TOR Carey Communit y News
Volume 30 Issue 2 Summer 2020
H
Carey Baptist Grammar School
Torch
Contents
Volume 30, Issue 2, Summer 2020 Publisher Carey Baptist Grammar School 349 Barkers Road, Kew Victoria 3101 Australia 03 9816 1222 Editor Kelly Southworth OCGA Katie Hunt Alumni and Community Manager ocga@carey.com.au Graphic Design Zeki Cibik & Hanna Webster Inquiries communityengagement@carey. com.au Cover Image Carey’s Principal, Jonathan Walter, with students in Term 4, 2020. Printed on responsibly sourced paper.
2
From the Principal
Features 4 A tribute to the Class of 2020 6
Teaching through a pandemic
8
Jon Yeo (1990): From quiet kid to public speaking guru
10 Prize-winning Carey scientists 12 The time for action is now 14 How to enhance your wellbeing 16 The two of us 18 Humans of Carey Our Community 22 Farewell Year 12 parents 24 Community groups 25 The Carey Files 26 From the Archive 28 Donations to the Archive 30 Advancement
OCGA 32 From the Alumni and Community Manager 34 Where are they now? 36 Old Carey Performing Arts Club 38 Announcements 39 Memorials 40 Calendar
From the Principal
The current educational landscape Jonathan Walter Principal
Through COVID-19, we have had a glimpse of an alternative future for education: one which embraces technology and the flexibility it affords us, and which has the potential to meet the individual learning needs of each child. An education system which genuinely caters to individuals is something I’ve thought a lot about during my 28 years as an educator. For some time, I’ve felt that Australia’s current system is not meeting the needs of our students as well as it could. Across the country, nearly a third of students are chronically absent from secondary school and one in five students don’t complete Year 12. Additionally, a 2019 study by O’Connell, Milligan and Bentley showed that one in four young people at the age of 24 are still not fully participating in education or employment. It is clear that not all students are connecting with our current schooling system. Our system ranks children against their peers and doesn’t place enough value on the skills and pathways beyond school that reflect the needs of society or the interests of the individual students. It is outdated and needs to evolve.
What are the skills our students need? There is increasing acknowledgement from a growing number of educational professionals, leading educational 2 | Torch
researchers and writers, as well as authorities like the Australian Curriculum, Assessment and Reporting Authority, that the current model of education has limitations when it comes to preparing our students for the future. The current emphasis is on high-stakes testing, which reveals achievements and progress in only a narrow set of skills, particularly those that lend themselves to the recall of information under time constraints. The existing assessment tools do not provide scope to acknowledge the broader range of strengths a student has or wishes to develop, and, in many cases, supresses an individual’s creativity and imagination. Students must develop capabilities that go beyond literacy, numeracy and the use of information technology. This requires authentic, challenging learning tasks that are relevant and engaging for the student and develop broader social skills of communication, collaboration and ethical behaviour. If the pandemic has shown us anything, it is that the capacity to be creative, caring and empathetic are important skills that society needs. Students need to have the ability to solve problems, think critically and find creative solutions to previously unseen problems, and they must learn to do this in a genuinely collaborative way. All students have varying skills, strengths, perspectives and experiences to bring to the table
which are all important, all have a place in society and all need to be valued. By rethinking our approach, we have the ability to redefine excellence – to have all students strive to be the best they can be in their area of passion, that space where they will find their own sense of purpose and belonging and be able to make a positive difference in the world.
The way forward At Carey, we are fortunate to be in a position to support the development of multiple pathways for students that are equally valued for the contribution they will make to society. One of our greatest strengths is the breadth and diversity of experiences we offer, alongside our great ability to support each student to reach their potential and strive for excellence. It is this that we need to honour with any change we make moving forward. Every student should be able to start their learning journey in the place that suits them, where they can progress at their own rate and experience a sense of success, even – and especially – in areas where they need more support and those where they naturally thrive. We can provide a suitable education for each student without compromising the achievements of the more academically minded students, but in doing so, we will need to redefine the set of desired outcomes for our students that are embedded in our current programs. Our students’ goals should be based on the
‘If the pandemic has shown us anything, it is that the capacity to be creative, caring and empathetic are important skills that society needs.’
needs of the world of tomorrow, rather than priorities we have set in the past. I believe that the true purpose of education is to support the development of well-rounded, independently thinking young people who have a strong sense of self. Our focus must remain on striving for excellence; however, an ATAR is a limited summation of an individual’s abilities and fails to help many students understand their strengths and what pathways they should follow. If students are to leave school with recognition and understanding of their true value, we have to consider a different approach which accommodates all students. To support all Carey students now and into the future, we must further develop the extent to which we personalise and individualise the instruction for our students; our priority must be to ensure that all students experience excellence in instruction and coaching and we must further embrace the experiential, real-world components of our program to ensure that, wherever possible, students are having the experience of
actually doing and applying, making and creating, rather than just theorising and practising. A reimagining of the way we deliver education will require flexible thinking, a change in perspective and a willingness to let go of some of the ways we have done things in the past. As we move forward, it is important that we seek input from our community to begin a journey of improvement and ensure we are meeting the needs of our students. As such, in 2021, we will be engaging the community in a conversation to create a shared vision for Carey’s future. More information on this process will be available soon. An education at Carey should be a journey of ever-expanding opportunities; one that opens up multiple pathways and supports our students to find and develop their independence, strengths and value as a member of society. It will be an exciting journey for us all as we unearth the passions and strengths within each individual in our community.
Torch | 3
Feature
A tribute to the Class of 2020 Dimitri Livadaris & Liv Louis Year 12 Captains
Dearest 2020 Graduates, Since beginning at Carey, many of us have looked up to the Year 12s, anticipating the time when we would be able to experience the many traditions our final year of high school has to offer. However, once finally reaching our last year, we were exposed to an incredibly different and unprecedented version of what we had been expecting, reducing many of the experiences that we had awaited to nothing more than a memory of what should have been. The year commenced much like any other, and the novelty of Year 12 was hinted at by our participation in the infamous noodle race at the swimming carnival. But two weeks out from our formal we were hit with the tough news that it would be postponed due to COVID-19. At this stage, few of us had fully understood the impact of the virus and how it would continue to affect us in the coming months. Additionally, we were informed that the School would now move to an external and online format. For many of us, this was the hardest news to hear, as we use the physical and social interaction at school as a means to break up our studies and motivate us. We felt as though we had all of the rites of passage stripped from us and all that remained were the many study hours and homework required to receive an ATAR. Although online school was far from an ideal situation, slowly the year level adjusted to living with the new method of education. Later sleep-ins and constant access to the pantry were some of the benefits seen during this 4 | Torch
unprecedented period. However, there was an ongoing feeling of emptiness that lingered among the students; a feeling that could not be rectified by the faces of classmates during class video conferences. Furthermore, in conversations with the cohort on social media, it became evident that the year ahead would be even harder than initially anticipated and that many of us were feeling incredibly disconnected from the Carey community. During this period, it became necessary for the Year 12s to constantly shift our perspectives. The continuous announcements of disappointments forced us to readjust our views in order to avoid loss of motivation and effort in our studies. One element of our lives I believe we did not properly appreciate until returning to school in Term 2 was the significance of our friends and the support that they can provide for us.
‘We are ... a cohort with a new-found resilience and the ability to conquer any challenges in our unfolding lives. We have the strength and perseverance which has been acquired through the difficulties of this year – perhaps a blessing in disguise.’
To return to school and be reunited with our classmates was one of the most uplifting moments of the year and provided the much needed drive to continue to work hard at our studies. Yet, this brief period of normality and optimism was quickly shattered by the reality of the worsening situation of COVID-19 in Victoria. The announcement of a second lockdown meant that any hope of a formal quickly disintegrated as well as the dreams of many athletes to pursue victory for Carey in the APS. The second lockdown was more difficult for most and this was reflected in the shared feelings of hopelessness and invalidation experienced by the students. Despite these feelings of resignation and defeat, the cohort retained an element of togetherness and in many ways bonded over the many losses we had felt. Returning to school for the final two to three weeks was one of the most surreal experiences. As we had barely been at school the entire year it felt as though we were merely starting when, in actuality, we were approaching the conclusion of our 13-year long journey of school. For many of us, it began to become evident that the faces we see in the halls every day would soon be a distant memory and that many of the trivialities we take for granted would be lost to the past.
Our final day was filled with conflicting emotions of happiness from the celebrations and feelings of deep sadness from the acknowledgement that such a large component of our lives was coming to an end. This day epitomised the confusion that we have felt over the year and the many contradictions that have been raised by the bizarre circumstances. Although we may have missed out on many traditions and experiences deemed vital in having a complete Year 12, we experienced circumstances that occur once in a lifetime which have not only developed us as people, but created many new traditions for Year 12s of the future.
year – perhaps a blessing in disguise. As your Year 12 Captains, we wish you all the best with your exam results, and all the luck and success for your futures. It was an absolute honour to have been elected by you, our peers, as your Year 12 Captains of 2020, and we will continue to support and encourage you from afar. It has been a privilege and an honour to serve our fellow cohort throughout 2020. Even though we may have been unsuccessful in hosting the key calendar events, we have not been unsuccessful in building a community of supportive and loyal friends that will stand by each other for years to come.
As a group, one of the most striking features of the year is our acknowledgement and understanding of our need for close and connected relationships. We have relied on each other and shared our experiences, which has created what we hope will be a lifelong bond. To quote Ralph Waldo Emerson, ‘Life is a journey, not a destination’ – and it’s the journey that matters.
Remember this year not as a year of hardship and struggle, but rather, as a year that has exposed you to new life lessons, propelled your growth, and tested your resilience.
We are all the graduates of 2020, a cohort with a new-found resilience and the ability to conquer any challenges in our unfolding lives. We have the strength and perseverance which has been acquired through the difficulties of this
So, to the Class of 2020…
We have acquired the lessons and skills that were intended for us this year, and much more. Congratulations friends, you have exceeded everyone’s expectations. Thank you for everything and all the best for the future. Sincerely, Your Year 12 Captains, Liv Louis and Dimitri Livadaras Originally published in the 2020 edition of the Carey Chronicle.
Torch | 5
6 | Torch
Feature
Teaching through a pandemic Yasmine McCafferty Head of Instructional Teaching & Learning, Years 7 to 12
This year started with challenges, but we had no reason to expect it would be any different to other years. We were still coming to terms with the devastation of the bushfires, but we had started to discuss how the School might support our rural communities. We were excited about our new Principal and curious about the changes he might bring. We were ready to launch our new Learning Management System, Canvas, and we had started planning how we were going to use this platform to engage our students in new and exciting ways. We were ready to go. Or so we thought. By March, everything had changed, and we launched into a teaching and learning approach most of us had never experienced before. As the first school in Victoria to close its doors due to COVID-19, we had to find strategies for our students to continue their learning at home while ensuring we were meeting their academic, social, emotional and wellbeing needs. We also looked at how other schools around the world had transitioned into the remote learning space, and we quickly came up with an approach that seemed to strike a good balance between wellbeing and learning. We have always been committed to the two going hand-inhand, but in the uncertainty and anxiety of a worldwide pandemic, we knew that this was paramount for our students. We were certain that it wasn’t in the best of interests of our students to have them sitting in front of a computer at home, pretending they were in a classroom for six lessons a day with their teachers speaking at them from a screen. Instead, we came up with a
‘This year has also given them a new kind of independence and maturity. We have all learnt so much from 2020 and are committed to ensuring that we continue to grow.’ model of learning that encompassed two lesson types: Conferences and Study. This mix of direct class learning and independent study time gave students the flexibility to work with their teachers, peers and on their own. This approach was embraced and supported by parents, teachers and students alike. As teachers, we also began using Canvas in ways we had never thought possible. We quickly discovered the most effective tools to use in a remote learning setting, as well as the best ways to communicate and support our students online. We have never learnt so much so quickly. It was challenging, but it was also exciting, creative and fun. Every teacher jumped in to address the moral imperative of how to best support their students. As always, students were at the centre of everything: maintaining our relationships with them and their relationships with each other was essential. Not knowing when we would be back at school, staff and students made staying connected a priority. Performing Arts, Art and Design, Science and Health and PE, which all have important practical components, creatively adapted to being online, using
instructional videos, guest presenters, kits sent home and virtual simulations.
All Learning Areas presented engaging materials, experimented with new ways to deliver their programs and give feedback, while creating spaces for student questions and support. Maths kept running their homework club, Languages developed new approaches to their oral work, English teachers entertained students with online readings of their novels, and Humanities, CARE and Business Studies delivered content in new and creative ways. Our Interdisciplinary team ran weeklong online immersion programs, like Year 7 Enterprise Week and the Year 8 Human Rights Convention. They had exciting guest speakers, online tours and workshops, and students were still able to work collaboratively with others, despite not being in the same room. Our House system also created spaces for wellbeing programs, including ongoing communication with students about their physical and mental health. Of course, at the core of each decision we made was a deliberate and conscious awareness of the needs of every student. We all would rather be at school with the students than teaching remotely, and we loved seeing them return this term and reconnect with each other. They needed that. However, this year has also given them a new kind of independence and maturity. We have all learnt so much from 2020 and are committed to ensuring that we continue to grow. None of this would have been possible without the dedication of our teachers and the tireless support of the parents. This year was not easy for anyone, but we all did the best we could, and it was pretty impressive.
Torch | 7
Feature
Jon Yeo (1990): From quiet kid to public speaking guru Kelly Southworth Editor
When you think of the great speakers of the world, the assumption is that they are outgoing, self-confident, social and unreserved – in Jon Yeo’s case, as a self-described shy introvert, this could not be further from the truth. While a student at Carey, Jon was certainly the quiet type. ‘I don’t think many people would have noticed me at school terribly much,’ he commented. Now, Jon regularly presents to hundreds of people at a time about public speaking, effective communication and how to engage audiences. Jon is also curator and licensee of the first independently run TED program in Australia: TEDxMelbourne. Jon has always been fascinated by technology. He was Captain of the Computer Club at Carey and was drawn to anything analytical, practical and process-driven. It was a logical transition once he graduated in 1990 for him to study mathematical computing and economics in university. ‘It was a bit by accident,’ Jon said about this degree. ‘It was the only course I could do where I would have access to a computer.’ While he was at university, Jon found his voice and inadvertently began to develop his skills as a communicator through working for a university radio station. He thrived on this platform when conducting one-on-one interviews and talking at length about the things he was passionate about. While studying, Jon’s interest in technology led him to become aware of the complications that might be caused 8 | Torch
by the Y2K bug, which could have had major implications for banking systems, transportation, power plants and any other industry which relied heavily on computer technologies and date-based automation. Jon was working for a law firm in technical support at the time, and as an early adopter of the process, he helped ensure all software and hardware were compliant for a new millennium. ‘When I left the law firm in 1995, Australia was largely finished and prepared for Y2K,’ Jon explained. ‘But by 1997, when I was working in Europe, most of the world hadn’t even started. In London, some trading banks didn‘t start until June in 1999, wanting to turn over tens of thousands of machines in six months. Because I knew it all back to front, I was in high demand.’
‘Jon then found TED. It was here that he finally felt that he had found his tribe – a group of open-minded, forward-thinking people who were also passionate about innovation and communication.’
But it was only because Jon was able to articulate the complexity of the situation to senior executives that they made the move to update their technology infrastructure. ‘They would never sit down with me because I was just an engineer, so I had to perfect the art of the corridor conversation – clearly articulating complex ideas to an audience who have no prior knowledge in a short amount of time.’
helping speakers to engage others through storytelling. Brightstar Consulting and Coaching, his company, still runs sessions for speakers based on Jon’s principles, and Jon regularly presents to organisations and individuals to teach them about different aspects of communications.
This is how Jon learnt some of the core principles of how to keep an audience engaged: if a message is not clear in your head, it won’t be clear in your audience’s heads; having too much information to convey in one hit will confuse your audience; and any doubt or lapse of confidence in your message will lose your audience.
Jon then found TED. It was here that he finally felt that he had found his tribe – a group of open-minded, forward-thinking people who were also passionate about innovation and communication. TED stands for Technology, Entertainment, Design, and is a world wide organisation that shares fresh ideas and perspectives from a wide range of industries, experiences and personalities. Jon started TEDxMelbourne in 2009, becoming the licensee, curator and coach to many aspiring TED talkers.
By honing these skills, Jon realised that his understanding of communication and ability to tell a story presented an opportunity. Short, relevant and impactful communication is something Jon based his coaching on when he decided to start a business in 2003
Being very used to playing a supporting role and working in the background to make other speakers the best they could be, Jon presented his first TEDx talk in 2013. Still a naturally shy and introverted person, this was an uncomfortable but important moment for Jon – in the 10
days of preparation he was given, he was able to use everything he’d learnt in the past 23 years to pull together an engaging presentation. In 2020, Jon and TEDxMelbourne have fully embraced the move to online group discussions and are continuing to find and develop great ideas with people from different backgrounds. They have kept their community engaged despite the restriction on the traditional TEDx speaking events, allowing the innovators, creators and thinkers of Melbourne to continue to spread their ideas. Jon has also continued to work with Carey to help staff, students and alumni develop their communication skills. Most recently, Jon conducted a threepart leadership seminar series for the Carey community where he shared his expertise to help others excel personally and professionally. Next year, Jon will be the National President of Professional Speakers Australia, and we’re looking forward to working with him on some creative workshops for the Carey community in 2021. Torch | 9
Feature
Prize-winning Carey scientists Jodie O’Connor STEM teacher and coach for entrants to the Serpell Science Communication Prize
This year, we launched Carey’s inaugural three-minute thesis competition, the Serpell Science Communication Prize. Several of our top Year 11 science students entered the competition, with their presentations judged by two Carey science teachers and Old Carey Grammarian Professor Jonathan Serpell (1973). Professor Serpell is the Director of General Surgery and Head of the Breast, Endocrine and General Surgery Unit at The Alfred Hospital and Head of the Breast, Endocrine Surgery and Surgical Oncology Unit at Frankston Hospital. He is also currently a Professor of Surgery at Monash University. He has generously supported this new program to encourage students to engage with STEM, learn the importance of effective communication, and stay on top of the latest developments in science research. The winner of the competition was Kathy (pictured right with Professor Serpell), whose well-researched thesis addressed genetically modified cotton as a solution to some of the negative environmental impact of the fashion industry. Kathy explained that the CSIRO is investigating how to genetically modify cotton to grow in particular colours in order to eliminate the harmful dyes used to process cotton. Cotton is the most common material in the fashion industry, so it is important to provide a more sustainable product. 10 | Torch
Second place was shared by William and Alyssa, who discussed the topics of Procter & Gamble’s (P&G) clean water initiative, and genetics and autoimmune diseases, respectively. Along with Kathy, they explain their projects and what they plan for their futures in science. What was your presentation topic and why did you select this? Kathy: I’m passionate about fashion and how we as individuals can make better choices for the environment. By doing my presentation on the topic of genetically modified cotton, it allowed me to talk about the damaging effects of the cotton industry that people don’t often think about. It meant I could raise awareness of the environmental problems that the fashion industry creates and hopefully encourage people to think more about their choices. Alyssa: My presentation looked at drugs that target genes responsible for autoimmune diseases. I selected this topic because I am very interested in autoimmune diseases and have close connections with multiple people who experience them. Will: My presentation topic looked at a way to deliver clean water in developing countries and, in particular, P&G’s initiative, the Children’s Safe Drinking Water Project. I chose this subject because I believe that the scarcity of water is a problem that is getting more
‘The developments in science are always changing and they allow us to learn new things about the world around us. I think these developments should be shared and communicated with the public in a way that can be easily understood.’
dire and is not talked about enough, so I wanted to help by raising awareness. Why do you feel being able to communicate science effectively is so important? Kathy: Sometimes when learning science, I almost feel as if I’m learning a new language, so I understand how difficult it can be to interpret all the scientific jargon being thrown around. The developments in science are always changing and they allow us to learn new things about the world around us. I think these developments should be shared and communicated with the public in a way that can be easily understood so that everyone can appreciate the amazing work scientists and researchers are doing. Alyssa: Being able to communicate science effectively can help those who don’t know much about science to understand and become more involved. It can also be useful if you are interested in studying science and knowing how to properly talk about it with confidence and in a simple and understandable way. Will: In today’s world, people generally have limited attention spans, which
makes communicating new information difficult. Science can be an extremely important subject for all of us. It’s crucial for people to hear about developments, so science communications must adapt to be more accessible for everyone. What university or career path are you interested in beyond school? Kathy: I’m currently considering pursuing a career in medicine, as the idea of being able to help people and make a genuine difference really appeals to me. In the future, no matter what job or career I end up doing, I hope to use the skills I’ve learned throughout this process. Alyssa: I’m hoping to study science beyond school and then decide which field I will specialise in. Right now, I’m aiming to study autoimmune diseases as an endocrinologist and work with children. Will: My choice of career path is still slightly unclear to me, but one option is to become a researcher in biology. What excites you about science? Kathy: New scientific discoveries are made every day. This really excites me because all the discoveries being made
could drastically change the quality of our lives and the way we live. To me, science represents the way of the future and I think it can allow us to make the world a better place. Alyssa: I find science really interesting as there is so much to learn about. There are always new discoveries in science and new technology being developed to assist in theories and methods. I think it is amazing that everyone can connect to science and, in particular, that everyone is affected by diseases and disorders in some way, and new ones are so often being discovered. Scientists are constantly finding new treatments and medications that can help people who are suffering, and I find that so interesting and exciting. Will: The element that attracts me to science the most is its incredible diversity. You can study two completely different topics that don’t seem related in any way and you can find underlying similarities or connections that link them. I also find it incredible that all of science is nature’s doing. It helps me realise that the planet we live on is unbelievably complex and impressive.
Torch | 11
Feature
The time for action is now Simon Carver Carey Pride and Gender Equity Group teacher liaison
‘Student agency is about acting rather than being acted upon; shaping rather than being shaped; and making responsible decisions and choices rather than accepting those determined by others.’ (OECD, 2020) At Carey, we celebrate individuals who are trying to change the world in a positive way. Our students understand that change commences with conversation and culminates in action. The passion of our students to have these conversations, take action and drive change has led to the establishment of several student-led groups: the Environmental Group, the Gender Equity Group, the Pride Group, and the Social Justice Action Group. Some of these have been around for several years, but in 2020, they are now united under the banner of the Carey Student Community Groups. The thread that connects the four groups is the belief in student autonomy as the critical ingredient for an experience to markedly advance learning. Student voice and agency are intrinsically linked, and the unity of the Carey Student Community Groups allows them to express their diverse voices while advocating boldly for individuals to be heard. All groups share the aim to: ‘Act rather than be acted upon; shape rather than be shaped and make responsible decisions and choices rather than accepting those determined by others.’ While there has been so much that has been unexpected this year, one constant at Carey throughout the COVID-19 12 | Torch
pandemic has been the drive from the student body to use their position of privilege to empower others. In order to continue their important work, even despite the challenges of lockdowns, a robust online platform was created for developing ideas, sharing resources and providing a safe space for students to work together to create change. Our students never stopped working on creating positive change for our world.
Environmental Group Carey is committed to achieving a more sustainable future. The School’s environmental focus is evidenced through the environmental awareness woven into the curriculum and myriad projects, ranging from emphasising the use of appropriate bins to the deliberate acquisition of products from companies that practise fair trade and discussions leading to more solar panels at the School and within our community. These are opportunities for the student Environmental Group to have a say in shaping future directions. The Carey Student Community Groups webpage has given the students a platform to contact other environmental groups, access donation pages and engage in discussions about what we can do to be more sustainable. The role of the Environmental Group is to continue to raise awareness of the world beyond Kew and assist in the exploration of pathways towards action.
Gender Equity Group Gender-based injustices are a battle that have been fought throughout
history and, unfortunately, are still prevalent in today’s society. Whether it is debate over pay disparity or equal representation in leadership and on boards, our students continue to live in a society that is not always modelling equality. Carey maintains an even student gender balance, and the school leadership team of 10 staff is also gender balanced. However, such statistics are rare, and our students know that inequalities remain explicit in our wider society to the point where they are normalised. The aim of the Gender Equity group is to question the status quo to create an inclusive culture within and beyond the classroom. An example of the work this group will contribute towards is the development of our sports complexes in Bulleen and Kew, addressing how these facilities can be structured to enable genuine equality in both the accessibility and priority for
‘One constant at Carey throughout the COVID-19 pandemic has been the drive from the student body to use their position of privilege to empower others.’
all students, regardless of their gender identity. The voice of this group will shape these decisions.
Pride Group Carey Pride was established many years ago as a group that gives permission to say no to prejudice and acknowledges that diversity manifests a richness to our school community. It has provided a safe environment where expression is granted and wellbeing can flourish. This year, Carey Pride marched with a group of over 40 students, staff, parents and alumni in the annual Midsummer Pride March in St Kilda. This was the largest Carey contingent in the history of the march, joining 10,000 participants from local community groups, schools, universities and businesses from across Melbourne, proudly displaying the rainbow flag in a show of solidarity. Complementing this is our very own annual Carey Pride week, now in its fourth year, providing opportunity for a heightened awareness and understanding of gender and sexuality
diverse students. In recent years, students have been able to engage in public debate such as the marriage equality referendum, enabling them to engage in discussions about issues that impact lives beyond Carey. We intend to continue to provide forums where conversation around inclusivity is not merely accepted, but expected.
Social Justice Action Group This group was founded to help educate students and staff on issues faced by minority communities. It has encouraged conversations around microaggressions, tokenism and the importance of recognising inherent privilege. By creating an open dialogue between students and staff around these problematic behaviours that might go unnoticed or unchecked, there is now the capacity for words and discussion to manifest in action. The purpose is to both implement educational diversity programs in our curriculum and create a structural change through further representation of Black, Indigenous
and People of Colour within our students and staff. An example of this is the ongoing project focussing on the implementation of a Reconciliation Action Program, allowing our Junior, Middle and Senior School students to be exposed to the culture and history of First Nations people. The Social Justice Action Group also remains mindful of issues beyond our doorstep, with the COVID-19 pandemic a glaring reminder that despite Australia’s geographic isolation, we are connected to the world, and should shape an ethical response to global social issues. As such, the group also has a focus on the broader global issue of the Black Lives Matter movement. The movement demanded a response and, through this group, there was a pathway to initiate productive discussions. The underlying intent is to build empathy as a means to not only enhance our connectedness as a Carey community, but to impact positively in the world beyond Carey.
Torch | 13
Feature
How to enhance your wellbeing Kelly Southworth Editor
This year has presented countless challenges to our community, and we have been committed to helping Carey families navigate this uncertain period. In response to this need, we curated a three-week wellbeing program, the Invitation to Wellbeing, to encourage all members of the Carey community to build the habit of dedicating some time every day to ensuring our wellbeing needs, and that of those around us, are being heard, considered and tended to. Each day of the week was dedicated to a different aspect of wellbeing: • Move it Monday: exercise and physical wellbeing with forensic, adolescent and sports psychiatrist Adam Deacon • Creative Corner Tuesday: creative wellbeing with counsellor, life coach and former musical theatre professional Will Centurion • Mid-Week Rev Up!: spiritual wellbeing with Senior School Chaplain, Revd Gerry Riviere • Staying Connected Thursday: family wellbeing with childhood development expert Dr Arne Rubenstein • Foodie Friday: nutritious recipes for our inner wellbeing with food and travel writer and Old Carey Grammarian Sofia Levin (2007). These five experts took us through an insightful journey and challenged us to honestly consider our wellbeing needs. We asked them a few questions about how to prioritise our wellbeing and inspire others to do the same. Why is your area of expertise important for our overall wellbeing? Arne: Being a family member will naturally have its ups and downs. It can be the best or most distressing 14 | Torch
experience but definitely has a huge influence on our wellbeing and overall health. Whole family wellbeing speaks to the idea that, within families, we have the ability to support each other and this will be more effective than each person having to find their own way. Sofia: I have a slightly obscure take on food as it relates to wellbeing. Of course physical health is crucial, and what you put into your body is important, but food also has the power to bring joy and break down barriers. That means food is not only good for the soul, but it is also good for the world. Gerry: There is a spiritual component to all our lives: we long for meaning, we want our lives to count and we feel fulfilled when we contribute to the lives of others. Spirituality is derived from our inner life and how we relate to others and our world. This gives our lives direction, purpose and meaning. Adam: Exercise is like a wellbeing elixir. It improves our physical health and reduces the risk of cardiovascular disease, diabetes, cancer and dementia. It boosts the immune system to protect us from other ailments, and there are enormous mental health benefits, including better sleep, improved mood, reduced stress and anxiety, increased concentration, memory and productivity and enhanced socialisation and associated decreased sense of loneliness and isolation. And, most importantly, it’s fun. What inspired you to dedicate your career to helping others? Arne: Having worked for 20 years in medicine, I know that in times of crisis and uncertainty, our immediate concern will naturally be for our families and
those closest to us. But in order to best support others, it is critical to make sure that we are safe and functioning well. I left my medical career because I saw that many of the issues I was dealing with started when people were still in the family home and impacted the rest of their lives. I decided to focus my work on the important developmental years when a child becomes an adult. Gerry: I was blessed to have a mother who encouraged me to put myself in the shoes of those less fortunate, and taught me to think about what I could do to help those in need. Once I decided to become a follower of Jesus, I understood that helping others was part of the deal. Sometimes helping others can be emotionally difficult, but in many cases it is energising. Small acts of kindness and care not only bless those receiving them, but they provide a sense of satisfaction for those giving them. Will: Throughout my 20-year career as a performing artist, I navigated many highs and lows. There were times when I needed psychological support, but it was difficult to find someone who understood what it is like to live and work in the arts industry. When I finally did, part of our work together led to me discovering my passions outside of performing: mental health, psychology, counselling and life coaching. The rest is history – I graduated from the Australian College of Applied Psychology and opened a mental health service in Melbourne that focusses on the needs of performing artists and creative minds. Adam: In school, I witnessed some mental health struggles when that wasn’t something that was discussed
‘It’s so important to make sure your own tank is full before opening yourself up to the needs of others. Start by making your bed every morning – even if the rest of the world is in chaos, you can still keep your own house in order.’
Above: Sofia Levin (2007) nurturing her mental and physical health with good food. or understood very well. I’ve particularly focussed my psychiatry career in the youth forensic sphere where I meet some of the most disadvantaged and neglected children in the state. They have almost all been given a tough start in life. I’d like to hope I can help them to develop opportunities to thrive. I’ve also worked as a sport psychiatrist, helping athletes manage their mental health. I think athletes should similarly be supported so they can mentally thrive in the face of the pressures of their work. What self-care activities do you recommend? Gerry: Some of my happiest moments at Carey are when I am with a group of students either volunteering at the Homework Club for children whose parents were refugees, or working on a project with Habitat for Humanity which provides low-cost housing for people who may otherwise be homeless. Helping others is truly ‘the gift that keeps on giving’. Will: It’s so important to make sure your own tank is full before opening yourself up to the needs of others. Start by making your bed every morning – even if the rest of the world is in chaos, you can still keep your own house in order. Another strategy is to create an Inspiration Hour. A couple of times a
week, paint, doodle, play, listen to music, read poems, tell stories – do anything that taps into the creative side of your brain. Our creativity is not just for the sake of performance or productivity, it is also a source of self-care. Sofia: Self-care to me means allowing good quality, ‘unhealthy’ food into your life now and then for the sake of enjoyment – that is, your mental health. Cooking can also be meditative and a form of self-care – it is truly rewarding to create a meal from raw ingredients. Baking or cooking for family, neighbours or friends can be good not only for your own wellbeing, but for others, too. Adam: Sleep is probably the most undervalued activity to foster mental wellbeing. Whilst it is often difficult to prioritise sleep, if you can get a good block of sleep most nights each week, it will help you to restore your batteries. Of course, I also recommend exercise. I try to exercise around six days a week and I like to link up with friends as much as I can, but running alone is my time to practice mindfulness. What is the main message you want to leave with the Carey community? Arne: The GOLDEN check-in (above) we shared in the Invitation to Wellbeing sessions is a perfect way to keep track of each other in both the short and long
Arne Rubenstein’s GOLDEN check-in G How are you going overall? O What have you been occupied with, what have you been doing? L
What have you liked recently?
D Has anything been difficult? E
What are you excited about? Are there things you have been worried about?
N What support do you need?
term. It allows us to genuinely find out how family members are going. Will: No matter how challenging times are or how much change you are forced to manage, creativity will always be a source of purpose and healing. This year has been tough, but you can still find ways to escape that chaos and find fulfilment. Creativity is strength, it is hope, it is inspiration and, most importantly, it is a form of repair. Sofia: Think of food as something that provides more than nourishment; think of it as a chance to consider nature. Be grateful for all the work that goes into what ends up on your plate. Remember that food can be an adventure, an opportunity to try something new and discover more about other cultures. Torch | 15
Feature
The two of us: Hugh Van Cuylenburg and Martin Heppell In this feature of Torch, we highlight some of the many dynamic duos in our community. Old Carey Grammarians Hugh (1998) and Martin (1992) are the facilitators of the Resilience Project, which aims to teach people about mental health and strategies for a happier life. They are passionate about helping others and have shared their message with thousands across the country.
Hugh: When I was about 20, I was playing football for Old Carey and we’d been told the great Martin Heppell, former AFL player, would be coming back to our club. I was so excited, and I remember having a massive crush on him at trainings. I think everyone did! Many years later, I was speaking at a conference he attended. He was assistant principal of a primary school at the time and invited me to speak to his students. When I got there, he gave me the greatest introduction I’ve ever had to any presentation I’ve ever done. He was exactly the same person he was at the football club. He was super energetic and wearing outrageous clothes – a tweed jacket with a shirt and a tie, but with shorts, long Converse socks pulled up to his knees and basketball boots. He was getting the kids excited, doing magic tricks and making jokes and I thought, I need someone like this for the Resilience Project. When he eventually did join me, I found out in no uncertain terms how unhappy many of the parents at the school were that he was leaving. Martin has the strongest moral compass of anyone I’ve ever met. I’ve learnt so much from him and having him as part of the team has been really powerful for me. He has no ego and has respect for every person he meets. Martin speaks to everyone with the same level of personality, love and care, whether they’re the principal of a school or a 16 | Torch
‘Whether it’s a Prep student or an 85-year-old, we want them to walk out with a little more confidence, a bit more of a purpose, and an awareness of the things they can do to support themselves and others.’ student, teacher, cleaner, administrator, parent, or just someone passing by. A great example of this was once when we were at an airport and Martin spotted a guy who he thought looked a bit flat. He went straight over there and just said, ‘Hey mate, you all right?’ He sat down and had a chat with him, and I thought, this is a person who lives what we talk about every day. He is truly empathetic and caring and so attuned to how other people are feeling. Every time I’m around him, I always leave feeling that I’m a better person, just from being in his presence. The Resilience Project came from my fascination about what makes people happy. I had been in many scenarios where I had seen genuine happiness and the depths of mental illness, so when I learnt about the importance of gratitude, empathy and mindfulness, I realised I had to share it. I was a teacher at the time and naturally focussed
Above: (L–R): Martin Heppell (1992) and Hugh Van Cuylenburg (1998). on adolescent mental health, but the project quickly became relevant to people of all ages and walks of life. We now present to all sort of organisations, still a lot of schools but also professional sports clubs and corporations and communities. Being comfortable on stage is a massive part of it. I learnt public speaking when I was in Year 12. I was School Captain, so I was giving speeches at assembly every week, and I’d try to make them short and funny and it really helped me to develop the ability to perform. And Martin did too, from the stories his friends have shared with me, when he was at school he really learnt to perform and to win
over a big crowd, engaging them and making them laugh. But that’s what we do, it’s a performance and we’ll only get the message across if we’re engaging. I was delighted to find out this year that the Resilience Project itself is quite resilient. We’ve managed to survive and even thrive through a very difficult year. But it’s through uncertainty and discomfort that you grow and become stronger, so I’ve been doing everything I can to make sure that I personally, and we as a community, come out the other end of this year stronger than ever. Martin: I never want to work with anyone who’s not a good person, and Hugh is a ripper. I remember the first time I met him at Old Carey Football Club. He had this huge smile on his face and he just came across as a genuinely good human. When I was working as an assistant principal, I saw what happens when parents don’t spend a lot of time with their kids. It was even more important to me then because my wife and I were about to have a kid and I wanted to be able to spend as much time with them as possible. And I’ve always been so passionate about student wellbeing. So, when I saw what Hugh does – connecting with kids and showing parents and teachers how important
it is to support their mental health and wellbeing – I was so excited. As I teacher, I learnt that listening to kids and knowing what’s going on in their worlds is the best way to connect and get through to them. When you give them the opportunity to talk and you value what they have to say, ask them questions and find out what they’re interested in, they’ll trust you and open up to you. A fundamental mistake people make when they’re working with kids is thinking they can talk down to them, but that’s not how they learn. It’s all about building a relationship. When Hugh asked me to join the Resilience Project, he gave me an opportunity to do something I’m passionate about, and to do it with someone I respect and am proud to stand side-by-side with. Sometimes you get lucky, and you have to embrace it. It took a lot of trust and humility for Hugh to allow me to take this project he’d put everything into and present it by myself and in my own way. When he started the Resilience Project, he gave up his teaching job and was sleeping on couches. He worked so hard to get it off the ground. Every time I’m out there, I’m giving my all to the audience, but I’m giving my all to him as well, because if I don’t bring my game, it impacts him too.
Hugh is an honest and open person. He acknowledges his flaws and is always actively trying to be a better person. I have so much respect and admiration for the way he is with his wife and kids – just striving every day to be the best father and partner he can be. He’s always willing to put everything on the line to get a better outcome for others, which takes so much courage. He puts his heart and soul into his storytelling and shares so much about himself with total strangers because of what those stories can do for other people. He always goes out of his way to support other people and will always be looking out for others – not only his friends and family, but everyone who reaches out to him. He’s always here for me and will always listen. With us, it’s about so much more than work. It’s a privilege to do what we do, and it’s a privilege to work with someone so trusting and selfless. We’re always on the same page and we’re on this journey together, because we’re both so passionate about helping people. Whether it’s a Prep student or an 85-year-old, we want them to walk out with a little more confidence, a bit more of a purpose, and an awareness of the things they can do to support themselves and others.
Torch | 17
Humans of Carey
Jerry Zhang Year 11 student
Hello everyone! My name is Jerry. I am a Year 11 IB student looking to develop a career in STEM. Mid this year, I created YGS (Young Global Scientists), an online, studentrun journal that provides opportunities for high school students to share their academic passions with the international community. Realising the lack of opportunities for high school students to share their learning and publish insights on current developments in the world, YGS is committed to empowering student voices by providing a vibrant platform for them to publish their knowledge, research and ideas in the fields of science and social science. I currently lead a multinational team of 50 students with different endeavours who I met while attending Yale Young Global Scholars, a two-week academic enrichment program hosted by Yale University in the US. We meet over video conference once a month to plan for YGS. While working on this project, I befriended Zuzana from Slovakia, an inquisitive biologist who likes to describe herself as a ‘rebellious nerd’; she interned in a medical company and helped to develop a COVID-19 diagnostic test in Slovakia. I also met Nathaniel, an award-winning Gen Z Educator and a current YGS Board Advisor who assists me with operating an international
18 | Torch
team. Our aim is to expand YGS to engage more schools, institutions, and students. I have also recently expanded YGS to several high schools within the United Kingdom, including elite all-boys boarding school Eton College. I would like to thank Mr Matthias Poi and Ms Carolyn Giles for assisting me in the creation of YGS. Their invaluable advice when I encountered problems was essential, especially in early stages of the journal when I was clueless about how to co-ordinate such a big team of students and assign specific roles in editing and marketing the journal. It is extremely fun to work on this project with an international team of students who, like myself, share an unwavering passion for creating new stuff to make a difference. Added demands aside,
committing yourself to a project like this is exhilarating – especially when it complements the philosophy of the Creativity, Activity, Service in the International Baccalaureate Diploma program and teases out so much more innovation, passion and learning beyond the already rigorous school curriculum. You can read our first and second editions of YGS and find out more about our team and our mission on our website, www.ygsjournal.com. Over the summer break before beginning Year 12 in 2021, I wish to intern at Barr’s laboratory and get my hands dirty on experiments, delving into the kernels of these infinitesimal bacteriophages which may be our alternative for antibiotics in an antibiotic-resistant era.
Humans of Carey
Elise Elliott Mother of Year 5 student Ava
Parenting is a juggle. Not just of time, career, passions, hobbies and family but of personal philosophies and beliefs. I said to my husband, Tom, he could choose our daughter’s school but I was never, ever going to barrack for his football team! Both Tom and his father went to Carey, and we both liked the idea of three generations attending the same school. I had gone to an all-girls school and did not believe that was the best way to set up a young person for the realities of life. For us, co-education was a no-brainer. Our daughter, Ava, has, like all Victorian students, weathered an unusual year of mostly home schooling. It taught me the value of teachers, the impressive resilience of children – and the truth that I’m a dreadful, impatient educator! But put me behind the wheel of a super car and I’m completely comfortable. I guess you could say I talk the ‘torque’. A not-so-secret rev-head, I’m a TV presenter on motoring show WhichCar. In addition to filming, I have motoring columns in Belle, House and Garden, Woman’s Day and, from next year, Wheels magazine. This means I get to test drive everything from the latest McLarens to vintage Mustangs.
I am one of the only female motoring journalists in Australia. This seems ludicrous given 50% of drivers are women and they make up the majority of car purchasing decisions. But I’m proud to fly the flag for women in a male-dominated industry. I tell my daughter this should never hold her back from her career aspirations. I have spent more than 25 years across the trifecta of radio, television and print which has been a privileged, albeit wild, ride. I’ve done extraordinary things from trekking the Kokoda track, interviewing everyone from Bill Clinton, the Dalai Lama, Hugh Hefner at the Playboy Mansion and Sting to, more importantly, hearing the extraordinary stories of ordinary people. When I’m not shackled to my computer, you’ll find me out on the waves indulging my latest passion – surfing! My prized possession is my Mini Mal surfboard. Oh and for the record, I barrack for the Swannies. Tom and Ava go for the Blues. Poor things.
Torch | 19
Humans of Carey
Gillian Scott Middle School Teacher
In Zimbabwe, a country usually associated with stories of economic collapse, there is a common saying when faced with a challenge: ‘We will make a plan’. In January, I witnessed acts of great determination and kindness that really are making a difference. I travelled there to work with the Hwange Schools Project. Its primary mission is to improve literacy in a cluster of schools in a rural area that borders the Hwange National Park. Far from the capital, Harare, these remote communal lands sit just a flimsy fence away from one of the largest populations of African elephants, with numbers as high as 35,000. The fences are there to keep the people out of the park – not the elephants in! Understandably, one of the biggest threats to these animals is poaching. The CAMPFIRE initiative in Zimbabwe aims to create a direct linkage of benefits to these communities from wildlife conservation, supported by a network of ecotourism operators in and around the parks. One of these, Imvelo, assists the Project. Having identified a need for high school teachers to have a separate workshop, I was fortunate to be invited 20 | Torch
to facilitate this through my sister, a primary educator and volunteer. I am a secondary teacher of English and Literature, and have worked at Carey since 2015. There are many barriers that stand in the way of receiving a full primary education, let alone secondary education, for a child in rural Zimbabwe. All children must be taught in English and exams are taken in English, including at the end of primary school and Year 10 equivalent. The local language around Hwange is Ndebele, however, and children have very little exposure to English compared with those in urban areas. Although education is ‘free’, the cost of registration, books and basic stationery can be prohibitive for parents. The members of the project have produced English language picture books featuring stories the local kids can relate to, with a young adult novel and grammar text in the pipeline. They support many other projects, including the purchasing of textbooks, and rely on a fundraising and volunteer network that stretches around the world as people visit on safari and witness the need.
A Zimbabwean by birth, I had last visited in the mid-1990s. It is a country of extremes – incredibly beautiful and teeming with wildlife, but also experiencing devastating poverty and prolonged drought, which means survival for many is precarious. I am grateful to have been able to hand over a generous donation from the Carey community, knowing it would be put to immediate use to purchase school furniture. When working with the project, I had to quickly learn about the Zimbabwean education system, sharing many teaching and learning strategies with a hands-on focus due to the limited access to technology and resources. The warmth and generosity of Zimbabweans is exceptional. The teachers in my workshop certainly humoured me by taking part in all our activities, as we ‘made a plan’ in our stifling, termite-infested classroom, writing on blackboards and butcher’s paper, listening to the cattle passing outside the windows, working on our common goal. The work of the project means so much to me as an educator, and although travel is unlikely in 2021, I will definitely be making a plan to return in the future.
Humans of Carey
Candy Liu Acting Admissions Manager
About 15 years ago, I came to Australia to do my Master of Communications and Media Studies at Monash University. At the time, I wanted to pursue a career in media, but I found it difficult because I didn’t fully understand Australian media culture just yet. I started working part-time with an education agency helping out international students, and I realised that this is what I really wanted to do – help other international students to come to Australia with an already established support network and an understanding of the culture. I began my career with Deakin College as an Admissions Officer, where I assisted international tertiary students with their transition to this new country. I worked there for about eight years before I decided I needed a change, and the opportunity to work at Carey came up. I started here in 2017 as Admissions Co-ordinator, mostly working with Senior School, Junior School Donvale and International Student enrolments. For the next 12 months, I will be in the role of Acting Admissions Manager, where I will be leading the Admissions team and overseeing the whole school’s admissions.
I am excited to start in this new role, there are a lot of challenges and opportunities going into 2021. We have a lot of work to do, but I’m really looking forward to it. Working in education is so fulfilling. It’s always so exciting for me to help families on their journey to attend this amazing school. There are so many international families who work really hard to get here, and I get to share in their joy when they finally do. One of my highlights of each year is attending the Donvale assembly where the Preps I helped enrol receive their Carey badges from the Year 6s. They are always happy moments. I have two young children: Olivia who is in Year 2 and Hugo who is in Prep. They’re great kids, they have opposite personalities but they’re both independent and creative in their own ways. I love spending whatever free time I have with them, we go see movies and go for walks. I enjoy showing them nature because I feel that was missing in my childhood.
Torch | 21
Farewell Year 12 parents
The Quay/Miller Family Over our amazing 14-year journey, being a part of the Carey community has become a part of our family identity. The lifelong friendships and the wealth of shared Carey experiences have made each of us who we are today. We are a Carey family. We have loved living the Carey value of making the most of your opportunities. It has given us all so many special times – musicals, rowing, plays, debating, soccer, overseas trips – it is overwhelming to even think about trying to list them all. In addition, my involvement with the parent
associations has really enhanced my time at the School, I have been able to make so many more friends and connections, and it has given me a greater understanding of the School and my children’s exerience. It has all been so much fun! As we celebrate Leah finishing Year 12 this year, I know with confidence that we will always feel fortunate to be a part of the Carey community and be grateful for the way in which it has helped to shape our lives. Loren Miller, John, Patrick (2016) and Leah (2020) Quay
The Adetunji Family We first came to Carey in 2011. I remember walking into the Mellor Library, a two-storey building filled with books. Our son David loves to read, but our primary school only had a tiny library. When I looked at his face, I knew there was no going back on our decision to send him to Carey. We started our adventure with Carey by attending the orientation events. I was intimidated by the number of people present in the Ian Wolff Auditorium at our first meeting. I remember thinking to myself, ‘There are so many people here, how will I ever get to meet anyone?’ But the then-president of the MSPA, Rosie Kelly, came up and talked about the parent associations and how they support parents and the community. In our nine years at Carey, I can confirm that Rosie was right, the parent associations have supported us and provided opportunities to serve. At Carey, David and Daniel had the privilege of a world-class education, in and out of the classroom. They had opportunities to go sailing, camping, international trips, music festivals 22 | Torch
and ample opportunities to represent the School. They learnt to play brass instruments from accomplished educators and world-class musicians in their own rights. A huge thanks to Roger Schmidli and Daniel Neal for their patience and professionalism and for shaping my boys into the accomplished trombone and trumpet players they are. I had the privilege of working with the most generous and talented group of parents that Carey has ever had. We organised Middle School Walk-athons, Carey Staff Christmas Lunches, Mother’s Day Luncheons and the
inaugural Whole School Ball in 2017. My thanks go to Julie Raftopoulos and every member of the Community Engagement department for their support of our many initiatives. A huge thanks goes to my friends, Johann Wilson, Maggie Bassily, Sofie Carfi, Karen Synon and Angela Valentine for being co-conspirators with me on most of these events. Ladies, I am going to miss Carey, and especially our ‘afterwork’ planning meetings. Titilayo, Phillip, David (2017) and Daniel (2020) Adetunji
Farewell Year 12 parents
The Mezzetti Family We joined the Carey community in 2018 when our sons, Otto and Finn, made the difficult decision to change schools for their senior years. It was a leap of faith that turned out to be the best decision they could have made. From the moment they landed on Carey grounds, they felt a school culture that matched who they are and the type of men they want to become. They had a greater connection to their peers, deeper conversations with students and teachers, and revelled in the collaborative, creative culture. While this year presented substantial challenges, the School was determined to make the best of a difficult situation and provide the best outcomes for our boys. The teachers have been genuinely invested in seeing students succeed, not only in academics, but as people. Our sons tell us that the teachers inspire them to change things for the better. We have found Carey to be a place that
cultivates the young person as a whole and places equal value on academics, sports and performing arts. In particular, the performing arts has been the greatest source of fond memories for the boys. They experienced their first professionally directed productions, which challenged and stretched the boundaries of what they thought they could do, into new realms of possibilities.
The sum of Carey experiences has provided them with confidence and faith in themselves, that they can achieve their goals as they set out towards university and beyond. They leave Carey as happy and confident young adults, which is no mean feat in these difficult times. Thank you, Carey. Bill, Anna, Medbh, Otto (2020) and Finn (2020) Mezzetti
The Valentine Family It is hard to believe that 17 years have passed since our family first arrived at Carey Baptist Grammar School. Our journey commenced at Donvale, the perfect place to introduce our two children, Nick (2016) and Olivia (2020), to the caring, supportive and inclusive community that has been the hallmark of our time at Carey. We have treasured memories of House Sports carnivals, assemblies, band and choir recitals, Book Chat and of course the many play dates (both for children and parents) from which long standing and precious friendships have formed. Graduating from Donvale to Kew meant we moved to a much bigger pond, still with the familiar Carey values, but with a breadth of opportunity and experience which have strongly influenced and
shaped our children’s lives. We have fond memories of Saturdays spent at Bulleen for APS netball, footy and cricket. One of the highlights was the opportunity to spend many a long afternoon in the Graham Yallop Scoreboard – now the Captains Scoreboard – with a group of equally committed and crazy parents during Nick’s final year of cricket. For me, the pinnacle of Carey community came with the privilege of being involved in planning the Carey Whole School Ball in 2017 and 2019. The success of this event stands as testimony to the vibrancy, strength and unity of the entire Carey parent community. While I am not going to miss the endless trips to Bob Stewart and the early morning APS starts, I am going to miss the wonderful community of students,
teachers and parents who have enriched our family’s life forever. Angela, Paul, Nicholas (2016) and Olivia (2020) Valentine Torch | 23
Community groups
For a champion of Carey music Claire Tetaz Friends of Carey Music President This year would have been the last year for Karen Murray as a Carey parent, as her daughter, Rose, finished her Year 12 studies. Sadly that was not to be. It has only been a year since many of us attended her funeral, where we witnessed the celebration of Karen and experienced the gratitude from the people in her life. Karen loved music and singing in choirs and was a champion for the performing arts at Carey. A true cheerleader for Friends of Carey Music and everything we delivered in support of the music program, we sought a fitting dedication to her and her impact on the School. In honour of her memory, Friends of Carey Music have established a bursary
for a vocalist student in her name. Knowing how much she loved and admired the work of our music students, we hope this will inspire them in their musical studies. We thank Paul, Felix and Rose for supporting this dedication. It is an ongoing reminder of how Karen’s enthusiasm and love inspired her friends and colleagues, who in turn wished to recognise and celebrate her. We hope they reflect on this with pride. Friends of Carey Music are so pleased that we can offer this scholarship for the first time this year and thank Carey’s Head of Performing Arts, Nick Mulder, for his help in the establishment of this initiative.
‘The bursary will serve as a wonderful tribute to Karen and I know she would welcome the encouragement and validation that it will provide for our vocalists.’ – Nick Mulder
Recognising amazing individuals The Carey Medal Committee Community service runs through the veins of Carey. We all know of people among us in our community who go above and beyond to contribute to their local, national and global communities.
Chair of the International Board of Amnesty International for eight years, overseeing the strategic direction of Amnesty International. All of this work was in a voluntary capacity.
The Carey Medal recognises the people who are making a positive impact. Anyone within the Carey community is eligible to be nominated – current and past staff, parents and students – who are actively trying to make the world a better place.
In 2014, Nicole stated, ‘I have seen the impact that individual people working together can have to achieve social change. I’m inspired in my governance work to position Amnesty International to have a major impact on the human rights of people around the world.’
The 2016 Carey Medallist was Old Carey Grammarian Dr Nicole Bieske (1991). Nicole has given exceptional and outstanding service in the field of human rights, especially through her work with Amnesty International. Nicole was on the Board of Amnesty International Australia for over seven 24 | Torch
years and was the National President of that Board for over three years. Prior to this, Nicole was a member of the National Legal Team and she appeared before Parliamentary Committees on behalf of Amnesty International Australia. She was a member of the Global Governance Task force and was
If you know of anyone in the community who is making a difference – big or small – and who you think deserves this prestigious community award, please nominate them for 2021 Carey Medallist. You can do so at www.carey. com.au/carey-medal or by emailing us: careymedalsuggestions@carey.com.au
The Carey Files
George Dobson and music at Carey Helen Penrose Carey’s Centenary Historian
Trumpeter George Dobson lit a musical fire at the school during his teaching years from 1968 to 1977. Under his teaching and direction, brass, woodwinds and band music were taken up enthusiastically by many students. Well-known since the 1940s as one of Australia’s best trumpeters, during his career he directed the George Dobson Trumpet Serenade for the ABC, and played in the Victorian Trumpet Trio, the ABC National Dance Band, the ABC Variety Orchestra, the Sydney Trocadero Orchestra and the Melbourne Symphony Orchestra. In 1968, the School purchased a new set of band instruments from America and 70 boys in Form 7 enrolled to learn brass instruments. In 1969, all Form 6 students were given one term’s instruction in a brass instrument of their choice. Woodwind instruments were encouraged too. It all represented the beginning of the School’s remarkable commitment to the performing arts. The Carey Band placed music on the School community’s radar. George Dobson conducted it, arranged all of the music it played according to boys’ abilities, and even wrote simple parts, if necessary, to encourage newcomers. His infectious enthusiasm and skilled musicianship melded the band of 40 players who ranged all the way from Form 7 to Form 12. He imposed high standards, too, recalled Old Carey Grammarian Andrew Mott (1980): ‘He took no prisoners in a rehearsal and you were expected to be able to play your bit, as he pointed to each member
Above: Carey’s Senior School Band rehearsing in 1974. of the section in turn, to run through a particular passage, hands on hips and a determined, fairly fierce gaze set upon you.’ As well as performing at each Speech Night, the band entertained everyone at school fetes. George Dobson also played 'the Last Post' and 'Reveille' at Anzac Day school services – a moving and inspiring contribution. By the time he left, instrumental music had established a strong foothold at Carey, upon which subsequent generations of teachers and students have built.
Above: George Dobson’s Victorian Trumpet Trio record cover, 1959. Torch | 25
From the Archive
On the matter of dancing on School property Joanne Horsley Archivist
The OCGA asked and were given approval for these dances by a unanimous resolution of the School Council on 12 April 1948. The monthly dances started on Saturday 26 February 1949, offering ‘soft lights, sweet music and beautiful coffee’ to the 80 to 90 young people who attended the dance. In March 1949, the School Council received advice from the Secretary of the Baptist Union of Victoria (BUV) that a member of a Baptist Church had written a letter protesting the holding of a dance by members of the OCGA on School property. The Chairman of the School Council reminded members that control of School property had been vested in the School Council by the Baptist Union, and a letter was forwarded to the Union advising the reasons for Council’s decision to permit the holding of the dances at Carey. 26 | Torch
Source: Shutterstock
During WWII, 40 Old Carey Grammarians lost their lives, leaving five widows with children. It was resolved by the Old Carey Grammarian Association (OCGA) to inquire if financial assistance would be welcomed by these families to educate their children. Two of these families were subsequently helped through the OCGA Memorial Provident Fund founded through donations and fundraising at various functions, including square dancing in Raymond Hall. A meeting was held between the representatives of the Executive Council of the BUV and the President, Headmaster of Carey and the Secretary of the School Council. The Executive Council of the BUV then sent a resolution that stated: ‘That while we are prepared to leave the matter at present with the School Council, we remind the Council of its important responsibility in this matter’. By August 1950, the matter had gained momentum and there was an organised protest by regional Western District Baptist Association. ‘We the undersigned members (…) view with deep concern the fact that our Raymond Hall at Carey is used for dancing and crave that the Baptist Union of Victoria disallow the further use of Raymond Hall or any other Baptist property for dancing.’
Further protests erupted with rumours also ‘of the desire by some Old Boys to introduce intoxicating liquor into School functions’ and ‘that dancing was a deplorable example to the youth of the denomination’.1 The School Council accepted a deputation from the Union that claimed there had been near division within certain churches over the matter of dancing on church property at Carey. Leading members of the School Council, such as Mr Howard Jenkin, Dr Keith Farrer and Dr Harold Moore, were resolute that it would adhere to its past decision to permit OCGA dancing in Raymond Hall, which should not be considered in the same category as Church property. But still, the protests continued in the strongest terms from the BUV, that they were not disposed to assist in
Above: The Preparatory Building in 1925, within which is Raymond Hall.
‘Further protests erupted with rumours also "of the desire by some Old Boys to introduce intoxicating liquor into School functions" and "that dancing was a deplorable example to the youth of the denomination".’
future support of the School, ‘whilst dancing is permitted on their premises in support of the benefit of the School’. The facts were that Raymond Hall was not a ‘church’ property and the dances were not ‘School functions’ as they did not benefit the School and were not open to current Carey students. Further, any funds raised from the dances were added to the Memorial Provident Fund established to help with the education of two children whose Old Grammarian fathers had been killed in WWII. By 1951, the School Council had received two deputations from the BUV and regional Baptist churches. Finally, a letter from the Executive Council of the BUV resolved that, ‘The dances in Raymond Hall are organised by the OCGA, an independent body over which the School has no jurisdiction, but to which it allows the use of the hall monthly (…) with no possibility of undesirable elements to be introduced’.2 In March 1953, Mr Vernon Wilcox (past President of OCGA, 1949–50) reported to the OCGA Annual Meeting held in Raymond Hall, that ‘the first child taking advantage of the Memorial Provident Fund is now at Strathcona’. Some in
the BUV were mollified by this positive outcome of dancing on School property, and by 1955, when square dancing in Raymond Hall was wound up, it had raised over £500, which would be approximately $17,500 in 2020. However, the matter still simmered through to 1959 when the Executive Council requested that all three Baptist grammar schools in Victoria at the time be asked for statements concerning the ‘problems associated with dancing at their schools, and of their policies in the matter…'3 With the benefit of hindsight 60 years later, the matter seems quite trivial. However, it was a real issue and occupied many hours of discussion and much correspondence over the 12 year period. Thankfully, we are safe in knowing that the Baptist Union is happy for dancing to take place on Carey school property today. References 1 Correspondence from the Baptist Union of Victoria, 2 August 1950. 2 Minutes of meeting of Executive Council of Baptist Union of Victoria, 1 February 1951 3 Correspondence from Baptist Union of Victoria to Carey Baptist Grammar School, 22 September 1959
Torch | 27
Donations to the Archive July 2020 – November 2020
List of donors Mr Robert Bethune Documents related to the donor’s working life after attending Carey Baptist Grammar School. School prospectuses from 1929 and 1933. Mr Paul Blitz Photos of staff and students at Carey during the donor’s years at the School, 1962–5. Ms Athena Connock Girls’ uniforms belonging to the donor and her sister, including blazers, sports uniforms, Junior School sports jumper and sports bags. Two school photos of donor in Junior School and rhythmic gymnastics. Mr Andrew Clark Minutes of Carey Carnival, 26 October 1999. News clipping about Carey Baptist Grammar School students Alexandra Clark (daughter of the donor) and Nick Burton competing in snowsports in Colorado, USA. Mr Leigh Cronin White sports jumper, school and student publications, including Nexus, 1970, and Chronicle, 1964, 1967 and 1968. Carey beach towel with school emblem.
Above: Memorial Great Hall and Raymond Hall, c1973. Donated by Mr Keith Webb. Hockey Pennants, Premiers 1967 for C West
support letter for $5000, 2004.
and E East.
Coaching contract documents.
President’s Report, 1968.
Mr Rob Grant
Correspondence to Phipps Gay from OCGH committee, 2005. OCGH Communication Protocol document.
Mr Phipps Gay
OCGH Hockey Report, 2004.
Old Carey Grammarian Hockey (OCGH)
OCGH stubby holder.
minutes, histories, documents and
Trophies: Phipps Gay, 200 games, 9 June
photographs.
1973; Best and Fairest pewter mug, 1983;
Three copies of History of Old Carey Hockey,
Best and Fairest 1980.
1961, 21- and 25-year histories.
Trophy for most improved player Peter Mill,
OCGA magazines 1965, volumes 1, 2 and 4.
1981.
Carey Hockey photos: 1959 Hockey team
Trophy list for 1993.
and Girls Hockey team introduced in 2002.
OCGH report to School Council, November
Life membership of Old Carey
2003.
Grammarians Hockey (OCGH) Club for
OCGH Report to Council, and President’s
Phipps Gay and George Davies.
Report 2003.
Constitution and rules for OCGH, 1968.
OCGH naming of trophies, 2001 trophy
OCGH newsletter, Passing Shots, 1970–
winners and winter ladder.
2005.
AGM minutes, 2003.
Coach’s Report 1962.
Sponsorship documents and financial
28 | Torch
Throwing a Light on Carey Drama by Rob Grant. A reflection by the donor on the role of the lighting crews involved in the Drama productions at the School from 1971–6. Mrs Pamela Hore Research documents related to Raymond Hall in the Preparatory School at Carey Baptist Grammar School, which opened on 30 May 1925. Mr Ian Hughes Research documents related to the establishment of Carey Donvale campus, including committee minutes, policy committee minutes and community liaison documents. Carey staff listing. Carey Parents Association and Clubs listing. OCGA index and listing.
Top left: Edith Lyall with daughters Heather and Judith at a Carey sports field c1962. Donated by Mr Paul Blitz. Top right: Junior School, c1961–73. Donated by Mr Keith Webb. Mr David Kemp List of Heads of Junior School and Preparatory School. Extract from the book Jumping over the Wheel by Geoffrey Blainey: Chapter 13, detailing the role of Mr Eric Dunshea as Chairman and General Manager of Dunlop and Chairman of the Board of Carey. The donor’s father, Mr D H Kemp, worked at Dunlop for 41 years. Ms Beth Marsden Newspaper articles related to Vincent Law, the first Abschol recipient who attended
Above: Carey ’muck-up’ day, 1969. Donated by Mr Tim Wood.
Carey Baptist Grammar School. Mr Peter Mitchell
Mrs Elaine Robertson
Sonja Clark, daughter of Dr Graham Clark.
Copy of detailed letter written by Mr
William Carey by J B Myers: a book awarded
Carey Baptist Grammar diary pages with
Ralph Shinkfield of the early days of Camp
in 1910 to Miss Violet Sheriff, great aunt of
annotations.
Toonallook.
the donor’s sons, Ben and Andrew.
Photographs: Carey Cricket First XI, 1971;
Mr Justin Mastores
Mr Ralph Shinkfield
Prefects, 1982; Heather Hebbard (Smith) in
Photographs from APS Athletics at Olympic
A tribute to Bryan Marshall written by the
Year 11, 1979; Senior Staff, 1989, 1992.
park, 1989.
donor.
Mr Keith Webb
Senior School Curriculum Handbook, 1989.
Mrs Noel Smith, Mrs Heather Hebbard
Photographs taken around the School of
Mr Bruce Murray
(Smith), Mrs Christine Dewberry (Smith),
Middle School by Bruce Murray: an article
the Hon. Tony Smith, MP.
at the School, 1961–73.
regarding the first Middle School when
A Cornucopia of Anecdotes by Alan Smith,
Mr Tim Wood
the School bought an adjoining property in
Deputy Headmaster of Carey Baptist
Photographs of ‘muck-up’ day at Carey
Wrixon St, known as Moonyah in 1951.
Grammar School, 1976–92, husband/father
Baptist Grammar School, 1959.
Revd Bill Pugh
of the donors.
Photo of the Hon. Tony Smith, MP, Speaker in the House of Representatives, from his
students and staff from the donor’s years
Reflections from a Carey chemistry student of Alan Smith in 1980, with a card from
Carey Year 8 class, 1980. Mr Ray Reed Speech made by the donor at Founders Day, 2020.
Do you have any special Carey items that you would like to donate? If so, please contact our Archivist, Joanne Horsley, on 03 9816 1331.
Torch | 29
Advancement
Lighting the way Stuart Galbraith Head of Advancement
A pioneer heart surgeon, a legendary and humanitarian Carey teacher and a multi-generational Carey family with a love of music all have something special in common: they are all Torchbearers.
Neville and Jeanne York In 1938, Neville York was awarded the first scholarship from the OCGA. He later became a World War II pilot and resident medical officer at the Royal Melbourne Hospital. In 1955, Neville married Jeanne and together they forged a life of exemplary service to Australian medicine. Jeanne was a pioneer of heart bypass anaesthesia, developing the first Australian heart-lung machine. At only 27, she led a team of seven male doctors through the first successful open-heart surgery in the southern hemisphere. Post-surgery, in the days before intensive care units in hospitals, Jeanne sat with her patients for up to 36 hours to make sure they were on the way to recovery. On Neville’s passing in 2007, former Principal Phil de Young commented that ‘we have lost one of Carey’s very “true heirs”; a wonderful man who certainly “played the game” to the fullest.’ Neville and Jean left a bequest to Carey to pay it forward for the next generation of Carey students. In recognition of this generosity and the life achievements of both, the School
30 | Torch
Above: William and Doris Doig, for whom a new music studio in the Centre for Creativity and Collaboration will be named. had pride in instituting the Neville and Jeanne York scholarship, which continues to be awarded today.
John Sykes John Sykes was a longstanding and much-loved teacher at Carey. He joined the staff at Carey in 1952, assuming responsibility for senior history and English classes. He was also coach of the First XI Football Team. Between 1966 and 1971 he was Headmaster of Scotch College in Tasmania, but returned to Carey as Head of Newnham House in 1972. John Sykes retired in 1983, and the
‘Like many families, it was their love for music which bound their experiences to their sons’ throughout their time at Carey.’ Above: John Sykes, former Carey teacher and namesake of the John Sykes Memorial Prize for English. John Sykes Memorial Prize for English was named in his honour. This prize was first awarded in 1991. John’s passion for education and Carey extended beyond his teaching and mentoring. He regularly and quietly donated to help students in need of additional assistance and, on his passing, left a bequest to Carey to support our students for many years to come.
William and Doris Doig Just as Neville and Jeanne York and John Sykes marked the way with their generosity, we were privileged to receive our latest bequest this year from former Carey parents Dr William and Mrs Doris Doig. William was a highly regarded surgeon and Doris served on Carey’s Junior School Parents Association. Like many families, it was their love for music which bound their experiences to their sons’ throughout their time at
Carey. In recognition of their generous bequest, a music studio in the new Middle School building that opened this year, the Centre for Creativity and Innovation, will be named in their honour. ‘Our love for music started at Carey. We all learned piano and our late mother had a keen interest. This gift acknowledges the excellence of education provided by Carey and will hopefully assist the ongoing musical education of future students.’ – William and Doris’s sons, Stephen (1972), David (1974) and Rowan (1977). If you are interested in learning more about the Carey Torchbearers, or leaving a gift in your will for future generations of Carey students, please contact Stuart Galbraith, Head of Advancement at advancement@carey.com.au or call 9816 1522.
Torch | 31
OCGA
Bringing a community together during a pandemic Katie Hunt Alumni and Community Manager
I was so impressed with how well Carey responded to the pandemic. The School managed a sudden and unexpected closure, swiftly transitioning to an entirely new online learning environment with no preparation. Carey saw not only a challenge, but an opportunity. Through the new online mode, Carey engaged its community, and saw an incredible move to band together and support one another, with staff, families, alumni and past families alike all working to ensure the best outcomes for Carey students.
Welcome to the new world It was first thought Carey would remain closed for a short period and we would all go back to work and classrooms within days. The Old Carey Grammarians Association (OCGA) were busily planning for reunions, speaking events, luncheons and other gatherings at Carey. Initially, there was little to suggest that our entire year’s calendar would be cancelled, and we had no concept of the struggles that would follow. As the situation evolved, it became clear that the methods we’ve always used to support our community would no longer suffice. Firstly, we would need to adapt our approach to engage a community that would be physically distanced and experiencing a wide range of struggles. Secondly, if we were to engage this new type of community, we had to deeply understand the community’s needs and expectations and offer programs and support accordingly. Sociologists refer to communities as a group of people who interact within a bounded geographic territory: living, 32 | Torch
working, studying and relating to one another through a sense of belonging. When we lose the ability to engage physically and lose those communities easily accessible to us, as we experienced through the pandemic, we know people seek out alternative communities to regain that sense of belonging. We turn to groups that are familiar to us, even if we haven’t engaged with them for many years. For example, one may not have had contact with old school friends for some time, but there is comfort in the familiarity and shared experience. With this in mind, we reached out to our alumni to provide them with a space to connect and find that renewed sense of belonging. The first step was a review of the OCGA website to ensure the tools for engaging and networking were highly visible, updated and functioning. From there, we looked at what our alumni needed, what events we could plan for and how to offer programs and activities in an online space.
What our alumni need From recent data and surveys, we found a few recurring themes and widespread needs we could address for our community. Many simply wanted to stay in touch with the School and have a social outlet, but a significant proportion hoped for business and career networking opportunities. Parents expressed their desire to support small businesses within the Carey community, and were seeking ways to promote their own endeavours to fellow community members. Our younger alumni wanted support developing professional networks and connecting with other
‘I have discovered a silver lining and it is in the overwhelming readiness of our Carey alumni to reconnect with their school and each other to support one another and rekindle their sense of belonging.’
Above: The Old Carey Grammarians Association committee meeting on Zoom. alumni who followed similar paths and could offer guidance. Many older alumni were seeking opportunities to use their expertise through mentoring. We developed a strategy for delivering activities that would benefit a broad cross-section of our community and mapped out timelines for communication and delivery of initiatives, including: • establishing a Carey community business directory • updating and promoting our mentoring platform • informing staff at Carey that alumni were available and willing to assist in their online learning programs • communicating with our alumni through newsletters and social media informing them of the many opportunities to exchange and share their knowledge online • establishing a series of events for young alumni and international alumni with a focus on networking and career opportunities • running weekly online events on personal and professional productivity, leadership and staying motivated • reshaping traditional events into online topical conversations and interviews to create interest • inviting alumni to share their stories and messages of hope from throughout COVID-19.
Geographic boundaries no longer an issue
A united community in the face of adversity
Carey’s alumni are all over the world, and prior to COVID-19, we held chapter reunions in the US, UK, Hong Kong and China, among others. However, the Carey community is still largely based in Melbourne, and our survey data cited geography as a barrier to being active with the community. Embracing a primarily online mode for community engagement breaks down this barrier.
I have always known the Carey community to be one of kindness, joy and passion, but it is only now that I have come to fully realise this in all its glory. While we continue to face the challenges of the pandemic, I have discovered a silver lining and it is in the overwhelming readiness of our Carey alumni to reconnect with the School and each other to support one another and rekindle their sense of belonging. We have welcomed back alumni to our community that we would never have otherwise through offering online events and lifting the geographical barrier.
Our traditional Anzac Day event attracts around 100 guests to Carey for an assembly and luncheon. Even without the promise of lunch, our online event saw thousands come to view our tribute. We also recently hosted an online international alumni event focussing on making the most of university and internships during COVID-19. This event brought our international OCGs together, when traditionally the geographical divide has made this difficult. Communities that started as faceto-face have now migrated to digital media to stay connected, which also works to widen the limited geographical boundary. Community may look and function differently online, but its essence is the same. People can connect through online platforms as a group and even work together to learn a new skill or discuss common challenges through an online session or seminar.
Going into the future, we know now that we can invest more in digital communication channels, content, stories and videos, and that we must make effective use of our available resources to engage more of our members than ever before. Despite the challenges we have faced this year, I have learnt that navigating a difficult time isn't necessarily a negative experience – it should be a hopeful one. Carey has recognised that with a bit of creativity, flexibility and enthusiasm, we can bring a community together and provide opportunities to meaningfully connect. Full article originally published in Face2Face, an Educate Plus magazine.
Torch | 33
Where are they now?
Laura Barden (2012) I am and always will be an extremely proud Carey Grammarian! I cherish many memories I have from my time at Carey from 2007–12, and I am incredibly grateful for the support, guidance and endless opportunities I received. After leaving Carey, I completed a Bachelor of Science, majoring in food science, at the University of Melbourne, while also pursuing my love for hockey and training with the Victorian Institute of Sport. In 2016, I was selected to join the Australian Women’s National Hockey Squad, relocating to Perth to join the centralised training environment. I proudly wore the green and gold bodysuit for 42 international capped games in the following two years. Unfortunately, I was not selected for the 2018 National Squad. Still feeling like I had unfinished business and a strong desire to make it back
work, determination, and constant love and joy for the game, I was able to earn my spot in the 2020 National Squad off the back of a strong performance during the HockeyOne competition in 2019. I am now back living in Perth, halfway through my Master of Nursing, and training hard to get to Tokyo and win a gold medal.
into the squad, I moved to Holland, the hockey capital of the world, to learn and develop my hockey with undoubtably some of the best players in the world. Not only did I develop as a hockey player, but I felt a real sense of growth as a person. I learnt a bit of Dutch and came home with a new desire to become a nurse. Through some sacrifices, hard
Carey taught me a lot, but the most important lesson was to chase my passions with determination and grit. As long as I work hard at what I love and pursue my dreams, even when faced with challenges, I can be proud of everything I do. I feel so lucky to have spent six amazing years at Carey because I know my time there truly shaped me into the person I am today. Carey offered me more than an education: it offered an opportunity to thrive in every aspect of life.
Jan Sherry (Hartnett, staff 1981–2002) To me, the spirit of Carey is characterised by the many lasting friendships I have with staff and students from my time at the School. Carey is a place that cares for people both personally and professionally, has a positive approach and emphasises service in all spheres of community life. I joined the Commerce department at Carey in 1981. During my 22 years at Carey, I saw the transformation from the early days of co-education to one where girls made up almost 50% of the student body, the acquisition and development of the Donvale campus, the introduction of the International Baccalaureate, the School’s International Accreditation, and the introduction and development of computer technologies into education. Over my time at Carey I was encouraged to take on a diverse range of roles and
34 | Torch
Kingdom, Canada and USA, and I was fortunate to be supported to complete my Master of Education where the first year was run within the School.
responsibilities by each of my three Headmasters/Principals. This included my time as the first female Head of House at Carey for Newnham House, Director of Curriculum and Dean of Studies. I was also awarded a threemonth travel scholarship, giving me the opportunity to visit schools in the United
After leaving Carey, I set up a consulting business and continued my involvement in education through the Incorporated Association of Registered Teachers/ Centre for Strategic Education, the Independent Education Union and the Victorian Institute of Teaching (VIT) where I played a key part in drawing up the codes of conduct and ethics for Victorian teachers, worked as a field officer and also as an investigator. I am currently a member of the pool of Hearing Panel Members for the VIT. Since 2007, I have lived on three acres in the Macedon Ranges where I’m able to indulge in my passion – building and nurturing gardens – and I volunteer with Open Gardens Victoria.
Where are they now?
Frances Goh (2006) I attended Carey from Year 7 to 12, and I was actively involved in the student community as Middle School Captain, Senior School Vice-Captain, Prefect, Girls First Badminton Captain and I represented Carey in inter-school debating and orchestra. I cherish the lifelong friends and mentors the School has given me. After Carey, I graduated from the University of Melbourne with a double degree in Commerce and Arts. Beyond academics, my education at Carey taught me life skills, like how to lead a values-based life and the importance of community, both locally and globally. This held me in good stead for my university exchanges in Boston and Beijing as well as my time working in Malaysia, Hong Kong and the Philippines. The numerous and multi-faceted opportunities afforded to me by Carey’s
collective movement reshaping the world of work for women.
co-curricular program instilled in me the principles of creativity and collaboration. This has led me to my current work in the social and corporate innovation space, where I am Director of Strategy and Innovation at the management consulting firm kin8. I am also currently Head of Community at One Roof, a
Since leaving Carey, I’ve returned to contribute to the lives of both students and teachers. Some examples include speaking at Year 10 careers evenings, running holiday programs for Year 7 and 10s teaching entrepreneurship and startup skills, holding an after-school series of talks for teachers on the topics of innovation and technology, as well as presenting at staff days about the new ways students will work and study in the 21st century. I’m excited to be a part of the OCGA Council this year. I want to help reconnect alumni with their alma mater through interesting events and initiatives that are especially relevant for the challenging times we are living in.
Rodney Cummins (staff 1964–76) who explored the possibility of co-
I was not a Carey student, but the School has always been an important part of my life. I became a teacher at Carey after my return from Germany, where I had been teaching at the Berllitz School of Languages for about four years. When I stepped ashore, there was a letter from the retiring Headmaster, Mr Hickman, asking me to come in for an interview. Another teacher of German was needed, so I stepped into the position. The School, both staff and students, could not have been more welcoming, and they remained so for the 11 years I taught at Carey. I have many great memories, such as the task I was assigned to stand at front entrance to make sure that all the boys were wearing their caps correctly! Then there were the lunchtime patrols of the school grounds, and the Saturday hockey matches at Bulleen. I also loved the
education and recommended it to Carey. When I look back at this, it is with great satisfaction.
annual student camping events to the Victorian countryside or Tasmania. I made some wonderful connections with staff, such as the Vice-Principal Arthur Sandell, who recruited me into the World Educational Fellowship. For many years I was the secretary of the Victorian Branch. I was also a member of a small group of staff
Before I arrived back in Australia and joined the Carey staff, I taught English on board the ship. One of my students was Robert Rosen, who became the conductor of the Australian Ballet. When he retired, I suggested to Mr Cramer that he be employed in the Carey music department. Carey gained a fabulous musician! And perhaps still lurking in the department is a harpsichord I built. But my connection with the School runs even deeper. A little while after I left Carey, I inherited an 19th-century book about my family. Believe it or not, in the book I read that my grandfather five times removed, a Baptist pastor, was a close friend of William Carey and helped him establish the Missions to India!
Torch | 35
OCGA Club in focus
Old Carey Performing Arts Club Andreas Katsiroubas (2011) Club President
The Old Carey Performing Arts Club (OCPAC) was founded in 2009 by Carey alumni Joshua Robson (2008) and Matthew Cox (2008), along with their friend Josh Gavin. Since its beginning, OCPAC has provided an encouraging environment for Old Carey Grammarians and members of the wider community to come together to develop their recreational and professional interests in the performing arts. Our goal has always been to raise the bar and nurture the talent for amateur and community theatre. OCPAC is a not-for-profit organisation that exists to artistically enrich the Carey school community and the community at large. Since our inception, OCPAC has produced six large-scale productions and two cabarets. Those who have attended our productions speak to their high quality, community engagement and energetic spark. Our first production, Urinetown, took place in 2012 and was a commercial success. We sold out and were recognised by the Music Theatre Guild of Victoria. Despite OCPAC’s youth, we excelled, and our success propelled us into the following years. In 2014, we performed a full season of Seussical the Musical at the Melbourne Comedy Festival. This was only OCPAC’s third production – our second being in 2013 of Seussical at Strathcona – which demonstrates the quality and professionalism of our production crew, performers and everyone behind the scenes who work tirelessly on producing a high-quality show. 36 | Torch
We have been nominated for Guild Awards for each large-scale production we’ve held. Our proudest achievement was our 2016 show Catch Me If You Can, which led to us collecting five awards from the Music Theatre Guild of Victoria. • Seussical the Musical (2013): Awarded with Best Cameo Performance. Nominated for Best Director, Best Male Performer in a Leading Role and Best Ensemble Performance. • The Addams Family (2014): Nominated for Best Production of the Year, Best Direction, Best Musical Direction, Best Choreography, Best Wardrobe, Best Male Performer in a Leading Role, Best Female Performer in a Leading Role, Best Male Performer in a Supporting Role, Best Female Performer in a Supporting Role, Best Ensemble Performance and Best Design.
• Footloose (2015): Nominated for Best Production of the Year, Best Direction, Best Musical Direction, Best Choreography, Best Lighting, Best Sound, Best Male Performer in a Leading Role, Best Female Performer in a Leading Role, Best Male Performer in a Supporting Role, Best Female Performer in a Supporting Role, Best First Performance in a Featured Role, Best Dancer’s Award and Best Ensemble Performance. • Catch Me If You Can (2016): Awarded with Best Director, Best Choreographer, Best Musical Director, Best Male Performer in a Leading Role and Best Male Performer in a Supporting Lead Role. • Sweet Charity (2017): Nominated for Best Female Performer in a Supporting Role and Best Dancer’s Award.
‘OCPAC has provided an encouraging environment for Old Carey Grammarians and members of the wider community to come together to develop their recreational and professional interests in the performing arts.’ We anticipate that 2021 will bring OCPAC an opportunity to harness our diverse portfolio of talented actors and creatives and combine them with our developing business acumen. We have a number of exciting steps we are planning to take in 2021. Importantly, we are excited to introduce a streamlined process for Carey Year 12s to take part in OCPAC productions, particularly as they may have missed the opportunity in 2020 to participate in a full-scale production due to the pandemic. To this end, we are proud to announce that OCPAC is the first amateur theatre company in Victoria to be producing Lin-Manuel Miranda’s 2005 awardwinning musical theatre production, In the Heights.
In the Heights was Lin-Manuel Miranda’s first Broadway show, and was nominated for 11 awards, winning four for Best Musical, Best Original Score, Best Orchestrations and Best Choreography. It also won a Grammy for Best Musical Album. He then wrote Hamilton in 2015, which was an incredibly popular hit that swept the Tony Awards in 2016. In the Heights tells the story of Usnavi de la Vega and his community in Washington Heights, New York City, which has a majority Latin American population. The story features six main leads and six supporting leads with an even split of female and male characters, ranging from late teens to late 60s.
It features a unique style of music for a musical. It showcases some of the first iterations of Latin pop and hip-hop on the musical theatre stage, and was one of the earliest shows to feature breakdance and rap. It’s exciting to break with musical theatre tradition and feature such a fresh new sound and style in Victoria. This musical proves that productions can be bold and exciting in their musical composition without losing a broad appeal. We cannot wait to see you in the Memorial Great Hall in September 2021.
Torch | 37
Announcements
Lachlan James Ethan Davy
Mia Louise Matheou
Arthur Edwin Baker
14 August 2019. A son for Joel (2003) and Jacquie Davy, and a brother for Abigail.
21 November 2019. A daughter for Hristos (2004) and Tanelle Matheou, and a sister for Charlie.
16 February 2020. A son for Michael Baker (1999) and Lucy Kennon.
Charlotte Alwyn Hollebone
Jack Ray Chiuchiarelli
23 April 2020. A daughter for Mark (2006) and Kristy Hollebone.
12 May 2020. A son for Luke Chiuchiarelli (2000) and Alexandre Herd, and a brother for Lucy.
Are you expecting a future Carey Grammarian? Carey receives a high volume of applications for enrolment. We encourage you to apply for your child as early as possible after birth. For more information about enrolment, and to apply online, go to www.carey.com.au
Harriet Isobelle Helen Jolly
Lina Grace Taylor
1 September 2020. A daughter for Andrew Jolly (2004) and Catrina Gray.
26 November 2020. A daughter for Astrid Saldukas (staff) and Kent Taylor.
38 | Torch
Memorials
Robert Graham Watts (1946–2020) Jeff Thomas (1962)
The Carey community recently lost one of its major contributors and favourite sons in Robert Graham Watts (1963). Rob was a student at Carey and left in 1963, having come to Victoria from Adelaide as a child with his parents. Rob’s sons, Daniel, Adam and Simon, are all also past Carey students. Rob was a most accomplished sportsman. At school, he was a member of the Carey First XI Cricket Team and after school continued his love of cricket with the North Balwyn Cricket Club. He also played with and coached the North Balwyn Baseball Club, holding senior positions with both clubs. After leaving Carey, Rob trained and qualified as a Chartered Accountant and subsequently graduated from the University of Melbourne with a Master of Business Administration. He became a highly respected partner at Deloitte and, after leaving to pursue a
private business opportunity, ultimately ended his working career as Chief Operations Officer, Asian Region, for the international reinsurer SWISS RE. This saw Rob travel the world regularly and he was based at different times in Singapore and Hong Kong. During the Millikan years at Carey, a period that saw great development and improvement in the School, Rob played an integral role as Treasurer of the School Board. His wise counsel was highly respected. Both the Carey Board and the Old Carey Grammarians Association recognised his contributions to the School by making him an Honoured Life Member of both organisations. Rob Watts is survived by his wife Christine, their three sons and four grandchildren. He is fondly remembered, respected and sadly missed by many.
In memory We extend our sincere condolences to the family and friends of the following people: Revd Peter Hanforth Evans (1958) on 10 January 2020
Robert Graham Watts (1963) on 9 August 2020
John Alexander Thomas Trimble (1961) on 21 January 2020
Sonny Chua (staff) on 9 September 2020
Andrew Charles Apostolou (1983) on 11 July 2020
Peter John Nicholls (1956) on 13 September 2020
Jennifer Ann Lawrence (nee Hughes) (past staff) on 28 July 2020
Stephen Grant Pick (1976) on 8 December 2020
Torch | 39
OCGA Calendar 2020–2021 12 Feb
Founders Day Lunch
Mar (TBC) Swinburne Welcome Week 5 Mar
International Women’s Day Breakfast
12 Mar
1981 40-Year Reunion
Mar (TBC) Mornington Peninsula Luncheon 28 Mar
APS Lawn Bowls
Mar (TBC) Golf Day Mar (TBC) 2020 Formal Apr (TBC)
1961 60 Year-Reunion
21 Apr
Anzac Day Lunch
23 Apr
Class of 1991 30-Year Reunion
14 May
Class of 2011 10-Year Reunion
Please note • For unforeseeable reasons, event dates may be subject to change. Please refer to the OCGA website at ocga.com.au for the most up-to-date details relating to a particular scheduled event. • Carey will not be allowing outside visitors on school property until Term 2. All events planned during Term 1 will be held off site. • Alumni who missed out on a planned 2020 reunion due to COVID-19 restrictions should have received correspondence from the OCGA regarding the rescheduling of their reunion. Please email ocga@carey.com.au with inquiries or if you did not receive this correspondence.
School Sections Senior School senior.school@carey.com.au
Principal Jonathan Walter principal@carey.com.au
Middle School middle@carey.com.au
Community Engagement communityengagement@carey.com.au
Junior School Kew jskew@carey.com.au
Archives archives@carey.com.au
Junior School Donvale donvale@carey.com.au
Advancement advancement@carey.com.au
Carey Sports Complex – Bulleen bulleen@carey.com.au
Admissions admissions@carey.com.au
40 | Torch
Carey Kew ELC, Junior, Middle and Senior Schools 349 Barkers Road Kew Victoria 3101 Australia Telephone: +61 3 9816 1222
Carey Donvale ELC and Junior School 9 Era Court Donvale Victoria 3111 Australia Telephone: +61 3 8877 8500
Connect with Carey Website:
carey.com.au
Intranet:
careylink.com.au
Facebook: @CareyBaptist Instagram: @CareyGrammar
Connect with the OCGA Website:
ocga.com.au
Email:
ocga@carey.com.au
Facebook: @OldCarey LinkedIn: CareyGrammar
PERFORATE HERE
TOR
Find your place at Carey Go digital
Carey Communit y News
Register now for 2021 Open Mornings and School Tours
Support Carey’s sustainability goals!
TO RCH Su mmer 2020
Volume 30 Issue 2 Summer 2020
carey.com.au PERFORATE HERE
H