Torch Autumn 2020

Volume 30

Issue 1

Winter 2020

REATIVE ARTISTI

Carey Baptist Grammar School

Volume 30, Issue 1, Winter 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

Inquiries communityengagement@carey. com.au

Cover Image

Year 3 students harvesting their crops for the Kitchen Garden program. Story on page 14.

Above right

The newly opened Centre for Creativity and Collaboration. Story on page 10.

Printed on responsibly sourced paper.

Finding a way forward with creativity, adaptability and perseverance

Jonathan Walter Principal

The Carey torch has been burning bright in 2020 as, together, we have navigated extraordinary challenges and adapted to living in an uncertain and volatile time. We have witnessed the strength and resilience of our community, an enormous spirit of generosity and great creativity as we have transitioned to the new world of remote learning.

In my first six months as Principal, I have learnt much about the Carey community and it gives me great hope for the future. We have a world-class learning environment, including our outstanding new Centre for Creativity and Collaboration; professional, creative and agile staff who have displayed a willingness and ability to adapt to the changing circumstances; and a community eager to engage with the School in a partnership to guide and develop our students.

As the first school in Melbourne to be impacted by COVID-19, we charted our own path through the early stages of this pandemic. Our students are to be congratulated on their resilience and persistence as they embraced the online learning model, and we can all be enormously proud of the staff for their adaptation to remote learning without preparation time. I also thank our parents for their patience and helpful feedback as we together developed the best way to continue the learning journey for all students.

The online learning mode has allowed teachers to connect with individual students and personalise their learning to a greater degree than ever before. Through the extended periods of remote learning, we have established an improved learning model, which supports every student to progress at their own pace, uncover their strengths and nurture their passions. We want every child to experience excellence in their time at Carey so they can leave school confident in their own abilities and ready to make a positive contribution in the world.

It has been exciting to see Carey’s culture of innovation on full display

‘I am energised and filled with hope for the future, and I am sure we will finish the year stronger than we started and continuing to deliver the education our students need to allow them to thrive.’

Above: Bonding over Where the Wild Things Are with Prep students early this year.

these past months, with students and staff finding new and creative ways to maintain the strong relationships between classes, House groups and school sections. Initiatives such as CareyTV – which consists of weekly collaborative video updates featuring musical performances from students filmed in their own homes, online interviews between students and alumni and inspiring words of encouragement from teachers – have leveraged the technology available to enhance connectivity within the School.

The online learning mode has certainly had many other advantages. At every level of the School we have seen inventive learning experiences emerging, from live readings of bedtime stories, including The Magic Faraway Tree, for our youngest students at Donvale, to Year 10 English students experiencing the classics read aloud by David Crawshaw. A range of experiential and interdisciplinary learning festival days supported students to apply learning into a real context and provided a break from the regular timetabled classes. And now, through online conferencing platforms, students can readily connect with experts around the world to

enrich their learning experience. We have developed a new and impressive network of international and interstate artists, authors and experts that we have been able to bring into our students’ learning program. The online format has allowed our students to access a world of new and rich experiences, many of which will continue into the future.

In the broader Carey community, we have seen the importance of connection to others and experienced an enhanced sense of belonging. When the pandemic first hit, we made a commitment to ensuring that no student would need to leave our community as a result of the financial impact of COVID-19 throughout 2020. Collectively, we have supported our families who were hit hardest by the pandemic. I have been so heartened by the response of so many current families and alumni who have made wonderfully generous donations to the Carey Student Fee Support Fund. These contributions, along with additional funds from the School, have offset the fees for families facing financial hardship as a result of COVID-19. We have also developed the Carey Family Business Directory to

create awareness within our community of businesses owned and operated by Carey families. You can read more about the Fund and the Directory on page 34.

Many have expressed that it must be a dreadful year to have started my Principalship at Carey. On the contrary, I feel very fortunate to be leading our community at a time that brings out the best in people on a daily basis. I feel that, as a community, we have approached the COVID-19 crisis with a degree of optimism, as we recognise the emerging opportunities to adapt our educational model to wholly meet the needs of our students.

When speaking with a Year 11 student recently about the impact of COVID-19, he suggested that ‘COVID has provided the opportunity for imagination to emerge.’ This sentiment is certainly playing out at Carey, and is generating an exciting opportunity to step into new and innovative models of teaching and learning. I am energised and filled with hope for the future, and I am sure we will finish the year stronger than we started and continuing to deliver the education our students need to allow them to thrive.

A passion for saving the planet

Jasmine and Ed 2020 School Captains

Brian Walters AM, QC (1971) has had an impressive career as a barrister, human rights advocate, environmentalist, and, most recently, an author.

In the same year that Brian became a member of the Victorian Bar, he took part in a campaign to protect the Franklin River from damming. This was the beginning of a career dedicated to social justice, which led him to defending human rights in front of the United Nations Human Rights Committee and becoming a founding member of the Victorian Greens.

In 2017, Brian’s work was honoured as he was made a Member of the Order of Australia (AM), ‘for significant service to conservation through environmental protection law, and to human rights advocacy in Victoria’.

Earlier this year, Brian sat down with our 2020 School Captains, Jasmine and Ed, to talk about his journey after Carey and what advice he has for others who want to do their part to change the world for the better.

Jasmine: Please tell us a bit about your time at Carey. What did you most enjoy, and which sports did you play?

Brian: In school, I was a gymnast and I was quite good until I started to grow, so I actually dropped out and went into hockey for a while, and cross-country running. But what I enjoyed most and had a lot of passion for – although I don’t think I was very good at it – was theatre and drama. I never had major roles, but I just loved it. I also really enjoyed the camps at Toonallook and going canoeing down the Goulburn River, I think it ignited in me a real love for the outdoors.

Ed: In what ways do you think your Carey education prepared you for your life beyond school?

Brian: Being encouraged to try out different things really helped me to find my passions. Some of those were the co-curricular activities and drama, as well as a film studies course I started in Year 7. I also ran the Aboriginal Scholarship Fund at Carey, Abschol, which gave me a greater understanding of social justice issues. Along with the other prefects, I also organised the school dance – which is what we called it back then – and that was a fun leadership experience too.

Jasmine: What attracted you to studying law when you finished school?

Brian: I actually wanted to be a writer, but my parents encouraged me to do law because they thought it would provide a more stable career. And I’m glad I did. I did a Bachelor of Arts and a Bachelor of Laws at Monash University, so I was able to do literature, and I ended up really enjoying studying law as well, in particular court advocacy.

Ed: You have had a long-term interest in the environment and the protection of the wilderness. Where did this interest in the environment come from?

Brian: My father was an expert in mycology, so he took us on family outings to the bush all the time. We were all also in Scouts, and as I mentioned, I always loved the Toonallook camps we did with school. Once I got to university, I became quite a keen and regular bushwalker and was going out into the wild country seeing very beautiful places. But I was also seeing many encroachments on those beautiful places, like often needless roads or logging and mining. And it became quite

important to me. In 1980, along with a couple of friends, I set up a magazine called Wild which was a bushwalking, canoeing, climbing magazine. I was involved in that for 25 years.

Around this time, I was involved in the campaign against the Franklin River Dam. It was an important issue because the proposed series of dams would have flooded not only the beautiful gorges and cascades of that completely undammed river, but also priceless Aboriginal heritage sites. When we rafted along the Franklin, as well as seeing all the waterfalls and the wildlife, we went into Kutikina Cave which had only just been discovered in the lower reaches of the Franklin. This cave was occupied first about 20,000 years ago and last occupied about 10,000 years ago. So this was during the height of the Ice Age, and you could see stone tools scattered across the whole floor. You could still see the char of where the fireplace would have been. All of this would have been flooded if we didn’t save it. I was standing there looking out on that dripping rainforest thinking

‘I was standing there looking out on that dripping rainforest thinking that there are people actually working at the moment to destroy this. So, it was very important to me, and I think to Australia, that the river was valued to eventually be saved.’

that there are people actually working at the moment to destroy this. So, it was very important to me, and I think to Australia, that the river was valued enough to eventually be saved.

Jasmine: That sounds like a significant and incredible experience. Do you have any advice for young adults interested in environmental studies and how they can go about protecting our precious land and Indigenous heritage?

Brian: The great challenge today is climate change. There’s no one single way to fight climate change, but there’s no way that can’t be used to fight climate change. So, the law won’t save the climate, but the climate probably won’t be saved without the law. And the same goes for poetry, for music and art and every human endeavour. I think the way to make a difference is by being astute enough to see what needs to happen in the world, and to use your own strengths to achieve it. Choose endeavours that are fulfilling to you personally, but which address in some way the goal of saving the world from the current spiral into destruction which climate change represents.

Ed: You’ve appeared in some significant human rights cases both in Australian courts and before the United Nations Human Rights Committee. Why is the protection of civil liberties so important to our society?

Brian: Human rights are a way of ensuring that when rules are applied or developed, governments and administrators take into account the individual needs of people in accordance with standards that have been universally recognised across the world and across cultures, religions and political systems. I think they are a way of making a society richer and fairer. We measure the value of a community based on how they treat the least powerful, because in order to have a fair a just government, the needs of all individuals must be considered.

‘I think the way to make a difference is by being astute enough to see what needs to happen in the world, and to use your own strengths to achieve it.’

Above: Hiking along the Rawnsley Bluff escarpment in the Flinders Ranges – Brian’s passion for Australia’s natural environment led him to dedicate his life to protecting it.

Jasmine: In 2017, you were made a Member of the Order of Australia for your work in conservation and for human rights protection. What does this award mean to you?

Brian: It was a huge surprise because I’ve been involved in nominating other people, but I never thought that I would be on the other side. I was really touched because it is a way of saying thank you, it’s an appreciation from the community for what you’ve done. So, I was very humbled to receive it.

Ed: You mentioned that you always wanted to be a writer, and in recent years you’ve written a number of books. What inspires you to write?

Brian: My first book was on human rights. It was called Slapping on the Writs. It was about the use of litigation to silence community groups. I’ve also written two books of poetry and I’ve got more coming, but the biggest project I’ve done is called Treason, about Claus von Stauffenberg and the plot to kill Hitler. He was 36 years old, married and he had four children, and his wife was pregnant with the fifth. And he knew that in attempting to end the war by killing Hitler, he was not only risking himself, but his family – but he had to try for their freedom. He came very close, it’s an inspiring story.

Jasmine: What advice would you give to current Carey students who are in their later years of study?

Brian: I guess once you get to Year 11 and 12, you’re fairly focussed on getting those results and doing what has to be done. So, the only thing I’d say is don’t neglect the other things. The things that have really stayed with me from my time at Carey were all additional to the curriculum, like the drama, the outdoor activities, the charity work, all the other things that have been offered here at Carey for so long. My advice would be to keep involved in activities outside of the curriculum, and see what speaks to you. Because it may be that what comes out of it will spark interests that stay with you and encourage you over the years ahead.

Ed: If you could go back to Carey as a student, what would be the one thing you didn’t do that you would do now?

Brian: It’s easy to say now, it’s not so easy at the time, but I think I’d care a bit less about what everybody else was thinking of me. Because most of the time, they probably weren’t thinking of me at all. And I was probably inhibited by not wanting to put a foot wrong, when really, sometimes you’ve got to take a risk.

‘My advice would be to keep involved in activities outside of the curriculum, and see what speaks to you. Because it may be that what comes out of it will spark interests that stay with you and encourage you over the years ahead.’

Two of the best jobs going: Mum of three and County Court Judge

Kelly Southworth Editor

Her Honour Judge Samantha Marks QC (1981), now a highly respected County Court Judge, was one of Carey’s first female students, starting in Year 11 in 1980. Her Honour Judge Marks was admitted to the Victorian Bar at the age of only 24. She was a barrister for 27 years, during which time she served as Convenor of the Women Barristers’ Association, and as a member of the Victorian Bar Council. After six years as a Queen’s Counsel (QC), in 2016 she was appointed as a Judge of the County Court of Victoria.

We were grateful to hear from Her Honour when she returned to Carey for our International Women’s Day breakfast earlier this year.

In Year 11, lured by a prize of three books, the then 16-year-old Samantha KirwanHamilton entered a public speaking competition on behalf of Carey. After going on to represent Victoria in a national public speaking competition held at the Sydney Opera House, she realised that she had a natural ability to speak confidently in front of large groups of people on topics she was passionate about – leading her to decide to study law at the University of Melbourne after leaving Carey.

Samantha was admitted to the Victorian Bar in 1989, and after 27 years as a barrister, including six as a QC, she was approached in 2016 to

consider becoming a judge. Hesitant at first (as she so loved being a barrister), she soon realised she could use the skills that made her such an effective barrister to endeavour to be a fair and respectful judge. ‘As a judge, I have to weed out who’s telling the truth and who’s misremembering, and how the law applies,’ Samantha said. ‘There will always be a loser in a case, but if people feel that their case has been dealt with fairly and they’ve really been listened to and treated with respect, they are far happier to accept the result.’

While a member of the Bar, Samantha got married and raised three children, balancing her work and role as a mother. ‘The best practice you could have to be a mum is to be a barrister, because you’re used to managing on very little sleep and a lot of pressure, and never quite knowing what the day might bring. And once you’ve helped a client resolve a multimillion-dollar dispute, it doesn’t seem so hard to make a three-year-old get into the clothes you put out for them – or maybe it’s the other way around!’

When Samantha first came to the Bar, there was limited support for working parents. Barristers were expected to work long hours and stay late if a court was still sitting. ‘And whether or not you had children at home, you sort of felt like you had to keep quiet about it’. She worked very long hours – but loved it.

Thankfully, a drive towards equity for women in the legal profession led to the establishment of organisations like Victorian Women Lawyers (VWL) and the Women Barristers’ Association (WBA), who have worked hard to support women lawyers and encourage a healthy work-life balance.

Samantha has used her experience as a working mother to encourage other young lawyers to pursue their career and family aspirations – showing them that it is possible to do both and be successful. While in the role of Convenor for the WBA, she was involved in

Above: Her Honour Judge Samantha Marks QC (current title), at the Plain English Speaking Awards, 1981.

supporting young barristers coming back to work from maternity leave, reassuring them that they now had ‘two of the best jobs going’.

Despite the success of groups like the VWL and WBA in supporting women, the legal profession is still currently dominated by men. Only 23 per cent of barristers in Australia are women, and an even smaller proportion of QCs, at only 12 per cent. Her Honour explained that significant work is being done to retain female lawyers in the profession, and she feels encouraged by how much has changed for women lawyers since she began practising. Today, of the 68 full-time judges in the County Court, 30 are women (44 per cent).

Having come to Carey in 1980, only a year after the beginning of co-education at the School, Samantha feels that her experience at Carey helped to prepare her for her career. At that time at Carey, there was only about one girl to every five boys in Years 11 and 12. Even though she felt nervous on her first day, once she arrived, she felt warmly welcomed

despite being in a significant minority. She said, ‘When I became a barrister, I found myself in an environment that was the same ratio of males to females, but I already felt comfortable, so I knew I’d be fine!’

Although Samantha always felt well supported by solicitors sending matters to her, a solicitor she used to work with closely once informed her that there had been many occasions where, ‘I’ve wanted to give you work and haven’t been able to because the client didn’t want to give it to a woman.’ On the other hand though, Samantha expressed that sometimes she was at an advantage as a young barrister because, ‘If you’re the only person in a red suit in a sea of 40 grey suits, and you do a good job, you’re more likely to be remembered!’

Her Honour Judge Samantha Marks QC is an inspiring leader in the legal community. Carey hopes that her story of personal and professional success will inspire students in the career paths they choose.

‘Once you’ve helped a client resolve a multimillion dollar dispute, it doesn’t seem so hard to make a three-yearold get into the clothes you put out for them – or maybe it’s the other way around!’

Above: (L–R) Jonathan Walter, Principal; Her Honour Judge Samantha Marks QC; Julianne Brandon, Director of Community Engagement; and Jane Simon, Chair of the Board, at Carey’s annual International Women’s Day Breakfast in March.

A new home for creativity and collaboration

Michael Nelson

Dr Kellee Frith

Years 7 to 9 represent an extremely exciting and important period in a student’s learning journey. Motivation and engagement in these years is crucial and are hugely influenced by schools tailoring their approaches to teaching, developing flexible and multipurpose learning spaces and providing beautiful aesthetic environments – like the new Centre for Creativity and Collaboration. These approaches must complement a focus on student agency and the development of a self-curated, selfmotivated mindset.

The new Middle School building was designed as an environment where all students experience belonging and a sense of safety and security to give them confidence to take risks with their learning.

We have developed a building that is elegant and aesthetic but functional, is humble in its presence but also fun and joyous, flexible but strong and purposeful, and speaks to the future while referencing the past.

Houses and streets

The walkways throughout the building represent streets, and along the streets are the House offices and communal spaces with kitchens and large benches for collaborative activities and social engagement. These areas are designed to foster a sense of connection and belonging – a home for the students.

Our House system is central to every aspect of Middle School life and it was critical that students had a tangible connection point that allowed for both informal and formal pastoral care to take place. These communal areas encourage relationships to be built between peers and a deep connection developed between students and staff.

‘[It is] an environment where all students experience belonging and a sense of safety and security to give them confidence to take risks with their learning.’

Head of Middle School

Education Environments Strategist, Architectus

Visible learning

The building’s adaptability and visual interconnectedness coupled with its uninterrupted lines of sight makes the Middle School experience communal. This experience encourages collaboration, and creates a public forum for celebrating and observing student work and endeavour, with the intention of making learning visible. The use of transparent elements in the building means students can observe something interesting happening in other creative spaces, science labs or classrooms, which promotes a sense of connectedness and enables students to gain inspiration from the work of others.

Framing views and making connections

Students can quickly and easily navigate to anywhere they need to go when they enter the heart of the new Middle School. The building protects its occupants from the noise and activity of Barkers Road and Wrixon Street, while providing strong visual connection to the area and spectacular views towards the city. The building frames views on every side and into the Keyhole at its centre. This means the students and teachers have a constant point of reference and can locate and orient themselves in relation to the rest of the Kew campus no matter where in the building they are.

Creativity and collaboration

The building is organised into six intersecting learning precincts with their own character and identity, for Languages; Health, PE and CARE; Humanities; Maths, Computing and Dry Science; Wet Science; and Visual and Performing Arts. The concept of learning exchange is underscored by a large creative space at the heart of the building, where all learning precincts meet, promoting creativity, collaboration and the exchange of ideas. This setting, located at the apex of the Keyhole, is primarily for Art and Design, but also functions as a venue for interdisciplinary collaboration, making and inventing.

Identity and belonging

The Keyhole (pictured above), a central sheltered outdoor courtyard, constitutes the social heart of the building and a venue for outdoor learning activities. It contains a series of circular, raised seating elements − ‘community campfires’, where students and their teachers can sit together and talk. Community campfires are culturally significant for Middle School students and were developed in response to student reflections on their experience of sharing stories around a campfire at Camp Toonallook on the Gippsland Lakes. Circular seating arrangements have a democratising effect on participants, as every position in the circle carries equal weight. At Carey, these settings support discursive learning in all subject areas, but especially for Indigenous Studies, which explores traditional ways of knowing and storytelling.

An environment for the future

We know education is going to continue to evolve and we have tried to make every inch of the new building contribute to learning: our internal streets are become extensions of the classroom, wide stairwells double as group seating spaces, and walls throughout the building are double as surfaces for writing or for displaying AV material. The creation of beautiful spaces with timeless features was also vitally important in the design. Aesthetically appealing buildings and innovative furniture and equipment encourage students and teachers to develop a sense of connection to and care and appreciation for their surroundings. We have found already that the inspiring spaces in the Centre for Creativity and Collaboration have had a hugely positive influence on the Middle School culture and the ethereal grace seems to encourage a sense of calm and joy.

‘We have found already that the inspiring spaces in the Centre for Creativity and Collaboration have had a hugely positive influence on the Middle School culture.’

Cultivation, curiosity and the kitchen

Kara Timion Communications Advisor

If we want our children to enjoy a life of good food, we should plant the seeds at a young age. When we spark their interest in growing and preparing their own food, we set them up for a healthier, more sustainable future – one in which they are self-sufficient, selfreliant and self-empowered.

These are the reasons why Australia’s most influential food guru, restaurateur and best-selling food writer Stephanie Alexander, created the Kitchen Garden program and introduced it into schools. Since Carey’s Junior School Kew adopted the program in 2010, Kitchen Garden classes have become a favourite part of the curriculum for our Year 3 students at Kew.

Kitchen Garden Program Co-ordinator, Emily Seneviratne, remembers vividly when a student tried a tomato for the first time. ‘She said, “I think I’ll just try it”, and put it in her mouth and it exploded. She got a big fright because it was so juicy! She announced, “I think I actually like it”, and then devoured another one. It was such a beautiful moment.’

Stephanie’s philosophy is that students form positive food habits when they actively engage in each step, from garden to table: planting and tending to a garden, harvesting the produce and preparing delicious meals in the kitchen to share with their peers. Not only do they learn to appreciate sustainable living practices in an urban environment, they also become more adventurous about trying different foods (like tomatoes!). But as much as it may seem to be the focus, this program is far from being only about the food. Kitchen Garden classes encompass a broad range of

topics and complement many different aspects of the students’ learning. For example, students draw upon their maths skills when they measure out ingredients in the kitchen. Science is the focus when they observe garden life cycles and run tests on the soil. While tending to the Indigenous part of the garden, they discuss the history and practices of First Nations people. Across these and many other topics, students are challenged to think critically, to problem-solve and to collaborate with their classmates.

But to really understand how far our program has come, we need to go back to where it all started.

‘We made a garden salad that we had to share, and we ended up with about three leaves each,’ recalls 2019 Year 12 student Emmy. She was part of the first group to participate in the Kitchen Garden program, when she was in Year 3. Her peer Abigail adds, ‘We planted a lot, but we didn’t cook much because we had to wait for it to grow. It’s just amazing that the garden is still going.’

At the end of 2019, Emmy and Abigail, along with other original Kitchen Garden participants, were invited back to the Junior School and treated to a delicious three-course meal cooked by our Year 3 students – pictured opposite top right. The Year 12s feasted on lasagne, salad and waffles or cake for dessert and were blown away by the skills and talent of the younger students. It was a wonderful and rewarding experience for both year levels.

Last year, Carey’s Kitchen Garden program celebrated an exciting milestone in our Junior School Kew – its 10-year anniversary! Over those years, our program has developed significantly: we built a brand-new kitchen, providing our students with access to stateof-the-art cooking facilities; we’ve enhanced the methods we use to compost; and we recently landscaped the garden to install wicking beds made from recycled chip packets. Because of these beds, the plants now receive the exact amount of water they need without wasting any. This has resulted in the garden producing an abundance of healthy and nutritious plants on a scale we’ve never seen before!

So what exactly does the future of our program hold? Head of Junior School Kew, Libby Russell, says we should expect a new dining room to encourage connectedness among students. And as far as the garden goes, getting a mulcher is next on her list. ‘A lot of thought and preparation goes into this program to make the experience richer for the children,’ she explains. ‘It’s all part of a bigger vision.’

Keeping sight of that bigger vision is what makes programs like Kitchen Garden at Carey so fruitful – equipping our students with creativity, courage, and confidence that they can carry with them throughout their lives.

‘Not only do they learn to appreciate sustainable living practices in an urban environment, they also become more adventurous about trying different foods.’

Four journeys, four perspectives, one community

Kelly Southworth Editor

Late last year, the Senior School Parents Association (SSPA) held a panel discussion about community at Carey. Hosted by President of the SSPA, Loren Miller, the panel shared their experiences and fond memories from their Carey journeys.

Loren: We’ve invited four guests who each have very different experiences: Gerry Riviere, who lives and breathes community and Carey every day as part of his role as chaplain; Trevor Black, a teacher, Career Practitioner and he and his wife, VCE Co-ordinator Connie Black, had three children educated at Carey; Fiona Evans, whose family has been involved with Carey for 45 years; and Sam Carroll, who joined the Carey community recently.

Could you start by introducing yourselves and what your experiences have been with community at Carey?

Gerry: I’ve done two stints at Carey, first in the Junior School from 1993 until 2001, and I left Carey with a profound gratitude for having been a part of this community. So when the opportunity came to return in the role of Senior School Chaplain in 2011 it was a very simple decision for me to make.

For various reasons, the past two years have been very challenging for me, but the support I’ve had from both staff and students has meant so much to me in quite difficult and dark times. I’m so proud to be associated with such outstanding young people and a school that brings out the best in them.

Trevor: My wife, Connie, began at Carey in 1986. She had talked about Carey so much that I decided this was somewhere I needed to be! I found Carey to be somewhere that embraced change and wanted to be at the forefront of education, and I just loved it from the very beginning. So, I started in 2000, and Chris, my son, started in 2001. Then my twin girls started in 2004. So we were all here together and they absolutely loved their time here. And as you can imagine, with us all having been here at Carey, it dominated our conversations, either at school or at home. It has been a wonderful experience.

Fiona: Our family has had 45 consecutive years with Carey. My husband, Mark, started in Year 3 in 1974, and he was in his library class one day and the teacher said, ‘Does anyone know anyone who can help out in the library?’ and Mark volunteered his mother, Val, who promptly came down to Carey to help part-time. She ended up as PA to the Principal for a few months, and after that became PA to the Head of the Junior School, and ended up working for the School for 28 years. So Mark went through Carey from Year 3 to Year 12, and during this time, his parents were also very involved in the School through football, and in later years, the Old Carey Football Club. And when I was pregnant with my second child, my mother-in-law was still the PA to the Head of Junior School. I had a two-year-old and I was

in a wheelchair at the time, and my obstetrician told me if I didn’t get some help caring for my daughter, they’d put me in the hospital full-time until I had the baby. In the Carey Staff Childcare room there was one spot left and, even though Val wasn’t the mum, they allowed us to have that spot. And as of Monday, my youngest finishes his VCE exams – and we actually haven’t quite left because my daughter is working part-time as a rowing coach!

Sam: My Carey journey has been reasonably short. Two years ago, we were thrilled to be given the opportunity to have an interview with the Senior School. Carey sounded like exactly the type of school we wanted to be a part of. I was so grateful that when we walked out of the meeting, I said, ‘I’m going to get involved’. So I joined the SSPA and the Ball Committee, and met some beautiful people. And through my daughter, Ruby, I’ve also met some wonderful kids. She has a lovely group of friends. I love the energy and the community of Carey.

‘Whenever you’re involved with kids outside of the classroom, it just enriches that sense of community so wonderfully, because we get to know them better and they get to know us too.’

Loren: What do you think are the defining characteristics of the Carey community?

Fiona: I find that the students are very accepting of other students, no matter their differences, and, in fact, the differences are really embraced at Carey. Both boys and girls are able to share their vulnerability through drama, music and sport and so on. I’ve always found it to be a happy place where the students are cared for and encouraged to follow their own path.

Trevor: I think the relationship between students and staff is fantastic. There’s mutual respect and trust. For example, I remember having a really noisy class in the Middle School, so I kept them in for 15 minutes past the lunch bell, and then when I told them they could leave, they all walked out the door and as they passed they all said, ‘Thanks Mr Black’. And I’ve just taken away half their lunchtime!

Loren: What activities or experiences have you found really contribute towards building community?

Sam: I think shared experiences are always good, whether it’s sport or the mentor groups, or the committees we get involved with, the teams, the

performances, the plays, the musicals. I think it’s important too, as parents, to have some shared experiences with other parents. And then we’re able to support each other as well. You kind of don’t know what you’re missing if you don’t get involved, so I suppose we just have to advocate to other parents to get involved as much as they can.

Gerry: There’s a few things I’m involved in that I think are amazing because they enhance the relationship between the staff and the students. For example, on the last Friday of every school holiday, we take a minibus-load of kids up to Yea, and we work together for Habitat for Humanity. They are volunteer-based and build affordable housing for people who otherwise would never be able to get into a house. When you’re standing on a ladder painting alongside the students, you just chat, and they really enjoy the experience of volunteering their time for others. And we come home in the bus and they’ve all had a great day, and no matter what menial tasks they’ve done, the attitude is just marvellous. Whenever you’re involved with kids outside of the classroom, it just enriches that sense of community so wonderfully, because we get to know them better and they get to know us too.

Loren: One last question to the panel: can you tell us a little bit about the impact that the community at Carey has had on you and your families?

Trevor: I love the social conscience Carey instils in the students through programs like the Human Rights Convention. My kids still talk about the speakers that they heard on those days. My son is 31 now, but he can still tell you the specifics of a program they ran about social privilege. It had such an impact; the long-term effects are just huge. And they teach these things from such a young age, by the end of school, they become these young adults with such broad perspectives.

Fiona: I really think that because our family has been so involved in the community in various ways we have had a much closer, richer, more meaningful and fulfilling experience than we otherwise would have had. Like for my daughter, who’s now Head Coach for the First Girls Rowing Team, and a lot of the team know her from when she was a student. I genuinely think being involved in the School – through the SSPA, the various sporting clubs – has a really positive impact on your children. I couldn’t recommend it more highly.

Above: The panel at the SSPA AGM last year: (L–R) Revd Gerry Riviere, Trevor Black, Fiona Evans and Sam Carroll.

A careers program for a changing world

Amanda Siva Career Practitioner

Prior to recent events, an issue on many minds was the unprecedented pace of change in the world of work. While it can seem somewhat overwhelming to think about the jobs of the future right now, the key message is that young people will need to be adaptable and resilient as they respond to, and embrace, change. In many ways, the evolution of COVID-19 has forced us all to assess our change management skills and has provided many opportunities to show resilience. This is authentic, realworld learning in action.

Just like the world of work, the careers program at Carey is also changing, to provide better support to our students by increasing the opportunities for them to engage with their Career Practitioner.

As of the beginning of 2020, all Year 10 students now have an individual career interview with their Career Practitioner early in the year, ideally face-to-face but, if need be, online. Year 10 is a complex year. Students have moved into the Senior School and are required to make some significant decisions regarding their subject choices and their Year 11 and 12 program. We firmly believe that holding this career interview earlier alleviates some of the pressure that can be felt by students in the lead-up to these big decisions. It also helps our students to build a relationship with their Career Practitioner, who will work with them through to Year 12. During these interviews, students discuss career ideas and receive assistance with developing a career research plan. We also look

at subject selections and discuss the options of IB or VCE.

The core focus of career education and development at Carey is to support our students to identify and understand their strengths, talents, values and interests and explore how these can translate into fulfilling careers. We assist students to set career goals for their future and to develop an action plan for achieving their goals. Just like our approach to curricular and co-curricular programs, our careers program is designed to give students the tools and outlook they need to be engaged members of our community. We aim to help in developing lifelong learners who are resourceful and skilled in managing their career beyond school.

A key feature of our Year 10 program has always been the Morrisby Profile. The Morrisby is a detailed career assessment tool that suggests careers based on the combination of aptitudes, personality and interests. It is not a crystal ball, but it is a useful conversation starter and can be a fantastic resource for students who are stuck for post-school ideas.

The Morrisby career profiling was intended to be completed as part of our Futures Day, scheduled for Tuesday 17 March. As we were not at school on this date, we decided to ask students to complete their Morrisby at home. Students were given access to their Morrisby profile as soon as they completed the testing. This was complemented by a range of online

Above: Year 10 student Mac accessing the Morrisby Profile tool from home.

activities that provided some support for students to reflect on the information gleaned from their Morrisby Profile and explore potential career options.

Another change to our offering at Year 10 was the Pathways Planning Day, which ran online on 22 June. This program was designed to give our students the time, space and resources to undertake some careers exploration and planning for their future. The day included sessions on the IB and VCE, and our teachers made short videos about their subjects to help students confirm their subject choices. As we were unable to run our annual Careers Expo, we reached out to tertiary organisations and asked them to present live webinars to our students. We were able to deliver 24 live sessions from a range of universities, TAFEs and even the Australian Defence Force, and students were able to attend three sessions of their choice. The topics were varied, from space science to psychology and commerce to paramedicine, allow our students the opportunity to explore a broad range of options. We also reached out to members of our Old Carey Grammarian network who made short

videos about their careers and also gave some advice to their Year 10 selves. Students could watch these short videos to explore a range of careers, and also access other career videos online. We will continue to grow this alumni resource for the benefit of all students at Carey. While we are experiencing such unprecedented change to our usual teaching and learning programs this year, it is important to note that our career education and development programs at Carey continue to be responsive to students’ needs, guided by best practice. We are excited about the changes we are making this year and we will continue to improve and build on our programs to provide the best support to our students.

Career Practitioners at Carey are aligned with the Houses.

Amanda Siva: Cartwright, Dunshea, Moore and Tranter. amanda.siva@carey.com.au

Trevor Black: Fullard, Gadsden, Hickman, Newnham, Steele and Sutton. trevor.black@carey.com.au

‘Our careers program is designed to give students the tools and outlook they need to be engaged members of our community. We aim to help in developing lifelong learners who are resourceful and skilled in managing their career beyond school.’

Above: Learning about future opportunities at the 2019 Careers Expo.

Excellence in Carey Art and Design

Felicity McNamara Production Design and Technology Teacher

Peter Schmidli

IB Visual Art Teacher

A range of exhibitions and events take place annually which showcase the incredible Year 12 creative work of the previous year. Carey is fortunate to be consistently represented in many of these by our talented students.

The International Baccalaureate (IB) Visual Arts Exhibition showcases work from Victoria and Tasmania, and this year, Carey was once again well represented in this celebration of excellence. Five Carey students were selected for the exhibition: Jenny Zhao, Naimisha Talluri, Selina Zhang, Vivienne Cooney and Jas Knuppel.

Top Designs, held at the Melbourne Museum as part of the VCE Season of Excellence, exhibits outstanding work from Victorian students in VCE Product Design and Technology (PDT), Visual Communication Design (VCD), Media, Theatre and Systems Engineering. This year, the works of four Carey students were selected to be exhibited, including Cordelia King’s work from VCD, and Hannah Gough’s, Eliza Cain’s and Max Shuttleworth’s work from PDT. Hannah, Eliza and Max made up a substatial three of only nine students in the Wood, Metal and Plastics category of PDT.

IB Visual Arts Exhibition

Among the selections was Jenny’s oil painting Old Gossip (pictured bottom right), which also received the Principal’s Acquisition Prize last year. This beautifully executed piece reflects on Jenny’s childhood memories of her relatives in China reminiscing on old tales and gossiping as they drink tea and eat peanuts. The work shows an

appreciation of such small mundane events in life which are manifestations of stability and happiness.

Naimisha was represented by two of her oil paintings: Beyond Control and Threads of Time. These artworks explored her interest in the human condition, but, in particular, people’s collective experience of time. Her overall body of work explored the riddle of the unique human experience of time.

Selina’s No Standing (pictured top) comprises original drawings and paintings that have been digitally layered, composed and refined. The artwork explores how our journeys are often influenced and restricted by predetermined pathways. The No Standing sign expresses how these journeys are typically conducted at breakneck speed, preventing us from slowing down and reflecting.

Vivienne’s Sunshine of My Life is a hopeful piece that explores the overcoming of mental illness.

Incorporating cut paper and light, the piece draws on the symbolism of a repurposed sash window, observing freedom beyond the confinement of mental illness, the beauty of the outside world, light opposing dark and opening oneself to joy and happiness.

Jas explored the visual potential of reliefprinting techniques to great effect. Her artwork Disorder explored the nature of suburban life and the suburban sprawl’s impact on the natural environment.

Top Designs: VCE Visual Communication Design

VCD student Cordelia created an environmental design for a client who needed an affordable way of living in a small space. Her company, Multiform, looked at the tiny house movement and designed a double-storey home, showing technical drawings, floor plans and elevation views as well as a 3D model.

Cordelia also presented the business branding and a logo for her company.

Top Designs: VCE Product Design and Technology

Hannah, inspired by her World Challenge trip to India, created The Lotus Bag, a multi-use bag made from recycled

plastic bottles (pictured right). Based on the benefits of helping communities out of poverty with micro-businesses, Hannah’s project provides the tools and assembly instructions to people in developing countries, who could then make and sell their own.

Eliza’s work, BUILD Like a Girl!, looked at the issue of the low representation of women in STEM (science, technology, engineering and maths) positions in Australia. Eliza investigated pre-school toys for children and developed a STEMrelated construction toy for three-yearold to five-year-old girls, with the aim of developing a love for STEM in early childhood (pictured above).

Max looked at the increase in highdensity housing in Melbourne. His design addressed the associated size limitations for furniture in small apartments. He created The Shùttle, a

versatile modern foldable study desk for small spaces. He used new technologies such as a laser cutter, a 3D printer and a computer-controlled router to complete the piece (pictured above).

The IB Visual Arts Exhibition took place between 13 February and 1 March. The Top Designs exhibition was set to open on 20 March, but it did not go ahead due to the COVID-19 restrictions. While the Melbourne Museum is temporarily closed, we are able to tour Top Designs from home and still celebrate the achievements of the amazing young artists and designers in our community. These works can be viewed online at https://museumsvictoria.com.au/ melbournemuseum/learning/topdesigns-2020/

Above: Screenshot of the Top Designs exhibition, including Max Shuttleworth’s The Shùttle desk (left) and Eliza Cain’s construction toy, BUILD Like a Girl! (back right).

Top left: Selina Zhang with her piece No Standing at the IB Visual Arts Exhibition in February this year. Bottom left: Old Gossip by Jenny Zhao. Right: Hannah Gough’s The Lotus Bag with assembly instructions.

Alexi Kusumah

I started at Carey in the Early Learning Centre when I was three years old, and I’m now in Year 2 with Ms Bodey. My favourite thing about Carey is my friends – I love being able to see and play with my friends at school, rather than talking to them through a screen!

My favourite subjects are Maths and Music. I’ve been playing violin since I was three, and the double bass since I was five. My favourite song to play at the moment is Bach’s Double Violin Concerto, but I also love playing the double bass in the school band. We’ve done a lot of busking, like in Canberra, at the South Melbourne Market and in Doncaster. It’s a lot of fun.

Outside of school, I train six days a week at a high-performance gymnastics club. I’ve been doing gym since I was twoand-a-half, and when I’m 16, I want to go to the Olympics.

My favourite move to do is a tick tock, where I do a handstand and lunge my legs over to touch the ground on the other side, and then swing backwards to standing. I also just learnt to do a one-minute handstand against the wall – it’s a long time to stand on your hands! I really enjoy competing too – I recently performed at Waverley Gymnastics and I was really happy with how it went. I usually train for three hours a day when

we’re able to go to the gym, but right now because of lockdown, I’m training for a few hours a day with my coach through Zoom. I can’t wait to go back and train at the gym – we don’t have all the equipment at home so it makes it a bit harder.

When I’m not at school, playing music or training for gym, I really love playing board games and card games. My favourite game is Monopoly. I also love art – I made a mosaic with beads and stones with my family. Being in lockdown has meant that we don’t have to spend any time travelling around to music lessons, school or gym, so we’ve had lots of time to be creative! We’ve also decided to start learning Swedish together, so we’re definitely keeping busy. I can already say a few sentences! I can’t wait until there’s no more lockdown and I can play with my friends and go to gym!

Dr Kellee Frith

I’m an Education Environments Strategist at Architectus, the architecture firm that designed Carey’s beautiful new Middle School building, the Centre for Creativity and Collaboration.

My role on the project started before the design began and before I really knew anything about the School. I worked with the School community to understand their vision and philosophy for education, the rhythms and routines of their daily activities and the kinds of learning experiences and relationships they wanted to promote in their new environments. That information was distilled into an education design brief, which drove the architectural response and the interior design.

My position at Architectus is a relatively new one in the world of architecture. For me it came about after I completed my PhD which examined what role school interior design can play in changing the culture of learning and teaching. My research brought together my previous professional experience in design and tertiary education, and has led to me being described as someone who speaks two languages – pedagogy and design. Essentially, my role is to enable a dialogue between school communities and designers that helps everyone make informed decisions throughout the life of a project. I understand what teachers and schools want from their

environments and I know how to explain that to architects. I can also see how a design will enable those learning practices and can explain that to educators in a way that makes sense to everyone.

During the detailed consultation process with Carey, I worked closely with the school leaders, teachers and Middle School students. Through those conversations I learned a lot about Carey, its philosophies and its values – all of which resonated with me. In particular, I was deeply impressed by how much student wellbeing and pastoral care inform every aspect of Carey’s education program and practice.

My husband, Angus, went to Carey, but prior to working on the Middle School project I didn’t know very much about the School itself. We had been considering sending our son Alex to Carey but were still undecided. After the terrific privilege of working so closely with the School, the insights I gained became the deciding factor in our selecting Carey for Alex’s secondary education. We are delighted to have a student starting in the new building and I can’t wait to see how the new learning environments are used and inhabited.

Mother of Year 7 student Alex

Tahnee Wood

Outdoor Education and Middle School Teacher

In 2018, I was fortunate to be granted leave from my position at Carey to move to Vanuatu where my husband, Andrew, and I undertook volunteer positions through the Australian Government’s Australian Volunteers Program. We were there for 15 months, with our two young boys, Fraser, 3 years old at the time, and Lorne, 10 months old. Andrew, a career firefighter, was placed at the Vanuatu National Disaster Management Office in Port Vila and I volunteered at a local school in a Grade 2 classroom.

Vanuatu is the most disaster-prone country in the world and with the developing climate emergency, this tiny nation of low-lying islands is one of the most vulnerable in the Pacific. We had our fair share of disasters while in Vanuatu, with notable events being the evacuation of 11,000 people off an outlying island due to a volcanic eruption, and an earthquake that triggered a tsunami in the southern islands. In response to many of the disasters, Australia sent its humanitarian relief ship HMAS Choules

to deliver essential supplies such as food and shelter. Interestingly, the Choules was also deployed to Mallacoota to evacuate people trapped in this year’s bushfires. As volunteers in Vanuatu, we were invited to tour the Choules and I recall feeling an overwhelming sense of pride as I viewed the Australian Aid kangaroo logo on the containers of aid supplies, knowing that my country is helping our lesser-developed neighbour in times of humanitarian crisis.

My work in the classroom with the local (ni-Vaniatu) students was inspiring. There is no public education system in Vanuatu and sending a child to school is often too expensive for many families. Often, parents of multiple children have to make a gut-wrenching decision about which child they will send to school and which will move straight into the workforce, essentially missing out on a formal education.

As a result, the majority of students were highly motivated and seemed to genuinely relish the learning experience. I noticed, however, the crippling weight of responsibility on some children, who

knew their families were placing all of their hope on them to succeed and support the entire family once they join the workforce as an educated adult. Remarkably, Vanuatu is one of only 12 countries in the world to not report a single case of COVID-19 to date. They shut their borders early and, as an extra precaution, went into a strict lockdown to stifle community transmission. They are now enjoying the same freedoms as their pre-pandemic lives. Unfortunately, their economy is suffering, as tourism is their largest export, but they are a happy and healthy nation who celebrated 40 years of independence in July – parades, performances and largescale street parties were held as normal.

The Pacific Island culture and lifestyle was an incredible experience for our family. Fraser and Lorne flourished, picking up both French and the native language, Bislama. They learnt to snorkel before they could swim and enjoyed the love of a country which cherishes pikininis (children). Often voted the happiest country in the world, Vanuatu will forever have an important place in our lives.

Dira Lok

Service Delivery Analyst

I began my career at a small software company specialising in insurance underwriting, followed by working at a multinational service management provider. I eventually came to my current position in Carey’s ICT Department as the resident Service Delivery Analyst, and I am so grateful for the opportunity.

My position at Carey represents my first time working in an education environment. I did not know what to expect on arriving here, but I quickly realised how brilliant the atmosphere is and how dedicated people here are to fostering a supportive and positive place for students and staff alike. What immediately struck me was the sense of community and how the staff are easily some of the warmest and friendliest people I’ve ever had the pleasure of meeting in a workplace.

Outside of work I am a fitness fanatic, an avid gamer, and an Army Reservist. I enlisted back in 2010 during my second year of university and have been part of the organisation longer than I have had a professional career. To say it has helped shaped me into the person I am today would be an understatement.

I am proud of my service and I have been involved with many exercises and public activities, and I have been fortunate enough to be a part of two operations, with the most recent being Operation Bushfire Assist (pictured). Right at

the start of the year, the bushfires began to spiral out of control and the government made the historic decision for a mandatory call-out to Reservists for additional support. With 24 hours’ notice, I had my basic belongings packed and was on a chartered bus to the northern Victorian Alpine region. As we all saw during the summer period, the devastating bushfires had an enormous impact on countless communities and lives across the country. I will never forget the aftermath of the destruction and the confronting stories of personal experiences.

I was assigned to a task force responsible for assisting the local government in clearing flammable debris from crucial infrastructure, and monitoring live fire maps to ensure the safety of frontline members. The task force also assisted local council engagement efforts by contributing to building the foundation for community events such as the Brighter Days Festival and Katy Perry’s Fight On bushfire relief concert.

It was not long after this that the coronavirus had concentrated in Australia and the Defence Force was once again called upon. While I have not had the opportunity to contribute yet, I look forward to playing my part and giving back to the community with the full support of Carey that has always been afforded to me.

CLOSA, MedFamily and COVID-19

Kathy He CLOSA President

When the COVID-19 pandemic first hit Australia, there was a critical shortage of personal protective equipment (PPE), including face masks and gowns, at many hospitals around the country. PPE is vital for protecting medical professionals and their patients from contracting the virus.

MedFamily was founded by a group of Chinese Australians who care deeply about protecting medical workers on the frontline of the pandemic – to protect them is to protect us all. Members work voluntarily, use their own resources, and are dedicated to fighting COVID-19.

The Carey Local and Overseas Student Association (CLOSA) parents group is an active supporter and contributor to MedFamily, and a number of CLOSA parents are MedFamily members.

Through CLOSA, many Carey families substantially contributed to MedFamily’s work. Along with the tireless efforts of the MedFamily volunteers and other contributing organisations, this generosity enabled MedFamily to donate over $360,000 of high-quality

PPE to over 20 hospitals in Victoria and New South Wales this year.

Dr Stephen Warrillow, Director of Intensive Care, Austin Health (pictured with CLOSA President, Kathy He, and Carey teacher Sharon Rong in April), wrote to express his thanks:

‘The ICU at Austin Health is extremely grateful for the support we received from CLOSA and MedFamily. Having access to high-quality PPE is essential to the work of our clinical team as they care for critically ill COVID-19 patients.

‘It is inspiring that, even through these most challenging of times when many in society are facing considerable hardship, MedFamily and CLOSA are able to recognise the essential work we do in ICU and work together for the benefit of the whole community.’

Keeping up with Carey’s heritage

David Morgan OAM (OCG 1961) Chair of the Carey Heritage Committee

This is being written in rather different circumstances from the last edition of Torch: none of us had an inkling of what we were about to confront.

The March meeting of the Carey Heritage Committee (CHC) was abandoned, but, as it has proved, the CHC is not dependent on quarterly gatherings. The key is patient research throughout the year, which is happening as usual. In fact, the enforced lockdown may have enhanced our operation. The CHC continues its pursuit of the 2020 objectives, nonetheless, and recording of lists as follow will be completed by September:

• Heads of Middle School: Scott Bramley

• Senior School duces: Heather Hebbard

• Directors of music and drama: Pamela Hore

• School Council/Board presidents: Joanne Horsley

• All staff, Heads of Donvale, parents association presidents; Heads of Junior School Kew, winners of the Steele and Cramer awards: Ian Hughes

• All staff: Kim Major

• Senior School Captains: Tony McCutcheon

• Heads of departments: David Morgan

• All staff co-ordinator, honoured life members, OCGA: Bruce Murray

• All staff, Heads of Donvale: Barbara Noisette

• Middle School Heads of House: Ray Reed

• Heads of sport: David Rimington;

• Middle School Captains: Bill Stronach and Chris Thomas

• Donvale Captains: John Tranter

• Senior School Heads of House: Richard Wilcox.

If you would like to add to Carey’s story with any memorabilia you may have, please don’t hesitate to let us know, and we can arrange for them to go to the archives. Of particular value is the vast fund of stories – amusing, instructive, poignant – which are not recorded, but which give a human face to the School. If they can be repeated – and even if not (and I’ll be the judge!) – please send them to me: dsm07@bigpond.com. They are the lifeblood of an organisation.

This isn’t the first time...

Helen Penrose Carey’s Centenary Historian

As we go through this uncertain period of lockdowns across the world, and particularly in schools, it is interesting to reflect on other crises that have led to a similar response. COVID-19 has not been the only disease to cause the cancellation of events and the closure of Carey. A major outbreak in 1937–38 of poliomyelitis (infantile paralysis, also known as polio) crippled hundreds of Australian children and led to considerable fear of gathering in large groups. In Melbourne, 174 people contracted polio. Major events were cancelled and some schools closed.

By July 1937, after a few Carey boys had been quarantined at home, other parents gradually chose to keep their youngest children home from school too, because they were particularly susceptible to the virus. At the end of the month, with so few children at school, Carey closed. By this time, boarders had been isolated under the care of the school’s matron, Miss Hamilton. As soon as the boarders completed the term’s examinations, the headmaster sent them home. Much-loved school events ‘gave way to the menace of the prevailing epidemic’ and were cancelled. They included the August school concert, the Associated Grammar Schools football premiership, and the highly anticipated annual exchange of sporting and debating fixtures with King’s College, Adelaide.

When Carey reopened at the beginning of Term 3 on 14 September, as schools then operated with three terms, the polio epidemic continued. After a student was suspected to have contracted the disease, Speech Night

was cancelled and the school year ended abruptly on 8 December, six days early.

At the start of the 1938 school year, medical advisors again counselled the community against holding major events such as sporting competitions. At Carey, both the House swimming sports and interschool swimming sports did not proceed in Term 1. The School also postponed the fete. ‘It was felt that so long as parents were agitated by anxiety due to the paralysis epidemic, it was better to avoid all fixtures involving a general assembly of adults and children.’

Ian Hansen, who contracted polio at around this time, enrolled at Carey to become a boarder from 1940. Although he still had to sleep in his splint, nobody fussed over him, and he felt ‘suddenly part of a great family, and I loved it’.

The resurged polio epidemic in 1949 proved to be equally cruel. The combined athletics sports, preparatory school sports day, and senior House sports were all cancelled in Term 1, 1949, as were the final tennis matches of the season. Morning assemblies and some classes were held outside, and good personal hygiene was emphasised. There have been many similarities in today’s closure and those of the 1930s and 1940s due to polio, including the devastating cancellation of beloved school events and the importance of maintaining social distance. But in 2020, we are fortunate to have the resources that allow our students to continue learning online and maintain daily contact with educators and other staff.

Above: Carey’s 1938 Prefects. Back row: HAH Pickering, RS Gadsden. Front row: LL Newnham (Captain of School), HG Steele (Headmaster), RG Webb (Vice-Captain). Carey Chronicle, Vol. XVI, No. 2, December 1938.

What can a 72-year-old flyer tell us about mid-century life at Carey?

Joanne Horsley Archivist

The seemingly innocuous flyer pictured opposite right had until recently resided in the Preshil school archives for 72 years. At first glance it has little to reveal about the fete held at Carey in 1948. But look closer and you will find some insight into life as it was here in post–World War II Australia.

From one document it is possible to extract a fascinating snapshot of life in Australia in 1948. New foods, like the American hot dog, were introduced, while the sale of fresh rabbits would

Fresh rabbits, anyone?

The stalls at the fete selling cakes, garden plants, toys, sweets, ice cream and a lucky dip would not seem out of place at a school fete today. In 1948, however, meat rationing was still in place and the sale of fresh rabbits not subject to rationing would have been a significant drawcard!

The inclusion of hot dogs reflects the large numbers of US servicemen on leave in Australia during the war and the changing diet of Australians.

References for this article

Forging a British World of Trade, David Thackeray, Oxford University Press, 2019 https://collections.museumvictoria.com.au/ articles/15790

https://australianfoodtimeline.com.au/ meat-rationing/

https://en.wikipedia.org/wiki/Aunt_Sally http://adb.anu.edu.au/biography/kenthughes-sir-wilfrid-selwyn-billy-10723

have attracted many families. We can see that coupons and rationing from the war years were still in use, and old English games like Aunt Sally, reminiscent of a Punch and Judy show, were still commonplace. The fete was opened by a man who served in both WWI and WWII, and would go on to chair the Melbourne Olympic Organising Committee, heralding an era of change and migration into Melbourne. It’s amazing how much can be deduced from a simple flyer for a school fete.

Food parcels for our allies

Many foodstuffs such as tea, sugar, beef and chocolate were rationed during WWII, with severe restrictions enforced in Britain. During these austere years, Australian and New Zealand families were encouraged to send food parcels to Britain. This campaign signified the deep connection between Australasia and Britain. When Australian cricketers arrived in Britain to defend the Ashes in 1948, they were accompanied by more than 17,000 parcels, gifts from the state of Victoria.

Just a bit of fun?

The entertainment provided for the fete were a merry-go-round, pony rides and something called Aunt Sally. This game, where players throw sticks or batons at a model of an old women’s head, originated in British pubs and gardens. The object of the game is to score the most hits to the head. Deemed innocent at the time, by today’s standards, it carries a more misogynistic tone. Leagues still play the game today – but with a skittle rather than a head.

Source: WikimediaCommons

Coupons as currency

The brochure lists the attractions of the fete and mentions ‘Workstall (no coupons)’. A workstall sold homemade goods and the mention of coupons here refers to the government practice of issuing coupons to ration goods such as clothing and food. Rationing was the practice during WWII in Australia, Britain and New Zealand for all civilians. Shortages caused by the war, which ended in 1945, meant that supplies had to be controlled to curb consumption and limit inflation. Goods such as butter, tea, sugar and clothing were distributed using coupons. While the war had finished three years prior to this fete, it seems that coupons were still used as currency.

Source:Wikimedia Commons

A gallant MC

The fete was opened by The Hon. Wilfred Selwyn Kent Hughes. He won a Rhodes Scholarship in 1914 but decided to defer his studies to join the Australian Army. After WWI, he studied at Oxford and represented Australia at the 1920 Olympics in Belgium. He returned home to work in the family business, was elected to the Victorian Legislative Assembly and joined the United Australia Party. He was a minister and deputy leader in the government of Stanley Argyle. He reenlisted for WWII

but was captured by the Japanese in Singapore and spent three years as a prisoner of war. Back in Australia after the war, he joined the Liberal party, and at the time of the Carey fete was the Deputy Premier of Victoria. He resigned the following year, before being elected to the House of Representatives and appointed to the cabinet of the Robert Menzies government as the Minister for the Interior and Minister for Housing and Works. He was chair of the Organising Committee of Melbourne Olympics and secured the rights to televise the Olympics. He was knighted in 1957.

Below: Flyer for Carey’s Silver Jubilee Fete, 1948, donated by Preshil.

Donations to the Archive

September 2019 – July 2020

List of donors

Mr Don Gibson

Photos of Carey v MLC Hockey game, 1963. Reported in the Carey Chronicle, December 1963.

Mrs Heather Hebbard

Photo of Heather Hebbard (Smith) in Year 12, 1980.

Mr Ken and Mrs Helen Herrick

Appeal brochure of Carey Baptist Grammar School from 1962.

Dr Stephen James

Program for the 55th Speech Night, 3 November 1977.

‘Carey rings the changes’, Herald, Anne Pilmer 26 April 1967.

Program and tickets for Senior School play, William Shakespeare’s A Midsummer Night’s Dream. Stephen James as Puck, 1980.

Carey Baptist Grammar School, Junior School, Annual Athletic Sports, 22–24 October 1970, 20 October 1973; programs.

Associated Public Schools of Victoria, 70th annual Athletic Sports Meeting at Olympic Park, 30 October 1976.

Carey Junior School newsletter, Issue No. 9, April 1973.

Carey Ladies Auxiliary, School Fete, 18 March 1972; documents.

Correspondence from Junior School

Headmaster, Mr K A Lyall, 7 December 1971, 1972 and Mr D R Brown, Master-in-Charge, Preparatory School, 29 June 1971.

Carey News, December 1971.

Carey Baptist Grammar School Jubilee Thanksgiving Service, 15 April 1973.

Carey Baptist Grammar School, Speech Night 1971; vinyl recording.

Carey Baptist Grammar Junior School, Information Brochure, 1970s.

Carey Baptist Grammar School, School Council minutes, 28 October 1982.

Carey Baptist Grammar School, Carey News, November 1978, Issue No. 2 Carey online with computing. Alice in Careyland; School Revue, 27 March 1982; tickets and program.

Carey business notices and enrolment for Anthony James c. 1960s.

List of requirements for students going on camp at Camp Toonallook, c. 1970s.

Ms Suzanne Pascoe

Photos of newly wed Lance Corporal Frank Wearne Pascoe and his wife Mrs Sadie Pascoe, 1941.

Photos of Frank in New Guinea in WWII. Photos of Christmas gifts: a baby’s blouse and ivory frame sent by Frank Pascoe for his baby daughter, Suzanne and early photos of Frank as a child in Surrey Hills, Victoria.

Revd Bill Pugh

Certificate of Ministry of the Uniting Church for 60 years.

Mr Aidan Ritchie

The B-Side, Aidan Ritchie; student music newsletter produced and published by Carey students, 2020.

Mr David Stewardson

Photos of the donor’s father, Robin, in Carey school uniform with his parents, 1946.

Above: Carey v MLC Hockey game, 1963. Donated by Mr Don Gibson.

Mr Richard Stone

Carey News, 1958–62.

Carey Chronicle, and Torchbearer, 1960–62. Speech night programs and invitations, 1958–62.

School publications and ephemera, 1958. Carey Film Society program. Orders of service 1958–62.

Annual dance invitations 1960–61.

Annual Leavers’ Old Carey Grammarians service, 1962.

Correspondence to parents, 1961. Karey Kapers, program of performance staged by students, circa 1961.

Annual House Sports programs 1959–62. Associated Public Schools of Victoria, Athletic Sports Meeting, Olympic Park, 1958; program.

Athletic heats at Olympic Park October 1959–62; programs.

Swimming sports at the new Olympic Pool, 3 April 1959; invitation and program.

Jamieson Cup Meeting, 1960–61; programs.

Annual House Swimming sports, 1960–61. Head of the River, Barwon Heads, 1961–62; programs.

Class workbooks, examination papers and homework diaries belonging to the donor.

Carey blazer; scarves, grey with Carey colours; Carey school tie; OCGA tie; Carey school caps with badges; Carey pennant. Bibliography detailing publications and work of the donor from 1967 at the National Library of Australia for 30 years and work in New York; 1972–75.

Fragments of the Everyday: a book of Australian Ephemera, Richard Stone, 2005.

Mr Jeffrey O Thomas

Copies of speeches made by the donor during his tenure as President of the Carey Baptist Grammar School Board, 1991–98.

Opening of the Kew Junior School, 1993.

Opening of the Kew Middle School, 1994. Rededication of Memorial Great Hall, 1995.

Address to Old Carey Dinner celebrating 75-year anniversary, 1999.

Opening of the Jeffrey O Thomas Quadrangle, 1999.

President’s Report to the Board at the AGM, 1999.

‘The Millikan Years’, address to the Steele Luncheon, 2001.

Address to the Carey Past Parents Association Dinner.

Fund raising dinner at ANZ Bank address.

Top left: Robin Stewardson in Carey uniform with his parents, 1946. Donated by Mr David Stewardson.

Top right: The B-Side, Aidan Ritchie; student music newsletter produced and published by Carey students, 2020. Donated by Mr Aidan Ritchie.

Above: Photo of Heather Hebbard (Smith) in Year 12, 1980. Donated by Mrs Heather Hebbard.

Above right: Frank and Doug Pascoe in Carey uniform, c. 1930s. Donated by Mrs Suzanne Pascoe.

Right: Lance Corporal Frank Wearne Pascoe and his wife Mrs Sadie Pascoe, 1941. Donated by Mrs Suzanne Pascoe.

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.

Humanity, integrity, justice: journalist Michael Gordon (1972)

James Newnham Chair of the 2019 Carey Medal Committee

The 2019 Carey Medal was awarded posthumously to Michael Gordon. Michael graduated from Carey in 1972, and his son, Scott, graduated in 2007. When Michael Gordon died suddenly in 2018, his journalist colleagues, politicians of all persuasions – including a few prime ministers – and many more celebrated his decency, integrity, fairness and balance.

Michael began in journalism at the age of 17, following in his father, journalist and editor Harry Gordon’s footsteps. In the words of his colleague Tony Wright, Michael ‘was a rare species in modern journalism: a reporter who was universally admired by colleagues, opponents, sources, readers and all sides of politics.’ He was an important contributor to the Australian journalistic landscape for over 44 years. Over these years he covered every beat, from sports to crime, industrial relations and then politics. In his highly influential and significant work in political reporting, he provided insightful and meticulously researched articles and publications at both The Age and The Australian. He eventually rose to the position of National Political Editor, first at The Australian, then at The Age. Michael succeeded in giving all Australians the capacity to form opinions on difficult and complex issues from an unbiased author’s perspective.

However, as the 2019 Carey Medal recipient, it is Michael’s humanitarian work that we highlight and celebrate. He became a champion for the forgotten and the voiceless, which he demonstrated through his writing and passionate commitment to exposing the conditions and situations of marginalised communities, specifically Indigenous Australians and asylum seekers on Manus Island and Nauru. Through his inimitable style and dedication to research, Michael was able to tell stories with insight and integrity that challenged his Australian community of readers. He was able to expand their perspectives and understanding, always in the hope of effecting lasting social change. Part of this process was his ability to cause discomfort for political leaders for the purpose of helping marginalised individuals and groups. Michael regularly used evocative language to share the stories of these people, addressing tough current issues while still maintaining a balanced reportage style. Articles from The Age such as ‘Indigenous Australia’s “line in sand” on recognition: substantial change or nothing’, ‘Indigenous recognition: Sam Backo and the long road to a level playing field’ and the commentary piece ‘Calculated cruelty on Manus is a reflection on all of us’, all seek to have

a positive impact in political discourse, encourage justice for marginalised peoples, and offer a broader perspective to readers.

He became very active in obtaining information for his stories. In 2000, Michael journeyed through Australia to meet Indigenous Australians and hear their reactions and opinions to the first reconciliation initiatives. This desire to obtain these first-hand insights was based on a realisation that his upbringing in Kew and journalistic career to date gave little understanding of people who lived in such a different environment. A series of articles related to the issue of reconciliation, which was discussed in the Council for Aboriginal Reconciliation final report, was the outcome of this journey.

Like many journalists, Michael was blocked from visiting refugees in detention centres in Manus Island and Nauru for a number of years. Through Skype, letters and phone calls with detainees, Michael once again persisted in crafting the whole story, giving a voice to the voiceless, while persistently and respectfully seeking the official approval from foreign governments and their ministers for personal interviews with people at the detention centres. A desire to tell the story with absolute integrity and to find the truth in all its complexities necessitated enormous

persistence over a four-year period. His dedication to humanity and the inclusion of underprivileged people outside of the requirements of his work is a telling indication of Michael’s passion and sense of responsibility as a journalist. He was the first journalist to travel to Nauru and interview refugees detained there. He counselled detainees in their distressed states, sought job opportunities for some when they finally settled in Australia, welcomed these former asylum seekers into his family and introduced them to an Australian lifestyle. A former detainee from Nauru described Michael as ‘a brother, who did not see me as a victim, but a human’. Although his profession put him in a position of potential influence, it was his manner and sense of justice that drove his approach. His persistence and thorough research enabled him to highlight matters of conscience and

societal importance and keep them constantly under scrutiny and in the Australian public’s thoughts, all for the purpose of helping others.

Michael was inducted into the Australian Media Hall of Fame in 2018, having previously received the 2005 Graeme Perkin Award for Australia’s most outstanding journalist, the Walkley Award for the Most Outstanding Contribution to Journalism in 2017, and a United Nations award for his Outstanding Contribution to Humanitarian Journalism in 2018. He also became a mentor to young journalists, a voice for families in Manus Island or Nauru detention centres, and an advocate for misunderstood and marginalised First Nations People. The Carey Medal Committee is thrilled have dedicated this award to Michael’s honour, in recognition of the significant impact he had throughout his life.

If you know of anyone in the Carey community who has given exceptional service to the wider community, please consider nominating them for the Carey Medal. Get in touch: careymedalsuggestions@carey.com.au

‘He was able to expand [his readers’] perspectives and understanding, always in the hope of effecting lasting social change.’

Carey community standing together

Stuart Galbraith Head of Advancement

There can be no doubt that this year has been a particularly difficult one for so many in our community. At the time of writing, we are entering a second and more restrictive lockdown across all of Melbourne. With so many businesses affected and individuals experiencing hardship in many ways, the need to stick together as a community is greater than ever.

Importantly, a range of carefully calibrated measures have been announced to support Carey families through these challenging times. This has included discounted term fees and the introduction of the Carey Student Fee Support Fund and the Carey Family Business Directory.

We are very much heartened by the community response to the Carey Student Fee Support Fund, whose sole purpose is to provide fee relief for families experiencing economic hardship and secure the ongoing enrolment of their children throughout 2020.

An Old Carey Grammarian and current parent who recently contributed to the Fund told us:

‘When I was at Carey in the late 1980s/ early 1990s I saw some mates have to leave when their parents lost their jobs. It was sad for everyone. Hopefully this helps a little bit towards someone in the same predicament.’

Throughout the COVID-19 crisis, many small businesses have struggled to stay afloat. In order to help those within our community, the Carey Family Business Directory has been launched to provide a free service to support and promote businesses within our community.

Year 4 parent and property business owner Tonya Davidson has made valuable use of the Directory by:

‘connecting with a lawyer specialising in property and adding a surveyor to my list of preferred services for my clients. I also do interviews with various service providers online and have already interviewed a Carey mum interior designer. I launched my business, Davidson Advocates, early this year so it has been a tricky time. However, I have used this time to build and strengthen alliances that will hopefully flourish as we exit this pandemic. I am very happy to offer a 20 per cent discount to the Carey community.’

For further information about the Carey Student Fee Support Fund and the Carey Family Business Directory, please visit www.carey.com.au/covid-19information/support

‘With so many businesses affected and individuals experiencing hardship in many ways, the need to stick together as a community is greater than ever.’

Above: Tonya Davidson, Year 4

mum and owner of Davidson Advocates, a business benefitting from connections made through the Carey Family Business Directory.

A new era for the OCGA

Cassandra Trumble (1993) Old Carey Grammarians Association President

Having joined the Old Carey Grammarians Association (OCGA) Council around two years ago, I’ve thoroughly enjoyed reconnecting with Carey in the capacity of both VicePresident and, as of August, President of the OCGA, and as parent to Maddy in Year 8 and Duncan in Year 6. It didn’t take long to notice the difference from my time as a student at Carey in the early 1990s to today. Coming from an all-girls school into a Senior School where only one-third of students were girls was quite a culture shock. The booming deeper voices, teenage boy smells and the physicality of ball-focussed lunchtime activities (and yes, some fisticuffs in the open quad) required speedy adjustment. But Carey certainly provided me with the all-round education I was looking for and prepared me for my chosen career path.

I am proud to be President of the OCGA Council, which represents and reflects the diversity of our community. Comprising three generations, a gender balance and several different cultural backgrounds, the councillors work together purposefully to serve the broad interests and contribute to the wellbeing of all our Carey alumni.

I am excited to share some of the wonderful new initiatives you can get involved in as an OCGA member, whether that’s virtually or in person as we look forward to a post-COVID-19 world. This is the year of the Young Carey Alumni. With thanks to Carina Blythe (2015) and Katie Hunt, Alumni and Community Manager, for launching and chairing a new subcommittee of

recently graduated Carey alumni, you’ll find opportunities to connect socially, whether you’re in early university, post graduate studies or early in your career, or through sport or as an international community. Keep an eye out for more information about Young Carey Alumni.

We are also grateful to Fiona Hu (2016) for joining the OCGA Council this year to ensure our international alumni feel connected across global boundaries. So far, Fiona’s role has enabled an online seminar and Q&A session with some of our impressive international alumni who have developed their careers with the Big 4 accounting firms.

Following a successful pilot of the Career Networking Session in 2019, this initiative will become a regular feature in the winter months. Many of our early career alumni are keen to grow

their professional network, particularly tapping into the broader Carey alumni’s wealth of knowledge and career experiences. These sessions provide a great way to gain one-on-one insights from a professional who is advanced and experienced in their career.

As we know, Carey students leave their education with knowledge, skills and attributes to achieve their personal best and developed social consciences which encourage them to make a positive difference to the world. This year, we have established a new Social Impact Grant Making Program that will provide Carey alumni an opportunity to continue engaging in social impact long after leaving school. This could be through participation, fundraising and other initiatives in line with the Carey values of generosity towards our broader society. Funds will go to existing charities where members of the Carey community are already working or volunteering.

The yearly OCGA calendar usually has something for everyone to engage with, and we are working hard to ensure this is still the case during the restrictions as a result of COVID-19. Check our Facebook page, our regular newsletter and our website for more news of other great online events.

Mine is just one Carey story among so many. The OCGA and the Council that represents us is inclusive and encourages everyone to keep in touch. Please, get involved in any capacity that suits you, thus continuing your Carey story. The OCGA is for all alumni and gives us the opportunity to share a common bond in our memories and experiences.

Above: L–R: Fiona Hu (2016), OCGA Council member; Cassandra Trumble (1993), OCGA President; and Katie Hunt, Alumni and Community Manager.

Old Carey Cricket Club

Simon Wood Club President

The Old Carey Cricket Club (OCCC) is over 60 years old and has a rich history of success. The Club is based in Bulleen at the Carey Sporting Complex, which has three turf cricket teams in the Eastern Cricket Association (CTA) and one turf one-day team competing in the MCC Club XI. Our home grounds and facilities rate as one of the best cricket and sports facilities in the country.

The 2019/20 season was both a memorable and successful one for the OCCC. With credit to the coaching staff and captains and hard work of the playing group, all four teams managed to reach finals for the third season in a row – a remarkable effort! While we were all reminded of how hard it is to taste the ultimate success, the First XI were crowned premiers of the Wright Shield, ending a 10-year absence from the ECA’s highest grade, the Dunstan Shield. Exciting times for our club. After what was a testing season due to inclement weather and uncertainty towards the season’s close due to COVID-19, the club is extremely proud of its players for maintaining high standards, training hard and performing strongly as a unit.

This season saw the emergence of young talent at the club, and more new faces. Whether it was players transitioning

from the Second XI cricket team to the First XI, fresh school leavers or those resuming from a break since school cricket, the numbers of young cricketers grew, and this is something we wish to continue going forward. From the past five graduating years, 33 new cricketers have joined. A lot of our success can be attributed to the steady heads of the club, who have done a top job in guiding the new wave of young players. Having a mix of senior experienced cricketers as coaches and captains of our teams has provided a fantastic transition to senior cricket for our youth. We are thankful to those key members of our club. There were some sensational highlights to celebrate, both on and off the field. There were three maiden century makers: Matt Knox, Josh Sharrock and Gus Dowling. A special mention to Gus, who thought he finished on 99*, only to be told the next day that after a countback, he had made 100! Brendan Dugan and Murad Khan took the most wickets in their respective leagues and both Daniel Clarke (520) and Tom Atkins (452) posted stellar years in the First XI with the bat. Cal Still had a brilliant finals series taking nine wickets, including 5/26 (22) in the Final to be awarded best on ground. Off the field, OCCC enjoyed a range of social events,

including a cocktail-making session and many nights out at our sponsor Maeve Fox, the OCCC Golf Day, a Night at the Races, the Christmas Party, the Grand in the Hand fundraiser, and our annual David Lord Trophy Match against the Carey Boys First XI. Thursday night dinners were also a feature, with the boys particularly enjoying Pranav’s curry night, Rohan’s kebab night and Friendy’s chicken burger night.

A big thank you to our sponsors, the School and the grounds staff, led by Jim Keppell, who continue to produce amazing playing facilities. We are very excited for next season and of course to use the new cricket nets currently under construction.

At Old Carey Cricket Club, we are always looking to increase our numbers and welcome new players of all standards and abilities. If you would like to join OCCC, please visit www.oldcareycricketclub.com. au/contact-us/

‘A lot of our success can be attributed to the steady heads of the club, who have done a top job in guiding the new wave of young players.’

Where are they now?

Fiona (Minchen) Hu (2016)

My journey in Australia started at Carey. The supportive attitude among all the teachers and students enabled me to develop my confidence. Carey gave me a sense of belonging as a new international student in a foreign environment. The positive and inclusive atmosphere helped to strengthen the bond between me and the local community, which is what I’d hoped for when I came to Australia, and something I now try to work towards for other Chinese students who are new to Australia.

What I valued most at Carey was the equal opportunity presented to every student. It allowed me to develop my skills in public speaking, which eventually led to me choosing my current career path. I was given the opportunity to be the first international student to present the opening address for Speech

Night, which is something I am grateful for to this day. My teachers saw my potential and helped me develop it, and I have since pursued communications in university: I am studying a Bachelor of Marketing and Bachelor of Journalism

Sofia Levin (2007)

During my time at Carey, my curiosity was truly nurtured. English was my strongest subject and I’m an incessant question asker, so it makes sense that I ended up a food and travel journalist. I recall pouring my heart into a project on Dian Fossey in Year 4, reading a poem on stage in assembly in Year 6 (thrilled at my use of the word ‘fastidious’), writing creatively under Ben Harrison’s tuition in Middle School and then analytically under Steve Beck’s in Senior School. I wrote my way into winning both the Art and Legal Studies prizes in my final year, despite having neither the best art nor the greatest understanding of law. Carey taught me that words – in particular the ability to wrap someone up in a story – are power.

I went on to study at Monash University as a Dean’s Scholar, majoring in psychology and journalism. It was peak

GFC, and veteran journalists were being scooped into redundancies. I decided to give the industry a crack on my own. In second year I started

at Monash University. The insight I have gained into marketing and media strategies and has helped inform my work with the OCGA, where I recently joined as an international alumni co-ordinator for Young Carey Alumni. Outside university, I work as a freelance Emcee, having hosted the NBA Fan Meeting for Eric Gordon in Melbourne and the media conference for TVB Australia. I also hold a close connection with the Chinese community based in Australia. I was a project leader in the Victorian Chinese Student and Scholar Association, with the aim of facilitating stronger connections between Chinese students and Australian society. I always love working with different people with different backgrounds, life experiences and perspectives, because I believe diversity is something to be celebrated, embraced, and learned from.

a now-defunct food blog that acted as a portfolio when I approached editors. Those relationships ignited my career. I’ve been self-employed since. I write for Good Food, SBS Food, Domain Review, Lonely Planet, National Geographic, Broadsheet and many more. I recently launched my own project, seasonedtraveller.com. It’s the embodiment of my mission to Eat Curiously, to encourage people to learn more about other cultures through food by sharing the stories of those behind it.

I still feel incredibly connected to Carey. My father was a ‘Carey Fairy’, my youngest brother graduated a couple of years ago and my best friend from Junior School now goes by Ms Cameron in the same classrooms we grew up in.

Our school song starts with ‘Schools there are many…’, but I’m glad I only ever knew one.

Eddie Hebbard (2014)

Eddie Hebbard attended Carey from Prep in 2002 until Year 12. During his years at Carey, Eddie received significant support from the School and the Carey community to assist him in receiving and participating in an inclusive mainstream education despite his diagnosis of severe autism.

From Years 7 to 12, Eddie participated in a work experience program at Carey designed to allow him to practise practical skills he may need in the future, while attending homeschool for other areas of the curriculum. He volunteered in the library, had drum lessons, did woodwork and metal work, and helped out in the Junior School garden and the food technology department.

After finishing school, Eddie has continued, with support from his educators, carers and teachers, to utilise and further develop these skills in many community settings. Eddie spends 20 hours each week engaging in various voluntary work activities. At Carey, he works in the libraries, the copy room, the Junior School and the food technology department. He also works voluntarily, with support, at the Balwyn Community Centre undertaking a variety of activities and in the kitchen at the Sycamore Tree Café in Heidelberg. He also has the continued support of university students, qualified teachers and educators who assist with his care at home, including his home program, his inclusion out in the community

and the provision of large amounts of exercise. Eddie’s home program is designed to cater for his individual and changing needs and involves 55 hours of one-on-one care, targeted activities and interaction every week. Eddie enjoys LEGO and Meccano construction activities every day and loves to do quite intricate painting-by-numbers. During his relaxation time, Eddie likes to walk along the Anniversary Trail with his carers, saying ‘Hi’ to all the Carey friends

he encounters. He also loves to walk the Studley Park track, along the Yarra River, The Tan and the Thousand Steps.

In March this year, Eddie was awarded a Jagajaga Community Volunteer Award for his voluntary contributions to the Sycamore Tree Café, presented by The Hon. Kate Thwaites (pictured).

If you would like to see more reunion photos from throughout the year, visit the

facebook.com/oldcarey

L–R: Kostan Pappas, Carey Panther, Cristian Angelico. L–R: Vivian Yang, Carey Panther, Ian Han.

Jon Yeo (1990), curator of TEDxMelbourne. Jon Yeo.

L–R: Eden Giagnorio, Robert Cumming, James Davy, Carina Blythe, Rob Coombes.

L–R: Helen Tachas, George Tachas, John Glasson, Judy Glasson, Liz Murray.

L–R: Melissa Mecchi, Umberto Mecchi, Christopher Constantine.

L–R: Jan Sherry, Michael Sherry, Margaret Joyce.

OCGA Facebook page:

Class of 1999

20-Year Reunion

40+ Year Reunion

Class of 1969

50-Year Reunion

L–R: Vanessa Booth (Griffin), Amy Gedge (King). L–R: Bridgid Junot (Isworth), Peter Forsyth, Penelope Crouch.

L–R: Jan Hay (Clayton), Jenny Elphinstone (Holloway), Andrew Clark.

L–R: Rodger Morgan, Russell McPhee, Chris Shaw.

L–R: Michael Smart, David Allen, Robert Weiss, Peter Young.

L–R: Tim Woods, Geoff Toll.

L–R: Lisa Stevens (1980), Karen Sims (past parent).

L–R: John Harding, Ian Endersby, David Meller, Barry Cross.

Carey’s centenarian: A tribute to Peter Bucknill

Helen Penrose

Carey’s Centenary Historian

Happy 100th birthday to Old Carey Grammarian and past member of staff Peter Bucknill!

Our Historian, Helen Penrose, recently wrote this tribute to this highly significant member of the Carey community and the impact of his 36 years as a dedicated Carey teacher. We wish Peter all the best for this special occasion.

Russian, science and Peter

Bucknill

Russian, introduced to the curriculum in 1958, aimed at expanding science students’ horizons. Carey’s reputation for excellence in science had been cemented long before this through the efforts of teachers Mark Stump (staff 1927–46) and Robert ‘Drac’ Wilkinson (staff 1948–61), in particular. In 1956, the new science wing opened, complete with rooftop meteorological facilities. An auroral camera, the only one in Australia when it was installed on the roof in 1957 by the Australian Academy of Science, allowed keen Year 11 Physics students to explore auroral physics. The Soviet Union’s launch of the first satellite, Sputnik I, also in 1957, surprised the world and galvanised it to catch up. Science education received renewed emphasis, especially in America. In Australia, secondary schools rushed to revitalise aged science laboratories and address the shortage of science teachers. Carey’s science facilities were widely envied by other schools.

Peter Bucknill (OCG 1937 and staff 1946–82) had studied Russian, French and Latin at the University of Melbourne, and was an examiner of French and Russian. His teaching colleagues at Carey regarded him as a modern language master. Small numbers of students at Intermediate, Leaving and Matriculation levels at Carey were lucky to learn Russian from Peter Bucknill. Russian not only inspired the young scientists who watched the developing ‘space race’ with interest, but was also a good example of the way the School keenly embraced a broad range of subjects and activities in and out of the classroom to provide choice and foster individuality.

Several of Peter Bucknill’s Russian students entered the Pushkin Poetry Competition, run by the University of Melbourne. Entrants competed by reciting, in Russian, poetry written by Alexander Pushkin (1799–1837). In 1965, four Carey students won prizes, including first prizes awarded to Ian Bolster in Matriculation and Andrew Lillies in Leaving. In 1972, Matthew Fox won a prize in the Intermediate section. By this time, the School could no longer sustain such small classes, and so Russian was phased out from 1972. Peter Bucknill retired as head of the languages department in 1982, leaving behind an indelible mark on language teaching at Carey.

Above: Peter Bucknill (1937) and his family at his 100th birthday celebration.

5 December 2018. A son for Jamie Carter (1995) and Amelia Cotton.

12

3 August 2019. A son for Sarah (Jeffress, 2004) and Andrew Blyth.

14

Are you expecting a future Carey Grammarian?

5

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

In memory

We extend our sincere condolences to the family and friends of the following people:

Brian Marshall Stevens (1954) on 10 July 2019

Jeffrey Peter Lawford (1956) on 28 July 2019

Thomas Lister Minton-Connell (1938) on 1 September 2019

Peter Rees (1962) on 2 October 2019

Bruce Robert Howard Balloch (1965) on 5 October 2019

Brian Edward Albiston (1943) on 27 November 2019

Bryan William Marshall (1964) on 2 December 2019

Robert (Andrew) Nicol McCallum (1960) on 23 December 2019

Alan Scott Fotheringham (1969) on 3 January 2020

John Trimble (1961) on 21 January 2020

Harvey Stephen Poole (1979) on 20 February 2020

Francis Gilbert (Frank) Currie (1947) on 5 February 2020

Ian Le Page (1960) on 1 March 2020

Geoffrey Cannington (1961) on 11 March 2020

Dr Robin Greenwood-Smith (1957) on 14 March 2020

Ian Good (1950 and past staff) on 12 May 2020

Emeritus Professor Neil Edwin Carson AO (1944) on 10 June 2020

Anne Lawrence (Past Staff) on 28 July 2020

Sophie Kelly Loftus

November 2019. A daughter for Michael (2006) and Mandy Loftus.

Jack James Cherry

April 2019. A son for Tim (1985) and Anna Cherry.

Jonathan Cotton Carter

Theodore Roderick Russell Anderson

28 May 2019. A son for Madeleine (Sitlington, 2006) and Jeffrey Anderson.

Ethan James Davy

August 2019. A son for Joel (2003) and Jacquie Davy, and a brother for Abigail.

Jayden Michael Blyth

OCGA Calendar 2020

At Carey, the health and wellbeing of our community is of paramount importance. In light of the current coronavirus (COVID-19) restrictions in Victoria and the uncertainty of these restrictions being lifted, the OCGA regret to inform you that some of our events have been either cancelled or deferred to a later date, and until the Victorian Government eases restrictions on social gatherings we are unable to confirm event dates for the latter part of the year. For the latest updates and information on reunions and events, please go to the OCGA website events page https://ocga.com.au/#events

To ensure you continue to have opportunities to engage and connect,

School Sections

Senior School senior.school@carey.com.au

Middle School middle@carey.com.au

Junior School Kew jskew@carey.com.au

Junior School Donvale donvale@carey.com.au

Carey Sports Complex bulleen@carey.com.au

online events will be offered throughout the course of the year. You will be notified of these events through email communications and social media. Make sure to like us on Facebook at www. facebook.com/oldcarey and add Carey Baptist Grammar School as your school on your LinkedIn profile. To ensure you receive the latest information and email invitations, please make sure your details are up to date by selecting ‘Update my details’ the Stay Connected tab on the OCGA webpage at www.ocga.com.au

We will continue to monitor the situation, and we look forward to welcoming you back to OCGA events when they are able to resume. Thank you for your understanding.

Principal Jonathan Walter principal@carey.com.au

Community Engagement communityengagement@carey.com.au

Archives archives@carey.com.au

Advancement advancement@carey.com.au

Admissions admissions@carey.com.au

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

Open Mornings

8 August ELC and Junior School Donvale

14 August ELC and Junior School Kew

22 August Middle and Senior School Kew Register now:

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