said something that resonated with me: ‘At Camberwell Grammar, there’s a club for anything… and if there isn’t, you can make one.’

As I left the PAC that day, I started to think about what I wanted to achieve with the six years ahead of me at Camberwell Grammar. Those words, ‘and if there isn’t, you can make one,’ opened my eyes to all the opportunities and possibilities ahead of me.

In Year 8, I joined the student-led sustainability team, Towards2050. Together, we worked on gardens and learnt about reducing the waste we produce. We were also invited to come up with our own ideas and projects.

One Friday lunchtime, I proposed an idea to Ms Massey: ‘What if we had a beehive at Camberwell Grammar to help the School gardens?’ ‘Why not?’ she said. With Ms Massey to guide me, I put together a plan and a presentation. I then practised delivery with Mr Stanley, who helped me link the idea to teaching students about biodiversity and learning skills.

As a tiny thirteen-year-old, I presented the proposal to the School Board in the old oak meeting room at Roystead. They listened to what I had to say and they approved it!

That moment confirmed for me what Mr French had said two years earlier. It was possible to make your ideas a reality at Camberwell Grammar.

In my senior years at Camberwell Grammar, two key initiatives again proved this. I first founded a partnership between schools in Boroondara where student sustainability groups could share ideas, pool resources, and work on projects together. With the support of the School, Towards2050 and Mr Hone, the Interschool Sustainability Partnership was founded. Fourteen schools joined in 2023, and we completed eight different meetings/projects.

In the second initiative, I established the Push-up Challenge at Camberwell Grammar, building awareness and understanding of mental health challenges and raising funds for mental health charities. Thanks to the assistance of Mr Adam Earnshaw, Mr Ryan Whitehead, the House Captains, and everyone participating, CGS managed to raise over $45,000 and complete a collective 850,000 push-ups!

Thanks to these funds, Lifeline was able to answer more than 1,100 potentially lifesaving calls for people who had no one else to talk to in their darkest moments. That was one of the most incredible moments at secondary school; watching the push to start more conversations and get people involved be taken up by so many members of our community putting in an incredible effort together.

Early in 2024, I was awarded Boroondara Young Citizen of the Year for my work on these projects. I’m now looking to complete a double degree in Engineering/Commerce and keep involved with community projects. I hope to bring the Push-up Challenge to more schools in the Boroondara area, work with Servants Community Housing and work with the City of Boroondara.

Henry Shirrefs (pictured centre), Boroondara Young Citizen of the Year.

Green Pages

Sustainability Project Coordinator, Ms Jo Menzies recaps the Net Zero by 2030 initiatives from Term 1 and highlights the wonderful efforts of the Sustainability Team and Towards2050, led by Tony Zhang, Sustainability and Environment Prefect.

Circular Economy Update: Zero Landfill Waste Event

The School is working towards achieving a Circular Economy Net Zero by 2030 objective by curbing landfill waste and emissions and increasing recycling. Focused efforts include introducing a logo coffee cup, expanding FOGO (Food Organics and Garden Organics) and Co-mingled recycling, with added FOGO collection skips to handle increased organic waste.

Mrs Jess Cormick and Ms Janet Sharman orchestrated a zero-landfill waste incursion for the Year 7 Indonesian class. The Camberwell Room transformed into an Indonesian restaurant, immersing students in the culture while emphasising sustainability. Reusable plates, cutlery, and glasses replaced disposables with FOGO bins for scraps and paper recycling bins for menus.

Beyond classrooms, staff embraced the Farmers Pick imperfect food box trial, aligning with a broader commitment to waste reduction.

Biodiversity Update: Backyard Honey Harvest

Camberwell Grammar School is actively working towards its Biodiversity Net Zero by 2030 goal by enhancing biodiversity initiatives.

Middle School students collaborated with Henry from Backyard Honey to harvest an impressive 51 jars (30 kilograms) of honey from 7 beehive frames during February. The Towards2050 student group engaged the community by launching a honey jar label competition and a raffle.

Additionally, the School supported local nurseries in Term 1 by joining VINC (Victorian Indigenous Nurseries Co-Op) and The Diggers Club members program.

Procurement and Purchasing Update: Cafeteria reduction of single-use packaging

Chartwells continues to collaborate with the Sustainability Team to achieve the Purchasing and Procurement Net Zero by 2030 goal.

Over the past year, the cafeteria implemented a variety of recyclable packaging options, aiming to minimise landfill waste. Hot food is now wrapped in FOGO paper or served ‘nude,’ while sushi is packaged in FOGO cellulose cellophane. Waxed paper bags destined for landfills have been replaced by FOGO bags.

Transport Survey

In pursuit of the Transport Net Zero by 2030 goal, a Parent and Transport Survey circulated in Term 1 gathered crucial data on transport modes, fuel choices, and barriers to active commuting. This information will inform future strategies for promoting active transport and supporting electric vehicle users.

Energy Update: Electrification

Camberwell Grammar School takes pride in being 100% powered by renewable energy, utilising 2600 solar panels and Engie green energy to reduce its carbon footprint. Despite this, the School continues to rely on electricity and gas. A community-driven initiative focuses on electrification, aiming to reduce gas consumption.

Experts like 1Circle’s Iain Jennings and Powrhouse’s Tim Johnson have shared their solar energy and electrification knowledge with enthusiastic staff and students to achieve electrification at home. Steps have been initiated in Term 1 to investigate electrification of the gas-heated pool, reflecting the School’s commitment to sustainable practices.

Student Engagement

Tony Zhang, Sustainability and Environment Prefect, works with the Towards2050 student group to promote sustainability in the School community.

Commendable efforts include planning and promoting Green Week, held in the last week of term. Green Week featured activities like waste and honey jar design competitions. It also encompassed a concert and a green casual clothes donation drive, with proceeds supporting an endangered Victorian species. Pumpkins nurtured by the team were made into free pumpkin soup.

Sustainability Curriculum

Our new look Year 10 Friday Activity program was launched this term. Students chose from various activities, including five new sustainable activities; Repair, Reuse and Recycle, Positive News: Beyond the Doom, Gardening, Beekeeping and Urban Farming.

Repair, Reuse and Recycle focused on showing students the various avenues available for recycling at school and will, in the coming weeks, show them ways to pickle and preserve food and take them on an Op Shop Odyssey. We aim to introduce practices that will empower students to avoid producing waste and move towards a more sustainable practice in their lives beyond school.

The Positive News activity was the first time the UK’s Media Literacy Lab has been used in Australia. This exciting program aims to illustrate the power of the news we read and to show how positive stories of regeneration can shift our view of our world, our lives and our future.

Tony Zhang, Eamon Newell and Oscar Wallis collaborated in the Interschool Sustainability Partnership event, fostering connections among Melbourne schools. Commitment to sustainability extends to the Junior School, with Mr Tristan Haines’ Green Ninjas engaging in weekly gardening projects, along with Ms Michelle Ponert’s efforts in updating sustainable resources and being involved in the Boroondara Council’s Schools for Wildlife program.

The entire Sustainability Team and Towards2050 student group deserve commendation for their dedication to environmental stewardship within the School and the broader community.

Indigenous Connections

Ms Stephanie Bohni Coordinator Indigenous Programs

It is an exciting time for our community as we seek to build upon the Indigenous Programs Camberwell Grammar School is proud to have been involved with for many years.

Connecting through Curriculum and Co-curricular Activities

The Australian Curriculum mandates the development of a curriculum that acknowledges First Nations People’s knowledge, experiences, values and perspectives. Here at Camberwell Grammar, we recognise the rich learning that is afforded when this curriculum is delivered by First Nations Australians themselves.

Whenever possible, opportunities to connect with First Nations Experts are facilitated. Already this year, Year 12 English students have had an opportunity to hear from First Nations author and playwright, Jane Harrison and later this term, Junior School students will be learning about Wurrundjeri Country and the Woiwurrung language with Murrundindi. In Term 2, planning is underway for Years 9 and 10 History students to hear first-hand accounts of the impact colonisation has had on First Nations Communities and to learn about Aboriginal and Torres Strait Islander sporting heroes. In so many areas of our curriculum, exciting initiatives are emerging that embed First Nations’ perspectives and as such, continued opportunities for connection and collaboration develop.

Alongside our curriculum, the co-curricular programs, excursions and camps offer opportunities for students to connect with First Nations organisations and communities. Each school year commences with Murrundindi offering a traditional Welcome to Country Ceremony for all staff and students. Students attending the Central Australia Tour

are offered an opportunity to visit ‘Children’s Ground’, a First Nations organisation with a First Nations approach to learning and health programs. Students also offer their services to Wanmarra, an Aboriginal community living sustainably on their homeland. During Reconciliation Week Year 8 students are offered two days of immersive experiential learning that First Nations Australians almost entirely facilitate: restaurateurs, artists, horticulturalists, musicians, authors, scientists, dancers and Elders. For the community more broadly, a range of presentations in the lead-up to the AFL Reconciliation Round this year will focus on the significance of reconciliation efforts within various sports and organisations.

Linking to Sustainability

Another exciting development has been an opportunity to consider the links between the School’s Indigenous and Sustainability programs. As we seek to educate ourselves and our students about how to live sustainably and ensure a sustainable future, there are exciting opportunities to connect with First Nations Elders, experts and communities modelling sustainable land and water management practices. Additionally, there are opportunities to learn from those who are working to maintain and revitalise traditional languages and to sustain cultural and pedagogical practices. Our evolving Master Plan will be informed by cultural engagement sessions that invite First Nations Elders, experts and alumni to share their thoughts about future planning for the School.

Acknowledgement of Country Video

Earlier this year, Camberwell Grammar launched its Acknowledgement of Country video. The creation of this video brought together a range of staff, students, parents and alumni; all of whom share a commitment to the School’s Indigenous Programs and Reconciliation more broadly. It articulates our respect for all First Nations Australians and our gratitude to those First Nations Australians within the School community and with whom we work to develop programs and initiatives. It was launched to coincide with the display of our Acknowledgement of Country posters designed by two alumni, Luke Tierri (2019) and Alexander Greenaway (2021). As members of the Yorta Yorta and Kamilaroi

communities respectively, their designs sought to capture the connections they saw between their Countries and Camberwell Grammar School. We offer this Acknowledgement of Country at the commencement of public events and each of our Assemblies. Through offering an Acknowledgement of Country, we affirm and honour the ongoing connection to Country that Aboriginal and Torres Strait Islander Australians maintain. The invitation to offer an Acknowledgement of Country additionally provides an opportunity to reflect upon the significance ‘place’ or ‘Country’ has for all of us and to demonstrate pride in living amongst the world’s oldest, continuous, living culture.

View our new Acknowledgement of Country video! Visit our website and click on Indigenous Connections under the Our Community tab www.cgs.vic.edu.au

Artwork by Luke Tierri and Alexander Greenaway

Student Voices

Who We Are

Camberwell Grammar’s student body consists of an array of individuals across the year levels. Here, three students – including one of four sets of twins from Year 8 – share some insight into life as a Camberwell Grammar student.

Jasper Chao (Year 10)

I enjoy school, the teachers, and my subjects, and also the ease with which students can access extracurricular activities. My interests mainly revolve around music, being in multiple bands, and having music lessons. I also enjoy the sports system at Camberwell, having fun during tennis and soccer matches and also (sometimes) winning. I have also participated in the CGSACU (Camberwell Grammar School Army Cadet Unit) since the end of Year 8. New activities such as Formula 1 in Schools have recently piqued my interest.

Since Year 7, I have taken advantage of Camberwell’s amazing music system. I have played the flute since Year 4 and now also learn the piccolo. I am a committed member of the Senior School Symphonic Winds, Orchestra and Chamber. My piccolo solo in Danzon last year was important in helping me learn to steel my onstage nerves. Drama is a more recent interest of mine. Being part of Oliver, my first Camberwell production, is a highlight of my school experience, while Danton’s Death has given me so many new and cherished experiences. In both cases, I enjoyed the shows themselves, but also the unique atmosphere of camaraderie created by the cast.

I enjoy focusing on my physical capability and pushing myself to the furthest of my abilities. I have made full use of the School’s gym, going twice a week and finding the balance of sports, music and studies has improved my overall school experience.

I particularly enjoy the musical events in the school, so I cannot wait to find out what the next musical is. Until then, I eagerly await Hamer Hall. The wide variety of things to do at Camberwell has filled my calendar, with F1, concerts, and lots of tests giving me many things to look forward to during my time at Camberwell.

Hunter Schultz (Year 8)

I have truly enjoyed my time here at this wonderful school so far. I started in 2023 as a Year 7 student and am now in Year 8. Throughout my journey at Camberwell Grammar School, I have made many new amazing friends and been exposed to various opportunities and activities. Just recently, I got back from an overnight surf camp down the coast where I got to do a little surfing and stay up way too late.

Throughout my time at Camberwell, I have taken part in various enjoyable activities. I am a member of the Middle School Symphonic Winds (French horn), Middle School Concert Band, Table Tennis on Wednesday lunch, Middle School Homework Club that takes place on Tuesday and Thursday after school from 3.30pm-4.30pm and Runwell on Monday and Thursday mornings.

Both bands have been great for my musicianship skills and have indulged my enthusiasm for the French horn, which I currently play. Table Tennis has also been enjoyable and improved my skills, while Runwell has improved my general fitness and endurance. Homework Club is a great quiet place to do your homework where teachers can help you.

In future years, I look forward to graduating from school knowing I got the absolute best out of myself. I hope to study at university in my chosen field and eventually have a family of my own. I look forward to remaining close to many of the terrific friends I have made at CGS. In the immediate years ahead, I look forward to trying Cadets, enhancing my French horn skills in the music program and auditioning for different productions.

I enjoy my time at Camberwell Grammar School and look forward to what lies ahead.

Finn Schultz (Year 8)

I am always eager to learn new things and expand my knowledge. I am particularly interested in Maths, Science, English and Technology. I also love to explore how things work, and why they work the way they do. Understanding the human body is very interesting to me. My favourite sport is Triathlon and I represent the School in the 2XU series. I have also been training in Brazillian Jiu-Jitsu since 2017. I enjoy watching AFL football – I barrack for the mighty Bombers – and I play for the School in the AGSV. In my free time, I love reading books, going for runs, swimming or bike riding, and spending time with my friends and family. I am also passionate about music and love to play the trumpet.

Camberwell Grammar has provided me with numerous opportunities to explore my interests and passions. I have been a part of some of the School’s plays such as Around the World in Eighty Days, Oliver and I am currently looking forward to my role in Macbeth all of which have enabled me to enjoy the world of acting. I have also thoroughly enjoyed the music program in which I am part of the School Choir and part of four music ensembles playing trumpet.

I am looking forward to continuing to learn and grow in various subjects and fields of interest. I am excited to take on new challenges, participate in more extracurricular activities and gain more leadership skills. In the future, I plan to pursue my passion for the natural world and human anatomy. I am interested in pursuing a career in the field of Medicine, such as being an Orthopaedic Surgeon specialising in knees and hips. I have wanted to be a doctor since before I could talk! Ultimately, I look forward to discovering more of my passions and positively impacting the world. I can’t wait to see what the future holds.

Staff

Profiles

Ms Ciara Chaomhanach Deputy Head of Middle School

Ciara took on a new professional challenge as Deputy Head of Middle School this year after seven years as the Head of Learning Enhancement. Ciara has relished this opportunity to deepen her relationships with our Middle School families.

Growing up in Dublin, Ireland, I never dreamed I would emigrate to Australia. My earliest introduction to the land was as an avid viewer of A Country Practice, which my school friends and I would race home to watch at lunchtime! Starting my career in Ireland as a primary teacher in a boys’ school, the opportunity and excitement of travel during the lengthy school holidays beckoned. After visiting China, Japan, Canada and most of Europe, I set my sights on Australia. Just for a year.

Over 25 years later, I’m still here, a proud dual citizen of Ireland and my new home of Melbourne. Throughout that time, I’ve been incredibly fortunate in the people I’ve met and the opportunities presented to me, personally and professionally. I have been able to teach in state and independent schools, special education, alternative education and TAFE settings. I gained further qualifications in Adolescent Health and Welfare (Graduate Diploma) at Melbourne University and later undertook a Master of Education there.

In my previous role here, I was fortunate to work across the whole school and get to know many students and their families well. However, I was excited to take on a new challenge this year, the role of Deputy Head of Middle School. It’s a great joy to be a Form teacher again, as I believe good teaching is inextricably linked to strong pastoral care. Teaching multiple subjects to the same students, while also being involved in their co-curricular activities – the Sports program, House activities on Friday afternoons and camp – helps each Form teacher build a strong rapport with students. It also helps to support them in developing the complex personal, interpersonal and social skills we know are crucial to their success in life. In addition to teaching, I am enjoying working with the strong and passionate Middle School team and look forward to the evolution of our work together over the coming years.

When I’m not here at Camberwell Grammar, I’m usually busy with family commitments. My husband and I have two children who are pursuing different passions at university – one in health and the other in performance. Irish dancing has been another passion for our children, strongly influenced by their mother’s background, no doubt, and their love of Ireland and Irish culture. We are fortunate to have made many great friendships through this community in Australia. I also love walking, sewing, reading, travelling and spending quality time with friends and family. We’ve always encouraged our children to pursue that which brings them joy, and I certainly can’t think of a better job than mine!

Mr James Bedford Physical Education Teacher

Having moved from London to Australia in December 2023, James has settled seamlessly into the role of Physical Education teacher here at Camberwell Grammar. James has qualifications in psychology and education, along with fascinating work and life experiences.

The journey to Australia has been a whirlwind for my family, having decided to leave the UK and venture around the world to my wife’s native Melbourne. To such an extent, I finished up at my previous job and we were on the plane less than 24 hours later, our lives packed up into a few cases (and several boxes on a boat, somewhere). A few weeks and lots of sunscreen later, it is great to be enjoying work as a Physical Education teacher at Camberwell Grammar School.

I have been enjoying the settling-in period, getting to know this fantastic school and its students, aided by such helpful and considerate colleagues. It’s easy to see why the family and friends I have here in Melbourne talked in glowing terms about the School when discussing our move. It is exciting to be here working with excellent facilities that provide fantastic opportunities for students to experience high-quality Physical Education and sport, giving them the best possible chance to develop healthy and physically active lifestyles.

My teaching and coaching experiences in the UK started in my home county, Devon, before I made my way up to London. In my previous role, I was fortunate to split my time across two schools within the same foundation. I taught Physical Education at Mill Hill International School, working with day and boarding pupils of a large range of nationalities, with a focus on enhancing English speaking ability and preparing for assessment in the English school curriculum. At Mill Hill School, I led the introduction of a new soccer program in the Senior School, including fostering a partnership with the EPL club, Tottenham Hotspur. As a Tottenham fan of many (mostly miserable) years, I’m currently navigating the transition between living a couple of miles down the road, taking the bus to games and getting up in the dead of night to watch them on TV. At least I don’t get as cold and wet.

In my spare time, I love hanging out with my little boy, who is two years old and a bundle of fun, smiles and energy. The parks in the eastern suburbs are amazing, and our tour of Melbourne playgrounds is well underway. He is somewhat of a daredevil, so the criteria for a high-ranking playground includes at least one big slide, somewhere to ride his bike, and something to climb that is high enough to make me extremely nervous. He is a great traveller, and as well as previous trips to Melbourne we’ve been fortunate to experience plenty of Europe. We are excited to be able to see a little more of Australia and Asia, now that they are on our doorstep.

Horizons of Opportunity

Ms Georgia Bellchambers

Head of Gifted and Talented Programs

At Camberwell Grammar School, we believe in nurturing the potential of every student through a rich tapestry of enrichment opportunities. Our campus is a vibrant ecosystem teeming with avenues for students to pursue their interests and hone their skills. From the music room to the sports field, from the stage to the science lab, our programs are tailored to ignite curiosity, encourage participation and cultivate talent— creating strong building blocks to last a lifetime. Here’s a glimpse into some of the exciting enrichment opportunities on offer in 2024.

Decoding Language

In Term 1, we had over 70 students from Years 8-12 participate in the Australian Computational and Linguistics Olympiad. OzCLO is an academically stimulating team-based national competition that challenges students to unravel the intricacies of linguistic puzzles grounded in real-world languages. In teams of four, students decoded and deciphered a range of linguistic enigmas. They rose to the challenge, with gusto and determination, as they delved into the complexities of language.

Crafting Words with a Master

In Term 2, we will be hosting author Gabriel Bergmoser who will lead a masterclass for our aspiring young writers. This workshop presents a unique opportunity for students to immerse themselves in the craft of storytelling. They will venture into the art of constructing gripping narratives, sculpting complex characters and weaving the subtle threads of plot that keep readers hooked. The workshop is designed not just to inspire, but to equip our students with tangible skills for their own creative pursuits. We look forward to seeing some of the plot twists and turns that students will infuse into their writing sparked by this enriching experience.

The Arena of Ethical Thinking

In Term 2, we have three Year 11 students (Eth-letes) participating in the Ethics Olympiad. This competition offers a platform for students to analyse and discuss real-life ethical issues in a collaborative context. Unlike traditional debates, participants are not assigned opposing views; instead, they defend the stance they believe is right, showcasing their thoughtful, deep and perceptive understanding of the cases under consideration. The Ethics Olympiad presents an excellent opportunity for students to engage in rigorous intellectual discourse, sharpen their reasoning abilities and deepen their understanding of the principles guiding ethical decision-making.

A Diplomatic Stage

In Term 2, we will also be running our highly anticipated intra-school Model UN competition, the Gladwyn Cup. In this competition, students adopt the roles of delegates from various countries and engage in vigorous debate over resolutions on pressing international matters. Students work collaboratively to advocate for their assigned nation’s interests, striving to pass resolutions that align with their country’s stance. It is a fantastic afternoon filled with robust debate, lively negotiation and artful diplomacy. The competition offers participants the opportunity to

develop their understanding of global politics, enhance their public speaking skills and foster a deeper appreciation for the complexities of international relations. This year marks the 18th anniversary of Camberwell Grammar hosting the event, which once again promises to be a highlight of the Enrichment calendar.

Racing into STEM

This year we’ve witnessed a remarkable surge in participation in the F1 in Schools challenge, which is facilitated by our Head of Science, Mr Luke van Maanen. Designed to ignite students’ interest in STEM subjects in a highly engaging manner, F1 in Schools introduces them to the world of engineering through the creation of miniature F1 cars. In teams, students collaborate to design, analyse, manufacture, and race these scaled-down vehicles using

cutting-edge CAD/CAM software. Endorsed by real F1 engineers, this program immerses students in the realms of physics, aerodynamics and design, seamlessly blending IT proficiency with creativity, strategic thinking and teamwork in an exhilarating race to the finish line.

Making Waves in Sustainability

Building on our participation last year, Camberwell Grammar is proud to once again engage in the Global Alliance for Leading Edge Schools in Sustainability TiltShift Challenge. Four of our Year 10 students will collaborate on a significant research project, constructing a 5,000-word academic paper that will explore the quality of water in the Yarra River. The culmination of the students’ year-long investigation will be showcased at a four-day conference in Melbourne, providing a platform for them to present their findings to peers from local and international schools. This challenge provides a setting for students to plunge into the world of research and academia, actively engaging in a discourse that shapes the future. Through this project and conference, they not only contribute to the School’s commitment to environmental stewardship and global sustainability but also step into roles as young scientists and advocates, poised to make a genuine impact.

These activities provide a small snapshot of the expansive range of opportunities at the School. By engaging in these varied opportunities, our students don’t just learn—they transform into critical thinkers, creative problem-solvers and global citizens. As we open doors to new experiences, we are reminded of the words of William Butler Yeats: ‘Education is not the filling of a pail, but the lighting of a fire.’ At Camberwell Grammar School, we aim to ignite that flame within our students every day, providing a pathway where their passion and potential can flourish.

News from�round the School

Swannie Award

Owen Wu (Year 11) won a Swannie Award for being the best C-grade speaker in DAV Debating last year. Owen debated as the third speaker for his team, meaning his speech is largely created during a debate in response to the opposition.

Kenneth Atock Memorial Prize

Congratulations to Ari Canale and Lachlan Courmadias (both Year 11), the joint recipients of the Kenneth Atock Memorial Prize for Science. This Prize is awarded to students for their academic performance in the Sciences to promote and encourage scientific education, with an emphasis on studies of outer space and rocketry.

Top Class 2024

Captain of Music, Lachlan Wong (Year 12) performed at this year’s Top Class Music concert. Each year, the best candidates from the previous year’s VCE Music Performance Examinations are invited to perform at a special concert to highlight the very best performers in the state. Lachlan took the stage at the Melbourne Recital Centre on Wednesday 20 March, performing Eugene Bozza’s Fantaisie Pastorale, accompanied by Ms Jennifer Yu.

Junior School Leadership Executive

In Term 1, the 2024 Junior School Leadership Executive was announced during Assembly. These students lead important initiatives in the Junior School this year.

Parents attended this very special Assembly, and congratulations go to our new Year 5 leaders for the year: Alexander, Zahab, Aiden, Harrison, Josh, Anthony, Aaron, Matthew, Shreyas, Ansen, Isaac and Owen.

All Year 5 students received leadership badges to remind them they are leaders and role models in the Junior School.

Kwong Lee Dow Scholar

Congratulations to Ari Canale (Year 11), who was accepted into the University of Melbourne Kwong Lee Dow Young Scholars Program at the end of 2023. This highly regarded academic enrichment program supports high-achieving Year 11 and Year 12 Victorian secondary school students to achieve their personal best.

Throughout the two-year program, Ari will have the opportunity to build strong connections with like-minded peers. He will also take part in various academic and personal development activities and events.

Sister School Cultural Visit

During Term 1, Camberwell Grammar and Head of Chinese, Mr Wei Ha, hosted a Cultural Visit of students and staff from our sister school in Hangzhou China.

The group engaged in special activities at the School, spending some lessons with Camberwell Grammar

Baldessin Studio Excursion

The Year 11 Art Creative Practice class visited the Baldessin Studio in St Andrews during Term 1. This excursion introduced students to the specialist printmaking technique of photogravure.

Students brought photographs of the school surroundings, in which they tried to distort reality by using mirrors and reflections. These images were transferred onto a photopolymer printing plate, which uses ultraviolet light to transfer a photographic image onto it. Students then created their own photogravure prints with guidance from practitioner Silvi Glattauer.

students, while our students also acted as buddies for some sessions. The visiting students and staff also participated in an excursion to the city, sporting activities and games and a farewell BBQ for lunch.

Order of Australia Association Inspiring Australians Oration

Eighteen members of the Year 10 Debating Team attended this excursion at the Melbourne Town Hall as guests of the Australian Association – Victoria Branch.

The Oration was delivered by Fiona McLeod AO SC. Fiona is a Senior Counsel at the independent Bar in Australia practising in areas of commercial and public law matters. It was an excellent opportunity to hear from a prominent Australian, particularly one who has combined her skilled craft at public speaking into a key part of her distinguished professional career.

Photo: Camberwell Grammar students with Fiona McLeod AO SC and Mr and Mrs Wheelton.

Healesville Sanctuary Excursion

Year 3 students visited Healesville Sanctuary to learn about the Orange-bellied parrot and the Leadbeater’s possum – two extremely endangered Australian animals impacted by deforestation. Both animals depend on tree hollows that can take between 200 and 300 years to form. As an activity, Year 3 students helped Healesville Sanctuary scientists design a new nest box to help save these possums and parrots from extinction. The students learnt to use STEM and creative thinking skills to solve a complicated real-life problem.

Junior School Drama Workshop

Prep and Year 1 students had a wonderful time exploring their creativity and imagination through Drama workshops in Term 1. The Preps found themselves in Fairytale Land and enjoyed dressing up as a range of characters, from witches and wizards to wolves and pigs. By creating their own fairytale story, they learnt more about narratives and how to use their bodies to express themselves.

Junior School House Swimming Carnival

On Friday 15 March, all Year 3, 4 and 5 students competed in the Junior School Inter-House Swimming Carnival at Camberwell Grammar. All students competed in a variety of individual and relay events. Congratulations to Bridgland/Summons who were the overall 2024 House Swimming Champions, taking home the trophy for the second year in a row. Special mention to the Year 5 Bridgland/Summons relay team breaking the 4x50m school record from 2015, with a time of 2.41.38Tony Lu, Evan Wang, Scott Yao and Oscar Zhang.

Miss Lexie Joyce

Junior School Head of Sport

Middle School House Athletics Carnival

In Term 1, Middle School students began the first rounds of House Sport on Friday afternoons.

On Thursday 21 March the House Athletics Carnival at Doncaster Athletics Track was held. The day was a huge

success and students had great fun. Congratulations to all of the Houses, and in particular Robinson who came first, followed by Schofield in second place.

Senior School House Athletics Carnival

Congratulations to Bridgland for taking first place in the Senior School Athletics in March, winning the coveted Jarret Cup. It was a hotly contested event, with Derham coming in second place with a single point the difference.

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 District and Division Swimming Championships

On Tuesday 20 February, 16 Junior and Middle School students competed in the 2024 South Yarra District Swimming Championships held at the Melbourne Sports and Aquatic Centre. Camberwell Grammar School finished 2nd overall in the All Boys Division.

Following the South Yarra District Swimming Championships, nine students competed in the Beachside Division Swimming Championships held at Oakleigh Pool. Our squad swam well and received multiple top 3 placings.

Congratulations to all students for their hard work in the lead-up and their fantastic swimming efforts on both days.

Miss Lexie Joyce Junior School Head of Sport

Sporting Achievements

Well done to Alex Zabojec (Year 8) who was recently selected to represent Victoria in the SSV Junior Boys 13-14 Years Triathlon team.

Good work to Nicholas Lipscombe (Year 8) who was selected to join the Victorian State Youth Archery team. As a member of the Under 16 division of the Victorian State Team, Nicholas will compete in the 2024 Youth National Archery Championships.

Congratulations to Adam Li (Year 11) and Luke Cariss-Brett (Year 12) for their exceptional achievement of each taking a ‘five-wicket haul’ in an innings for the 1st XI team. They received special trophies at Assembly for reaching this significant bowling milestone. The ball on each trophy is the match ball used when they took the wickets.

Congratulations to students Ryder Cheesman (Year 12), Henry Sewell (Year 11) and Charles Webb (Year 11) who were selected for the Victorian U18 Metro Mens Basketball team.

Congratulations to Captain Jayden Ou-Young (Year 12), Vice Captain Edward Lam (Year 10) and Kieren Uffindell (Year 10) from the First Squash team. These talented students showed great stamina and skill to win the pennant and medals for Division 3 in the Squash Victoria school competition.

Senior School Play Danton’s Death

Review of The Death of Danton

In a world where the past is sanitised and the present is lived virtually, Georg Büchner’s The Death of Danton finds a haunting resonance in Mr Andrew Stocker’s concept-led Camberwell Grammar School production. This adaptation, translated from German into English by AI ChatGPT3.5, is a gripping exploration of power, revolution, and the relentless march of history with its speeches taken directly from documentary evidence of the day.

Set against Mr Mark Wager’s backdrop of neon-lit graffiti and a dystopian Parisian setting, the stage pulsated with a steampunk-inspired aesthetic, set to music and sound carefully curated by Ben Chesler (2018). Costumes and hair masterfully crafted by Mrs Jennifer Bennie, Kerrin Barker and Miss Breanna Handfield showcased nods to classic scenes of science fiction. The fusion of AI-generated projections and hand-finished visuals by Mr David Bennie (2019) created a stunningly immersive experience, transporting the audience to a future where reality blurs with virtuality.

The whole cast delivered rousing performances, and the ensemble scenes were full of imaginative detail. Characters played, exercised and interacted in the company of others, yet chillingly totally alone. Moments of public address were projected against a background of a multiplicity of user screens tapping away ‘likes’ and ‘subscribes’.

Lachlan Millard’s portrayal of Robespierre, the puritanical architect of the Revolution, crackled with charismatic fervour, while James Lyster’s Lacroix exuded a palpable sense of exasperation and duty. Sophie Hubert’s zealous St Just, Julian Nguyen’s calmly rational Legendre, and Harrison Lipscombe’s passionate Paris added layers of complexity to the unfolding drama. Lachlan Barnes was a deliciously nasty squealing Fouquier-Tinville whilst Oliver Gaudion, as Mercier, was sure of certain victory. Camille, played by Thomas Klebanowski, was a dynamic and forceful presence on stage, especially at the end of Act 1 with his darkly foreboding rendition of La Marseillaise as part of the montage.

At the heart of the conflict lay the rivalry between Danton and Robespierre, confidently depicted by their respective actors. Danton, played with intensity by Jasper Chao, grappled with the moral ambiguity of his actions, haunted by the brutality of the Revolution. Meanwhile, Robespierre, embodied by Millard, stood as a symbol of unwavering virtue, his righteousness masking a ruthless pursuit of power.

As the Revolution ‘devoured its own children’, the tension mounted, culminating in Danton’s poignant plea for redemption. But in a world driven by spectacle and mob mentality, his words fell on deaf ears, manipulated by the machinations of Robespierre and his cronies.

The Death of Danton is a timely reminder of the dangers of ideological fervour and the cost of unchecked ambition.

In our current age, where truth is subjective and history is rewritten at whim, Büchner’s timeless masterpiece serves as a cautionary tale for our troubled times.

Mr Andrew Stocker’s production, with its innovative use of technology and confident performances, was a triumph, challenging audiences to confront the ghosts of the past and the shadows of the future.

Mr Jason Hall French Teacher

House Music

During Term 1, Senior students competed in the hotly contested House Music Competition. Here, Captain of Music Lachlan Wong, reports on this fabulous event.

Months of work, hours of rehearsals and only a few short minutes on stage.

21st of February marks one of the most anticipated competitions on the School calendar, House Music. Featuring all eight Houses singing it out to this year’s theme, Songs from Movies, the entire Senior School gathered to showcase the creative efforts of their House. As an entirely student-led competition, every piece performed reflected the effort, time and commitment

The competition featured each House performing one instrumental item and two choral songs. The instrumental section ranged from complex piano quartets to large Jazz ensembles, with Derham ultimately winning the instrumental section with an arrangement of the first movement of Mozart’s Oboe Concerto in C Major.

The choral section was a close competition with iconic hits such as Shallow from A Star is Born and How Far I’ll Go, a Disney classic. The night concluded with the much anticipated Prefect’s Item, featuring a choreographed medley of hits including Murder on the Dance Floor and Dua Lipa’s One Kis s, concluding with a surprise cameo from Headmaster, Dr Hicks. Congratulations to Clifford House for winning the competition, with a single-point difference separating the second-place winners, Derham House.

Thank you to all the teachers who worked tirelessly behind the scenes to bring the night together, notably our Head of Music, Mr Bishop, and Music and Productions Coordinator, Mrs Johnson. Without the support of all the Heads of House, music staff and House tutors, the night would not be possible. They guided all the students and helped us tremendously as we prepared for such a huge undertaking.

House Music showcases not only Camberwell Grammar’s musical talents and the various skills of student leaders. It also highlights the incredibly strong sense of community and passion that sets us apart from other schools. The thunderous applause and roars of cheers will forever be engraved in our memories as we eventually look back at the momentous achievements of that night.

Term 1 Camps

Year 4: Coastal Forest Lodge

Year 4 students headed to Coastal Forest Lodge in Anglesea for three days of fun-filled activities and memory-making in perfect weather conditions.

From a ride on the waves to some handy beachside safety tips, the first day was packed with adventure. Yabbies were caught and trails were trodden.

On day two, the campers scaled tall heights to the top of the lighthouse to see the coastline and its hidden treasures, then traversed the peaceful creek via canoe. Everyone was eager to get involved, and the camp was a wonderful experience for all.

Year 5: Candlebark Farm

In March, the Grade 5 students and their teachers embarked on a journey to Candlebark Farm at Healesville. This adventure was centred around the theme ‘Leadership as Service’. The various outdoor activities were designed to enhance the students’ ability to embrace challenges, conquer fears, work together, foster new friendships, and cultivate an appreciation for the natural world.

Among the numerous activities at the camp, the Super Swooper, a thrilling 250m flying fox, stood out as particularly daunting. Launching from a great height was an intriguing challenge for many. A significant number of students braved the Super Swooper, showcasing their courage and persistence. This experience taught them

the valuable lesson that fear and bravery are essential partners in life’s adventures. Additional activities at the camp included Orienteering, Frisbee, Golf, Swimming, creative group problem-solving tasks, a sing-along, and engaging in low ropes courses.

The time spent away from their usual environment and in the company of their classmates was deeply cherished by the students. For several, this was their initial camping experience, leaving a lasting impression and contributing significantly to their growth into friendly and well-adjusted students at Camberwell Grammar.

Mr James Carbines and Mr Michael Pettolino Year 5 Teachers

Year 7: Kangaroobie

Year 7 Camp was an opportunity to connect with our classmates and teachers. We learned valuable skills like problem-solving, communication and resilience while overcoming challenges together. It helped us build friendships that will carry into the classroom and throughout our school years.

The activities came in a wide variety, from Predator, which involved scouring the surrounding bush life while staying alert for enemies, to boogie boarding at the beaches of Port Campbell. Kangaroobie campsite offered it all, and we

were all eager to partake in any challenge or puzzle thrown our way. The farm tour was everyone’s favourite, with the weather being exceptional throughout the week.

Thank you to all the staff who organised and ran the camp. The people at Kangaroobie were amazing, and the teachers who came on camp were patient and caring. Our form teachers made sure we were safe but, more importantly, that we had fun.

Connor Chris and Augustin Kao (Year 7Z)

Year 8: Surf Camp, Anglesea

One of the highlights for Year 8 students is the annual surf trip to Anglesea. With the beautiful weather in our favour, we could make the most of our two days at the seaside. While there, we learnt about the dangers of the sea, how to stay safe, and how to carry out effective rescues with boards and tubes. We learnt how to identify rips and currents and how the weather has a massive impact on the conditions of the water.

One of the best parts was surfing down at Ocean Grove. With the organisation ‘Go Ride A Wave’, we learnt various

surfing techniques. Before long, we were out catching waves with our mates having a wondrous time. We were disappointed when our time in the water came to an end, though quickly joyful again once the fish and chips were brought out.

We will remember this fantastic camp for the rest of our school days.

Alex McDonald and Alexander Wilhelm (Year 8B)

Sport

I am so incredibly proud of our sports program. Every week I see our students trying their best and giving their all in an effort to learn and develop skills and their understanding of game sense strategies. I get so much joy in seeing our students achieve great things, both on and off the playing field and across all sports and levels. Whether it is a student’s first basket in 8C Basketball, a 3rds cricketer taking five wickets in seven balls (including a hat trick!), or students representing the state in Archery and Triathlon, or achieving a higher-ranking belt in Taekwondo, our students accomplish amazing things. That has been particularly evident throughout the 2023/24 Summer Season, a Season where we won a sensational three AGSV Premierships in Basketball, Swimming and Table Tennis, and saw success across a variety of non-AGSV sports too.

Firsts Basketball steamrolled the competition in Term 1, winning their way to 3rd place at the end of the season, then defeating Ivanhoe and the ever-formidable Marcellin in the semi and grand finals, respectively. The 11-point grand final win against Marcellin was an exciting game, and the team was well supported by a crowd of Camberwell Grammar supporters. It was the School’s first ever Basketball Premiership since the sport became an officially recognised AGSV Sport from 1990. Co-Captains, Ryder Cheesman and Harrison Taylor (Year 12) were exceptional throughout the season and were ably supported by Henry Sewell (Year 11).

Our Swimming team put on a comprehensive performance at the AGSV Championships to win by 70 points. Of the 39 events, we recorded a staggering 37 podium finishes, which included a clean sweep of all relay races, indicating the strength and depth of the team. There were many outstanding individual performances; Tiaan Burger (Year 11), Harry McCraw (Year 8) and Quinn Richards (Year 7) all won 4 Gold Medals. Impressively, Swimming has now won the last four AGSV Premierships.

Under the guidance of Teacher in Charge, Mr Stephen  Smith and Captain, Justin Kwan (Year 11), our Firsts Table Tennis team had an undefeated season to claim the AGSV Premiership, though the grand final against PEGS was tightly contested.

Firsts Tennis fought gallantly in their grand final against Trinity. Four matches were decided by tiebreakers in a match that finished 6 sets to 10. Firsts Volleyball had their most successful season for some time. The team finished a commendable 4th after a three sets to one defeat to eventual premiers, Yarra Valley in the semi-final.

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 Tuesday 26 March.

BASKETBALL (PLAYED IN WINTER)

• Ryder Cheesman (Year 12)

• Henry Sewell (Year 11)

• Harrison Taylor (Year 12)

CRICKET

• Luke Cariss-Brett (Year 12)

• Adam Li (Year 11)

TABLE TENNIS

• Justin Kwan (Year 11)

• Aiden Tang (Year 9)

TENNIS

• Joey Govenlock (Year 12)

• Orlando Kuti (Year 12)

In non-AGSV sports, our Firsts Squash team won Division 3 of the Squash and Racquetball Victoria South East Junior Pennant in both Term 4 last year and Term 1. Jayden Ou-Young (Year 12) and were standout performers. The Cycling Squad performed

well in the AusCycling Victorian Interschool Cycling Series, finishing 4th of 56 schools. Lucas Rodriguez, Matthew Treagus and George Johnson (Year 12) performed well in the Senior Male A, B & C Divisions, respectively. In an interrupted season, our Kayaking Squad achieved some impressive results at the Schools Championships with Christian Kinsella (Year 12), George Baker (Year 11), Oscar Wallis and Roy Legge (Year 9) the best-performed paddlers on the water. The season also saw some excellent achievements by students outside school sport. The following students represented Victoria in their respective sports.

• Archery – Nicholas Lipscombe (Year 8)

• Badminton – Chauncey Yu (Year 11) and Owen Lim (Year 10)

• Basketball – Ryder Cheesman (Year 12), Henry Sewell (Year 11) and Chandler Siegle (Year 9)

• Lacrosse – Harper Davidson (Year 11)

• Triathlon – Alexander Zabojec (Year 8)

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.

Spotlight on Sport with Nathan Bower

The Camberwell Way

Mr Nathan Bower, Senior Head of Sport - Strategy and Programs, explores the meaning of ‘The Camberwell Way’ to members of the CGS sporting community and how our actions and behaviours can further articulate and embed this statement.

Sport for every Camberwell Grammar student is an important foundation of their Camberwell Grammar experience. Whilst our sporting results and Premierships have been something we can celebrate and be proud of, the overriding intention is for all students to love their school sport experience and to understand and demonstrate ‘The Camberwell Way’.

Within School Sport, we celebrate the individuals who exemplify the School Values each week through the Coach’s Award presented at the end of each season through the actions that best reflect our Values;

Learning: Improved their skills and understanding across the season

Respect: Towards teammates, opposition and officials, attentive and followed instructions

Integrity: Attended all training sessions and matches, played with honesty and displayed sportsmanship

Courage: Determined, always gave their best, overcame obstacles

Optimism: Encouraged teammates, and never gave up.

Finding the words to succinctly define ‘The Camberwell Way’ is a challenge. We can reference our Vision, Values and School Motto as a roadmap for behaviours but it’s the ‘hard to quantify’ (and perhaps more important) aspects of connections and relationships we experience in our school sport journey that best reflect how ‘The Camberwell Way’ makes us ‘feel’.

Across the Summer Season of 2023/2024, I asked three important members of the CGS community to convey in their own words what ‘The Camberwell Way’ means to them. Here is how they responded:

Mr Matthew Sofoulis (Teacher in Charge – Firsts Cricket)

‘To train hard, strive and learn each day, ensuring that we are a successful cricket unit, while always playing within the spirit of the game and upholding the values of the School’.

Mr Peter Owen (Head of Tennis – Class of 1978)

‘The Camberwell Way is to always walk from the court having given your absolute all for the team regardless of the result. In doing so you depart with self-pride, self-respect, and the confidence to look your teammates in the eye because you have won their trust and admiration.’

Hugh Fukumura (Captain of Games)

‘To play for the school badge, by putting your heart and soul into everything. It is to work together as a team to bring out the best in everyone and to always support your mates. Most importantly, it is to play with utmost sportsmanship and respect for everyone involved, such as the opponents and referees’.

Pleasingly, there is a consistency in these statements. I suspect all of the Camberwell Grammar community shares the same sentiment. The challenge is to be able to articulate ‘The Camberwell Way’ that clearly defines expectations and intentions to our School community. For me, the simplest definition is that ‘our actions reflect our commitment to lead through effort and attitude and to be our best’. That is all that is needed to explain who we are. Our actions and behaviours will be a clear extension of this statement and will be the roadmap for all CGS students around standards and expectations.

‘It’s not the destination, it’s the journey.’ – Emerson

Community Connections

Giving Tree – December 2023

As the 2023 school year drew to a close and people started to turn their attention to the celebration of Christmas and summer holiday preparations, families from across the School were encouraged to consider those who would not celebrate Christmas with the same sense of anticipation.

Christmas trees outside the Chapel and in Junior School Reception were inundated with generous gifts of new toys, books and gifts to be donated to AnglicareVic for distribution to families in need of hope. The CEO of AnglicareVic, Paul McDonald, expressed his gratitude for the enormous joy the generosity of CGS families brought to families in their Emergency Relief program.

Carman’s Fun Run – Sunday 18 February

Congratulations to all Camberwell Grammar staff and friends who participated in or supported the Carman’s Fun Run/Walk event at Elsternwick Park, Brighton.

A special mention to Mrs Georgia Barnes, EA to the Head of Middle School and Middle School Office Co-Ordinator, for completing the half marathon and raising over $4100 for the Breast Cancer Network Australia. Georgia ran the 21 kilometres in an incredible 1 hour 40 minutes.

The CGS team consisted of 25 supporters, and we look forward to growing our team for next year’s event.

Summons House held its annual student-run Gelati Day fundraiser over two days in the Junior and Senior Schools. Each scoop of chocolate or strawberry/lemon gelato this year contributed to combating youth homelessness through the Lighthouse Foundation. This is a growing

Summons House Gelati Day – Wednesday 20 March and Thursday 21 March

concern in our community and by us providing this day to the students we hope to better the lives of those less fortunate than us.

Summons House Prefects

Alumni News

Australia Day Honours

Congratulations to Dr Ian James Hardingham KC (1963), who was appointed as a Member of the Order of Australia (AM) for significant service to the law and legal reform in Victoria.

Mr David Pringle (1988) was awarded the Public Service Medal (PSM) for outstanding public service to the Federal Circuit and Family Court of Australia through innovative leadership and vision.

Young Citizen of the Year

Henry Shirrefs (2023) was named City of Boroondara Young Citizen of the Year - Henry was an exceptional leader at school and now in the community, as shown through sustainability, environment, and mental health initiatives.

Class of 1962

On Monday 26 February, six ‘1962 alumni’ met for lunch at Puttanesca Restaurant on Kew Junction. The initiative came from a casual conversation between Peter Cowell and Doug Brown at last year’s annual OCGA Dinner. John Waterhouse organised the event from Sydney to fit in with a trip down south.

Wedding News

Congratulations to Mr David Bennie (2019 and current staff) on his marriage to Lucy Hillman at Trinity Presbyterian Church on 15 December, 2023. Their wedding reception was held at Wattle Park Chalet. David is studying for a Master of Teaching (Secondary) at University of Melbourne having graduated with a Bachelor of Fine Art from VCA in 2022.

It was instantly agreed after the luncheon that we do this every twelve months. A small coincidence – it was 62 years since we were all at Camberwell…in 1962.

Main photo left to right: John Waterhouse, John Brenan, Doug McLaine, Peter Cowell, Irving Lenton and Doug Brown.

Top Arts

Congratulations to Timothy Yap (2023), who was selected for Top Arts 2024.

This prestigious annual exhibition at The Ian Potter Centre: NGV Australia showcases exceptional student artwork. The exhibition is open until 14 July 2024. Timothy’s stunning ceramic vases were created during his study of Making and Exhibiting.

Old Grammarians Cricket Premiers

Congratulations to the Old Camberwell Grammarians Cricket Club on being MCC Club XI Division 4 Premiers. On a hot and blustery Sunday in March, the Old Camberwell 2nd XI defeated Old Carey at Carey to win the Rob Savedra Trophy. It was a tight, low-scoring affair where the bowling had the upper hand. Old Camberwell managed a respectable 9/144 (40 overs) after at one stage being 8/72.

In reply, Old Carey looked to be in control at 4/90 with 12 overs to go. In just six overs, Old Camberwell took six wickets including a brilliant runout to subfielder (and club president) Andrew Richards – Old Carey were all out for 104.

Congratulations also to Kunjie Wu (2023), who was shortlisted. This is a wonderful acknowledgement of his art making, as more than a thousand applications are received. Both achievements are a testament to the thriving Art and Design Department at Camberwell Grammar.

Alumni Profile

At the recent Generations Breakfast (pictured opposite), the Weickhardt family (above) was one of many multi-generational families in attendance.

The Weickhardt family has a long-standing association with Camberwell Grammar School. Here, Phil (1965), his sons David (1993), Andrew (1995) and Greg (1999) and grandsons Ben, Matthew, Charlie, Tom and August (all current students) reflect on their experiences at the School, how CGS has changed over time and what this multi-generational connection means to the family.

Phil Weickhardt started at Camberwell Grammar School in 1953 in his Prep/Kindergarten year, when the School was based in the church hall of St Barnabas Church in Balwyn Rd. His older brother John began at Camberwell in 1952 because Balwyn Primary School had a fire and couldn’t continue schooling pupils that year.

‘In 1954, I moved to the current campus, although the land size was much smaller, and the buildings and facilities were very rudimentary by today’s standards. The Assembly Hall was a small, old, galvanised iron army shed, and many classrooms were ‘temporary’ weatherboard buildings with no heating or air conditioning. The Keith Anderson Oval was the only sporting facility – no swimming pool, tennis courts or basketball courts. The gymnasium was a small weatherboard building with just some ropes, rings, and gym gear.’

In the following years, the School began acquiring property around it and building many new facilities. Two of Phil’s three sons, Greg and Andrew clearly remember some of this construction. ‘I have strong recollections of the demolition of the old school hall and construction of the new Performing Arts Centre that took place in 1995 when I was in Year 12,’ says Andrew.

Greg recalls, ‘About 25 years ago, shortly after the Performing Arts Centre was constructed, I was on stage in the empty auditorium helping to prepare sets for a musical production. I remember looking beyond the darkened vast seating, high up towards the lighting and sound booth and feeling so fortunate and humbled at everything inside this new facility – especially compared to almost anything else in Victoria at that time.’

Despite the rudimentary facilities of the 1950s, Phil’s memories of school are mainly happy. ‘I had the privilege of having some fine teachers – some like Ian Mason also taught our sons 30 years later. In those days, school reports contained brief and pithy teacher comments. One of my reports said (probably quite accurately), ‘Is lazy – could do better.’’

Speaking of teachers, Andrew has strong memories of being taught History by Dr Paul Hicks, who ‘inspired a lifelong love of history, even if I disappointed him by choosing Latin in Years 11 and 12 instead of continuing with History.’

Phil recalls a memorable Hungarian Physics teacher, Jo Perjes. ‘Jo would hold a Physics and Maths test every Friday. The following Monday he would hand back the test papers annotated with comments and corrections. In a manner I suspect would not be adopted by many teachers today, he would hand these back, announcing each result to the class, in order from the top mark to the bottom. This might sound brutal, but it was always accompanied by lots of laughter, cheering, some groaning, and much encouragement and offers of help from Jo to those who had struggled. He made no secret of encouraging more competition for the following week.’

The current generation of Weickhardt students have plenty in common with their fathers and uncles, while also forging their own interests and pathways.

Ben: ‘I really enjoy Latin - like my Dad (David) and uncles and cousins - and also History, English and Maths. I love playing sports, especially football, basketball, Runwell running club, and going to the gym. I hope to go on the Central Australia trip like my Dad did many years ago.’

Charlie and Tom: ‘We are most passionate about subjects like Maths and Science like Dad (Andrew) and our uncles, as well as activities such as drumming and drama which are different.’

August: ‘So far, I like Sports, Literacy and Art the most.’ Education has changed significantly over the years, and in turn, schools have needed to adapt. Phil’s son David reflects on the evolution of the School’s use of technology: ‘My time at CGS was pre-Internet…we had no personal technology devices other than calculators - but I frequently visited the computer room run by Mr Poutney (who is still at the School!). It was difficult to coordinate after-school pickups using the pay phone to call our home phone.’

The School’s facilities have also improved significantly. David recalls, ‘We practised water polo in a shallow 18-metre pool. I never became a fast swimmer but developed a good shot from hours spent throwing the ball against the pool wall.’ And, importantly, ‘the tuckshop seems to have evolved a lot, with a much wider range of foods and cuisines available than I remember from my time at the School!’.

Reassuringly, many aspects of school life have remained familiar. Greg explains, ‘The Keith Anderson Oval has retained its character, even though the surrounding facilities and buildings have changed beyond my imagination, including underneath it! And even though homework is now issued on DEEDS, I love that the diary has been retained, with its blue cover and pages of school history within.’

The recent Generations Breakfast gave the entire Weickhardt family pause to consider their multigenerational connection with the School and what it means to them. Phil recalls, ‘We were very happy with the education our sons received at CGS, and we are delighted that five of our seven grandsons are now attending the School with the other two younger ones booked to attend in a few years.’

‘It feels quite special and serendipitous to have some of the next generation of my family and my brothers’ families attending the School,’ says Greg. ‘Especially considering each family has lived far from the area at various times…since we all enjoyed our time at the School in our own way, I think it felt like a good choice to give the next generation in our families a similar opportunity. I remember initially thinking it was weird that some of my Dad’s teachers were still at the School when I was a student. Now that some of my teachers are still here and my son is a student, I think it’s perfectly normal!’’

Greg’s son, August, echoes this sentiment. ‘I like that we are all part of Summons House and enjoy playing sports. It’s nice to feel like we are following in each other’s footsteps.’

David’s son, Matthew, has the final word, sharing his goals for the future. ‘I’d like to help Summons win the House Cup again, show kindness to other people, and be more like my uncles and my Dad.’

From the �rchives

Ian Bow (1914-1989) was a gifted Australian artist and sculptor whose work was praised for decades and he was assessed in a 1954 study as ‘a painter of our time, eager to explore ways of painting’. He exhibited his works throughout Australia and in the UK and was a prominent member of the Victorian Artists’ Society.

Bow was also committed to education, nurturing opportunities for his students to pursue an interest in the world of art. He taught Art at Caulfield Technical College, Melbourne Teachers College, Haileybury College, the Workers’ Educational Association, Pentridge Prison, and part-time at Camberwell Grammar, 1945-53. Bow was one of only two art teachers at CGS in that period, his service interrupted by a study tour to Europe for parts of 1950-51, a trip that included attendance at the 1950 Venice Biennale. Mr Bow was considered a valuable member of the Camberwell staff, Headmaster Tonkin stating that his appointment had given him ‘greater satisfaction’ than any he had ever made. Alumni later acknowledged his period of service as the beginning of serious developments in Art and Craft at the School, Mr Bow teaching the boys ‘to love the true, the beautiful and the good’ in the recall of staff member Miss N.M.E. Seymour.

according to his own admission, one of the few students interested in art and he came to regard Mr Bow as a ‘hero’. He was impressed with the ‘still-wet’ paintings his teacher would bring to class and was inspired by the stories he would tell about other artists, living and dead. Barry soon acquired his own art set and undertook suburban and rural painting expeditions, ‘inspired by Mr Bow’s exuberant example’. This passion for art endured for the rest of his life.

He was active from the beginning, organising an Art Exhibition of notable paintings on loan from ‘Friends of the School’ in second Term, 1945. It was a great success, the Headmaster having secured alum Sir Keith Murdoch to perform the official opening. Murdoch’s Herald approved of this cultural bend at CGS, observing: ‘One envies the Schoolboys who have the benefit of such a policy.’ No school in Melbourne had ever hosted an exhibition that included works by Sickert, Steer, Streeton, Lambert, Dobell, a Rembrandt etching, and even a Dürer. Unfortunately, the School Council subsequently declined Mr Bow’s request for a new Art Room somewhere on the Mont Albert Road campus. Nevertheless, he continued to teach under difficult post-war circumstances, supervising boys painting new classrooms elsewhere on campus and painting scenery for the School’s drama productions from 1951-53 (Richard of Bordeaux, Ned Kelly and St Joan).

Ian Bow resigned from the School at the end of 1953 alongside five other teachers (a quarter of the staff) at a time of discontent with certain aspects of the School’s management. His departure was recognised as a significant loss and came on the eve of the publication of Clive Turnbull’s The Art of Ian Bow. This work viewed him as an artist who ‘would establish a special and important place in Australian art’. This was an accurate prediction, and Bow continued to produce works of significance for another two decades until he lost his sight. Even if Camberwell Grammar was a short component of a long career, Ian Bow must be acknowledged as having nurtured a lifelong love of art in many Camberwell students – those Grammarians who remembered him as an instrumental influence included Barry Humphries (1952) and Jos Xipell (1949). Two of Barry’s lesser-known achievements were his skill as an artist and his note as an art collector – in one volume of his memoirs he recalled his love of the art classes conducted by a ‘real’ artist, Ian Bow. Barry was,

A more senior student, Jos Xipell, was also inspired by Mr Bow, whom he vividly recalled:

‘Ian Bow was the art master at Camberwell Grammar in the late-Forties. Although constrained by the demands to meet requirements of formal design for Intermediate and Leaving Certificate art subjects, he greatly encouraged individual expression, and one regrets not having paid more attention to him. He was a kind and gentle soul.’

From his days as a medical student at the University of Melbourne, Xipell began to collect Australian art. He described one of his acquisitions in 1973, Bow’s 1954 Gaol-Breakers, as ‘a sentimental purchase’. This work is part of the extensive art collection bequeathed to his old school by Dr Xipell prior to his death in 2022. Turnbull described the work as inspired by Bow’s period teaching Pentridge prisoners to paint. He consequently held a ‘deep feeling’ about the question of ‘What is freedom?’, making observers feel and deplore the desire of those “inside” to escape into a world where for them every shadow is a blue uniform and a gun, every shaft of light a danger to their security: ‘The official peaked cap is the jagged symbol of authority running like counterpoint through the harmonies of the colour.’ Camberwell Grammar is pleased to hold such a fine work, as well as an untitled painting dedicated to the memory of James Dickinson (1950), another of Ian Bow’s students who left the School with a love of art. Of uncertain origins, this work could well have been one of the ‘still-wet’ paintings exhibited to his classes.

Both of these paintings are worthy reminders of a talented artist and the inspiration he provided to his students. They will continue to provide similar inspiration to Grammarians in the twenty-first century.

Dr David Bird School Historian

left: Gaol-Breakers, 1954. right: Untitled – dedicated to the memory of James Dickinson, n.d.

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 held at the School.

Over three warm summer evenings, Headmaster Dr Paul Hicks, Heads of Junior, Middle, and Senior Schools, and President of the Parents’ Association, Dr Katherine Lok, spoke warmly about the Camberwell Grammar community and invited new and returning families to make the most of the school year ahead. The evenings were a great opportunity for parents to catch up with old friends and make new connections.

Additionally, a New Parents 2024 Welcome Morning Tea was held on Monday 29 January and a Volunteers Welcome Morning Tea took place on Thursday 8 February.

JUNIOR SCHOOL INFORMATION EVENING AND WELCOME BACK DRINKS – TUESDAY 30 JANUARY 2024

MIDDLE SCHOOL WELCOME BACK DRINKS – THURSDAY 1 FEBRUARY 2024

SENIOR SCHOOL WELCOME BACK DRINKS – THURSDAY 8 FEBRUARY 2024

OCGA Events

OCGA VS OLD SCOTCH LAWN BOWLS – WEDNESDAY 7 FEBRUARY 2024

OCGA entered the day having won the last three encounters. Old Scotch brought a strong team of bowlers that managed to end our winning streak, and they won on all four rinks.

Six alumni, five past/current staff, two past parents and two guests represented the OCGA.

OCGA ANNUAL GENERAL MEETING – TUESDAY 5 MARCH 2024

The OCGA Annual General Meeting was held in the Camberwell Room with 17 alumni, one guest and four staff members in attendance.

The Committee for 2024 was elected as follows:

• Nick Schildberger (1997) President

• Julian Giovannucci (2011) Vice President

• Jack Fitzgerald (2018) Vice President

• Peter Deliyannis (2013) Treasurer

• Jack Amling (2019)

• Warren Edney (1975)

• Geoffrey Gong (2020)

• Chris Kelly (1969)

• Michael Koswig (1986)

• John Mills (1984)

• Michael Pountney (2001)

• Paul Hicks Headmaster

• Ryan Whitehead (1994) Executive Officer

• Cindy Parker Development Associate

Craig Turton of 100Words addressed the meeting on the work his organisation does to empower men to support each other to improve mental health, create happier generations and prevent suicide. Craig spoke about how asking your mates ‘How’s your day out of 10?’ can open up conversation and create an environment for men to talk.

Twenty-nine alumni from 1974 to 2023 played five games on the grass courts, with Darcy Albert (2023) being awarded Best Individual Player from Will Stamper (2023), Brad Leitch (1983) and Alek Harper (2017).

The evening concluded with a buffet BBQ dinner and drinks. Thank you to Cam Dickinson (1981) for organising the grass courts.

GENERATIONS BREAKFAST – WEDNESDAY 28 FEBRUARY

The annual Generations Breakfast was held in the Camberwell Room. A fourth-generation and four third-generation families were in attendance, as well as many second-generation families.

It was heartening to see alumni fathers reconnecting with classmates and meeting the friends of their grandsons, sons and nephews. These families’ histories at Camberwell Grammar School stretched back to 1926 and included two families with students in Year 2.

ACT NETWORK FUNCTION – THURSDAY 29 FEBRUARY

Players from the AGSV Tennis Premiership team of recent years joined other leavers from the 20s to win their first Battle of the Decades Tennis Tournament at Kooyong Lawn Tennis Club.

The ACT Network Function was held at Parlour Dining and hosted by Headmaster Dr Paul Hicks, Susan Hicks and Mr Ryan Whitehead. Twelve alumni and one guest attended.

OCGA BATTLE OF THE DECADES – THURSDAY 7 MARCH 2024

Obituaries

CARL REINHOLD WILHELM (1944)

7 August 1926 – 23 August 2023

DONALD SWANTON (1948)

3 March 1930 – 6 December 2023

FRANK WONG (1969)

10 November 1948 – 11 February 2024

Father to Brandon (1996) and Michael (1997).

PAUL LAWRENCE ROSSITER (1964)

26 February 1947 – 5 October 2023

AUDREY STEVEN

31 October 1929 – 13 March 2024

Wife of John (dec.). Mother of Jo-Anne Fraser (past parent), David (1972 dec.), John (1973) and Peter (1976). Grandmother of Michael Fraser (2005) and Ben Fraser (2010).

ANDREW FISHER (1984)

28 February 1967 – 1 March 2024

Brother to Thomas (1987).

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