Spectemur Issue 1 2025

ISSUE 1 | 2025

Spectemur

Contents School From the Principal. . ................................. 2

Spotlight on Sport . . .............................. 20

Meet the 2025 Student Leaders................ 4

A Historic Day for the School...................22

From the Experts Andrew Fuller................ 9

The Life of the School ............................24

Teaching and Innovation at Camberwell Grammar............................. 12

Celebrating the Class of 2024. . ............... 29

Sustainability in Action........................... 14 Purposeful Evolution in Learning. . ............ 16 Meet Our Community............................. 18

House Music........................................ 30 Elva Allan Memorial Concert .................. 32 Term 1 Camps....................................... 34 Summer Sport Wrap.............................. 38

PREPARING YOUNG MEN FOR LIFE

Purposeful Evolution

Editorial Committee

Community Making an Impact.. ................................ 40 Alumni Updates..................................... 41 Where Are They Now? . . .......................... 42 From the Archives................................. 43 Community Events................................ 44 Obituaries. . .......................................... 48

Spectemur | Issue 1 – 2025

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 Foundation Marketing

ocga@cgs.vic.edu.au cec@cgs.vic.edu.au 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.

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From the Principal I wonder, can you remember the title of the first music album you ever bought? Even by using the word ‘album’, I’m already suggesting that, for me, it was some time ago!

As a primary school student, my first job was mowing my grandfather’s lawn each week. I have a very clear memory of saving my money to buy my first cassette tape, Brothers In Arms by Dire Straits. The cassette cover had a distinctive light blue colour and an image of a silver guitar. I remember feeling so proud that I had been able to buy it with my own money. There were nine songs on the cassette, but I only really bought it for two – Money for Nothing and Walk of Life. The other tracks were fine, and I was happy to tolerate them for the two I really liked.

How things have changed since those days in the mid-1980s. Today, of course, there’s no need to buy an album when young people (or even those of us a little older) can simply download the songs we like. Young people no longer need to tolerate four minutes of a song they don’t like. So trying to persuade them that they should undertake a subject they don’t like for a year or semester isn’t easy, let alone a job they don’t like or another uncomfortable experience. Life in the 21st century centres around the ability to customise and personalise our experiences – and that goes for all of us.

That could be filtering out ads or content we don’t want or personalising our smartphones, streaming services, the driver settings in our car or our playlists.

As we look to the future, students must be partners in their learning and have input into personalising their program. Learning can’t be done ‘to’ young people, but rather it must take place in partnership ‘with’ them. There is a wonderful opportunity for students to be co-creators of their learning experience, selecting from a range of options to complement the compulsory elements of schooling. Here at Camberwell Grammar, this element of student voice and choice is becoming a key aspect of our learning program through the expansion of our elective program – explored in the feature article

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Purposeful Evolution in Learning on page 16 – and greater choice within core subjects. We have also expanded the Friday Activities program to include a wide range of short courses to assist students in gaining qualifications and credentials that will be beneficial in life beyond school.

The next era for our school is also one of opportunity for us as a community – to engage parents, alumni and the broader community in developing learning opportunities that engage, stimulate and challenge our students, allowing them to make a difference to others while also learning more about themselves. These opportunities from within our community may take the form of work experience placements, mock employment interviews, or linking with industry or business groups to engage in realworld challenges in areas such as sustainability, building and facility design or community service opportunities.

Camberwell Grammar is a strong community for many reasons, including the ability to grow, adapt and evolve to meet the changing needs of our students and their families. We have always done so, and to ensure we remain at the forefront of educating boys we must continue to evolve with purpose. We have such a solid foundation to leverage from including our strongly embedded values, the wide range of opportunities for students to explore passions and interests, and access to tremendous facilities.

I am grateful for the trust shown in me by the School Council and you, our Camberwell Grammar School community. I look forward to the journey ahead together, honouring the traditions of our past and looking with optimism towards the future, holding true to our mission to educate young men of character and integrity who strive to make a positive difference in the lives of others, just as AB Taylor imagined when he founded Camberwell Grammar School 139 years ago.

Mr Ben Jeacocke Principal

“�s we look to the future, students must be partners in their learning and have input into their program. Learning can’t be done ‘to’ young people, but rather ‘with’ them.”

Spectemur | Issue 1 – 2025

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Meet the 2025 Student Leaders As they dive into their final year at Camberwell Grammar, this year’s student leadership team shares what inspired them to apply for a leadership role, how they hope to make a difference in our community, their leadership style and their ideal inspirational lunch guest – past or present.

Charlie Weickhardt – School Captain I applied for a leadership role because I was inspired by friends who served as previous prefects who led with empathy and fostered a sense of belonging.

Their impact drives me to create an environment where every student feels valued, supported and inspired, as I did.

I hope to encourage others to do their best to embody our values and school spirit – whether in classrooms, school activities or interactions with others. I’m also eager to build a culture where students feel empowered to share ideas and contribute to the betterment of the school.

My leadership style is inclusive, authentic and resilient.

I would have lunch with Nelson Mandela. His commitment to justice, forgiveness and unity in adversity is inspiring. I’d love to hear his stories and how he maintained hope. I’m sure he’d offer profound insights on leadership, humility and the power of reconciliation.

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Adam Li – School Vice Captain I applied for a leadership role after experiencing the positive impact past leaders have had on me and the school community, especially in sports and within my house. Having been involved in our music and sports programs, I now feel ready to draw on those experiences by contributing and helping to shape the school’s direction.

I hope to make an impact by helping younger students understand the culture of Camberwell Grammar by ensuring their journeys are as enjoyable as mine has been – for example, passing on traditions of the First XI or encouraging participation in house events and charities.

My leadership style is authentic, accountable and adaptable.

I would have lunch with Ricky Ponting, one of cricket’s most respected figures. I’d love to hear about his experiences as a player, captain and coach for his country and in franchise cricket.

Chauncey Yu – Captain of Games I applied for a leadership role because sport has played a massive role in shaping who I am. It’s taught me resilience and teamwork, and how to push myself beyond my limits. I’ve always looked up to past sports captains who led with energy and passion and I wanted the opportunity to do the same.

I hope to help the Camberwell sporting community foster a closer sense of community – especially between the First sporting teams and younger students.

I believe this connection and ‘role modelling’ is pivotal in developing a young sportsman’s mindset and will aid their growth tremendously.

My leadership style is confident, inspiring and caring.

I would have lunch with Cathy Freeman. Not only is she an Olympic gold medallist, but her story is one of resilience, determination and pride in her identity. Her perspective would be incredibly valuable as someone aspiring to lead and inspire others through sport.

Nicholas Branson – Captain of Music I applied for a leadership role to make a positive difference in the school community. I dearly value the impact our music program has had on me throughout my schooling. It has allowed me to refine my musical skills and develop strong personal relationships with other students and teachers. On a broader scale, the impact that the music program has on the culture and identity of our school is extremely special.

I hope to use my passion for music to continue this legacy and introduce new students to the amazing opportunities our school has to offer.

My leadership style is approachable, supportive and inclusive.

I would have lunch with Matthew McConaughey.

He shows that success and enjoyment in life are not just about milestones, achievements and material success, but also about relationships. He advocates for finding happiness in the little things, something that has become increasingly lost in society today.

Jonah Guorgi – Captain of Drama I applied for a leadership role because I wanted to put my leadership skills to the test and hopefully develop them and improve my skillset. I saw becoming a Prefect as an opportunity to do this, while also trying something new.

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I hope to influence younger year levels for the better.

I hope I can use my role to convince younger students to explore all the opportunities they can and to try as many extra-curriculars as possible (especially drama!)

My leadership style is personable, encouraging and firm.

I would have lunch with Albert Camus because I would like to learn more about his philosophical views on meaning directly from him.

Ivan Zhang – Environment and Sustainability Prefect I applied for a leadership role because I want to make sure others feel welcome and to connect with more people in the school community. When I started at Camberwell Grammar in Year 9, the then-School Captain was always there to check up on me, making sure I was doing fine and helping me learn more about the school environment.

I hope to make a difference at Camberwell by allowing everyone to pursue their interests further. As well as this, I want to help students across different year levels to learn from and mentor each other.

My leadership style is democratic, proactive and forward-thinking.

I would have lunch with Kurt Godel, a brilliant logistician, mathematician and philosopher. His ability to draw meaning out of complex abstract ideas is highly impressive as is his ability to completely break maths.

Bach Tran – Captain of Public Speaking and Debating I applied for a leadership role because I want to make the school a better place. More specifically, I want to share my passion for my extra‑curricular and encourage the next generation of debaters. It also meant I would be able to be involved in the development and planning of the curriculum.

I hope to make a difference in the Camberwell Grammar community by fostering greater participation in extra‑curricular activities, as well as making sure the school is a welcoming and safe place for anyone to explore their expressions and ideas.

My leadership style is proactivity, ambition and bribery (with lollies…).

I would have lunch with Hypatia of Alexandria because of her amazing life…yet abhorrent and egregious death.

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Christopher Khong – Captain of Publications I applied for a leadership role because I’ve always looked up to the student leaders, from the Year 5 Junior School Executive to the School Captain. Observing their contributions has inspired me to give back to the school for all it has given me over the past 14 years.

I hope to draw more people into the Publications team, to use their time at Camberwell to explore creative team projects outside of the classroom and to let them work alongside others to bring ideas to fruition through imaginative work.

My leadership style is focused, precise and diligent.

I would have lunch with Moses, to learn of his tenacity in the face of adversity, his willingness to resist a power such as Egypt on faith alone, and how he kept his faith in God over 40 years of living in the desert despite knowing he would die before entering the Promised Land.

Ethan Tan – Faith and Social Justice Prefect I applied for a leadership role because I was inspired by my predecessor, JP Ma (2024). His resolve and determination to spread the Gospel no matter the cost was truly inspirational to me and I hope I can keep our dream alive in ensuring that all people may hear the Good News of Christ.

I hope to make a difference in the Camberwell Grammar community by ensuring that the true Gospel is revealed to all those who wish to hear it. I am honoured to lead Camberwell Grammar as a symbol of the Christian faith.

My leadership style is bold, passionate and resilient.

I would have lunch with Jesus Christ. The way that he has changed my life and the lives of millions of others across the world is amazing. There is so much I can learn from the God of this universe.

Anson Lim – Junior and Middle School Liaison Prefect I applied for a leadership role because growing up, there’s always someone you look up to.

During my time in Middle School, I admired the older Senior School students, which inspired me to create an environment where younger students can form those same connections.

I hope to bring the school community closer together through activities like Junior School Reading, Middle School Homework Club and many others, making inter-year-level interactions feel natural and easy. My goal is for mentorship opportunities to be abundant, where older students are always there to support and guide younger ones.

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My leadership style is supportive, approachable and enthusiastic.

I would have lunch with Ted Lasso. His positivity, belief in others and ability to bring communities together are things I really admire and I’d love to hear his take on leadership.

Kristofer Vos-Rutter

Senior Cadet Under Officer (SCUO) I applied for a leadership role because of my dedication to cadets and desire to contribute my knowledge and skills to the program, as well as inspiration from those who have come before me.

I hope to leave useful change which will exist for years to come, through an improvement in the standard and quality of training.

My leadership style is accountable, approachable and empowering.

I would have lunch with Elon Musk. I am interested in how he built his success and how he deals with setbacks and moves on with his life.

Jason Kua – Captain of Bridgland I applied for a leadership role because of the admiration I have for the past Bridgland House Captains who made a positive difference. I found the way they spoke, led the students and presented themselves extremely inspirational.

I hope to leave this school a little bit better than I found it. My goal is to inspire all the students in Bridgland to try everything so they can graduate feeling like they did the most they could with no regrets.

My leadership style is ambitious, approachable and communicative.

I would have lunch with Lebron James. He shows that greatness isn’t just about individual success, but about lifting others along the way. Ultimately, I want to bring that same level of determination, positivity and commitment to Bridgland and make sure we all push ourselves to reach our potential.

Justin Kwan – Captain of Clifford I applied for a leadership role because, throughout my years at CGS, I’ve looked up to the school prefects and admired the positive influence they can have on the school community through their interactions. The connections formed have lasting impacts, and the support and community I’ve experienced at Camberwell have inspired me to mentor and foster similar connections.

I hope to uphold the values and culture of Clifford House and maintain its reputation as the best house (in my opinion). I also aim to build connections with my fellow students and support everyone to achieve their best.

My leadership style is collaborative, selfless and adaptable.

I would have lunch with myself when I was 8 years old. Full of big dreams, he’s inspired me to become the person I am today and I’d love to catch up over lunch with him about all the fun things I’ve gotten up to and my new goals.

Ross Armstrong – Captain of Derham I applied for a leadership role because I was inspired by former Derham captains, Jerry Ji and Akalanka Gunawardana (2022).

I remember them because I appreciated them so much at the time; having someone to contact and talk to when I was unsure about the processes of Senior School. I want to be that person for the younger year levels – someone who people can approach so they have the same smooth entry into Senior School as I did.

I hope to help make the school and specifically, the Derham House community more engaged with one another, particularly through house-specific events that allow house members to get to know each other better.

My leadership style is organised, enthusiastic and approachable.

I would have lunch with Barack Obama. I think he is one of the greatest leaders of our time, not just because of his policies but also his style of leadership.

Ethan Lau – Captain of Macneil I applied for a leadership role because having attended Camberwell Grammar for 14 years, it felt right to give back to the school community. I’ve seen the school change and adapt, thus I too strive to produce a positive change, encouraging inclusivity and leading initiatives that will enhance school life for everyone.

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I hope to draw the best out of each student in Macneil House, encouraging students to not only participate where they excel but to step out of their comfort zone.

In doing so I hope they can maximise the opportunities presented at Camberwell Grammar as well as make this year one they’ll never forget.

My leadership style is approachable, adaptable and accountable.

I would have lunch with Marcus Tullius Cicero, a master orator and philosopher who championed the Roman Republic, using his sharp intellect to challenge corruption. I feel he would offer unparalleled insights into the modern day.

Kensei Soegijono – Captain of Robinson I applied for a leadership role because I want to have a positive impact on younger students. As the youngest in my year level, I understand how challenging it can be to find the confidence to try new things, to stand out and be someone to make a change. Through various volunteer experiences, I have learned the importance of collaboration, responsibility and leading by example.

I hope to be a positive figure who helps give others the confidence to explore what the school and the world have to offer. I love to see the change in students when they gain the confidence to try new things and find new hobbies – from the way they begin to hold themselves and how they communicate with others.

My leadership style is communicative, patient and relatable.

I would have lunch with Keanu Reaves as he is one of my favourite actors and he seems humble and kind with amazing stories to tell.

Jack Brant – Captain of Schofield I applied for a leadership role because I’ve always liked stepping up in situations where I feel I can make a real impact.

I’ve had great experiences in Schofield House and I wanted to be someone who could help make those same experiences even better for others.

I hope to make sure that leadership isn’t just about a few people at the top making decisions. I want to involve as many people as possible in house activities and school events.

My leadership style is supportive, energetic and driven.

I would have lunch with Alex Honnold. Finding out how he deals with pressure and stays focused would be valuable for leadership and life in general.

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James Gaudion – Captain of Steven I applied for a leadership role because I wanted to be a part of the school and Steven House.

I also wanted to get in there and organise events like House Music and House Drama, as I have always enjoyed taking part in them.

I often get asked what I like most about our school. My answer to that is ‘the community’.

I love how accepting, close and welcoming it is. I hope to maintain and grow it by being approachable and friendly and helping students get the most out of their time here.

My leadership style is encouraging, open and persuasive.

I would have lunch with Barack Obama. I would love to ask him about his experiences with leadership and working with people.

Owen Wu – Captain of Summons I applied for a leadership role to help foster a stronger sense of community, create opportunities for students to grow and ensure every voice is heard. Through my school experiences in debating, cadets, Rotary and more, I’ve learned the power of initiative and teamwork. I want to inspire others to step up and take part in shaping the culture that makes our school so unique.

I hope to encourage more student involvement, strengthen school spirit and push students to express themselves. Whether it’s mentoring younger students, organising initiatives or being someone others can rely on, I want to help others find their passion.

My leadership style is collaborative, determined and supportive.

I would have lunch with Friedrich Nietzsche. I find his philosophy on resilience, self-overcoming and his concept of the ‘will to power’ super inspiring.

Empowered to Lead: Student Leaders Step Up In December 2024, newly appointed School and House Prefects gathered for a dynamic day of discussion, planning and skill-building at the second annual Student Leadership workshop. Designed to strengthen leadership capabilities, the workshop provided a platform for collaboration and practical learning.

Nearly 70 students worked in House groups, testing icebreakers and team-building activities for Tutor groups, tackling real-world leadership scenarios and hearing from a range of speakers. Eighteen students who had just returned from the Year 8 Transition Camp shared their experiences, highlighting both the successes and challenges of mentoring younger peers – reinforced by positive feedback from grateful parents and staff.

The day featured insightful talks, including an address from then-incoming Principal Mr Ben Jeacocke on the lasting impact of student leadership. Mr Roger Devine explored the values of strong leadership, while former School Captain Jack Amling (2019) reflected on his journey from Year 12 to university and into the workforce.

Engaging sessions followed: Mr Drew Stocker’s lively workshop on public speaking, Mrs Justine Elliott’s behind-the-scenes look at House event planning and Ms Elizabeth Grant’s insights on integrating Berry Street Training into student leadership.

Each House received its new banner before heading into a working lunch with Heads of House, finalising key roles and goals for the year. With this strong foundation, student leaders embraced Term 1 with enthusiasm – many already stepping up to lead House Music choirs and ensembles ahead of the Week 4 House Music Competition.

Mr David Rayner, Ms Elizabeth Grant and Mr Roger Devine

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From the Experts �ndrew Fuller Key Skills Parents Can Build in Young People to Create Success at School and in Life Clinical psychologist Andrew Fuller delivered an impactful session early in Term 1 for Camberwell Grammar VCE students and their parents, How to Thrive in Year 12. The following article from Andrew explores four ingredients of success to help cultivate curiosity, creativity and critical thinking in young people.

Children’s brains are like sponges soaking in all they can about the world. Learning is the best and most fun game in town. This is driven by the wonderful imagination and creativity of children. Our aim, as they grow into young people and adults, is to keep it that way.

Four ingredients of success Parents provide a lens through which their children see the world. The language and perspective of parents are incredibly influential. There are four additional skills that every parent can help their children develop to provide the basis for success at school and in life: showing up, opting in, being interested and thinking clearly.

Showing up It’s hard to be successful in any area of life if you don’t show up. But showing up ready for action takes care and preparation. Being well prepared requires sleeping well, eating well, moving well, laughing well, loving well and living well. This applies to you as well as to your children.

Being there for your children makes a gigantic impact.

When we aim to keep ourselves in the best state we can, we show our children that looking after ourselves is important. Families need routines to help everyone not just survive but thrive. This means the adults need to be (kindly, but clearly) in charge.

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Before parents go on a collective guilt trip for not having been attentive to every single micro-second of their child’s lives, think of Vilfredo Pareto. Pareto worked out that 80% of our impact comes from 20% of what we do, known as the 80/20 principle. Great parents don’t have to be available every moment. They do need to be present for their children when they are with them. This means stepping back from your phone and getting involved. None of us would ever want to give our children the impression that we value our devices more than our time with them.

The way we show up is also important. It makes such a difference if we greet our children (and each other) with kindness and enthusiasm.

When there are problems or differences of opinion, showing up with a clear intention to work things out rather than to find out who is to blame, demonstrates that we can get over difficulties and empowers our young people to know they can solve issues between people when they arise.

Opting in (rather than opting out) Having a go, having a crack, nothing ventured nothing gained – this is the spirit of trying things out. Hesitancy can easily slip into avoidance before collapsing into fear. If this happens, we have a young person who lacks confidence and restricts their activities to those they already feel competent in.

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Taking on challenges is good for us. It not only builds determination and courage but moving into action in new areas helps lower our anxiety levels. Taking challenges also strengthens a specific part of our brain called the anterior mid-cingulate cortex which is related to willpower.

the importance of different tasks or ideas is not only an essential thinking skill, but it also reduces anxiety.

Being interested

If we do…what do you think will happen next?

I’m not sure if curiosity has ever really been solely responsible for the demise of a cat, but the lack of it has certainly stifled a lot of people’s lives.

If we did (something different) what do you think might happen?

Build curiosity and creativity in your young person by being intrigued. Find new ideas. Discover new concepts.

Seek out new opportunities and experiences.

Thinking clearly Once we have young people showing up, opting in and getting interested, we can help them develop their thinking skills.

One of the quickest, most cost-effective ways of improving your child’s life is to help them to think more constructively. Doing anything better requires effective thinking. This is one of the best life lessons. It is more important than getting the best marks or being the youngest to achieve anything. Smart thinking helps more people out of tricky situations than determination, luck, positive thinking or motivation.

To teach thinking, parents don’t need to have all the answers, but it does help to have a lot of great questions.

Not every thought is true: It is estimated that people have about 90,000 thoughts every day. Many of those thoughts are valuable but some are just rubbish. They do not deserve to be believed in. Some should be taken out the back and thrown out.

Think agains: Teach your child that while their first thought is great, if they delve deeper, their second thought will often be even more wonderful.

You can grow your brain: Our brains are alive and are growing all the time. Over time, brains wire themselves to become more connected as we think and learn.

Sometimes thinking feels hard. It’s like a muscle that gets tender after exercise because it’s getting stronger.

Struggling with new ideas makes us smarter.

What’s the main idea? The world has a deluge of information and a scarcity of wisdom. Being able to pick out the main message builds understanding: What is that story/show/game/movie about?

What is the main message?

Who is the most important character?

What was the most important moment?

This is the basis of prioritisation. Being able to work out

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Next step thinking: Learn that actions have outcomes or consequences. This might seem obvious but linking actions with outcomes helps (a lot!)

Next step thinking puts you in the driver’s seat of life because you can predict likely outcomes and reconsider what to do.

If yes, then…? Just as actions and outcomes are linked, ideas are also connected. Most complex ideas are a web of connected smaller ideas. A simple example is, that flowers are blooming, the temperature is getting warmer and there is blossom on the trees – it sounds like springtime. In a world of opinions, develop curiosity.

Aim forwards, plan backwards: This is like creating thinking or planning trails. Start with the end in mind then plan backward the steps to achieving that outcome.

Weighing up probabilities: Asking children which option is the most likely helps them to think in terms of probabilities. If they are reluctant, ask them to make a guess and then ask them, ‘What makes you think that?’

Get it wrong to get it right: Clear the clutter – seek out the essential information. As the fictional detective Sherlock Holmes once stated, ‘Once you eliminate the impossible, whatever remains, no matter how improbable, must be the truth.’

Most great ideas had very small beginnings that built over time. People had to take the time, make mistakes and figure them out. John F. Kennedy proposed on 25 May 1961 that by the end of the 1960s, a person should have been to the moon and safely returned. On 26 May, the National Space Council did not suit up an astronaut.

Their first goal was to hit the moon. Three years later, NASA smashed Ranger 7 into the moon at a velocity of 5,862 miles per hour. It took 15 iterations before the successful moon landing of Apollo 11 on 16 July, 1969.

Deepen conversations: Asking good questions relates to thinking and creates learning opportunities. Open-ended questions are generally advocated as a means of pushing beyond knowledge and skill and opening up discussion.

Encourage a love of learning: Parents can cultivate a love of learning in their children by reading to them, providing access to books and exposing them to various learning experiences. Discussing new ideas and inventions shows young people that learning is something we do throughout our lives. Parents can also show interest in what their children are learning at school and help them see the relevance of what they are studying to their everyday lives.

“One of the quickest, most cost-effective ways of improving your child’s life is to help them to think more constructively.

Doing anything better requires effective thinking.”

Andrew Fuller is a clinical psychologist and family therapist who has helped over 200,000 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.

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Teaching and Innovation at Camberwell Grammar Ms Victoria Triantafyllou joined our community in late-2024, as the new Head of the Murdoch Centre for Teaching, Pedagogy and Innovation. In this, the first of her regular contributions to Spectemur, she unpacks the Middle School elective program, spotlighting the innovative offering Creative Design Solutions.

At Camberwell Grammar School, teachers make a concerted effort to offer a range of classroom styles and learning activities to ensure we provide a rigorous culture within the classroom. We are working to create holistic learners who become wonderful young men, who continue to challenge themselves post-school. This philosophy can be seen in many aspects of the school but is emphasised in Year 7 when we have so many new students joining our community.

Building Essential Skills in Year 7 As we create a new Year 7 cohort, students engage in electives designed to build essential learning and study skills while also helping them explore their place and purpose in the world. One of these electives, Creative Design Solutions, introduces students to design theory and encourages them to apply it to real-world issues. Led by Mr Scott Wyatt, this course empowers students to think critically and creatively while addressing problems that matter to them. Through ongoing innovation, our staff ensures that student voice plays a central role in shaping learning experiences, allowing them to take ownership of their education in meaningful ways.

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Engaging Boys in Active Learning Research suggests that boys are often more engaged and productive when actively involved in their learning rather than being passive in a classroom setting. While there is no strong empirical evidence supporting traditional learning styles – such as kinesthetic, auditory or visual – studies do highlight how different groups of students interact with the learning process and the world around them. The science of learning indicates that boys’ neurotransmitters and hormones make them more inclined toward active, problem-solving approaches.

Creative Design Solutions provides students with the opportunity to take charge of their learning through hands-on experiences and the ability to choose how they engage with different modalities. This approach not only deepens their understanding of the subject matter but also fosters independence and, in turn, confidence in their learning.

The Power of Project-Based Learning One of the key aspects of this course is its emphasis on project-based learning. Students in Creative Design Solutions have launched a wide range of projects, each with varying degrees of success. As adults, we recognise the value of learning through failure, and this class provides students with the opportunity to take risks, experiment, and grow from both successes and setbacks. One of last year’s groups made ‘how to’ videos to prepare future Year 7s for CGS life. The learning that is attached to the project, such as the planning of audience, purpose and modality type are important skills. Students are encouraged to use diverse strategies to gather information, design their projects and reflect on their impact including the use of peer feedback.

Student-Led Initiatives and Community Impact These projects are wide-ranging, reflecting students’ interests and concerns. Some students have focused on raising money for disadvantaged communities, while others have worked to improve the school environment.

Some of the successful initiatives have included enhancing Middle School breakout spaces to create better learning environments, upgrading basketball hoops on the JTO, and leading sustainability projects aimed at reducing waste and increasing environmental awareness. Regardless of the project’s outcome, students develop valuable problem-solving skills, resilience and an understanding of how their efforts can contribute to the broader community.

Fostering Collaboration and Leadership Research has consistently demonstrated the positive impact of collaborative learning on student outcomes.

Studies indicate that when students engage in collaborative activities, they experience enhancements in academic achievement, motivation and critical thinking skills. Creative Design Solutions fosters a collaborative environment where students work together, share ideas and support each other’s learning journeys. Sometimes, learning means leading a group; other times, it involves supporting someone else’s idea and contributing rather than leading.

All of these aspects of working within a group are human skills, often called ‘soft skills’, that we need our future problem-solvers and world leaders to be experts in. In the present, by engaging in teamwork, they develop essential communication and leadership skills that will serve them well in future academic and professional endeavours.

Developing a Sense of Agency and Purpose Beyond the academic benefits, this class also helps students build a sense of agency and purpose. By allowing them to explore their interests and take an active role in problem-solving, Creative Design Solutions instils a mindset of curiosity, creativity and perseverance. These qualities are essential not just in school but in life, helping students to navigate challenges and seize opportunities with confidence. As I understand, the possibility of the CGS chicken coop has been a project that has certainly been persevered over a few years of different cohorts!

At Camberwell Grammar, we believe that education should inspire students to think critically, act purposefully and contribute meaningfully to the world around them. Creative Design Solutions embodies this philosophy, equipping our students with the skills, knowledge and mindset needed to make a lasting impact within their community.

Ms Victoria Triantafyllou Head of the Murdoch Centre for Teaching, Pedagogy and Innovation

Spectemur | Issue 1 – 2025

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Sustainability in �ction In our school community, we’re continuously striving for a more sustainable, innovative and connected future. Our journey is one of purposeful evolution, where every initiative, project and shared effort contributes to building a better sustainable future for everyone.

Biodiversity

Green Week

Bees and Garden

Centred on Biodiversity, Green Week featured activities like chalk art, the podcast launch, Clean Up Australia Day, and the annual Green Concert and lunch. Students and staff wore green to support Yarra Riverkeepers.

Purposeful evolution means uniting to protect and enhance the natural environment through community engagement and awareness.

Guided by Henry, our resident beekeeper, students and teachers harvested 17 kilograms of honey, learning beekeeping, hive maintenance and honey production firsthand. Congratulations to James Newell (Year 10) and Theodore Hou (Year 4) for winning the honey jar label competition. Purposeful evolution thrives through environmental awareness and practical learning, as seen in Mr Tom Harley’s Towards 2050 Garden Club efforts at Kingussie Garden.

Stephanie Alexander Kitchen Garden

Community Engagement – Fix the Future Podcast

Mr Tristen Haines, Grade 1 teacher and Green Ninjas founder, has signed up to learn and run the SAKG. His Year 1 class and parent helpers have been learning about soil, herbs, planting and propagation. Recently, they harvested corn and made delicious corn salsa and spicy corn. The students write in journals and enjoy the handson activity and learning. Purposeful evolution continues with every new generation gaining practical skills to live sustainably.

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We launched the Fix the Future podcast during Green Week! Led by Tom Klebanowski (Year 11), Adil Jibu and Oscar Wallis (both Year 10) and with Mr Will Hone’s guidance, the podcast is now on Spotify. It aims to share solution-based journalism which covers global efforts to improve health, living standards, the environment and technological solutions to some of our most pressing problems. By shifting the narrative to discuss solutions we hope to help students evolve into change agents determined to bring their ideas to the world.

Resource Priority – Net Zero Performance

Energy and Transport

Achieving Net Zero by 2030 is a key goal. In 2024, emissions reached a record low of 1020 tCO2e. While gas consumption and road transport met targets, electricity, paper, water and landfill underperformed. Improved recycling rates are promising. The full report will be released next term. This commitment to Net Zero is a testament to our school’s purposeful evolution towards a cleaner, more responsible future.

Waste Reduction

Pedal Power Towards 2050 students visited Melbourne Girls’ College to pedal bikes, generating electricity for MGC’s Pedal Power movie night in February. Their efforts powered 10 Things I Hate About You. This collaboration showcases how creativity, sustainability and partnership thrive together.

Purposeful evolution means fostering connections and learning from each other to drive change.

Tony Zhang Waste Relay Cup Macneil claimed the Senior School Athletics Tony Zhang Cup. The Waste Relay featured House teams of four racing with bins, sorting waste and passing them on.

This engaging event demonstrated senior students’ commitment to sustainability, showcasing how sport and environmental awareness can go hand in hand.

Hand Dryer Project The Towards 2050 sustainability student group tackled landfill emissions by targeting paper hand towel waste.

Collaborating with the property team, they identified high-use areas, consulted a service provider on efficient hand dryers and created informative signage. This initiative highlights purposeful evolution – addressing challenges and implementing sustainable solutions to reduce waste and emissions.

Ride2School The Ride2School initiative continues to gain momentum.

Encouraging students to walk, cycle or scoot to school promotes health and fitness while reducing carbon emissions. The program has seen increasing participation this year, with 40 Middle and Senior Students riding their bikes and 70 Junior School students actively arriving at school by riding a bike, scooter or walking. Purposeful evolution involves making sustainable choices part of our daily routines.

Waste-Free Lunchboxes Ms Michelle Ponert and the team have encouraged Junior School students to pack a waste-free lunchbox. Students have been taking photos of their lunchboxes and adding them to a padlet. The House with the least amount of waste will be celebrated. This innovative approach engages the Junior School community in reducing waste and landfill emissions.

Cafeteria The school cafeteria supports sustainability by using a local coffee provider, reducing single-use packaging by 60% in 18 months, composting food scraps and supporting landfill waste reduction events. Students utilise Container Deposit bins to fund sustainability projects. Purposeful evolution in the cafeteria proves everyday choices can drive long-term environmental progress.

Nurturing a Sustainable Future Purposeful evolution isn’t just a theme – during Term 1, our commitment to continuously improve and innovate was highlighted in biodiversity, waste, energy and transport activities and projects. As our community learns, grows and collaborates, we will keep striving towards a brighter, greener future. Let’s continue to evolve with purpose.

Ms Jo Menzies Sustainability Project Coordinator

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Purposeful Evolution in Learning A greatly enhanced elective offering was introduced into the Camberwell Grammar Years 9 and 10 curriculum in 2024. The number of elective options for students rose dramatically from just 11 to nearly 50, allowing students to engage in a broader range of subjects before committing to their VCE program. This expansion aligned with the school’s Strategic Plan, which aims to enhance learning and provide students with opportunities to explore their interests while developing essential skills for the future.

Previously, most electives were year-long, limiting students’ ability to sample different subjects. The shift to semester-based electives has effectively doubled the number of subjects students can experience, exposing them to a wider variety of disciplines before making crucial academic choices.

‘This change has been about encouraging a breadth of learning,’ explains Mr Laurie Ince, Head of Teaching. ‘By offering semester-long subjects, students gain exposure to more subjects before committing to their VCE studies.

This aligns with our focus on enhancing learning and fostering student engagement.’

Student Choice and Engagement Electives empower students by allowing them to choose subjects that align with their interests and passions, which, in turn, typically increases motivation.

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Early-2025 focus group feedback highlighted student enthusiasm for the new system. Students particularly appreciated the ability to explore without a long-term commitment, making learning more dynamic and relevant to their personal and academic goals.

‘I chose subjects because they sounded good when I read about them, and I wanted to try something different.’

‘Some electives gave me a glimpse of what VCE might be like.’

‘I preferred the semester electives because there was more subject choice – I wish I could have done more of them!’

The Impact on Learning Outcomes The revamped electives program provides an avenue for students to explore potential career paths while gaining practical skills.

“The mantra we want to instil is: take this opportunity to try something you may not have otherwise.”

Ms Maddi Voumard, Head of Computing, has seen firsthand the benefits of this expansion: ‘Incorporating our new Robotics subject into Years 9 and 10 has allowed us to provide a richer and more meaningful learning experience through hands-on activities. Seeing students actively engage in an area they’re passionate about has been incredibly rewarding.’

For subject areas like Art, the expansion has had a tangible impact. Ms Kate Thornburn, Art and Studio Art Teacher explains: ‘One of the advantages of semester-length subjects has been the large number of students electing to do Art in Years 9 and 10. In a Spin and Express Yourself in Clay have enabled students to gain a deeper understanding of ceramic techniques and the art process. With double the number of periods per week for art than in Middle School, these courses offer the opportunity to make sophisticated artworks that convey concepts and ideas, and the process offers some insight into the expectations of Art at VCE.’ Similarly, the Performing Arts department has been surprised by the breadth of interest. Mr Nic Johnston, Head of Performing Arts explains: ‘We expected certain students to gravitate towards Performing Arts after Year 8, but we saw an even larger cohort choose to challenge themselves creatively and try something new. We loved helping these students compose and produce their work, while also giving them time and space to try other subjects that resonated.’

Interdisciplinary and Innovative Learning One of the most exciting aspects of the new electives is the ability to combine subjects in unique ways to further engage students. Mrs Kathryn Smith, Head of Humanities, highlights some examples: ‘Working across departments to produce electives, such as the History of Sport and Historical Interpretations in Film and Literature, has provided opportunities to create subjects which previously were not possible.’

The revamped elective program has also reinvigorated teachers, allowing them to design courses based on their expertise and passions.

‘For staff, it’s been invigorating,’ explains Mr Roger Devine, Year 9 and 10 Coordinator. ‘It’s allowed teachers to generate subjects they’re passionate about and run these mini-programs that deeply engage students.’

Students and teachers alike are embracing the philosophy of curiosity and exploration. Instead of fast-tracking into VCE subjects in Year 10, as some schools do, the approach here is to encourage broad exploration first. For example,

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the Music department previously offered a VCE Unit 1/2 at Year 10 but has since opted to focus on elective-based exposure first, helping students develop as musicians before committing to VCE Music.

Where the student may not wish to follow a subject through into their VCE program, there is still significant benefit. ‘Not all students will choose to continue with Art at VCE,’ says Ms Thornburn, ‘But I hope that the opportunity to learn more sophisticated skills in ceramics, and to develop their personal visual language, paves the way for a lifelong appreciation and enjoyment of art.’

A Positive Response from Parents Parents have also responded positively to the program expansion. Many have remarked that they wished they had the same opportunity when they were in school, without having to wait to get exposure to some of those real-life learnings.

Mr Devine says, ‘We’re trying to foster curiosity – giving our young people a platform to explore a variety of subjects so they can make informed decisions when they need to. The mantra we want to instil is: take this opportunity to try something you may not have otherwise.’

As the school continues to refine the electives program, a formal review is underway to assess how offerings can be further improved. One possibility is allowing Year 9 and 10 students to study electives together, providing even greater flexibility and opportunity.

Looking Ahead Despite the variety of subjects now available, academic rigour remains a key focus. Electives culminate in exams or measurable assessments to ensure students are prepared for the demands of VCE. With a focus on student choice, engagement and practical learning, the expanded electives program is preparing students for a future full of possibilities.

Ms Emma White, CGS Careers Practitioner, concurs: ‘Exposure to a wide variety of subjects can help students to connect their interests with possible future tertiary study areas and career paths. It can build an awareness of opportunities that may be outside their immediate frame of reference. Ideally students are making informed choices about their future pathways when they leave school and this is one step towards this goal.’

Mrs Emma McMillan Marketing and Communications Coordinator 17

Meet Our Community Get to know some new Camberwell Grammar staff members.

Meet Ms Karen Whelan Deputy Principal and Head of Senior School

What have been your first impressions of Camberwell Grammar?

My first impression of Camberwell Grammar has been overwhelmingly positive, particularly regarding the warmth of the school community. From the moment I arrived, I felt genuinely welcomed. It’s clear that the school values are deeply ingrained in our students, staff and parents, fostering a strong sense of pride and belonging. The collaborative spirit, where education is seen as a shared journey, is truly inspiring.

What do you see as the most significant challenges and opportunities for students today?

Today’s students navigate a world of unprecedented information access, facing the significant challenge of discerning truth amidst the constant ‘noise’ of online platforms, which can undermine sound decisionmaking. To counter this, and to empower informed choices, cultivating self-trust and a strong sense of identity is paramount.

What impact do you hope to have on Camberwell Grammar during your time here?

Honouring our rich history as a foundation for our forward-thinking vision, I aim to contribute to and further cultivate a thriving growth culture that is driven by genuine curiosity. For students, this means developing and understanding the power of self-reflection skills, valuing feedback, and recognising their potential to make a meaningful difference within the school and beyond. For staff, it involves fostering a collaborative environment that encourages professional growth and celebrates their dedication to our students.

What are you most proud of in your career?

Fortunately, students have a remarkable opportunity to develop essential ‘soft skills’ that will serve them

Throughout my 30 years in education, I’ve consistently placed students at the heart of everything I do. After all, a school’s essence lies in its students. I’m profoundly proud of empowering them to become independent learners, fostering a strong belief in their capabilities, and witnessing the development of their pride in their growth and efforts.

Meet Mr Ashley Savage

What are you most proud of in your career?

IT Service Desk Manager

What have been your first impressions of Camberwell Grammar?

From the moment I stepped onto the campus, I was struck by the embracing and welcoming community.

Everyone seems genuinely invested in creating a supportive and inclusive environment. It feels like a place where individuals are valued and there’s a real sense of belonging that stands out.

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throughout their lives. By actively engaging in critical and creative thinking, ethical exploration, and building robust personal and social capabilities, they can rediscover their inner compass and build vital resilience. This empowers them to navigate the digital world with clarity, confidence and a grounded sense of self. Ultimately, these skills equip them to become adaptive, empathetic and impactful leaders and team members, prepared to contribute positively to society and make a meaningful difference in the world.

The unconventional journey I’ve taken and the resilience it’s built in me. For 13 years, I worked in education, pouring my energy into supporting students, staff and families – shaping learning spaces and solving everyday challenges, which gave me a deep sense of purpose.

Then I switched gears, training as a rigger and welder to join the high-risk telecommunication industry. I went from classrooms to climbing telco towers, building structures and installing long-range wireless devices in intense conditions. I thrived there for a time before getting back into education, bringing a wealth of new perspectives and skills. I’m proud of that full circle – and proving I could adapt, push my limits and return to my roots with a broader, stronger foundation.

How do you hope to make a positive impact during your time here?

I’m excited to collaborate with such an experienced team – I see it as an opportunity to learn quickly, adapt and add value wherever I can. Specifically, I’d love to support innovative solutions, streamline processes and foster a positive, can-do vibe. By leaning on the team’s deep experience and combining it with my fresh perspective, I think we can achieve some great things together.

What’s one piece of tech advice you think every student and teacher should know?

Never underestimate the power of a reboot – with your computer devices and your personal life. On the tech side, restarting your laptop, tablet or even the classroom Wi-Fi router can magically fix glitches, refresh systems and get things running smoothly again. It solves more problems than you’d imagine. The same logic applies to you: when stress piles up or you’re stuck on a problem, stepping away for a moment can reboot your mind, clear the fog and bring fresh energy to tackle the day. It’s a double-duty trick for tech and life!

Meet Rev Alison Andrew Chaplain

What drew you to the role of Chaplain at Camberwell Grammar?

It all happened quite quickly, as I loved my previous school community. Part of it was returning to a school where Chapel worship and communion is normal practice.

Part of it was the opportunity to teach boys. It seemed like the right moment and as I drove into Camberwell Grammar School for my interview, the words, ‘The Lord is in the place’ were loud and clear in my mind. I thought, what a wonderful opportunity.

What have been your first impressions of the school?

My first impressions of Camberwell Grammar School are of an extremely kind, faithful and helpful community.

What do you see as the role of faith and values in a school community?

I see faith and values much like the foundation of a building from which all other things can find purpose and strength. These young men will be leaders in our world in the future and the basis from which they make decisions and operate in the world is extremely important.

What are you most looking forward to in your time at Camberwell Grammar?

I am looking forward to continuing the great work done by God through Mrs Janine de Paiva and the Rev Charles Butler in this place. I feel it’s a huge but

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exciting responsibility and it’s one I am enjoying very much. Having a Chapel central on the school campus is so encouraging and I look forward to getting to know the community and serving them in the best ways possible.

If you could share one piece of wisdom or advice with students, what would it be?

You are loved beyond measure by God.

Meet Mr Vito Milana English Teacher What have been your first impressions of Camberwell Grammar?

The staff and students are amazing. I’m impressed with the school’s wide range of extra-curricular activities and its commitment to developing well-rounded students. I have been made to feel welcomed by staff and students.

What makes you so passionate about teaching English?

English is dynamic and ever-changing, and I enjoy capturing those shifts in my teaching. I’m also passionate about the potential of English to unlock understanding and connection. I find it exciting to help students develop their skills in reading, writing and critical thinking, empowering them to express themselves and engage with ideas.

What do you hope students remember about being in your English class?

I hope Camberwell Grammar students remember that English is not just a subject, but a tool for life. I hope they leave my class with a love of reading and language, confidence in their writing abilities, and a desire to continue learning and exploring the power of language.

Who or what inspires you?

My interactions with my students leave me feeling inspired. Their insights and eagerness to learn are truly motivating. I am also inspired by the work of the women who work tirelessly for asylum seekers in Victoria, including the Brigidine Asylum Seekers Project (championed and run by the remarkable 90-year-old Sister Brigid Arthur) and the Asylum Seeker Resource Centre.

Can you recommend a book we should read – and tell us why?

My favourite novel is One Hundred Years of Solitude and I highly recommend it. The novel has epic scope (it spans several generations) and blends magical realism with cultural significance: it is a unique and unforgettable reading experience.

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Spotlight on Sport

The Evolution of Our Junior School Program Sport has long been part of the Junior School experience at Camberwell Grammar, but over the past five years, the program has evolved significantly to better support and inspire our students. Miss Lexie Joyce explains how through intentional changes, increased participation and a broader range of offerings, the Junior School Sport program continues to shape young learners both physically and personally.

Building a Stronger Program There were several key drivers in the expansion of our Junior School Sport program.

• Support from Year 4 and Year 5 classroom teachers has played a crucial role in ensuring sport is integrated into students’ weekly routines.

• One of the most impactful changes has been embedding sport into the Friday afternoon timetable, providing structured and consistent opportunities for all students.

• Our partnership with Trinity Grammar has strengthened our program, creating more avenues for participation and competition.

To encourage inclusivity and engagement, we have introduced a variety of new sports that cater to different interests and abilities. Traditional winter sports like AFL and soccer remain popular, but we have also expanded to include table tennis, badminton, basketball, HotShots tennis, kickball, t-ball, and VolleyStars. These modifications ensure that every student, regardless of skill level, has an opportunity to participate and develop their abilities in a supportive environment.

A key milestone in our journey has been the introduction of the Mitre Cup – a ‘Celebration of Sport’ in collaboration with Trinity for Years 4 to 6. This initiative has fostered camaraderie and friendly competition, further enriching the student experience. Additionally, our swim teams have achieved remarkable success,

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with multiple students qualifying for the SSV State Championships and securing top-three finishes in their events. These achievements highlight the positive impact of our evolving sports program.

Growth Beyond the Game Beyond physical development, our Junior School Sport program nurtures essential life skills. Students gain firsthand experience in teamwork, resilience and sportsmanship – qualities that extend far beyond the playing field. Participation in team sports fosters social connections, helping students form friendships and develop a sense of belonging. The lessons learned in sport – how to win graciously, lose with dignity and support teammates – become lifelong skills that prepare students for future challenges.

Ensuring inclusivity remains a core focus. By offering a diverse range of sports and rotating choices every three to four weeks, we provide students with the autonomy to explore their interests. Whether participating in House Sport, interschool competitions, or high-level competitive events, each student is supported in finding their place within our sporting community.

Feedback from students and parents has been overwhelmingly positive. Parents appreciate the breadth of opportunities available, while students speak enthusiastically about their experiences, particularly the excitement surrounding the Mitre Cup.

“Parents appreciate the breadth of opportunities available, while students speak enthusiastically about their experiences.”

A Foundation for Wellbeing and Learning The benefits of sport extend well beyond physical health. Engaging in regular physical activity fosters resilience, teaches students how to navigate challenges and promotes positive social interactions. Daily ‘Huff ‘n’ Puff’ sessions before lessons begin have become a staple in our Junior School, helping students expend energy, increase focus and prepare for a productive day of learning. Weekly Physical Education lessons and structured sport sessions further reinforce the importance of movement as part of a balanced lifestyle.

Participation in sport also supports academic performance. Many educators recognise that movement helps students – particularly boys – channel their energy, improving concentration and engagement in the classroom. The opportunity to represent the school weekly instils a sense of pride and responsibility, further enhancing students’ connection to the school community.

Another key aspect of our program is the development of leadership and teamwork skills. From a young age, students learn how to work collaboratively, treat others with fairness and respect and constructively navigate challenges. These early lessons in teamwork and leadership lay the groundwork for future success, both within and beyond sport.

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Looking Ahead The purposeful evolution of our Junior School Sport program reflects our commitment to fostering an environment where every student can thrive. By continuously refining our offerings, promoting inclusivity and reinforcing the value of physical activity, we are shaping confident, resilient and well-rounded individuals.

Miss Lexie Joyce Junior School Head of Sport with Mrs Emma McMillan Marketing and Communications Coordinator

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� Historic Day for the School The Commissioning of the School’s 10th Principal On Thursday 20 March, St Paul’s Cathedral in Melbourne was filled with the School community and distinguished guests for the official commissioning of Mr Ben Jeacocke as the 10th Principal of Camberwell Grammar School.

This significant occasion marked an important milestone in the School’s history. It was wonderful to have so many representatives from the Camberwell Grammar community uniting to celebrate this joyful and memorable event.

The ceremony began with a wonderful fanfare of March for the Ark by C.P.E. Bach performed by students, followed by a procession, accompanied by the hymn Be Thou My Vision.

The Bishop: Ben, you have been called to serve as the 10th Principal of Camberwell Grammar School. Will you be diligent and faithful in performing your duties and in nurturing the School, students and staff, who have been entrusted to your leadership and care?

Mr Ben Jeacocke: I will, the Lord being my helper.

After heartfelt prayers, musical performances and an address from the Bishop, a moving Presentation of Symbols took place, representing a warm welcome and support for Ben. Mr Jeacocke, please accept this roll, listing the names of all the students of Camberwell Grammar School. May this roll be a symbol of the importance of human relationships, the diverse co-curricular paths chosen by students and the need to always remember the people you are charged to lead.

Arnold Patel (Year 5), Gaius Pillemer (Year 8), Adam Li (Year 12), School Vice Captain

Ben, we present to you an academic gown as a symbol of the staff of Camberwell Grammar School. As members of staff, we affirm our desire to support you in ensuring our students and our school are a place of great learning, respect, integrity, courage and optimism.

Mr Jason Sayers and Ms Ciara Chaomhanach, Staff Ben, on behalf of the Parents’ Association and Friends of Groups, please accept this blazer as a symbol of our support for you as the 10th Principal of Camberwell Grammar School and our commitment to partnering with you and the School as we develop young men of wisdom and good character.

Dr Katherine Lok, President of the Parents’ Association Ben, we present you with an OCGA tie and cufflinks, symbols of Camberwell Grammar School’s proud history and the ongoing involvement of the OCGA in the life of our School.

As members of the OCGA, we affirm our desire to see the School flourish in all its endeavours and to actively support the School with the resources and talents we have.

Mr Irving Lenton (1962), Old Camberwell Grammarians’ Association (OCGA) Ben, please accept this book about the history of Camberwell Grammar School. May it symbolise the need to honour our history and traditions as well as adopting new and contemporary ways of enhancing teaching and learning.

Mr Gavin Powell, Chair of Camberwell Grammar School Council Ben, I present to you this Bible as a symbol of the faith and values upon which Camberwell Grammar School is founded.

As the words of Scripture have guided and blessed those who have led the School in the past, may these words strengthen and guide you in your leadership role this day and into the future. By your deeds may you be known.

Bishop Genieve Blackwell

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In response, Ben expressed his thanks to all in attendance, to Bishop Genieve Blackwell and the staff of St Paul’s Cathedral for hosting the event.

Education is a powerful force – one that shapes character, nurtures talents and passions, and equips young people to engage with the world with confidence, curiosity and compassion. As Principal, I commit myself to leading with integrity, fostering a culture of respect and inclusion and ensuring every student is empowered to achieve their personal best.

Our school is not just a place of learning; it is a community – a place where students are known, valued and encouraged to flourish. I look forward to working alongside our dedicated staff, our supportive and committed families and, most importantly, our students to uphold and build upon the values of Learning, Respect, Courage, Integrity and Optimism that define us.

Mr Ben Jeacocke, Principal

Leadership of the School For 139 years, generations of school Principals and Headmasters have displayed the vision and leadership to propel Camberwell Grammar forward, shaping the incredible school of today. We honour their dedication and commitment as we look ahead to the leadership of our new Principal, Ben Jeacocke and the exciting new chapter that awaits our school.

Mr Arthur Taylor 1886-1891

Mr Henry Tonkin 1932-1949

Mr David Dyer 1966-1987

Mr Alfred Hall 1891-1926

Mr Michael Searle 1950-1954

Mr Colin Black 1987-2004

Dr Martyn Buntine 1927-1931

Reverend Thomas Timpson 1955-1966

Dr Paul Hicks 2005-2024

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The Life of the School

Kwong Lee Dow Scholar

Staff Musician on Tour

Well done to Max Korganow (Year 11) who has been awarded a Kwong Lee Dow Scholarship from the University of Melbourne. This prestigious academic enrichment program supports high-achieving students, offering opportunities to participate in workshops and seminars and connect with the University and fellow scholars.

In mid-February, Ms Esther Toh had the wonderful opportunity to join the Singapore Symphony Orchestra on their Australia Tour. Under the baton of Hans Graf, the orchestra and amazing soloists Chloe Chua and Pei-Sian Ng played sold-out concerts at the Sydney Opera House, Hamer Hall and QPAC. The program included the Brahms Double Concerto and Tchaikovsky’s 5th Symphony.

Sports Academy Mentors

AGSV Music Festival

Joon Tham (Year 7) had a chance to spend time with Owen Lim (Year 11) at the 2025 Badminton State Championships in South Australia during February. Both students earned medals, Joon as U15 doubles finalist and Owen as U19 doubles finalist. Chauncey Yu (Year 12) competed with Joon at the Badminton Victoria AIA Junior Circuit 1 in Bendigo. Chauncey fought hard and won the U19 Boys Single title, while Joon played to the semi-finals for the U15 Boys Doubles. Both Owen and Chauncey have been fantastic role models for Joon.

CGS musicians recently attended the inaugural AGSV Music Festival hosted by Penleigh and Essendon Grammar School. The Middle School Cello Ensemble and guitar students spent the morning sharing solo and group performances and rehearsing and performing with students from Yarra Valley Grammar and PEGS. It was a rare and wonderful opportunity to share our artform with students from other AGSV schools. We look forward to participating in future AGSV Music Festivals.

Ms Stephanie Dixon Head of Ensembles

Junior School Leadership Executive In Term 1, the 2025 Junior School Leadership Executive was announced during Assembly. These students lead important initiatives in the Junior School during the year.

Parents attended this very special Assembly, and congratulations go to our new Year 5 leaders for the year: Marcus, Teddy, Arnold, Charlie, August, Oscar, Zac, Aarik, Patrick, George, Carlos and Anthony.

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Camberwell Success at OzCLO

Simpson Prize Winner

Congratulations to Year 10 students Alexander Robb, Alistair van de Velde, George So and Ricky Li on their outstanding performance in the regional round of the Australian Computational and Linguistics Olympiad.

They achieved third place in the Junior Team category for Victoria. As a result, they represented our school at the National competition on Wednesday 26 March at the University of Melbourne.

Congratulations to Adil Jibu (Year 10) for winning the 2025 Simpson Prize for Victoria. Adil recently visited Canberra for a special ceremony at Parliament House with Her Excellency the Honourable Ms Sam Mostyn AC, Governor-General of the Commonwealth of Australia.

The Simpson Prize is a national competition that honours Australian service in WWI and WWII. As one of eight winners, Adil will visit Japan and Singapore for a study tour, including the official ANZAC Day Dawn Service.

Australian Adventures Music Concert – Junior School A wonderful Australian Adventures Concert was held late last year in the Middleton Theatre.

Students from Pre-Prep to Year 3 showcased their musical abilities dressed in delightful costumes, taking to the stage with confidence.

Congratulations to all the flies, crocodiles, bilbies and kangaroos, Mrs Jessica Wynne and the Music Department and Art teacher Mrs Sofia Tsolakis.

SSV Junior School Swimming Following this year’s South Yarra District Swimming Championships, five of our students competed in the Beachside Division Swimming Championships at Oakleigh Pool. Our swimmers performed extremely well, receiving multiple top-2 individual placings and those who placed first progressed to Regionals.

All of our Year 6 swimmers earned places in SSV State Finals, an incredible achievement! Congratulations to Josh Ko, Tony Lu, Evan Wang and Scott Yao.

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Cadet Drill Competition

AGSV Junior Swim Finals

Congratulations to Cadet Sergeant (CDTSGT) Ethan Yeung (Year 12) and Cadet Corporal (CDTCPL) Joshua Lim (Year 11) who participated in the Victorian Brigade RSM-A Drill Competition in March. This was a competition between the four battalions in Victoria, with each battalion team comprising eight members. Both Cadets were members of the winning squad and received a challenge coin. Ethan and Joshua will represent Victoria at the national competition in May.

Junior and Middle School students recently competed in the AGSV Swimming Finals at MSAC, with 32 top-3 finishes! Every student gave their all, with a special mention to Year 6 students Josh, Tony, Evan and Scott for breaking two AGSV relay records in the 4x50m Freestyle Relay and open 4x50m Medley Relay.

Rehearsals Underway for The Pirates of Penzance

Cultural Lunches

Rehearsals are in full swing for this year’s Senior Musical, The Pirates of Penzance, to be held from 8-10 May in the Performing Arts Centre. Camberwell Grammar students are joined by students from Canterbury Girls’ Secondary College and Camberwell Girls Grammar School in this Gilbert and Sullivan classic musical.

Junior School Inter-House Swimming Carnival On Friday 14 March, all Year 3, 4 and 5 boys competed in a variety of individual and relay events at the Junior School Inter-House Swimming Carnival. Congratulations to Macneil/Robinson, the overall 2025 House Swimming Champions for the first time in 11 years.

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Josh and Tony also represented Camberwell Grammar in the Senior AGSV Swim Team, helping secure the Senior AGSV Finals win for the 5th consecutive year!

Middle School students recently participated in special lunches to enhance their language and cultural studies of Chinese and Indonesian. Seated around tables in the Camberwell Room, they enjoyed delicious traditional foods while practising their language skills. Both lunches emphasised cultural appreciation, with zero waste achieved.

Rémi Foster at Government House

House Chess Competition

Tennis Victoria recently invited Rémi Foster (Year 9) to attend a tour and play tennis on the Governor’s grass courts. It was a privilege to be invited and Rémi greatly enjoyed the experience.

The annual House Chess competition once again delivered an exciting showdown. It was a closely contested event, with Bridgland emerging victorious in the Year 9/10 division and Schofield claiming the top spot in the Year 11/12 division. Congratulations to Bridgland for securing the overall win!

House Athletics The House Athletics Carnival brought the Senior School together for a day of track and field, promoting community and demonstrating outstanding sportsmanship. The placings based on Jarret Cup points were the closest we’ve seen, particularly by year group. Congratulations to Robinson for being the victor on the day!

Schofield were the overall (Year 6, 7 and 8 results combined) winners at the Middle School House Athletics Carnival. The aim of the day is to have fun and uncover hidden talent, and in that regard, it was a tremendous success. Well done to all participants!

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Music Academy Highlights

Congratulations to brilliant musicians Yi Qian (Ethan), Charles and Owen (all Year 12), Nathan (Year 11), Justin and James (both Year 10), Ethan, Shine, Aiden, Christopher and Gabriel (all Year 9), Kenny (Year 8) and Lucas (Year 7) for receiving Australian Music Examination Board’s Associate and Licentiate Diploma awards during March. The Conferring Ceremony was held at a packed Hawthorn Town Hall.

Dillon Chan (Year 8) performed a stunning program of Chopin, live on 3MBSFM as part of the station’s Kawai Live Series. He was interviewed

by Camberwell Grammar Music teacher and choir director, Mr Mark Kerr who is also a well-known 3MBS broadcaster. In other news, Dillon was awarded joint first prize at the International Jeune Chopin Competition for Young Pianists. This competition was organised by the Frédéric Chopin Institute in Switzerland.

On Sunday 30 March, I had the incredible opportunity to perform in the Australian premiere of Robert Koolstra’s reconstruction of J.S. Bach’s St Mark Passion.

Year 11 violinist Nathan Wayne and Year 9 cellist Gabriel Liu dazzled the audience at the ceremony.

Presented by The Australian Boys Choral Institute in partnership with Genesis Baroque, this performance marked the beginning of a three-year Passion project, which will culminate in a performance of Bach’s St Matthew Passion in 2027.

Held at Wesley Uniting Church, the concert brought together the Australian Boys Choir, The Vocal Consort, Genesis Baroque, and four incredible soloists under the direction of Nicholas Dinopoulos to perform the mammoth two and a half hour work in the original German.

It was an unforgettable experience to be part of such an emotionally rich and musically demanding performance.

Singing alongside a full baroque ensemble and talented soloists was very inspiring, and it was even more special to share the stage with friends.

Oscar Xu (Year 10) and Wei‑Bo Tsai (Year 7) were the only students in Victoria to be awarded prestigious Theory of Music Prizes at the same event. Oscar was awarded the VMTA Theory Award and Wei-Bo, the Elizabeth Stainkamph Memorial Prize.

From our school, Harvey Bourke (Year 11), Clement Tsui and Jeremy Shen (both Year 8) also performed. Singers Alexander Yakop (Year 7) and Rory Westcott (Year 11) are also in the Australian Boys Choir.

Celebrating International Women’s Day

shared words of encouragement and recognition by writing affirmation cards for the women in their lives.

For International Women’s Day on 8 March, we took the opportunity to celebrate the incredible achievements of women and to recognise the challenges that remain. As a school for boys, Camberwell Grammar is committed to driving positive change through education and actions in our workplace for greater equity.

Various events and celebrations took place around the school to honour and uplift the women who inspire us. Deputy Principal, Ms Karen Whelan and her Year 9 Geography students are pictured proudly wearing IWD ribbons showing unity and support. Our Year 6 students explored the incredible stories of trailblazing women from the Rebel Girls book series and wrote letters to their mothers or other special women. In the library, students 28

Frank Roodenburg (Year 10)

Achieving gender equality benefits us all. Thank you for helping us to accelerate change – both within our school and beyond.

Celebrating the Class of 2024 We reflect on last year’s leavers, the Year 12 Class of 2024, their remarkable achievements, their resilience through challenges and the lasting legacy they leave behind.

The 2024 VCE results were outstanding, equalling the best in Camberwell Grammar’s history. Despite facing significant disruptions during their formative years due to COVID-19, 172 Year 12 students demonstrated extraordinary perseverance, with each one successfully completing their VCE. We are very proud of them all.

Their hard work was rewarded with exceptional results: 15% achieved an ATAR of 99 or better, placing them in the top 1% of the state, while 54% scored 90 or above.

The depth of results was pleasing, with a median ATAR of 90.85 and an average of 85.4. A remarkable 12 perfect study scores across various subjects further highlight the academic strength of this cohort.

On results morning, our Year 12 students gathered excitedly on the steps of Roystead, many clad in school hoodies, for a group photograph and a chance to share stories, laughter and their dreams for the future.

Their teachers played a significant role – their dedication, guidance and belief in their students helped make these results possible. Likewise, parents, who were supportive, encouraging and patient with their sons throughout the journey of a VCE year.

This is not the end of anything – rather, it is a beginning.

To the Class of 2024: take with you hope, courage and the knowledge that you are prepared for whatever comes next.

Our Duces were Joel Cheok, Jerry Jin and Chris Lu, who scored the highest possible rank of 99.95. Our Proxime Accessit was Ethan Ong, who scored 99.85.

All four, apart from being exceptional students, were actively involved in the full life of the School and worked very hard at their studies. From competing internationally in Science Olympiads to excelling in sports, debating and service, these students embodied the Camberwell Grammar values. A further 21 students attained an ATAR of 99 or higher, showcasing the breadth of talent within the Class of 2024.

Yet, while these numbers are impressive, they are just one measure of success. Many students faced personal hardships throughout the year and still emerged with results to be immensely proud of. The ATAR may capture a moment in time, but it does not reflect the journey, the resilience or the character that each student has developed. It is these qualities that will shape their futures far beyond the classroom.

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House Music After months of preparation and countless early morning rehearsals, the highly anticipated House Music competition took place on 21 February. This annual event, a highlight of the school calendar, saw all eight Houses come together to showcase their hard work and creative effort. As a completely student-led competition and rehearsal process, every performance was the result of weeks of planning and dedication – an invaluable experience for the students.

Camberwell Grammar was honoured to welcome guest adjudicator Mr Gareth Leach. Mr Leach is an accomplished country singer-songwriter and producer in the Australian country music realm. He has achieved great commercial success with his self-produced and engineered third studio album Gareth Leach & The Narratives of Hope, released in June 2023, debuting at number 1 on the ARIA Charts. He was joined by CGS conductor, oboe teacher and Head of Ensembles, Ms Stephanie Dixon. With their combined knowledge and experience in both classical and country music, they made for invaluable judges on the night.

Each House showcased both an instrumental and two choral performances. The instrumental performances ranged from Beethoven’s intricate string quartets to Piazzola’s flamboyant Latin American tangos. Clifford House triumphed in this category with their flawless rendition of the fourth movement of Bruch’s Piano Quintet in G Minor. The ‘free-choice’ choral section was highly competitive as well, featuring well-known pop songs like Call Me Maybe by Carly Rae Jepsen and timeless classics like Vienna by Billy Joel. However,

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the Country section was what defined the evening with Clifford’s bold take on Islands in the Stream by Dolly Parton and Kenny Rogers commanding them to a narrow 3-point victory over Summons.

This triumph marks Clifford House’s first-ever backto-back string of wins and their sixth-ever victory.

The evening concluded with the much-anticipated Prefect’s Item; a choreographed journey through music history featuring a medley of classics including Nirvana’s Smells Like Teen Spirit and Beyonce’s Crazy in Love, capped off with a surprise appearance from Principal Mr Jeacocke.

A huge thanks to all the staff members who worked tirelessly behind the scenes to make the night a success, particularly the Head of Music, Mr Bishop and the Music and Drama Productions Coordinator, Ms Carmichael.

The unwavering support from Heads of House, music teachers and House tutors played a vital role in guiding students through the demanding preparation process.

More than just a display of musical ability, House Music was a celebration of leadership, teamwork and the closeknit community that defines Camberwell Grammar. It was a night to showcase the power of music, its strength at bringing people together and ultimately its ability to create truly unforgettable memories for all who took part.

Nicholas Branson Captain of Music

“House Music was a celebration of leadership, teamwork and the close-knit community that defines Camberwell Grammar.”

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Elva �llan Memorial Concert This year’s Elva Allan Memorial Concert once again showcased the exceptional talent within Camberwell Grammar’s music program.

The event commenced with a vibrant and technically demanding performance of Lutoslawski’s exciting Variations on a Theme of Paganini for two pianos, played

by Reily Wang and Tyler Li (both Year 11). The program then took a more gentle turn with a beautifully rendered performance of the Finale from Richard Strauss’s Don Quixote, arranged by Thomas Shaw. Scored for a unique combination of six cellos and a double bass ensemble featuring Derrick Kwon (Year 12) as the cello soloist, the unconventional instrumentation created a wonderfully sonorous rendition of the piece.

A particularly special moment was the world premiere of the Trio for Horn, Double Bass and Piano by composer Lee Bradshaw, who was at the event. This piece was performed by Gino Yao, Derek Wei and Oscar Xu (all Year 10). Following this contemporary piece, the audience was treated to the lyrical and expressive second movement of Lars-Erik Larsson’s Concertino for Trombone and Strings, with a captivating solo by Nicholas Radelczyk (Year 11).

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The finale of the evening featured the Elva Allan Orchestra in collaboration with The Australian National Academy of Music (ANAM). Led by ANAM Head of Violin, Adam Chalabi, and with some ANAM musician mentors playing in the string section, the orchestra delivered a compelling performance of Haydn’s London Symphony in D major, Hob 1/104.

As a participant in the Lutoslawski, Larsson and Haydn performances, I found the journey from first rehearsal to concert both challenging and immensely rewarding.

The intricacies of the Lutoslawski were particularly engaging and fun to prepare. This year’s Elva Allan Memorial Concert was another success, showcasing the dedication of the students and their teachers at Camberwell Grammar.

Reily Wang (Year 11)

“�s a participant in the Lutoslawski, Larsson and Haydn performances, I found the journey from first rehearsal to concert both challenging and immensely rewarding.”

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Term 1 Camps Year 4: Coastal Forest Lodge, Anglesea Whoosh! The bait splashed into the water. Tug, tug!

Something was pulling. I reeled it in slowly while my partner stood ready with the net. The yabby emerged, wriggling and my partner scooped it up – we were thrilled.

When it was time for another turn, I felt eager to go again, but I also wanted my partner to experience the same excitement. I stepped back and let them have a go. My partner was buzzing with anticipation, especially after a near catch. Seeing their excitement, I let them try again – and this time, we got one! We grinned, snapped a photo and gently released the yabby back into the water.

Lucas Zhang (4B) As I looked back, I saw a giant wave approaching. With every centimetre it moved, it grew bigger and bigger, and my heart pounded faster and faster. I wanted to turn back to the shore, but I knew it was too late. I hopped on the boogie board and began kicking furiously. The wave roared, towering above me. A shiver ran down my spine as the wind howled. Whoosh! The wave crashed and pushed me forward towards the shore. I glided through

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the water like a lively fish, dancing with the current.

I closed my eyes as the wind and salt water hit my face.

The boogie board slowed as I neared the shore. I heard Mr Carbines cheering for me. ‘I did it’, I said to myself.

That whole day, I felt proud of what I had done.

Raymond Shi (4B) As we ventured up the hill, I took a deep breath of the cool evening air. My legs ached slightly from the day’s adventures – riding the waves earlier had been exhilarating – but I pushed on, eager to see what lay ahead. As I reached the top, I gazed across the open fields and spotted around 30 kangaroos, their ears twitching as they grazed. A few other animals moved in the distance, blending into the golden grass. I ran my fingers along the fence, feeling the rough tufts of kangaroo fur caught in the wire. It felt strange, but also like a reminder of how close we were to nature. As we made our way back to camp, the sky melted into shades of orange and purple – it was the perfect way to end the day.

Harvey Lau (4B)

Year 5: Candlebark Farm As I soared down the 100-metre zipline at Candlebark Farm, the wind whooshed around me, creating an exhilarating rush. Suspended two metres above the ground, I sped past breathtaking views, feeling both fear and thrill. This adventure on the Super Swooper, a standout moment from my Year 5 camp, was unforgettable.

The camp began with a lively bus ride. About 25 minutes into the journey, a spontaneous sing-along erupted.

However, our teachers soon reminded us of our responsibility as Year 5 students, quieting the cheerful chaos just before we reached the camp.

On the evening of the first day, we walked to the top of a massive hill to watch the sun set. It was incredible to see how the colours across the valley changed almost every second until the light was dim. It was a magical moment in our lives.

The next day featured Camberwell’s Got Talent, where each cabin presented a themed act. My cabin chose a fairytale setting and cleverly integrated the Aussie

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phrase ‘a dog’s breakfast’ into our performance.

This creative challenge was one of the camp’s highlights.

On the final day, the anticipation built as my turn on the Super Swooper approached. Strapped in, I pushed forward, shouting with excitement. The ground seemed to vanish as I zoomed along, my heart racing with joy. After the ride, we all shared stories of our thrilling experiences and enjoyed a well-earned lunch of spaghetti bolognese, my favourite. The afternoon was spent playing Ga Ga Ball, a game that was even more fun with friends from camp.

Other incredible activities we enjoyed on camp were archery, frisbee golf, low ropes course, skeeters, orienteering and a photo find.

Camp was an incredible mix of singing, acting and daring adventures, leaving us with memories to cherish for a lifetime.

Michael Julius (5A), Eric Lin (5A), Owen Le (5B) and Tishan Jayalath (5B)

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Year 7: Kangaroobie In March, we took a 5-day trip to Kangaroobie on the Great Ocean Road, four hours by bus. The camp food was spectacular; I especially enjoyed beef and mashed potatoes. We even had supper, a rich slice of cake and hot chocolate. Our first activity surprised me as it was my first experience canoeing and I managed to learn and steer particularly well. We went on night walks, watched movies, hiked along the 12 Apostles, sat at the beach and even slept in tents for a night, toasting breakfast by the campfire in the morning. We also had a GPS challenge, played games in the forest, crawled through a pit of water under a net and played tag while teachers shot everyone with water guns! Despite the exciting activities, students were still full of energy and kept each other awake during the night!

Emerson Aw (7A) Camp Kangaroobie was an exceptional experience that truly pushed our survival skills and enhanced our social abilities. Every activity was designed to challenge our physical endurance, mental resilience and teamwork ability, offering a fun yet effective way to build those crucial skills. While the tasks were demanding and often exhausting, each one left us with a sense of

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accomplishment. Being removed from the comforts of home, without the gadgets designed to make life easier, made the experience even more rewarding. It was a perfect balance of challenge and growth, making it an unforgettable adventure.

Andre Lu (7A) Sleepless nights, mosquito bites and a lot of fun are all part of Year 7 camp. The hike was physically challenging.

Walking up sand dunes and through the farm was something I didn’t have much experience in. But laughing around with new friends and the teachers eased the exhaustion. I really enjoyed the farm tour. We were put in a cage at the back of a trailer for transportation and learnt all about the farm. I discovered interesting facts about bulls and cows and we even got to see a newborn calf. Another activity highlight was the exciting game, ‘Predator’. We ran around the bush trying not to get caught by other ‘animals’. Even though camp was challenging at times, it was a wonderful and new experience I’ll never forget.

Boston Wan (7A)

Year 8: Surf Camp, Anglesea On the first day, we travelled to Anglesea where we relished the refreshing water and the waves the surf beach provided. We all learnt some great tips on how to surf and I, along with others, managed to shakily stand up a few times and get that amazing surfing feeling. After this, we headed to our campsite, located in the charming forest of Aireys Inlet, and unpacked our luggage into our cabins. The next few hours were spent exploring all that the camp had to offer, including basketball, downball and frisbee golf while all of us, including me, loved getting to know one another better. The day was capped off with a delicious paella which was so good I had thirds!

In the morning we headed off to surf safety, an important part of being at the beach. We learnt about DRSABCD and also how to properly rescue people in the ocean.

We then shared some warmly welcomed fish and chips before saying our farewells to Anglesea and journeying back to school.

“It was great to be surrounded by the beauty of the sea and forget about the stress of school. Surf camp was an unforgettable experience.”

I had so much fun learning how to surf, improving my skills and spending my days by the ocean. My favourite part of the whole experience was catching a bunch of waves. At first, it was a little tricky to get the timing right, but once I got the hang of it, riding the waves felt amazing! Besides surfing, I also loved just being at the beach. Whether it was relaxing in the sun, playing games with friends or letting the water relax my body, it was great to be surrounded by the beauty of the sea and forget about the stress of school. Surf camp was an unforgettable experience and I’m so glad I got to be a part of it.

Marcus Gu (8B)

Sam Osborne-Smith (8S)

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Summer Sport Update – Term 1

The Summer Season was filled with highlights, from personal milestones to historic victories and the introduction of new opportunities. Our Year 7 students wholly embraced the program and we watched them represent the School with enthusiasm and excitement.

We are immensely grateful for all our coaching staff and Teachers in Charge, who supported students throughout the season.

Our teams delivered exceptional performances throughout the AGSV Summer Season, with three AGSV Premierships highlighting our continued improvement and excellence.

After a hard-fought season, our Firsts Basketball team finished in 4th position on the ladder. The team played out thrilling victories, buoyed by school spirit and support, in the semi-final against Trinity Grammar and the Grand Final versus Yarra Valley Grammar to secure back-to-back AGSV Premierships. Captain, Henry Sewell (Year 12) and Vice Captain, Charles Webb (Year 12), despite missing periods of the season with injury, were exceptional in leadership, while Luke Davidson (Year 12), Jarvis Neal (Year 11), Dan Bullock (Year 11) and Chandler Siegle (Year 10) were standout performers throughout the season. Congratulations and thanks to Head Coach, Stephen Blackley and Assistant Coach, Mikey Brookens, as well as Teacher in Charge, Mr Luke van Maanen.

A remarkable undefeated run culminated in another AGSV Premiership for Firsts Table Tennis. As the only Year 12 in the team, Captain Justin Kwan (Year 12) led a young squad of promising players to the team’s 10th AGSV Premiership in a row in a convincing Grand Final performance against Trinity Grammar. Justin was well supported by Aiden Tang (Year 10), Gavin Li and Ethan Zhuang (both Year 8). All three were rewarded with positions in the AGSV Representative Table Tennis team that played a representative APS team at the end of the term. Thank you to the Teacher in Charge, Mr Tap‑Long Duong and Head Coach, Chermaine Quah.

Our swimmers delivered a commanding performance at the AGSV Championships, securing the title – our fifth in a row – with an impressive display of depth and talent.

From 40 races, the team recorded 20 first places, eight

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seconds and eight thirds to win the AGSV Premiership with a 33.5 point margin to runners-up, Trinity Grammar.

There were several outstanding performances on the evening: •

Quinn Richards (Year 8) took 2 seconds off the record in the Under 14 50m Breaststroke, which also set a new Victorian record with 30.63s.

• Tiaan Burger (Year 12) broke the Open 50m Freestyle record in a blistering 24.27s.

•

The Under 16 4x50m Medley, Open 4x50m Medley and Open 4x50m Freestyle relay teams broke records.

The Year 12 group has been exceptionally talented and dedicated. Well done to Captain, Ross Sykiotis and his Vice Captains, Tiaan Burger, Ryan Chung, James Gargano and William Watson (all Year 12).

Thank you to the many coaches involved, to Head Coach Matt Belgiovane and Team Manager Nic Campbell.

We also had strong results across other AGSV sports.

The Firsts Tennis team reached the Grand Final and finished as runners-up after a closely contested match against Mentone Grammar. Congratulations to the Year 12s in the team: Benjamin Nash (Captain), Lachlan Cross (Vice Captain) and Mattias Ho who contributed so positively to the program throughout their school careers. The relatively young team looks destined to continue to push for AGSV Premierships in the future.

Thank you to Head Coach, Peter Owen and Teacher in Charge, Mr Lachson Chan.

A highly competitive season saw our Firsts Volleyball team finish in third place after a strong campaign. The team’s enthusiasm and dedication towards training was evident in the improvement of their match play and their consistency, culminating in a closely fought semi-final appearance. Captain, Chauncey Yu was outstanding and earned a position in the AGSV Representative team, while Ross Armstrong and Jack Zhang (all Year 12) were dependable performers. Head Coach, Tarek Al Kazzi was exceptional in getting the most out of each player and the team, and we thank Mrs Julie McCarthy for the care and support she gave the students.

AGSV Representative teams are selected to recognise students for standout and consistent performances throughout the season. The following students participated in matches against the APS on 1 April.

CRICKET

TENNIS

Adam Li (Year 12)

Mattias Ho (Year 12) Ayush Salunkhe (Year 8)

TABLE TENNIS Aiden Tang (Year 10) Gavin Li (Year 8) Ethan Zhuang (Year 8)

Beyond AGSV competition, our students continued to excel in a range of other sports. The Cycling Squad delivered outstanding performances in the AusCyclingVictorian Interschool Series, finishing fifth out of the 55 competing schools. There were many podium finishes across the seven races. Standout performers included Edward Goh (Year 10), who claimed Gold in the Senior Male D division and Chester Roodenberg (Year 8), who dominated the Junior Male D division to win Gold. In a sport that demands hard work and devotion, we congratulate all students and thank the Teacher in Charge, Mr Marcus Jones.

In Kayaking, our paddlers impressed at the Victorian Schools and State Championships with several standout individual and team performances. At the Schools Championships in Nagambie, Charles Pettolino (Year 10) and Alan Zou (Year 12) won Gold in the Under 18 TK2, while Roy Legge and Oscar Wallis (both Year 10) dominated the Under 16 TK2 at the State Championships in Geelong. Thank you to Head Coach, Logan Dutton and Teacher in Charge, Mr Charlie Lockwood.

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VOLLEYBALL

BASKETBALL (played in Winter) Henry Sewell (Year 12) Jarvis Neal (Year 11)

Chauncey Yu (Year 12)

Exceptional endurance and skill saw our Triathlon Squad achieve remarkable results throughout the 2XU Triathlon Series. In the final race of the season, four students participated in the gruelling Olympic distance race and performed impressively. Harrison Lipscombe, Kaan Ong, Mark Wu (all Year 11) and Kensei Soegijono (Year 12) all finished the race in under 3 hours; Harrison put in a superb effort on the bike to be the fastest athlete on the day. Congratulations to Alexander Zabojec (Year 9) who represented Victoria at the School Sport Australia event in Rockingham in March. Our thanks to Teacher in Charge, Dr Jack Smith for his passion and commitment to the Squad and the sport.

A highlight of the season was the introduction of Touch Football, which marked an exciting expansion of our sporting offerings. The enthusiasm and commitment shown by our players in their inaugural season was fantastic and we look forward to seeing this program grow in the coming years.

Mr Lachlan Crawford Head of Sport 39

Making an Impact

The Parents’ Association Make an Impact Friday 22 November, 2024

Summons House Gelati Day Thursday 27 February and Friday 28 February Summons House held its annual student-run Gelati Day fundraiser over two days in Term 1 in the Junior, Middle and Senior Schools. The event was a great success and raised $2,120.33. All proceeds were donated to the Melbourne Indigenous Transition School (MITS) located in Richmond. MITS students come from remote and regional communities throughout Australia. MITS helps students experience educational opportunities while remaining connected to their culture. Thanks to everyone who helped with and supported this fantastic event.

Summons House Prefects

Rotary Interact – Operation Toilets Last year, Camberwell Grammar School’s Rotary Interact club proudly donated a fantastic $10,000 to Operation Toilets. This important organisation builds toilets and delivers hygiene education programs in schools and communities in developing countries.

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At an afternoon tea to thank our parent volunteers, approximately 25 volunteers from various CGS parent groups were thanked for their volunteer work throughout the year by then-Headmaster, Dr Paul Hicks and Head of Community and Development, Mr Ryan Whitehead.

The event was held amongst the beautiful collection of donated artwork that forms the Xipell Collection in Dorset House.

Dr Kath Lok, President of the Parents’ Association, took the opportunity to present the CGS Foundation with a cheque for $100,000 in support of the David de Kretser equity scholarships program.

These needs-based scholarships provide opportunities to students with potential, who would otherwise be unable to afford the transformational education only possible at a school like Camberwell Grammar School.

The scholarships are named after David de Kretser (1956) who had a distinguished career in medical research, served two terms on the School Council and was Governor of Victoria (2006-2011).

In 2025, the CGS Foundation is supporting three students in the Senior School who are studying on David de Kretser Scholarships. The scholarships cover all school fees, uniforms, computers and some excursions, such as school camps.

Dr Lok noted that ‘the $100,000 donation was raised from surpluses from events organised by various parent groups over the last couple of years, including Open Day stalls and Friends of Groups. The Parents’ Association encourages all parents, both current and past, to join us in donating to support these scholarships, if you can. We can see the life-changing impact of these scholarships on the boys right in front of us, every day.’

For more information about the David de Kretser Scholarships: • Scan the QR code (right) to read the brochure online • Contact the Community and Development Office team on 9835 1742

�lumni Updates

Young Rising Star – French Teacher

Basketball Championship Winner

Alexander Yep (2013) was selected for both the National and Victoria French Teachers Award (Jeune Espoir – Young Hope) from FATFA, the Federation of Associations of French Teachers in Australia. These awards were presented at the FATFA-TOFA Conference in Perth by His Excellency Mr Pierre-André Imbert, the Ambassador of France to Australia.

Congratulations to Ryder Cheesman (2024), who was a member of the Championship-winning team at the Under 20 National Championships. Victoria defeated Queensland 95-77 to close out the Championships.

As part of this recognition, Alexander was interviewed on SBS French radio to discuss his teaching journey and passion for language education. You can listen to the interview here: https://www.sbs.com.au/language/ french/fr/podcast-episode/alexander-yep-laureat-dufrench-teachers-award-2024/cxqk2vmfg

International DJ Tour In 2024, Adam Norris (2014) travelled to Europe for his first international tour as a DJ, one half of duo MAMI. The highlight was travelling to Munich to perform at Echelon Festival, a three-day event featuring some of the hottest international electronic artists. Alongside his DJing career, Adam also serves as the Technology Business Partner at HESTA.

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Boroondara Young Citizen of the Year Award Congratulations to Angus Aikman (2021), who was recently awarded Boroondara Young Citizen of the Year. Angus has made an incredible contribution to the Boroondara community through his dedication to volunteering and youth leadership.

Angus is the current Deputy Controller with the Victorian State Emergency Service (SES) Malvern Unit.

In this role, he’s a first responder in emergencies for flood, storm, search and rescue. Angus also made an outstanding impact as Treasurer in 2024. He explains: ‘I introduced card readers and an online donation platform, making it easier for people to support our work. I also was heavily involved in grant writing and advocating for increased funding for our service and unit. These changes helped secure over $100,000 in grants and donations, allowing us to invest in better equipment and resources.

Volunteering has been an incredibly rewarding experience for me, and I encourage other young people to get involved.

I regularly attend community events to promote VICSES and help inspire the next generation of volunteers.’

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Where �re They Now?

CGS-era Tony as part of the Colin Black-directed production of A Man For All Seasons (1990), playing the Archbishop of Canterbury alongside Adam Kyriacou (1990).

Tony and co-director of Ange & The Boss, Cam Fink, at the sold-out opening screening at The Astor in front of 1000 cinema-goers.

Tony is the author of more than 20 books for adults and children including Harry Highpants, 1989: The Great Grand Final and The Cow Tripped Over the Moon.

Alumni Stories – Tony Wilson (1990) Even now, 35 years on, I can safely claim to be the only editor of Spectemur to have written about the school Dumpmaster. It was for the Leavers’ edition of R.O.T.E., named by Ian Mason Esq as an acronym of Ring Out the Echoes, a line from the school sports song. It was an association that zero readers made when they saw those letters. Nevertheless, Mase wasn’t a master to be argued with, and if he wanted the quarterly publication to be called R.O.T.E, it would be called R.O.T.E. The tribute to the Dumpmaster, or ‘Dumpy’ as I dubbed him, was my way of talking about a constant in our school lives, from Prep to Year 12, without resorting to cliché. Did it work? I’m not sure. But I do know I was encouraged by two of the most important mentors in my creative life, Ian Mason and John Allen, to err on the side of originality and fearlessness when choosing writing topics. I remember the whole year level climbed into Dumpy’s foetid belly for the cover photo! That’s when the idea might have started getting away from me.

My role with the school magazine was my first official writing ‘job’, and it was a fun and exhilarating experience. For Leavers Edition, I made a yearbook, trying to write something funny about every kid, and I think it awakened what would become a career moulded around words and stories.

At school, I was perceived as a ‘footy kid’. I was captain of the First XVIII and obsessed with following in my father’s footsteps by becoming an AFL player. I did get listed at Hawthorn in 1991 as a father-son pick but was delisted in 1992 without playing a senior game, which was a blow.

In the long run, however, it forced me to look at related talents and passions that had bubbled below the surface, and now I’ve written books and made documentary films about sport. The most successful have been Players – a novel for which I was Best Young Australian Novelist in 2006, Australia United, a memoir about the World Cup in Germany, The Selwood Boys (a kids series about the four Selwood boys) and 1989: The Great Grand Final. I’ve also written features for The Age, The Good Weekend, The Monthly and Wisden.

In recent years, I’ve started a newsletter called Good one, Wilson. One of the loveliest subscription notes I received came from my old Summons housemaster Ian Mason, who told me how much he’d enjoyed my writing over the years. He then suggested I write something ‘serious’ about ‘something like India’, which I haven’t done, but 42

probably will, because I always do what Mr Mason tells me to do, especially now he’s gone. (RIP Mase, you were one in a million!)

Recently, I made a documentary film that has screened in cinemas around the country. Ange & The Boss is about Hungarian soccer legend, Ferenc Puskas, who lived and coached in Australia. One of his players at South Melbourne Hellas was Spurs manager Ange Postecoglou, who was Puskas’ driver and translator, as well as team captain. It felt like a bit of hidden Melbourne history, the idea that a player from the 1950s who was the Messi or Ronaldo of his era spent years tucked away in a weatherboard cottage behind a garden supply in Ashburton, enjoying the relative anonymity of Australia.

The film had four-star reviews in The Australian, The Age and the Herald Sun and filled cinemas around the country.

One of our interviewees was Kimon Taliadoris (1985) who played under Puskas and also for the Socceroos.

He might be the greatest soccer player to have ever attended Camberwell Grammar.

Two things in particular have allowed me to have a career as a writer and filmmaker. The first of these is having ideas and getting excited about them. Putting the year level into a Dumpmaster is one example. The Puskas story is another. I even started writing kids’ books because I had the mental image of my mum turning into a dinosaur (Grannysaurus Rex). The other essential thing for this sort of career is a willingness to stick at the task. Ange & The Boss took seven years. My first novel, Players, required a solid commitment to five hours of writing a day and a minimum of 1000 words.

If I were advising kids entering the creative arts, I’d tell them to revel in their best ideas and embrace the idea of finishing. Just talking about making something is pretty much useless. You have to actually make the thing! 99% of wannabe novelists or filmmakers only talk about doing the thing. Be part of the 1%!

I received outstanding teaching and mentoring at Camberwell Grammar. I made friends who shared my love of words, comedy, storytelling and footy. I edited a publication, wrote for a wider audience and realised for the first time that this was something I could do. Twenty books, two films and 35 years later, I’m still at it!

• Visit angeandtheboss.com for Tony’s film release news • Subscribe for free to Tony’s writing: goodonewilson. substack.com

From the �rchives An examination of the 14-decade history of Camberwell Grammar reveals many examples of purposeful evolution. None are more instructive than a study tracing the development of our chief publication – the Grammarian.

Vol. 1, No.1, May 1915

Council members featured in the Jubilee edition, 1936.

The fledgling CGS faced many challenges. The only publication produced in the St John’s and Prospect Hill years (1886-1907) was the Lower Fifth Monthly edited by Walter Murdoch (1889), a young man with an extensive literary future. He proudly boasted that his Monthly was ‘the first school magazine’ and it would be a generation before any successor was produced on the new Burke Road campus. Here, Headmaster Hall saw the need for a regular publication at a time when Grammarians, both former and current, were focused on a distant war.

Accordingly, within weeks of the Gallipoli landing, the first Magazine of the Camberwell Grammar School appeared, the ancestor of our Grammarian. Given wartime austerity, the journal was basic, plain and brief in its reports of school activities – there were no images. From late 1919, the full ‘cumbersome’ title was shortened to the Camberwell Grammarian – alternative suggestions had included Cambwick Papers, Two Blues, The Task and Hours of Idleness.

Proceeding into the Roaring Twenties as a larger volume issued twice a year with covers featuring the school colours, the evolving journal became more extensive.

From June 1920, ‘camera studies’ were included, more often images of buildings than of students. All aspects of school life – academic, extra-curricular and sporting – were now reported. The Jubilee edition of 1936 was even issued with a unique gold-crested black, hard cover, fitting given that it surveyed the first 50 years of the School and was intended to be a memento. Spartan issues again predominated during a second global conflict, 1939-45, although extensive coverage was given to the activities of Grammarians serving in the forces. The Headmaster’s speeches were included in full as a component of Speech Day/Night reports.

Post-war saw experimenting with the covers of the now annual publication – some featured sketches of aspects of school life; others featured the iconic portal of the Senior School (Angliss) Building; two issues had plain navy blue covers. Finally, in 1961, the cover became cream with a stripe of the school colours. With a new Headmaster in 1967, the journal was enlarged and featured a plain

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The first colour images, 1995.

white cover with the school colours stripe – this format would endure until 1994. The photography was now more sophisticated and the details of school life more extensive than hitherto. 1995 proved a milestone with the magazine produced in A4 size with an all-navy blue cover impressed with the school crest. This 1995 issue was also the first to feature colour images, appropriately, in an account of Art and Graphics at the School.

CGS publications had entered a new era and the shortening of the title to the Grammarian in 1998 came at a time when more of the imagery was in full colour – portraits now included sports teams and most classes.

The expanding content of the evolving magazine would now allow Year 12 leavers to be furnished with a detailed account of their life at the School, while all students could now accumulate a permanent record of their time at Camberwell Grammar, year by year. A new century brought an even more comprehensive record of the School’s pathway as the Grammarian assumed the character that we know today – a full-colour record of every aspect of life on the Mont Albert Road campus, from the preppies at Norge to the cohort of leavers. The Grammarian has evolved into an important document of record for both individuals and the whole school community, in a way that the creators of 1915 could not have imagined.

Over 110 years, the evolving Grammarian has provided a record of the life of Camberwell Grammar through good times and bad. Delving into the rich archive of past years affords insights into the society of the period and the character and achievements of the thousands of boys who have passed through the portals since 1915. Our only regret is that a similar record had not been preserved from 1886 onwards, for no copies of Walter Murdoch’s Monthly from that first decade have been found – what a treasure they would be!

Dr David Bird School Historian and Archivist

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Community Events School and Parent Events – Parents’ Association Welcome Back Drinks Junior School Welcome Cocktail Party – Wednesday 29 January

Middle School Welcome Cocktail Party – Thursday 30 January

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Senior School Welcome Cocktail Party – Thursday 6 February

OCGA Events OCGA vs Old Scotch Lawn Bowls – Wednesday 5 February

A team of pennant, social and new bowlers faced off against Old Scotch for the ‘Keith Weymouth Shield for Lawn Bowls’. The OCGA team, made up of alumni, current and past staff, and guests, couldn’t match the strength

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of the Old Scotch side, losing 77 shots to 53. Despite the result, both teams enjoyed the friendly competition and great conversation.

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Generations Breakfast – Wednesday 26 February

Families spanning multiple generations came together for breakfast and a ‘generations’ photo. One family had two of their four generations in attendance, with their connection to Camberwell Grammar School dating back to 1920. Additionally, two families had grandfather, father, uncles and sons attend. Each family had the chance to have a professional photo taken.

This year, we have 20 Year 12 students whose fathers are alumni, along with another four who have family connections to the school. The Class of 1991 boasts the largest cohort, with 15 alumni from that year now with sons at the school.

OCGA Annual General Meeting – Tuesday 4 March

The AGM took place in the Camberwell Room. President Nick Schildberger (1997) highlighted some of the key events of 2024, provided an overview of the affiliated Football, Cricket and Theatre groups, and reviewed the association’s financial position.

Trevor Henley (1969), former Director of Music, was honoured with an Honorary Life Membership of the OCGA for his continuous support, including regularly attending reunions and leading group singing at gatherings.

President Christos Kalas (2020), Vice President Lewis Winkett (2020) and Treasurer Michael Dimatos 46

(2020) presented the progress they’ve made in relaunching the Old Camberwell Grammarians’ Soccer Club (OCGSC).

They shared their excitement about having 26 alumni currently playing for the club, and their goal to establish a women’s team by 2028. This season marks the club’s debut in the Victorian Churches Football Association, where they have already triumphed, winning the preseason cup.

Nick Schildberger commended the committee for its outstanding work in preparing a comprehensive presentation and getting the OCGSC back up and running.

Golf Challenge – Friday 14 March

Perfect weather and friendly competition made for a memorable Golf Challenge at Kew Golf Club.

Congratulations to sponsors Konica Minolta for taking home the cup and to Thomas Cooper (2022) for winning the Men’s Longest Drive.

Battle of the Decades – Thursday 27 March

Alumni spanning from the 1970s to the 2020s, including father-son duos Jeff Rimington (1974) and Nick Rimington (2002), and Justin Smith (1989) and Ryder Smith (2024), came together for the Battle of the Decades Tennis Tournament at Kooyong Lawn Tennis Club.

The youthful energy of the 2020s alumni propelled them to a back-to-back victory. Joey Govenlock (2024) was

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named best individual player, followed by James McCann (1990) and Projit Banerjee (2017). Joey is very close to locking in a tennis scholarship at a US College and is heading to America in August.

After the tournament, everyone enjoyed a lovely dinner and drinks. A special thanks to Cam Dickinson (1981) for organising the courts.

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Obituaries ANDREW ARBLASTER (1967)

JOHN DAVID HAYSOM (1959)

26 July 1950 – 20 August 2024

12 June 1942 – 18 March 2025

Andrew was born in Melbourne but moved to Brisbane for his early schooling, where he developed his lifetime passion for sailing on the Brisbane River. He attended Camberwell Grammar from 1965 to 1967 after returning to Melbourne from Brisbane. Andrew was a Sergeant in the cadets and was involved in Basketball and the library committee.

Brother to Robert (1965).

Andrew went to Monash University and graduated with honours in Economics. He met his wife, Marg Mountford, at university where she was also studying economics.

While Andrew was at Monash, he obtained a scholarship with BHP and worked in Newcastle before moving back to Melbourne. While working for BHP, he developed an interest in metallurgy and studied part-time to obtain a Bachelor of Metallurgy from RMIT, which was awarded in 1983.

Andrew worked in several senior management roles, including Production Manager at Dorf Taps, Managing Director at McDonald Johnstone and General Manager at Enviroflex (specialists in home and commercial insulation). While working at Enviroflex, Andrew helped set up Insulation Australia (the Insulation Industry Association). He was heavily involved in their submissions and evidence to the Royal Commission into the Federal Government Home Insulation Program due to some fatalities on site.

Andrew retired around 2017 and continued his involvement with Insulation Australia. Throughout his life, he enjoyed sailing and was a member of the Sandringham Yacht Club for 37 years. Andrew sailed in 17 Sydney to Hobart yacht races and often crewed the yachts between major races. In one of the races, he and the crew needed to be rescued from the yacht in the ocean off Eden.

At the time of his death, Andrew was Treasurer of Insulation Australia. He maintained his interest in sailing, including organising races. Andrew was a keen woodworker and handyman, making numerous items for the grandchildren and maintaining their Dromana home.

He died suddenly following a heart attack. Andrew is survived by his Marg, his wife of 51 years, son Matthew, and daughters Helen and Katherine and their eight grandchildren. Andrew is sadly missed.

David Newnham (1967)

ROBERT GRAY (1987) 9 October 1969 – 19 September 2024 Brother to Terence (1985) and Timothy (1985).

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PAUL RASETA (1987) 12 August 1969 – 7 December 2024 Brother to Jonathan (1992).

PAUL SCHWARTZ (1962) 12 January 1944 – 6 March 2025 Father to David (1987), Tony (2005) and Mark (2007).

RIP ROB GRAY and PAUL RASETA Within a few months in 2024, we lost two great friends from the class of 1987. Rob Gray and Paul Raseta were two of my best mates at school and remained close friends thereafter. Rob was House Captain of Schofield and a school Prefect and Paul held an academic scholarship, played the clarinet in the school band and orchestra and was often seen on the steps of Roysted enjoying one of his many ‘hair detentions’. They both participated in everything at school and were feared by the goalies during the fiercely contested House European Handball competitions.

After VCE, Rob and I went on to study Chemistry at the University of Melbourne and Paul worked in the city so we caught up regularly. We also joined other friends from CGS on Sundays playing basketball at Auburn Primary School. Rob relocated to Sydney for work and recently Paul travelled to Sydney to catch up with Rob (pictured). On his return, Paul went out to pizza with a group of CGS alumni and gave us a full update on what Rob had been up to.

It was then saddening and shocking to lose both of them within a few months. It is hard to put into words the loss of two friends you have known for so long. Both Paul and Rob were great people, kind, funny and always ready with a great story. I can’t help but smile when I think of them and all the antics we got up to during our time at CGS. They both had a positive effect on those around them, were always laughing and I feel privileged to call them both my friends. I will miss them greatly but will carry with me so many great memories of the fun we had together.

RIP Paul and Rob. Matt Scholes (1987)

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cgs.vic.edu.au Ph: +61 3 9835 1777