Torch Summer 2024

The Old Carey Orchard: creating new opportunities in Junior School at our Kew campus. Story on page 16.

Volume 34, Issue 2, Summer 2024

Publisher Carey Baptist Grammar School

349 Barkers Road, Kew Victoria 3101 Australia

03 9816 1222

Editor Kelly Southworth

Graphic Design

Felix Lam and Kelly Southworth

Cover Photography

Gavin Blue

Inquiries communityengagement@carey. com.au

We acknowledge the Wurundjeri people, the Traditional Custodians of the land on which Torch was created, and we honour their continuing connection to land, sea and community. We respect their Elders past and present and recognise the injustices endured by the First Nations peoples of this country.

A year of growth, learning and progress

Jonathan Walter Principal

I was privileged early this year to take a scheduled sabbatical, which included study at Oxford University’s Saïd Business School focussing on strategic leadership. One key takeaway was the importance of a ‘Living Strategy’; one that evolves in response to a rapidly changing world. At Carey, our Living Strategy is our commitment to remaining agile and responsive to the needs of our students and families, ensuring that we provide a personalised education that balances academic excellence with student wellbeing. Our goal is to support each child’s development of a strong sense of purpose and clarity around their values, and we are dedicated to continuously engaging with our community to adapt and enhance our offerings.

During my sabbatical, I visited several leading schools to build relationships and share best practices. This experience was both inspiring and affirming, offering valuable insights and benchmarking opportunities to further our progress at Carey.

Additionally, I had the pleasure of reconnecting with many of our overseas alumni through reunions. It was wonderful to hear about their impact on the global stage and to celebrate their successes.

In a world where it’s becoming increasingly rare to find schools that offer such a comprehensive education – both building character and providing meaningful experiences and diverse pathways beyond graduation – our community is truly special.

I noticed too that around the world in many educational jurisdictions, school communities are making the decision to limit the extent to which children are exposed to social media and smartphones. The research is now supporting the theory that mobile phone use and constant access to social media has a causal effect on increasing anxiety in our young people. At Carey, we have made the decision to remove phones from the Junior and Middle Schools and are looking at how this may flow into the Senior years program. You can read more about the Middle School phone policy on page 10.

Reflecting on 2024

This has been a year of remarkable progress at Carey as we lay the groundwork for the next century, but it has also been a year of great challenges. On the following page, you will read a letter from me to our community

regarding the allegations of historical abuse at our school. I encourage you to read it and access the link to the resources listed on the website. We acknowledge the difficulties faced by many at our school throughout this year, but also celebrate the achievements of our community during 2024, and look forward to new beginnings in 2025.

A new Junior School structure

At the end of this year, we bid farewell to Steve Wilson, who is retiring after 22 years of dedicated service to our Donvale campus. Steve began his tenure as Deputy Head of Junior School Donvale and has led the campus with distinction for the last 14 years. Under his leadership, enrolments grew and numerous developments were undertaken, endearing Donvale to many Carey families.

This year, we engaged in a review of our Junior School leadership structures. After consultation with leaders from the Kew and Donvale campuses, we have decided to adopt a unified approach. Kylie Baxter will now oversee the Junior School with an executive team that spans both campuses. This structure will facilitate the sharing of best practices and ensure a consistent experience for students as they transition to the Middle School at Kew. Kylie will be supported by Deputy Heads of Personalised Learning and Wellbeing, alongside specialist Numeracy, Literacy and Inquiry Leaders, who will work across both Junior School campuses.

Expanding our footprint

In mid-2024, we acquired 12 Sackville Street, formerly part of the Preshil campus. This property, adjacent to our Kew Junior School car park, presents significant capital works opportunities. We have initiated a new capital works master planning process to optimise the use of our sites, with the primary goal of consolidating key learning resources at the Kew site, reducing travel time and costs, and maximising amenity to support our

learning programs. We look forward to updating the community on these developments in the coming months.

Reinvigorating the Senior School program

This year, we consolidated phase one of reinvigorating our Senior School program with the embedding of Carey Zero. From our Year 10 cohort, 254 students participated in the Zero Journey in Far North Queensland, and the feedback has been overwhelmingly positive. Through partnerships with the Australian Wildlife Conservancy, James Cook University’s Research Centre on Orpheus Island, Woodleigh Station on the Atherton Tablelands, and the Mungalla Station and Palm Island First Nations communities, we delivered a powerful experiential learning program. Students explored iconic parts of Northern Queensland, gaining insights into environmental impacts and the beauty of the Australian bush and Great Barrier Reef. They also

formed deep connections with their peers and experienced significant personal growth.

We also look forward to the work of Head of Senior School, Kellie Lyneham, in 2025, who has been seconded into a position to review the Senior School experience and propose enhancements to benefit our current and future students.

Our school’s ongoing advancement is driven by the exceptional dedication of our staff. Their unwavering commitment to our students, their educational experiences, and their own professional growth is the cornerstone of our success. In a world where it’s becoming increasingly rare to find schools that offer such a comprehensive education – both building character and providing meaningful experiences and diverse pathways beyond graduation – our community is truly special.

Year 10 students at Mission Beach: feedback from the 2024 Zero Journey has been overwhelmingly positive.

A letter to the community

Jonathan Walter Principal

Over the past several months, I have been listening to our community and learning about our school's past, in light of the allegations of historical sexual abuse that were first raised in January of this year. I want to begin by acknowledging the extraordinary courage of all those who have come forward to share their experiences. Your bravery is a testament to your strength, and I am deeply grateful for the trust you have placed in me to listen and learn from your stories.

Any abuse is inexcusable. To all those who may have been affected by unacceptable acts by staff members, I want to acknowledge your pain and suffering.

I also want to extend an invitation to anyone else who may have been impacted but has not yet come forward, to reach out so that we can offer you our support and also further understand our past and learn from it. I am here to listen, and I will support you as you share your experience. You are not alone.

If you would like to reach out to me personally, I can be contacted as per the details below; however, if you would prefer to raise concerns with someone other than the Principal, I encourage you to explore the support pathways listed on our website, which you can access through the link below.

The events of the past have deeply impacted our school community, prompting profound reflection and shaping the way we approach our work today. Leadership and staff work hard every day to create a culture of openness and transparency, where children feel safe to speak up or raise concerns. Our Student Safety and Wellbeing officers, together with all of our staff, undergo continual training to better recognise harmful behaviours and to protect the wellbeing of all children in our care. We are vigilant in ensuring that our learning environments are safe and supportive for every student.

The School’s current child safety policies can be found on our website.

These policies are in addition to Carey’s broader obligations under the Mandatory Reporting and the Reportable Conduct provisions and are in line with the Victorian Child Safety Standards introduced into schools following the learnings of the Betrayal of Trust Inquiry and the Royal Commission into Institutional Abuse. We have recently published a new page on our website dedicated to acknowledging these allegations. This site will provide resources for those affected and will be updated with the latest communications to our community.

I will continue to work with those affected and expert consultants in this field to ensure we will keep learning from the past. This process of healing and change is ongoing. We remain committed to providing a safe and nurturing environment for all students, now and into the future.

Launching ourSustainability Plan: a bold step towards Net Zero

Michelle Kafer

Michelle McIntosh Director – Finance and Operations Project Manager

We are proud to announce the launch of Carey’s Sustainability Plan, a comprehensive roadmap that outlines our aspiration to achieving Net Zero emissions by 2035. This plan marks a significant milestone in Carey’s longstanding dedication to environmental responsibility, and we are excited to share this journey with our entire school community.

A blueprint for a sustainable future

Carey’s Sustainability Plan is not just a document: it is a call to action. It represents our strategic approach to reducing our environmental footprint across key areas such as energy, waste, water and transport, while also promoting biodiversity. The plan includes clear, measurable targets for reducing emissions, conserving resources and increasing recycling, alongside initiatives to embed sustainability into our operations, educational programs and community engagement.

Collaborative efforts and data-driven goals

The development of the Sustainability Plan has been a collaborative effort, drawing on expertise from within the School and external partners. In particular, our partnership with CERES, an environmental centre and

social enterprise based in Melbourne, has been invaluable. Together, we completed a Sustainability Baseline Report in 2023, providing critical data on our current environmental impact. This report highlighted areas for improvement, including electricity consumption, waste management and water usage, and laid the groundwork for our sustainability journey.

Engaging our community in the journey

Our aspiration to achieve Net Zero by 2035 is an ambitious one. It requires the active participation of our entire school community – students, staff, parents and alumni. The Sustainability Plan includes a strong focus on education and engagement, ensuring that everyone understands the critical role they play in this journey. We are integrating sustainability into our curriculum, encouraging students to take leadership roles in environmental initiatives, and fostering a culture of sustainability across our campuses. We also recognise that sustainability extends beyond our school grounds. As a community, we can inspire and support one another to adopt more sustainable practices in our everyday lives. Whether it is reducing waste, conserving water or choosing sustainable transport options, every action makes a difference.

Looking ahead

The launch of Carey’s Sustainability Plan is just the beginning. As we move forward, we will provide regular updates on our progress through reports and community engagement events. We will celebrate our successes, confront challenges and continue to innovate for a sustainable future.

We invite every member of the Carey community to join us on this important journey. By working together, we will achieve our sustainability goals and also create a legacy of environmental stewardship for generations to come.

Click here to read our Sustainability Plan 2025–27

Friendship, tragedy and Multiple Sclerosis: a movieworthy Carey love story

Kelly Southworth Editor

It’s 1986. In his first Year 10 Geography class, John Raftopolous sits at the back. He knows he should be listening to Mr Bared outline the goals for the term, but he can’t take his eyes off the studious blonde girl at the front of the classroom. Her name is Claire Jensz.

Claire was new to Carey. She was an ideal student – smart, energetic and keen to make the most of every academic and co-curricular opportunity on offer at her new school. John was mostly interested in the activities that would bring him closer to Claire.

Over the next three years, John and Claire developed a strong friendship. He valued that so much that he never told her how he really felt about her. ‘I was terrified of losing Claire as a friend. I thought, if I stuff this up, that’s it, she’s gone.’

They graduated. The years passed. Claire studied commerce and John worked full-time in his father’s wholesale fruit and vegetable business, which he eventually took over.

Claire – highly driven and intelligent – moved to London after finishing her studies. Her twin sister, Jane, was already pursuing a career in personal training there, and Claire knew she too would find the challenges and fastpaced life she was craving in one of the major business hubs of the world.

Claire became an investment banker. She met, fell in love with and married

Mark Pennycook. She worked her way up the career ladder diligently and tirelessly and, by the age of 28, had a huge future in finance ahead of her. Until the day she fainted on a train in the London Underground.

A life-changing diagnosis

After having an MRI, Claire was shocked to be diagnosed with multiple sclerosis (MS). The neurologist told her it may never get worse and advised her to go on and live her life as normal. Unfortunately, the day she collapsed on the train was the last day she would ever work. ‘I ended up in hospital for

Multiple sclerosis

Multiple sclerosis (MS) is an autoimmune disease. The immune system attacks the protective layer around nerve fibres in the central nervous system, called the myelin sheath. Myelin allows the efficient transmission of electrical signals between neurons. If the myelin sheath is damaged, these nerve communications are disrupted, leading to a range of physical, sensory and cognitive symptoms.

John in 1988.

Claire in 1988.

Middle: John named his character Michael after his late father. In the film, Michael’s father, George, is played by Steve Bastoni.

Bottom: John and Claire remained friends after school, but didn’t reconnect until 2016.

a long time,’ Claire says. ‘As soon as I was diagnosed, the disease worsened rapidly.’ Claire felt cheated. She had fought hard for her career, and a debilitating illness had come out of nowhere and taken it all away. Her MS continued to progress and she tried many different medications, but they only made her feel worse.

The vagaries of life

Claire and Mark very much wanted to be parents. Despite Claire’s illness, they had three sons: James, Scott and Charlie. Claire was surprised to find that she felt like a new woman when she was pregnant. No symptoms –she thought she had overcome the disease. Little did she know that, while

The neurologist told her it may never get worse and advised her to go on and live her life as normal. Unfortunately, the day she collapsed on the train was the last day she would ever work.

she was enjoying being a new mother, her immune system was continuing to attack the nerves in her brain. Over the next 10 years, she had MS relapses that left her permanently disabled.

Mark and their children were tireless supporters, but Claire desperately wanted to move back to Australia to be with the rest of her family and let her children experience an Australian education.

Tragically, Mark died of a heart attack in 2013. Claire and her children were at a crossroads until a serendipitous email came from Claire’s alma mater, Carey, offering her oldest son a place in Year 7.

Back in Australia, John had married and had a daughter, Alex. They were

inseparable after John’s divorce. John had run his father’s business for 27 years until he decided to pursue his dream of becoming an AFL recruiter. He undertook a Master of Business Administration, followed by a Master of Sports Integrity, and sold the family business in 2015.

John was working as a recruiter for the Sydney Swans when his stepmother, Julie, told him that Claire was back in town. John wasted no time in arranging a catch-up. They fell in love almost immediately and were married a year later.

Continued next page

Adam Demos and Radha Mitchell star in Take My Hand, a film based on Claire and John’s story.

Top: Claire on set with Radha Mitchell, who plays Laura, the character based on Claire in Take My Hand.

Living with MS

Claire’s MS is expressed as instability in her legs, a loss of dexterity in her hands and a weakening of her vocal cords. She also can’t feel pain. This can be very dangerous – for example, she once accidentally broke some toes and had no idea.

Her brain function also pales in comparison to what it was when she was in her twenties, working at the top of her game in a complex and demanding job. Sometimes she can’t find the words she’s looking for, sometimes she forgets important details about her life, and sometimes she gets lost and doesn’t know where she is or why she’s there.

She also has what she and John call ‘decision morphia’. In our daily lives, we are constantly making lots of decisions. When the brain is exhausted from trying to find workarounds because the neural

pathways are compromised, even tiny decisions can become debilitating. For Claire, it can become paralysing.

But this is just one form of MS – everyone has their own unique experience with the disease. There is much that isn’t known. There is no cure, no specific causes have been identified, and no-one knows how many people in the world live with it.

To shine a light on what MS is really like, Claire and John recently started a podcast. On ‘1000 little MS things’ they discuss their experience of living with MS. ‘We wanted to show the day-to-day impact of MS, all the things Claire goes through in the week that are hard,’ John says. ‘MS can be quite a lonely disease,’ Claire says. ‘People need to know that we’re still the same people we were before being diagnosed, there’s just things we can’t do now!’

Claire: I hope this film brings an understanding of MS to a more mainstream audience. More

education and more awareness are my biggest goals.

Take My Hand

John has always known that their incredible story of loss, hope and the power of love was so important that it should be shared. He began working on the first draft of a book in 2017, the year they were married. When a publisher offered to buy the movie rights to his manuscript, John decided he could write the screenplay himself. ‘I went and bought a book –Screenwriting for Dummies – and started chipping away at it.’

Working with his co-writer, Dave Paterson, John transformed their love story into a feature film. Take My Hand was released in cinemas on 22 August this year.

John and Claire being interviewed on the MS Australia podcast, ’The Raw Nerve’.

In the year John and Claire were married, John started working on a manuscript based on their love story, which was eventually turned into Take My Hand.

Listen to ’1000 little MS things’, a podcast with John and Claire

John and Claire with Carey friends and family at the Melbourne premiere of Take My Hand.

John and Dave altered the names of the main characters to Laura and Michael. This simple change helped them separate the true story from the film. ‘Taking our names out of the script was the best thing we could have done,’ John says. ‘I could put that aside and start thinking about the characters rather than us.’

Laura and Michael in Take My Hand are played as teenagers by Meg Fraser and Bart Edwards, and as adults by Radha Mitchell and Adam Demos. Despite that, and the significant narrative differences, it was still confronting for John and Claire to see their lives being acted out in front of them. ‘I cried a lot during the process,’ Claire says. ‘Some parts of the film are obviously not real at all, but some things are very real.’

Claire and John want Take My Hand to raise awareness of the true experience of living with MS. ‘I hope this film brings an understanding of MS to a more mainstream audience,' Claire says. 'More education and more awareness are my biggest goals.’

A bright future

One important theme of the film is the presence of horses. Laura is portrayed growing up on a farm and becoming a proficient rider at a young age. Claire grew up in Templestowe and didn’t start learning to ride until she was older, but her love of horses is true to life. She and John recently bought a farm in Byron Bay and they are now part-owners of a trail riding business, Zephyr Horses.

‘I love being with horses,’ Claire explains. ‘I’m sure the horses know I’m sick – they’re more gentle and patient around me. Because my walking is so impeded, there are parts of our farm that I can’t walk on, like hills and uneven ground. But my horse can walk for me.’

From the moment John and Claire decided they wanted to turn their story into a film, they were committed to donating all profits to MS Australia to further their research programs and, hopefully one day, find a cure for MS.

and Claire are part owners of a Byron Bay trail riding business.

Until then, Claire is living her life to the full and not letting MS get in her way. ‘Life’s hard, but it’s hard for everyone. MS is just one thing,’ Claire says. ‘We just need to enjoy life, grab onto the joy and hold it. Don’t put things off, don’t regret things and live your life as much as you can.’

Take My Hand will be available for streaming on Netflix from 30 December 2024.

John

The Middle School mobile phone ban

Harry Dendle Deputy Head of Middle School – Student Wellbeing

At the start of the year, we made a contentious decision that saw some initial resistance from students and parents. In the Middle School, we often find ourselves navigating various decisions on rules and regulations, which are sometimes well received, and sometimes not so.

After a great deal of research and consideration, we introduced a strict ban on mobile phones. We already had guidelines around student mobile phone usage, but they weren’t rigorously enforced. Previously, students could be disengaged from their peers during lunchtime or distracted by their phones buzzing in their pockets during a lesson. Disruptions caused by mobile phones now incur a lunchtime detention.

Despite the initial discomfort, the firm implementation of the mobile phone policy gained increasing support and momentum with each passing day. We quickly saw a significant decrease in the number of students breaking the rules, thanks to the adaptability of the students, diligence of our teachers and growing support from parents. During the initial phase of mobile phone detentions, we had a whopping 55 students attending one lunchtime detention, whereas now we may only have one or two students in detention. The students who presented at the first detention were asked to reflect on the rule. Almost all students, while not

happy about the detention, shared that with the mobile ban in place, they felt less stressed, less distracted and, most importantly, safer.

A

better classroom environment

Carey’s Deputy Principal – Student Learning, Kate Croft, has been a major supporter behind this new rule.

‘Research indicates that mobile phones are major classroom distractions,’ Kate explains. ‘A London School of Economics report revealed that student performance in exams improved significantly in schools with mobile phone bans, likening the academic gains to adding an extra week to the school year.’

The ban has brought about numerous varied benefits, with a strong emphasis on promoting a culture of focussed learning. Year 9 student and one of our Middle School Captains, Henry, has also seen this positive change.

‘Without the distraction of mobile phones, I’ve noticed that we’re more focussed in class,’ says Henry, ‘There are less distractions, which has led to better engagement, and in most cases, improved academic performance.’

In addition to enjoying a peaceful learning environment, our students are preparing for upcoming camp experiences such as Toona, Hattah, Wabonga, the Immersive Program and Zero, all of which encourage abstaining from mobile phone usage.

‘At Carey, our goal is to create a learning environment where students are fully engaged and able to participate actively,’ Kate says.

‘Carey’s current policy aims to create a focussed and supportive educational environment, and we look forward to observing its positive impact on our students’ academic and social experiences.’

Almost all students shared that with the mobile ban in place, they felt less stressed, less distracted and, most importantly, safer.

Enhanced social engagement

Despite our students’ initial resistance to the more stringent mobile phone policy, we have been immensely proud of the way they have wholehearted embraced the ban.

‘Another benefit is the increased social interactions around school,’ Henry says. ‘I’ve noticed more face-to-face interactions and, overall, stronger peer relationships and communication skills. It can only be a positive change.’

The more stringent mobile phone policy has resulted in some unforeseen advantages, too, such as a noticeable uptick in creativity and engagement in recreational pursuits among our students. Macafee Courts, Sandell Oval and our CRASH clubs are now

media usage during school hours. Another unexpected positive outcome has been the considerable reduction in vandalism, which could be attributed to a destructive trend on TikTok.

Free to be yourself

The mobile phone ban also means that students aren’t worried about everything they do throughout the day being potentially photographed or filmed. With mobile phones always within reach, there is an impulse to record everything, but knowing that phones are locked away during the day means students can be themselves, have fun on the oval or joke around with their friends with confidence.

The effects were also noticed during

School. Without mobile phones in the audience, students could perform with enthusiasm and freedom, unafraid of being caught on camera. This was exemplified by the spontaneous danceoff that erupted while waiting for the judges’ decision. One student started dancing on stage, and soon others joined in, encouraged by the energetic support and cheers from their peers. The mobile phone policy has been a great success, supported by students and staff alike. Moving forward, we will continue to bolster the ban, emphasising our commitment to academic focus and student wellbeing. Through continued refinement and enforcement, we strive to promote responsible technology use and enhance

Career Curiosity Workshops: broadening horizons for Year 8 students

Kaushini Fernando Trevor Black Alumni and Community Manager Career Practitioner and Mathematics Teacher

We are thrilled to share the success of Carey’s Career Curiosity Workshops, an insightful seminar designed exclusively for our Year 8 students. This unique event aimed to expand horizons and offer valuable insights into diverse career paths.

Throughout the sessions, our students had the invaluable opportunity to interact with a range of Carey alumni who have carved out diverse career paths across various industries. These alumni generously shared their personal journeys, talking about their days at Carey, their favourite subjects and co-curricular activities, and the decisions that led them to their current professions. It was a firsthand glimpse into the realities and rewards of different careers, providing our students with a deeper understanding of the multitude of career options available after they finish school.

‘I would have loved something like this when I was younger. I think it’s really important to open these conversations really early ,’ says guest presenter Bianca Sciessere (2006), co-founder of The Big Sister Experience. ‘It’s normal to feel unsure or undecided. I really would have loved someone to tell me that.’

The day began with a briefing that set the stage for what was to come – a day of discovery and exploration. Students then moved into smaller groups to attend two of the 10 engaging sessions on offer. Each session was carefully curated to highlight unique aspects of different professions, ensuring students gained practical knowledge and inspiration. Sessions involved the presenter talking about their pathway and answering questions about their journey and then moved into an activity themed around their particular career area.

The activities were as dynamic as they were educational. Each activity was designed to immerse students in the realities of the various careers, like dressing in hospital gowns and bandaging wounds.

Watch the video!

It was a firsthand glimpse into the realities and rewards of different careers, providing our students with a deeper understanding of the multitude of career options available after they finish school.

‘Before I started nursing I had no idea about any of the equipment I might be using, but [the Year 8 students] got to play with it all, dress each other up and just have fun with it,’ says Sarah McLean (2005), a nurse at the Peter MacCallum Cancer Centre.

Another popular activity was constructing spaghetti bridges (pictured left) with fire protection engineer Dean Kyriakos (2015). ‘This is a classic first-year engineering task. It’s a good activity to get them used to something they might do if they follow this path in the future,’ he says. Additionally, activities such as testing conductivity and pH in water and participating in a medical-themed Kahoot! quiz provided hands-on

experiences that highlighted the diverse skills and knowledge required in different professions.

These workshops not only showcased the breadth of career possibilities but also emphasised to the students that, with determination and an open mind, the world truly is their oyster. We extend our gratitude to our dedicated alumni who returned to Carey to inspire and guide our students. Their commitment and enthusiasm made this event a resounding success. A special shout out also goes to Carey staff members Jackie Cowcher, Year 8 Co-ordinator, and Sandra Armstrong, Middle School Administrator, who helped tremendously in the logistics of the day.

As we reflect on the Career Curiosity Workshops, we are reminded of the importance of nurturing curiosity and ambition in our students. We look forward to seeing how this experience will shape their academic journey and future career aspirations.

‘It’s been a privilege to come back to school and talk to people that were in my position not too long ago,’ says Ella Ryan (2016), doctor at the Royal Children’s Hospital.

‘I’d really recommend other people getting involved to give more broad perspectives on the areas that they’re working in, and how much diversity there is in the career you pursue.’

Perhaps one day the Year 8 students of 2024 will come back to Carey to talk about their own exciting careers!

Do you have a career experience to share?

We love inviting our alumni back to school so we and our students can learn from them. If you’re a Carey alum and you would like to get involved in mentorship opportunities like the Career Curiosity Workshop, click here to fill out the expression of interest form.

Zeroing in on growth, reflection and connection

Erin Hall Jack O’Shea Lead Zero Mentor Lead Zero Mentor

This year, our Year 10 students have had the privilege of being the first cohort to participate in the full Carey Zero program. In addition to the Zero Journey, where students travel to Far North Queensland for three weeks, they take part in the innovative Zero at Kew program, a year-long initiative designed to complement the Zero Journey. In this program, students are grouped into classes of 15, each guided by a dedicated mentor they meet with nearly every day. Zero at Kew serves as a vital space for students to foster deep connections with their peers and mentor while exploring their identity and role within the Senior School community.

A key element of the Zero at Kew curriculum is the practice of Yarning Up. In Term 1, staff and students had the honour of learning from Leanne Wilson and Mal Meninga, founders of the Moon Da Gatta pedagogy, who

introduced them to the process and significance of yarning circles. Rooted in the wisdom of First Nations peoples, these circles offer a safe space where individuals can be vulnerable and authentic, ensuring that everyone is heard and acknowledged.

Throughout the Zero lessons, students engage in preparation for their upcoming program activities with the Zero Journey. They learn about the destinations they will visit, identify potential challenges and develop strategies to support themselves and their peers. This preparation is designed to enrich their experiences on Country, encouraging curiosity and the pursuit of meaningful questions. The theme of connection is central to all lessons, highlighting the importance of the bonds formed between students and their mentor, and the mentor’s role in supporting students throughout their Year 10 journey.

Another important aspect of the Zero at Kew program is its emphasis on skill development and exploring personal pathways. These modules are designed to enhance students’ ability to establish effective study habits and techniques tailored to their individual needs. Students are encouraged to set personal goals, accompanied by concrete strategies and actionable steps, which are revisited and refined throughout the year. Additionally, students engage in critical thinking about potential career paths, allowing them to begin shaping their academic programs for Years 11 and 12 in alignment with their aspirations. Upon returning from the Zero Journey, the focus shifts to recognising the growth that occurs during the threeweek program. Through the practice of an honouring circle, we celebrate the achievements, perseverance and courage that students have demonstrated, acknowledging the personal development that this transformative experience fosters.

Another notable strength of the Zero at Kew program is its capacity to create an environment where students can slow down and step away from the fast-paced nature of modern life, which is often accelerated by technology. The program is responsive to the evolving

Once they return from the Zero Journey, students reflect on their growth and learnings from the trip.

Rooted in the wisdom of First Nations peoples, [yarning circles] offer a safe space where individuals can be vulnerable and authentic, ensuring that everyone is heard and acknowledged.

needs of students within each group, allowing for flexibility and adaptability in its approach. A key factor in this dynamic is the emphasis on student voice and autonomy, particularly through peer-led teaching. Each mentor group is guided by two Zero leaders who collaborate with leaders from other groups to provide feedback and facilitate sessions, ensuring that the program remains student-centred and responsive to their needs.

Carey Zero

We eagerly anticipated the opportunity to delve into our final curriculum component, the Term 4 project. This significant experience involved students identifying a pressing issue or need within the Carey community and designing a thoughtful solution. As part of this initiative, students organised and executed a Market Day event, where their projects aimed to raise funds for a charity of their choice.

The Year 10 Carey Zero program is made up of two components: Zero at Kew, a year-long subject for all students, and the Zero Journey, a three-week expedition in Far North Queensland.

Based on our property in Mission Beach, the Zero Journey takes students to various locations around the area where students work on wildlife conservation and marine research projects and learn from local First Nations communities.

Students participate in yarning circles to develop connections before they embark on their Zero Journeys.

The yarning stick empowers students to be vulnerable and make space for others to be heard.

We take immense pride in the achievements of the Zero at Kew program thus far and are deeply appreciative of the exceptional dedication demonstrated by the mentors in supporting their students. As this cohort transitions into Years 11 and 12, we look forward to witnessing the lasting positive impact that this program has on them.

The three weeks are device free: students leave their phones at home, allowing them to connect deeply to Country, each other and themselves, while gaining perspective, developing character and building resilience.

The Zero Journey programs take place on the land of the Djiru, Nyawaygi, Gugu Badhun, Manbarra, Jirrbal peoples, and Zero at Kew takes place on Wurundjeri land.

Click here to learn more about Carey Zero.

Our new orchard

Eleanor Burns Kitchen Garden Program Co-ordinator

A new chapter of sustainability and hands-on education has begun at our school with the construction and planting of the Old Carey Orchard. Located within the Junior School Kitchen Garden, this flourishing space will not only enrich our immediate program but also leave a legacy of learning for generations to come.

The orchard is home to 15 fruit trees, including apples, pears, plums, cherries, peaches and citrus, along with rhubarb, strawberries, a grape vine and passionfruit. Chosen for their staggered harvest times, these trees will provide year-round learning opportunities. Beyond the immediate excitement of planting and nurturing these trees, the orchard is a long-term investment in the educational growth and joy of experiencing fresh seasonal fruits within our school community.

To enhance the orchard’s productivity and biodiversity, we have incorporated companion planting with a variety of pollinator-friendly flowers. Bright blooms such as lavender, marigolds and calendula are interspersed among the trees to attract bees, butterflies and other beneficial insects. To further enhance the orchard’s ecosystem, our Year 4 students recently designed and built bug hotels, creating safe havens for the beneficial insects and supporting natural pest control to promote pollination throughout the orchard.

The Old Carey Orchard takes our successful Kitchen Garden program to

Our new school orchard is more than a collection of trees; it’s a living, growing classroom. It connects students to nature, enriches their culinary education and leaves a legacy of sustainability and nourishment for years to come.

the next level. For years, the program has taught students the value of growing their own food, fostering hands-on learning and healthy eating habits. The ability to plant a diverse range of fruit trees adds enormously to our program. The orchard’s variety of fruits will dramatically expand our potential recipe selection. Students will now experiment with recipes that feature fresh-picked fruit, from smoothies and salads to preserves and pastries. These expanded options encourage creativity and highlight the versatility of seasonal, homegrown ingredients.

The range of fruit growing in the orchard will also expose students to flavours and textures they may not have encountered before. Trying unfamiliar fruits, like quince or passionfruit, encourages curiosity and a more open-minded approach to food.

One of the most exciting aspects of the orchard is its longevity. While vegetables and herbs in the Kitchen Garden are typically planted and harvested within a single season, fruit trees require several years to grow and mature before they yield abundant harvests. This makes the orchard a unique, long-term investment: while

today’s students will nurture and care for the young trees, it is future generations who will fully benefit from our current efforts.

Our new school orchard is more than a collection of trees; it’s a living, growing classroom. It connects students to nature, enriches their culinary education and leaves a legacy of sustainability and nourishment for years to come.

We are deeply grateful to the Old Carey Grammarians Association for their generous donation, which made the construction of our orchard a reality. Thank you for supporting this incredible opportunity for our students to learn and grow.

Building families, growing careers: the impact of parental leave at Carey

Ngaire Burn Wellbeing and Engagement Lead

Balancing personal and professional responsibilities can sometimes feel like juggling flaming torches! In recognition of the challenges this can present, Carey offers employee benefits that help support this balancing act. Our parental leave scheme is one of these supports and is underpinned by the principles of our school values: Care, Respect and Growth.

Throughout 2024, Carey saw over 25 staff commencing or returning from parental leave. These milestone transitions were supported by their managers, their school section and the People and Talent team. Recently, we spoke with two Carey people about their experience of Carey’s Paid Parental Leave.

At the time of writing, Middle School teacher and Mentor Alex Flavel had just returned from a period of Paid Parental Leave. There is no question about his appreciation of the leave.

‘Those first few months of parenting are beautiful and challenging – I will treasure those memories forever,’ Alex says. ‘I’m grateful Carey’s parental leave was accommodating for our family’s circumstances and was accessible to me.’

Alex is grateful that he was able to take an extended period of paid parental leave at the birth of his child.

Carey’s Paid Parental Leave is available to all qualifying employees regardless of gender, and Alex’s experience as primary carer gave him some insight into society’s and our workplace’s views. ‘I was reminded of the changing attitudes towards dads taking extended leave following their child’s birth. Many dads of previous generations expressed a mixture of surprise and envy.

‘While my life changed significantly, I found comfort in knowing I have a supportive workplace. My colleagues enthusiastically welcomed me back

Alex: Those first few months of parenting are beautiful and challenging – I will treasure those memories forever.

on my return, and I’ve also been encouraged by the positive response from other staff who are planning for their future. The great culture at Carey has helped me as I learn to balance my career with this exciting new role as a parent.’

At the other end of the journey is teacher and Year 8 Co-ordinator, Jackie Cowcher, who embarks on her Parental Leave journey at the end of the school year. Jackie admits her devotion to teaching and her career caused her concerns about how to manage starting a family.

Jackie: I am so grateful that the Carey community’s attitudes towards people taking parental leave means that I don’t feel like I’m giving up one of my life’s great loves – my work – to build a family.

Jackie is taking paid parental leave at the end of this year as she prepares to welcome the newest member of her family!

‘I derive a great deal of fulfillment, joy and challenge from my work as an educator and I’ll never tire of the daily joys of teaching,’ she says. ‘After 15 years dedicated to developing and honing the skills I draw on every day as a teacher and a year level co-ordinator, a considerable part of my identity resides in my work. So, while the prospect of starting a family has always thrilled and excited me, I have previously felt stressed when wondering what it would look like to take time away from work at school to do so.’

Jackie goes on to explain how these stresses have been reduced. ‘Carey’s generous approach to parental leave has completely changed that feeling for me. Indeed, these supports mean that my husband, Dennis, and I feel like we have the space, time and care we need to be excited about bringing a new life into the world! We are so grateful that I work at a school where the structures allow us to enjoy one of the most pivotal moments in our lives. ‘Additionally, I am so grateful that Carey’s approach to parental leave, and the resulting cultural impact on the Carey community’s attitudes towards people taking parental leave, means

that I don’t feel like I’m giving up one of my life’s great loves – my work – to build a family.’

Congratulations and best wishes to all our employees who balance the joys and demands of work and family responsibilities. We are proud to be able to support our people in this way: supporting individual staff members supports our whole community.

Giving new life to old things

Natalie Kunst Acting Leader of Learning – Art and Design

The Year 7 Art Transformative Repair Project provides students with opportunities to explore ideas related to damage, repair and sustainability. This exciting project is a collaboration between Independent Schools Victoria (ISV) and Harvard University’s Project Zero team, and was piloted by Carey and two other schools in 2022.

The goal of the project is to identify damaged or broken objects, and rather than trying to restore them to their original state, transform them into something new. The project encourages students to reflect critically on the concepts of damage and repair. Alongside being a celebration of sustainability by giving new life to old things and resisting throwing objects away when they’re damaged, it reflects the brokenness and damage we inevitably experience throughout our own lives. Inspired by the fallout of the COVID-19 pandemic, it suggests that just because we have been through difficulty, it doesn’t mean we are any less whole.

At Carey, our students explore the work of Melbourne-based miniature installation artist Liz Sonntag, a.k.a. Tinky, who is best known for creating tiny dioramas that are installed all over Melbourne. Tinky uses found objects, figurines and artificial foliage to create scenes inspired by puns and the objects themselves.

The goal of the project is to identify damaged or broken objects, and rather than trying to restore them to their original state, transform them into something new.

Influenced by Tinky’s work, the students engage with broken or obsolete everyday objects and use collaboration and creative-thinking strategies to transform them into artworks. There is always such an exciting buzz in the art rooms as students design, negotiate and share their creative transformations.

In 2022, the students were fortunate to work with Tinky directly as part of the pilot program.

‘I was so impressed with what the students came up with,’ Tinky says. ‘They were really super focussed on their object, their artwork, their plan and the execution of it. I really loved that they were so proud of their works, which they should have been, because their works were amazing.’

Recently, we were excited to welcome Flossie Chua from Harvard who visited Carey at the end of the project to discuss with students the new insights they gained throughout

their creative practice. One of our fantastic Art teachers, Ruth McDonald, also presented this pilot project to other teachers at the NGV. It is exciting to see the growth that the Transformative Repair project has taken over the past three years. Selected artworks from the Transformative Repair Project, this year, including a number from Carey students, are currently being showcased at Independent Schools Victoria’s Docklands gallery and on the ISV website.

’The Climb’ by Ava and Lucy.

ISV Staff Pick

’Mountain Peak’ by Year 7 Carey students

‘Miniatures depicting stories and events are my favourites. Fairyland, fairytales, magical times and effects are what resonate when I look at miniatures.

’However, this scene is magical in its resistance! It is not a fairytale, nor does it depict magic. The cloud of snow looks magical, yet the magic doesn’t come from the white snow. Instead, the journey of the natural debris along the path visualises courage, patience and hope. Resilience as the pinnacle is found and the tree of life and its existence shared by all. The green life of the tree sprinkles magical rays as existence continues as life is watched from above.’

– Julie C, Principal Consultant

Top left: ’Buzz it all off, thanks’ by Henry, Liam, Orlando and Sam.

Middle left: ’Overgrown vases’ by Lucy, Valerie and Lily. Left: ’Crystal caverns’ by Callum, Luca, Teddy, TJ and Zach. Below: ’X-keyvation site’ by Jayview, Morgan, Nathan and Orio.

Yolanda Shao

Year 6 student

I currently have nine medals for fencing: five from state competitions, three from national competitions and one international. The first time I competed was in September last year at the Neil Hick State Épée Shield competition in Melbourne State Fencing Centre, and I won bronze.

I’ve only been training for 15 months. My brother did fencing and really enjoyed it, but I wasn’t that interested. It wasn’t until I started watching it in the last Olympics that I loved the competitiveness and the movement of the fencers, so I decided to start it myself. At first, I wanted it to just be a hobby, but over time it became something more.

I now train every morning before school: I get up at 6.15am, train for about an hour, then I’ll have breakfast, do some homework and leave for school by 7.45am. My mum says that if you love something, you should put the effort in. I love the competitiveness of fencing and it feels so good in my heart when I win.

I compete in two different types of fencing: épée and foil. The main

differences are that the sword is slightly heavier in épée, and in foil you can only score points by striking your opponent’s torso, but in épée it’s anywhere on the body. Most of my medals are from épée, except for one silver medal I have for foil. I like foil more than épée because it’s so fast, but that’s what makes it really hard. I’m working to improve my speed in training every day by practicing my footwork, skipping and swimming. Accuracy is also really important, and it’s definitely one of my strengths.

When I was picked to compete in the International Regional Circuit – Wuxi, China in August this year, I was a bit nervous because I don’t like flying. But my coach and my parents encouraged me and I’m so glad they did because I was the only one in my fencing club who won a medal. I’m currently training for another international competition in December – I’m fighting for the spot with one other fencer in my club!

My dream is to go to the 2032 Olympics, when I’ll be 20 years old. If I keep encouraging myself and working on my skills, I might be able to do it.

This year is my first year at Carey, and I feel really happy to be here. It’s such a warm and welcoming environment, the teachers are so helpful and everyone has been so supportive of me and my competitions. Before I went to China, my classmates all made me cards that they signed and I’m so thankful for them. There’s only two Year 6 classes at Donvale and everyone is friends with each other. No one is ever left out. I also love that one of my friends from my fencing club, Mia, is in the other Year 6 class!

My favourite subject is Maths with Mr Wilson, and outside of school and fencing I really love drawing, painting and wood cutting, which is something I picked up in my first art class at Carey.

I’m excited to go into Middle School next year, but I’ve heard there’s lots of homework. I’ve picked fencing as my co-curricular sport though, which I think will be fun!

Fiona Kelly

Mother of current Year 12 student Imogen and past student Lachlan (2020)

and

In 1998 I moved with my now husband, Michael, to the USA.

We left Australia with much excitement – employment arranged but no real plans, other than a wish for some adventure and a desire to see and do new things. The experience has shaped my life ever since. During this time, I worked in management consulting and was fortunate to work in different parts of the country with innovative and highly capable people – I loved my colleagues’ energy and their ‘can do’ attitude and I’m grateful for the mentoring and experience I received.

After 10 happy and fulfilling years in the Pacific Northwest, a time I will always treasure, we returned to Melbourne – two young children and a cat in tow –ready for a new phase in our lives.

I have to say that I found the return to Melbourne difficult. At first, it was hard to settle back into life in Australia and for a while there was a sense of loss for the life, friends and opportunities left behind. Over time this lessened and when I decided to get back into the workforce, I pivoted to the not-forprofit sector, where I could use the skills I had developed in corporate and more

commercial settings for social purpose. Professionally and organisationally, I like building things – I love seeing improvements take shape and I take pride in leaving things in a better state than I found them.

Initially I worked for Save the Children Australia, responsible for a range of operational infrastructure initiatives including the delivery of technology services in remote parts of Australia and in Pacific Island locations. Later I took on a leadership role for a social enterprise establishing and overseeing operations in Australia, the UK and Singapore. Today, I am CFO for FVREE, a specialist family violence service providing both crisis and support and recovery services for those experiencing family violence.

For the last seven years I’ve also served as a Director for the Australian Centre for the Prevention of Cervical Cancer and I’m energised by and committed to the organisation’s work towards the elimination of cervical cancer in Australia by 2035. This and my current role at FVREE closely align with my values of gender equality and advocacy for women’s health and education.

Our family’s journey with Carey began unexpectedly when a place in Prep became available for our youngest child, Imogen, in 2012. We were delighted and I was immediately struck by the sense of community we felt as we joined the School. When Imogen was in Year 1, my brother became unwell and died following a short fight with a very aggressive form of melanoma – this was an incredibly difficult time but I will always be grateful for the care and kindness shown to me by my new Junior School Kew friends. Our son, Lachlan, joined Carey in 2015 in Year 7, and both have highly valued their education and time at Carey, and have thrived in the co-ed environment. Imogen has just finished Year 12 – I still marvel that almost 13 years have passed so quickly.

In 2021, I joined the Carey Board and I am proud to contribute to Carey’s progressive and caring approach to education and its commitment to student growth and wellbeing.

As my youngest child experiences the final days of her time at Carey, I’m very grateful that we landed where we did and that we have had the opportunity to be part of this wonderful community.

Member

Treasurer of the Carey Board

Tim Ringwood

English and History teacher

Over the past few years, I’ve written a novel of some 150,000 words. It’s a difficult thing to put time and energy into in the life of a teacher, especially as it uses so many of the same parts of my brain as a busy day of teaching does. It’s a labour of love; imbued with all the passion and willpower I can muster through tired eyes. It gives my life an added sense of completeness that can only come from creating something of one’s own, and every hour spent with my fingers on the keyboard is a rewarding one.

I’m very process driven in my writing. There’s an old school of thought that creativity comes from some nebulous creative spirit with which the author is instilled, either from birth or by some divine intervention. This is still popular in universities and the more arcane literary circles, but strikes me as evasive and pretentious, as if creativity is some secret sanctum to be accessed only by the privileged few. I don’t want this to

be true for myself, so I think about the process of writing, and I try it.

To give an idea of what broad process looks like in novel writing, take a school of thought popularised back in the 1990s: on one side is the Architect, who plans their story meticulously, placing every scene and character on a tidy blueprint before putting pen to paper. On the other side is the Gardener, who plants a seed of an idea into the first page and lets it unfold organically. Everyone ends up somewhere in between, but there’s no mystery here about how authors develop their stories, just process.

I like to use my experiences here in talking to my students about their learning. I want to empower them with an understanding that if something can be known, it can be learnt, and if it can be learnt, it can be done. Many have come into my English or History classrooms with a preconception of ‘being bad’ at the subject, that it ‘just

isn’t for them’. I tell them there is no impossibility in studying them, nor any need to be blessed with some inherent skill. Just as I think endlessly about deconstructing my own writing process, I talk to the students about the same thing in their learning. As with writing stories, there’s no mystery here about how students succeed in the classroom, just process.

Of course, every student is different, just as every author is. For every architect there is a gardener. Even my own writing process blurred from one to another. It’s my hope that students can experience the same thing in their learning: to identify processes that work for them, experiment and achieve whatever they want, whether that’s their own novel manuscript, the ATAR of their dreams or just a piece of work they’re really proud of. If they’re thinking about what they’re doing and reflecting on how they did it, then I’m happy.

of Advancement

For my first grade Christmas pageant, each student presented on a country. Mrs Bromer assigned me Mexico (pictured). This was the age before the internet and, growing up in the outskirts of Cincinnati, Ohio, USA, this school project required my dad and me to go to the local library to immerse myself amongst the books and vivid encyclopedias.

I’d say that’s when my love for different cultures and pushing myself outside my comfort zone started. Fast forward a few years and my high school Spanish teacher, Señora Villalobos, recommended me for a Rotary International scholarship.

With the Rotary scholarship I lived in a small village in central Mexico where most people had never seen anyone from the USA in person. All they knew about my homeland was from romanticised Hollywood movies. What I thought would simply be a year of eating delicious spicy food turned out to be one of the most transformative experiences of my life. The scholarship, made possible by a

very kind donor, opened doors for me that would have never been possible otherwise.

I was able to leverage my experience in Mexico to earn a scholarship to university, and then launch my now lifelong career in fundraising, starting at Rotary’s global headquarters on their leadership gifts team. Travelling with Rotarian leadership around the world, I witnessed firsthand the transformational power of sharing one’s story to inspire the generosity of others – and for nearly two decades, I’ve been doing just that!

When the role as Head of Advancement came up at Carey, I was at a crossroads. A few years earlier my partner and I became parents overnight through foster care. Our little one-year-old boy came to stay with us in an emergency situation. What was anticipated to be a few nights turned into a few months, and now likely forever.

I’d always heard becoming a parent changes your priorities and perspective, but to be honest I never considered

it would be the case for me. Being a fundraising consultant for multimilliondollar campaigns was part of my identity, but it came at a cost. I was on the road more than I was home, and I was missing time with my little boy that I’d never get back.

Seeing the opportunity at Carey, I just couldn’t believe it. What were the chances of finding my dream job, in my own neighbourhood, raising funds for such a wonderful school, with an emphasis on growing needsbased scholarships? It is the perfect fit – personally and professionally. I’m home every night for dinner with my family and I’m able to raise funds for scholarships, helping students like me.

I’d ask everyone to consider giving back to your community in whatever way you’re able – maybe it’s volunteering, becoming a foster carer or making a gift to a cause you believe in. We can all do our bit, in the way that best fits our lives.

I’m always up for a cuppa and hope you’ll reach out to connect: advancement@carey.com.au

Rebekah Trachsel

Head

Reflections from the Year 12 reps

Nyla Bacon, Natasha Edward, Yvette Gebert, Caroline Kyi

2024 Year 12 Representatives, Senior School Parents Association

When your ‘baby’ is suddenly a Year 12 student, things happen to you! Clinging onto those last school moments, a desire for human connection in an increasingly disconnected world, a realisation it’s high time you gave back – whatever motivation leads you to fill in that volunteer form and submit it to the Senior School Parent Association’s (SSPA) AGM, we enthusiastically encourage you to just do it!

Being a Year 12 SSPA Rep is undoubtedly fun! Yes, it takes up a bit of time, requires planning, organisation, meetings, some compromises and the occasional reassurance from your fellow reps that there really is enough catering for that event (!), but the upside is priceless. You get to experience the best of the wonderful Carey community all working towards the common goals of supporting the

broader education of your child as well as the care of the community in which they learn and grow.

Right through the year, the School (and especially the wonderful Erin Boyd, Community Support and

Events Co-ordinator) is engaged and supportive, and the parent volunteer rosters are filled within minutes. The Year 12 students are delighted (despite previous eye-rolling) to see abundant morning teas, Easter treats, pizza and pancakes (no, not all together!), and even more delighted to learn that they are free! Joy like this is spontaneous and infectious.

It may seem a shame that so many parents get involved with the SSPA as they are about to close the door on their Year 12’s Carey journey – whether that’s after many years, or only a few – but it’s always worth doing. While we have all experienced the role differently, it has been a real pleasure to learn and work alongside you all and the School to provide the best Year 12 experience for our children.

Our Year 12 Reps with their Year 12s!

The 2024 Year 12 Reps, Yvette, Natasha, Nyla and Caroline, providing a free, morale-boosting lunch for our hardworking Year 12s during the year.

A night at the Forum

Sam Carroll, Andrea Fragiadakis, Ainslie Pettitt

On behalf of the Carey Ball Committee

On Saturday 7 September, more than 500 members of our fantastic school community came together at the 2024 Carey Cocktail Party – A night at the Forum.

Showgirls and Bell Boys welcomed guests into the magnificent venue, Forum Melbourne. Mike Snell and his dancers provided a fabulous and glamorous first set and followed up with a dancing set that really started the party vibe. DJ Emma took us through to the end of the night.

We truly hope that those of you who attended enjoyed the entertainment, canapés and beverages, but most of all, being amongst so many of the Carey community at the beautiful Forum, a perfect venue for an evening of glamour, connection and fun.

’These parent-driven, whole-school events are such a special part of the Carey community,’ Andrea Fragiadakis said in her welcome speech at the event. ’They give us the chance to

reconnect with old friends, meet new faces and truly appreciate the bond that ties us all together.’

Our committee was thrilled to see our event come to life and see you all having so much fun. We are grateful to all those who assisted our team: Gavin Blue Photography, the Forum team and Mike Snell Entertainment.

This committee builds on the work done by our wonderful former committee members who created fun, social parent events to bring our entire community together. The first event was the Whole-School Ball in 2017, followed by the 2019 Ball. While COVID-19 stopped the 2021 event, we were able to run a cocktail-style event in 2022. The Centenary Ball was held in 2023, so we’ve followed up again with another cocktail event for 2024. The feedback that we continue to receive shows that our whole school loves to attend regular events to help build and enjoy our community.

Bringing our community CLOSA

Rebekah Trachsel Head of Advancement

Carey has a wonderful variety of community groups, made up of passionate volunteers who support our school through a range of events, programs and activities aimed at building community, encouraging a sense of belonging and ensuring our students and families feel supported. One of these integral groups is the Carey Local and Overseas Student Association (CLOSA).

CLOSA helps new international and interstate families settle into life at Carey, with a team of dedicated students and an active parent group. Their aim is to help incoming families feel a sense of belonging and create opportunities for them to develop new friendships with other members of the Carey community.

This support is especially valuable for families who have just arrived in Melbourne, and may not have friends, family or acquaintances. We know that having a community to lean on is essential for people to thrive and, at Carey, we’re gratified to be able to facilitate these connections within our tight-knit community.

Celebrating diversity

CLOSA families are from many parts of the world, including China, Japan, Malaysia, North America, Germany, Singapore, Thailand, Vietnam and all over Australia.

While building connections between members of our community, CLOSA is also committed to celebrating diversity, encouraging members to share their cultures and helping them to learn about other cultures.

pathways. The session was attended by more than 100 families.

For example, for the last few years, CLOSA has hosted an annual International Dinner, where families are invited to bring dishes to represent their home countries or heritage. Accompanied by international music and games, the International Dinner is a fun, engaging and inclusive celebration of diversity at Carey.

’CLOSA is a valued partner here at Carey, and I know we can always call on them to deepen our relationships with families,’ says Principal Jonathan Walter. ’This year in particular we’re so grateful they’ve taken a lead in growing our needs-based scholarship program. I look forward to this growth with CLOSA in the years to come.’

CLOSA is also committed to celebrating diversity, encouraging members to share their cultures and helping them to learn about other cultures.

to support MedFamily. It was an incredible result – high-quality PPE was supplied to over 20 hospitals in Victoria and New South Wales!

Under the leadership of Jessie Feng, current CLOSA President, the group also actively fundraises for Carey’s needs-based Access and Equity Scholarship Program, including having a dedicated fundraising page on the Carey website: giving.carey.com.au/closa

‘Our association serves as a cultural bridge, offering support to both the School and Carey families. Together, we foster understanding, collaboration and a warm, welcoming community for the benefit of all Carey parents and students,’ says Jessie.

CLOSA can be contacted at closaparents@carey.com.au

Top: The annual Lion Dance for Lunar New Year, funded by CLOSA, is always a hit across the School.

Above: Members of CLOSA at a recent catch-up lunch at Rippon Lea Estate.

Opposite page: Last year, CLOSA members met for a scenic autumn walk through the Heide Museum of Modern Art.

Meet the donor: Peter Laver

Rebekah Trachsel Head of Advancement

Peter Laver’s (1958) career is a testament to his remarkable contributions to Australia’s industrial, technological and educational sectors.

As a highly respected figure in the engineering and science community, his expertise spans several decades, marked by leadership in a number of influential organisations.

This Carey graduate’s career began with BHP Co. Ltd in 1959, where he steadily climbed the ranks for nearly 40 years! His most prominent roles included senior management roles in steel, iron ore, shipping and government relations; Group General Manager and Senior Vice President of BHP Minerals, overseeing Environment, Safety and External Affairs; and Corporate General Manager of Technology and Development, which included BHP Research.

Beyond his corporate career, Peter’s influence extended to public service and advisory roles in key national bodies.

As Vice President of the Australian Academy of Technological Sciences and Engineering, he played a significant role in shaping the future of technological innovation in Australia, later becoming a senior advisor to the academy. His commitment to education was evident in his appointment as Chancellor of Victoria University of Technology (1995 to 2000), where he guided the institution’s strategic growth.

Peter’s leadership also extended to policymaking and governance. He chaired various boards – including the National Board for Employment, Education and Training; the Victorian Learning and Employment Skills

Commission; the Australian Building Codes Board; and the Energy Research and Development Corporation – reflecting his dedication to advancing educational standards and infrastructure development in Australia.

In recognition of his enduring impact, this Carey Class of 1958 graduate was awarded the Member of the Order of Australia (AM) in 2005 and received an Honorary Doctorate from Victoria University in 2015. These honours highlight his contributions to both industry and the community, underscoring a career dedicated to advancing Australia’s technological, scientific and educational frameworks.

’After nearly 70 years since matriculating from Carey, my memories of schooldays are all positive,’

Peter says. ’The education was excellent and the encouragement given to lively debate on a broad range of matters, even beyond the curriculum, equipped me well for university and corporate life.

’There were several teachers whose influence on me remained long after school was over. In particular, Robert ’Drac’ Wilkinson gave me my careerdefining interest in science, and John Sykes provided me with a worldview that was of critical importance in managing the wide range of roles I held.’

Peter Laver’s legacy is one of leadership, innovation and service. He had a profound impact on both Australia’s industrial landscape and its future leaders in science and technology. We are proud to have Peter as a member of the Carey community.

L–R: Peter Laver, Ken McNaughton and Ross MacPherson in 1955.

Peter Laver.

Carey’s unsung heroes

Carolyn Apostolou Chair of the Carey Heritage Committee

Carey Baptist Grammar School has been shaped by countless individuals whose contributions have often gone unrecognised. While many notable figures, such as those in positions of responsibility, have been honoured in the past, there are many others who work behind the scenes, significantly impacting our school community without ever stepping into the limelight. Recognising this, a movement began to honour these remarkable individuals. The Carey Heritage Committee has taken the initiative of compiling biographies of these unsung heroes, capturing their stories for future generations.

This collection is a tribute to those who have played a vital role in our school’s history since its founding in 1923. By sharing their stories, we both acknowledge their efforts and deepen our understanding of Carey’s rich heritage.

One such individual is Edgar John Walker, known as Jack, who served as Carey’s Maintenance Officer from 1947 until his retirement in 1973. Jack significantly contributed to the School’s growth and development. His tenure was marked by his practical skills, good humour and dedication, and he is an integral part of Carey’s history.

The collection is a work in progress, with many inspiring stories already recorded and many more waiting to be told. We invite the entire Carey community to contribute by submitting the names and stories of those who have made a difference. Whether it’s a teacher, student, parent or staff member, every contribution is valuable in building a comprehensive history of our school.

By contributing to this collection, you help ensure that stories like Jack’s are not lost to time. To submit a suggestion or share a story, please email archives@carey.com.au. Together, we can ensure these legacies are preserved for years to come.

You can read more stories on Carey Collections, at archives.carey.com.au

Carey Staff, 1947–73

Edgar John Walker (1908–80) was Carey’s Maintenance Officer from November 1947 until his retirement at age 65 in November 1973. Bill Sandlilands, Groundsman, was his only co-worker when he began, and he had a team of 11 when he finished, among them Ron Hunt, his successor as Property Manager.

The 1973 Chronicle paid tribute:

With the retirement of Mr. Jack Walker, whose length of service at Carey spanned the time of three Headmasters, another link with our early history will be severed […] During the time he has been with us he has not only seen great changes, but has taken part in the rapidly expanding development of the School, where his practical skills have been of much value. He leaves with our best wishes for his projected travels. His dry wit and helpful good humour have been much appreciated by the very numerous members of staff who have had occasion to call on his good offices.

As a summer vacation volunteer, cycling for Jack down Auburn Road to J Chalmers Hardware for supplies, I am forever grateful to him. He was a good on-the-job teacher. I learnt to use a handsaw, cut halved joints, to blunt nails to prevent splitting quad timbers and, later, to tint paint for the prefects’ study. His good humour was matched by his voice as he often murmured, ‘It was ever thus’ at some situation or other.

Written by Tony McCutcheon

(1951)

Read the full biography on Carey Collections, archives.carey.com.au

Jack Walker

Carey’s link to the Archibald Prize

Helen Wolff Archivist

The Carey Archives are full of artefacts and items of historical significance. Many are valuable to the history of Carey, but others tell stories of broader cultural moments, weaving together the past and present in a rich tapestry of shared heritage.

In July, Carey received a unique gift from Andrew Buckmaster (1997). Andrew donated a chair to the School – no ordinary chair – but one rich with artistic and familial significance. This portrait sitters’ chair was once used by Andrew’s grandfather, the celebrated Archibald Prize-winning artist Ernest Buckmaster (1897–1968), during his portrait painting sessions.

Buckmaster was well-known in the art world, having won the prestigious Archibald Prize in 1932 for his portrait of Sir William Irvine, who served as Chief Justice of the Supreme Court of Victoria from 1918 to 1935. Before his legal career, Irvine had been a prominent politician at both the state and federal levels.

The sitters’ chair at Carey

Adorning the walls of the Memorial Great Hall are portraits of each of Carey’s past headmasters and principals, as a lasting tribute to their leadership and legacy. This tradition not only honours their contributions, but also creates a visual lineage that connects past and present generations, reinforcing the School’s identity and traditions over time.

Board minutes reveal that in early 1950, the ‘OCGA intended to arrange for Carey’s first headmaster Mr H G Steele’s portrait to be painted and

presented the school’. Later minutes record that Mr Ernest Buckmaster, a Carey parent at the time and already an artist of renown, ‘Offered to paint and present it himself to the School.’ The portrait was presented to Mr Steele at the 28th Speech Night in December 1950 at the Hawthorn Town Hall. Mr Steele was ‘delighted with the work’.

In 1965, Ernest Buckmaster once again undertook the task of painting Carey’s outgoing third headmaster, Mr S L Hickman. It’s in this portrait that you can spot the chair – an understated yet meaningful link between the artist and the School’s history.

Archibald Prize-winning artist Ernest Buckmaster. © Public Domain

Buckmaster’s painting of Sir William Irvine, 1932.

’Portrait of Mr S L Hickman’, 1953, by Ernest Buckmaster. This painting includes the sitters’ chair that has been donated to Carey by the Buckmaster family.

The Buckmaster family

The Buckmasters’ relationship with Carey spans four generations. Ernest Buckmaster’s three boys, Donald (1957), Norman (1960) and Roger (1963), all attended Carey. Donald and Norman were boarders at Carey until 1951 when the boarding house closed. Andrew (1997) is Donald’s son, and he attended the school along with Roger’s children Jess (1994) and Luke (2000). This legacy continues through the next generation, with Andrew’s two

Carey’s Design and Technology Technician, Mark Hannaford, restored the chair to its former glory. The Victorian ’Penny’ Spindle Back chair is lightweight, likely chosen so the artist could easily carry it to portrait sittings.

children, Charlotte (Year 8) and William (Year 5), carrying forward the family’s proud tradition at Carey.

By the time that the Buckmaster chair arrived back at Carey after some 60 years, it had endured years of wear and tear, having been passed down through the Buckmaster family.

Recognising its historical importance, the School’s Design and Technology Technician, Mr Mark Hannaford, took on the task of lightly restoring it, ensuring its preservation while maintaining its

Did you know that Carey has its own version of the Archibald Prize?

Launched in 2022, the Carey Senior School Archibald Award is open to students in Years 10–12. The portrait must be of a Carey staff member and the work can be in any painting or drawing medium (digital drawing, painting, drawing, collage, mixed media, printmaking etc.). Completed works are then judged on their technique, resemblance and approach to the style and subject matter. Prizes are awarded for the top three entries.

original character. The chair now resides in Carey’s Mellor Museum, standing as a symbol of both Carey’s art history and the Buckmaster family’s enduring connection to the School.

The Buckmaster family’s legacy is one of creativity, connection and contribution to Carey. This generous gift serves as a poignant reminder of their history, embodying the shared values of art, education and tradition that have been passed down through the generations.

Carey’s fourth headmaster, Mr G L Cramer, was also painted by an Archibald Prize winner, Sir Ivor Hele. Adding to these connections, the Symbolic Tree, a sculpture in the William Carey Chapel, was created by Archibald Prize-winning artist Clifton Pugh.

Donations to the Archive

June to December 2024

List of donors

Mr Merrick Beesley (1975)

Footage from APS athletics heats held at Olympic Park, 1972.

Mr Andrew Buckmaster (1997)

Chair (story on page 32).

Kylie Castan (1988)

Class photos for Year 7B, 1983; Year 8A, 1984.

Steele House group photos (1986–88).

Photo of Senior Concert Band, c.1988.

Mr John Lander (1963)

Carey Chronicle (Dec 1952–July 1955).

Dr Peter Laver AM (1958)

House Drama Festival program, 1957.

Official opening of the Memorial Great Hall program, 1954.

34th and 35th Annual Speech Night programs.

Reference letter from S L Hickman, c.1958.

Academic reports from 1951–58.

Mr Daniel Lawrence (1991)

Senior School handbooks, 1980 and c.1989. 67th Speech Night program, 1989.

Inter House Swimming Boys’ Under 17

4x50m freestyle relay (Cartwright) 2nd Award Ribbon, 1990.

Donor’s notice of enrolment for Form 7, 1986.

School fees invoice, 6 August 1985. Year 10 course selection form, 1989. Self Defence Course certificate, 1990.

Australian Mathematics Competition for the Westpac Awards Certificate of Credit, 1986.

Mrs Heather Oldfield

School prefect hat worn by John Oldfield, 1959.

Trophy awarded to John Oldfield, c1950s. Carey Chronicles 1952–61.

Bible presented to John Oldfield on his leaving the School, December 1959.

Top: Formal class photo of Form 3–2, 1968. Donated by Mr David Weisser (1977).

Above: Official opening of the Memorial Great Hall program, 1954. Donated by Dr Peter Laver AM (1958).

Left: Year 4 hockey-netball team, 1988. Donated by Dr Mandy Ruddock (1996).

Next page, top left: Peter Woodgate’s Junior School blazer pocket with Carey badges, c.1968. Donated by Miss Bronwyn Woodgate (2004).

Next page, top right: Photo of the Queensland Music Tour, 1994. Donated by Miss Anne Parsons.

Miss Anne Parsons

Itinerary and photos of the Queensland Music Tour, 1994.

Sally Powell (1986)

Digital photograph of first girls’ intake, 1981.

Dr Mandy Ruddock (1996)

Digital class photos: Grade B1, 1984; Class 1B, 1985; Class 2A, 1986; Form 5B, 1986; Form 3B, 1987; Form 6B, 1987; Form 4A, 1988; Form 5B, 1989.

Digital sport group photos: Junior School swimming team, 1987; Grades 4, 5 and 6 Athletics team, 1987; Year 4 hockey-netball team, 1988; Year 7 Boys’ Athletics Squad, 1988; Junior Swimming Squad, 1989.

Digital House group photos: Livingstone House, 1988; Livingstone House leaders, 1988; Tranter House, 1989.

Publicity photo for the new swimming pool at Bulleen, 1990.

Mr Ross Stevens (1976)

Donor’s blazer, tie, belt.

Miss Bronwyn Woodgate (2004)

Dunlop House pennant, c.1960s.

Junior School blazer pocket with Carey badges, c.1968.

Under 10 athletics champion trophy, 1967.

Under 11 athletics champion trophy, 1968.

Under 12 athletics champion trophy, 1969.

Old Carey Amateur Athletics Club (OCAAC) Under 13 runner-up trophy, 1970–71.

OCAAC Under 14 champion trophy, 1971–72.

OCAAC Under 15 champion trophy, 1973.

Old Carey track and field t-shirt, c.1980. Carey 80th anniversary whole-school photo, 2003.

Light blue Junior School short-sleeve shirt, c.1965.

School tie, cap and blazer pocket, c.1970s. Carey athletics singlet, c.1975.

1975 blazer with prefect, athletics and basketball insignia. Prefect badge, 1975.

Various athlete numbers worn by Peter Woodgate at OCAAC events, 1970–80s. Blazer with House Co-Vice Captain insignia, 2004.

Mr David Weisser (1977)

Donor’s formal class photos, 1966–70.

Donor’s academic reports, 1966–71.

Junior School Christmas order of service, 1968–69.

Carey Chronic magazine, March 1966.

Carey News, 1965–71.

Onward Carey Development Project appeal brochure, 1969.

Invitation to Annual Combined Schools’ Service, 1968.

Junior School form certificates awarded to donor, 1969–70.

Flyer for the Carey Fete and Festival, 1971. Easter service programs, 1970–71.

Various correspondence relating to Junior School, 1969–71.

Various correspondence relating to Carey Parents’ Association, 1968–71.

Various correspondence relating to 7th Kew Scout Group, 1969–71.

House swimming sports program, 1970. Family life and sex education program, 1969.

Mrs Rebecca Xuereb (Boulton, 1994)

Year 8–10 curriculum handbook, 1991. Cartwright House chapel service program, 1990.

Senior School handbook, c.1989.

Speech Night programs, 1990–92.

Senior School musical The Boy Friend program and tickets, 1993.

Carey News, Issue 1, 1993.

Senior School newsletter, Issue 3, 1994.

What’s on at Carey newsletter, 8–22 June, 1994.

VCE curriculum handbook, 1993–94.

Click here to explore the photographs and documents listed here and more on our digital archives, Carey Collections.

If you have any special Carey items that you would like to donate, contact our Archivist, Helen Wolff, on 03 9816 1331.

Traditions, transitions and turning points: from Carey student to Old Carey Grammarian

Kellie Lyneham

Sam Ponsford (2017) Head of Senior School President of the Old Carey Grammarians Association

At Carey, we have been long committed to sending off our Year 12 students in a way that honours their individual and collective contributions to our School. The post-COVID-19 years have afforded us the opportunity to both elevate longstanding traditions and imagine and embed new rituals, allowing us to celebrate our students in their contemporary context.

In 2022, we began curating a Valedictory Celebration Week, designed to provide our soon-to-be graduates with the opportunity to step through a series of formal and informal activities that allow them to reflect on their relationship with themselves, their peers and our school, and provoke and validate the complex emotions that come when experiencing your final days as a Carey student.

Year 12 Celebration Week

Each year, in addition to fun activities such as karaoke and dress-up days, our Year 12 Celebration Week includes the following core traditions:

• Year 12 Leavers Service, held in St Paul’s Cathedral, during which our Year 12s receive the gift of a candle from our Principal, Jonathan Walter, as a symbol of the Carey Torch to take with them into the community.

• Valedictory Celebration Dinner, an evening of celebration, reflection, nostalgia and dancing.

• House Celebrations, in which every Year 12 student is acknowledged, celebrated and honoured for their contributions and special achievements by their House, and is formally welcomed into Old Carey Grammarians Association (OCGA).

• Celebration Day, the final day of Year 12 in which students head to Bulleen for fun activities; return to Kew to open the time capsules they

created when they first arrived in the Middle or Senior School; cry together; attend their final formal assembly, which includes the passing of the Torch to the School Captains of the following year and a special guest appearance by the Preps; and walk through a guard of honour of staff, Year 11 students, younger siblings and Prep students, before making their way to Sandell Oval for one last rendition of the School song just prior to counting down to the final bell. Each of these events provides our younger students with insight into what lies ahead, and allows our Year 12 students to model a positive valedictory culture for our community that expresses our School’s values through both words and actions.

Memories from the 2023 OCGA Year 12 Leavers Breakfast.

Our goal is to honour their past, embrace their present and empower their future, helping them to carry forward the spirit of Carey with pride and connection.

Becoming a member of the OCGA

The School and the OCGA work collaboratively to ensure the transition from Carey student to Carey alum is seamless, meaningful and purposeful. This active partnership ensures that, even after they graduate, Carey alumni continue to feel connected, supported and that they belong to a community.

Another special Celebration Week event is the OCGA Leavers Breakfast, where they are welcomed aboard as the newest members of the OCGA. It is a fun-filled, high-energy event where the cohort can enjoy one final reflective meal all together, whilst hearing about all the exciting opportunities provided to them as members of the OCGA.

During House Celebrations, the OCGA gift an Old Carey cap to each graduating Year 12 student. These caps are presented on behalf of the OCGA by our Junior School students, creating a special moment for both groups (pictured).

A lifelong connection to Carey

The OCGA is committed to supporting our most recent graduates as they transition into their lives beyond school.

The OCGA Young Alumni Committee, led by Jasmine Millar (2020 School Captain) and Sasha Edney (2022 School Captain), run events and initiatives that support alumni in their first 10 years out of school.

In February this year, the team hosted their second annual Young Alumni Night, which was a wonderful opportunity to welcome the Class of 2023 into the broader Old Carey Grammarian community. The OCGA has also launched a program of University Coffee Catchups, where alumni visit a cafe at their university campus to connect with other alumni studying at their university.

In addition to the OCGA’s Young Alumni program, there are plenty of other opportunities for recent graduates.

Whether it’s joining an Old Carey sports club, participating in the OCGA Careers and Networking program or volunteering as part of the OCGA Social Impact program, there’s plenty on offer to ensure our newest alumni feel supported and connected as they navigate their journey beyond school.

Leaving school can be daunting, but by fostering a range of meaningful experiences and heartfelt acknowledgements of growth, change and continuity, we aim for every graduating Year 12 student to feel celebrated and supported through their transition. Our goal is to honour their past, embrace their present and empower their future, helping them to carry forward the spirit of Carey with pride and connection. We hope they step into exciting new chapters of their lives with the values, memories and support that will guide them through the adventures that lie ahead.

The OCGA provides many opportunities for Carey’s newest alumni to stay connected with the community.

Co-curricular connections: cultivating a community

Charlie Connell-Tobin (2023), Joshua Drake (2023), Sienna Shepard (2023) and Ed Simpson (2020)

Old Carey Grammarians Association Council Members

In the vibrant Old Carey community, co-curricular connections are essential for weaving together our shared experiences and collective memories from our school days. Carey alumni often reminisce about iconic moments at Bulleen, whether it was lining up under the gumtrees on the way to Hattah or enduring freezing Saturday morning sport matches with fog rising from the Birrarung. Many recall the afternoons spent bonding in rehearsals in the De Young Centre for Performing Arts or the excitement of charging onto Dunshea Oval with friends cheering behind the goals, and families gathered in the Gadsden Pavilion.

Graduating from Carey is a bittersweet transition, leaving one world behind while carrying the torch into another. Yet, our traditions endure. The deeply connected communities that emerge through involvement in co-curricular activities continue beyond graduation, with alumni continuing to give annual performances in the theatre and proudly competing on the sports field in our Old Carey Cricket, Cross Country, Football, Hockey and Soccer Clubs.

A strategic priority for the OCGA is to connect and cultivate these strong co-curricular communities by providing

opportunities to connect with friends old and new, relive special memories and inspire the next generation of Carey students. This year has seen a number of exciting events and initiatives that have brought together these vibrant and diverse subcommunities together.

Far left: Robyn Macready-Bryan with the 2024 Carey First XI Girls Cricket Captain and Old Carey Women’s Cricket Captain.

Left: Principal Jonathan Walter with

Cricketing connections

Each year, the Old Carey Cricket Club hosts the Robyn Macready-Bryan Cup contested between the Carey First XI Girls Cricket Team and the Old Carey Women’s Cricket Team, and the David Lord Cup contested between the Carey First XI Boys Cricket Team and the Old Carey Men’s Cricket Team.

‘These afternoons are full of great vibes and competitive cricket that’s played on the hallowed turf of Dunshea Oval,’ says Charlie Grummit, 2023 Carey Boys Cricket Captain. ‘These consistently close matches, always played in great spirit, are a great opportunity to reinforce the connection between alumni and current students.’

This year also saw the launch of a new annual tradition: the Past Cricketers Luncheon. With the Carey First XI batting brilliantly on a sunny Dunshea Oval, the day was a unique opportunity for past Carey cricket parents and players, ranging from 2021 graduates all the way to past cricketers who graduated over 50 years ago, to come together to relive their enjoyable time in Carey cricket. With various years of cricketing alumni coming together, it presented a great time of storytelling, nostalgia and, at times, exaggeration

parents from previous Carey Senior School Musicals gathered in the Jeffrey O Thomas Quadrangle for pre-show drinks and canapés, before watching the 2024 Senior School Musical, Legally Blonde. It was deeply special to have Carey Musical Directors David Morgan OAM (1961), David Crawshaw and Tim Schwerdt in attendance. All alumni and past parents who had been involved with Carey musicals had worked directly with at least one of these Carey legends.

A rowing race for the ages

This year also saw the relaunch of the Old Gold Carey rowing regatta, contested between the Carey First XIII and Old Gold Rowing crews.

Reliving on-stage memories

This year, the OCGA also launched a Senior School Musical: Alumni and Past Parents Night, which was a huge success. Over 130 alumni and past

A feeling of nostalgia enveloped everyone as they entered the Memorial Great Hall and reminisced on many joyous memories. Our group of alumni and past parents collectively packed out the stalls and made their presence and appreciation known. ‘It was wonderful hearing the first thunderous cheer from the crowd,’ says Year 11 musical cast member Bridie Conway. ‘The alumni and past parents brought a joyous energy and a fantastic, supportive spirit to our performance and we were so grateful.’

The deeply connected communities that emerge through involvement in co-curricular activities continue beyond graduation, with alumni continuing to give annual performances in the theatre and proudly competing on the sports field.

Carey Rowing Captain Maya Seabury reflects that, ‘While the race was friendly, there was a competitive energy between the crews, comprised of those who had rowed together and coached each other over the seasons. It was a special way to finish the season, racing against those who had gone through the program the same as we had, and reuniting with our crewmates from earlier seasons.

‘The race was particularly sentimental for the Year 12s who were competing against girls they rowed with the season prior and some of their Year 9 coaches. The return of the alumni boat race was a special event that expanded the Carey boat club community and brought people back together from the earliest generations of Carey rowers.’

The OCGA is deeply proud to play a role in sustaining and nurturing these co-curricular connections that not only celebrate our past but also sustain a vibrant, engaged community that thrives on shared history and ongoing collaboration. Through these bonds, Carey’s legacy evolves, enriching the lives of its members and fortifying the strength of its collective spirit.

Carey’s musical alumni and parents came together for a viewing of the 2024 Senior School Musical, Legally Blonde.

Towards a century: the OCGA’s strategic vision

Jessica Darmos (2018) Vice-President of the Old Carey Grammarians Association

In 2023, the Old Carey Grammarians Association (OCGA) Council embarked on an exciting journey by crafting a three-year strategic plan to guide us toward our centennial celebrations in 2025. During a full-day strategy session, we identified the OCGA’s core values: support, inclusivity, connection and community. These values have underpinned our strategic vision, guiding every step of our journey. Now, over halfway through this strategic plan, we are thrilled to share some of the incredible progress that has been made.

Careers and Networking

A new, dedicated Careers and Networking Committee has been a driving force behind exciting programs including our annual Networking Night event and industry-specific networking events. These are valuable opportunities for members to forge meaningful connections (pictured).

Social Impact

Staying true to our commitment to community support, we’ve provided social impact grants to the James Macready Bryan Foundation (JMB), Amber’s White Light (AWL) and Possible Dreams International. Our community has participated in events like the Run the Tan and Melbourne Marathon, raising awareness and funds for AWL and JMB and bringing our community closer together.

Young Alumni

The Young Alumni program has been a resounding success, particularly through our annual Young Alumni Nights. These events offer recent graduates a fantastic opportunity to reconnect, network and be a part of the broader OCGA community.

Old Carey Clubs

Our sports and arts clubs have been buzzing with activity! We saw the relaunch of the women’s football team (pictured), which impressively reached the Grand Final in its first year. We’ve celebrated premierships in hockey, cricket and football, and there’s been a surge in participation in the Old Carey Performing Arts Club.

Governance

To ensure we uphold the highest standards, we’ve implemented robust new rules and provided the OCGA Council training in Child Safety, Governance Standards and Critical Incident Management. We’ve also introduced a comprehensive suite of Child Safety policies and procedures, reaffirming our unwavering commitment to creating a safe and supportive environment for everyone.

Equity

We’re proud to have launched a Diversity and Equality Policy, underscoring our commitment to inclusivity. In line with this commitment,

we sponsored Carey’s annual International Women’s Day Breakfast and participated in the annual Midsumma Pride March.

Centennial celebrations

Looking ahead, we are eagerly planning our centennial celebrations in 2025. We are excited to not only honour our rich history, but continue building a vibrant future. Mark your calendars for a Gala Dinner at the MCG on 18 October 2025. We will also be hosting a spectacular Old Carey Performing Arts Club Musical, a Social Impact Forum and more exciting events to be announced soon.

As we approach the final year of our strategic plan, we are filled with pride and gratitude for the progress we’ve made. The achievements of the past two years are testament to the dedication and enthusiasm of our passionate and diverse members.

The end of an era

In 2024, we farewell several long-serving members of the Carey staff. The following includes staff who have served the School for over 10 years, but we thank and acknowledge the impact of all staff who are concluding their time at Carey.

Connie Black (39 years)

During her 39 years at Carey, Connie has been Assistant to the Head of Steele House; Mentor and Acting Head of Gadsden House; Senior School Hickman Mentor, Middle School Head of Hickman and then Senior School Head of Hickman; Acting IB Co-ordinator; VCE Coordinator for many years; and VET Co-ordinator. She taught a range of Maths courses, including Foundation, Year 12 VCE Mathematical Methods and IB Mathematics, and marked Year 12 exams for the IBO and VCAA.

Having made an indelible impact on countless students, staff and the School, Connie’s legacy has been honoured in the form of the renamed Connie Black Senior School House Cup.

Jenny Poulsen (22 years)

Paul Jepson (20 years)

‘Carey Sport – we love it!’ is a phrase that adorns many car bumpers, Sports Captain speeches and season reports, and is part of Jeppo’s legacy. Over his 20 years at the helm of Carey’s Sports and Activities, Jeppo has evolved the culture of physical activity at Carey, especially through introducing more physical activities for students who prefer a non-competitive sports option, the championing of girls’ sport and his strong advocacy for students as the Principal’s sports delegate for the APS and AGSV.

Steve Wilson (22 years)

Over the past 22 years, Jen’s passion for supporting students has made a profound impact on the Junior School Donvale community. Beginning in the ELC in 2002, Jen co-created the three-year-old ELC program at Donvale, along with Jacqui Whitehouse and Anne Fahey. She has since worked in Learning Development, committing herself to meeting the individual needs of every student she worked with. Jen’s empathy, combined with her ability to skilfully tailor individual programs, has touched countless Carey families.

Jacqui Whitehouse (24 years)

For over a decade, Jacqui has been the friendly face of Junior School Donvale. Jacqui is also an inspiring educator, and was part of the development of the three-year-old ELC program at Junior School Donvale, alongside Jen Poulsen and Anne Fahey. Jacqui also worked in the art room, the library and the Learning Development department supporting classroom teachers. Her patience and understanding has been of immeasurable benefit to all students, staff and families who had the privilege of working with her.

Staff leaving Carey in 2024 after 10 or more years of service

Isabel Arriagada (21 years)

Rachel Bubb (11 years)

Jacqui Douglas (15 years)

Kelvin Finger (13 years)

Sheila Harkness (11 years)

Karen Harper (23 years)

Allan Kerr (13 years)

Simone McKenry (16 years)

Kym Purdy (18 years)

In over two decades of dedication and passion, Steve has profoundly shaped the Carey community. Since joining in 2002 as Deputy Head of Junior School Donvale, he helped transform Donvale into a thriving campus. By 2011, he assumed the role of Head of Junior School Donvale, steering it to new heights. Steve’s commitment to student wellbeing, visionary leadership and effervescent enthusiasm have left an everlasting mark on the Carey community. The sense of care and community cultivated under his tenure is often celebrated, and will be the pillar of his enduring legacy.

Sue Walpole (25 years)

Sue held many roles at Carey during her 25 years in addition to being a dedicated Year 7 to 11 Maths teacher. She was Middle School Timetabler; played an active role, including periods as SMIC, in APS Boys Swimming and Girls Basketball; a regular attendee of North-eastern Rural, Swim and Toonallook camps; and, significantly, Head of Gadsden House for 20 years – among other things! Sue will be sorely missed by her Gadsden and Middle and Senior School community – as will her baking!

Where are they now?

Nisha Karna (2007)

After graduating from Carey in 2007, I studied commerce at the University of Melbourne. I was part of the first cohort under Melbourne University’s new model, which required a broader undergraduate degree before specialising. Initially frustrated by this, I soon realised it was exactly what I needed to discover my true path. I majored in marketing and completed an exchange to Georgetown University in Washington, DC. I was drawn to brand management and marketing, and initially went into management consulting. I was part of the Retail and Consumer practice for four years at Boston Consulting Group across the Melbourne and London offices.

My time in DC and London ignited a passion for travel, and I knew I wanted to live and work overseas in a big and

energetic city. In 2014, I landed my dream job at Estée Lauder Companies in New York City. Walking into an office on 5th Avenue was a true pinch-me moment. Bewildering and captivating, New York quickly hooked me.

I completed a MBA at the Kellogg School of Management in 2019 at Northwestern University before taking a leap into a startup. I managed the North American business for Australian

Dr Julia Wunderlich (1980)

It has somehow been 44 years since I left Carey. It feels like just yesterday I was embarking on my incredible journey as an audiologist. Time flies when you’re doing something you love!

After graduating, I studied science at the University of Melbourne, followed by a Post-graduate Diploma in Audiology. I discovered my true passion: working with babies and young children to help them hear better. There’s something incredibly rewarding about finding out how well a little one can hear and then making a difference in their lives.

My career began in the Victorian Health Department, in a multidisciplinary team dedicated to supporting children with developmental issues. After a few years, I moved to London, landing a role at St Thomas’ Hospital, home of Florence Nightingale. My time there was filled with wonderful opportunities to deepen my audiological knowledge.

When I returned to Melbourne, I joined Monash Medical Centre (now Monash Health) and played a key role in building their fledgling Audiology Department. Over the next 31 years, I witnessed and contributed to the incredible growth and evolution of the field. From embracing new technology to developing innovative techniques to test newborns’ hearing, those early years were thrilling. We learnt so much as we worked closely with families of deaf and hard-of-hearing babies. Along

brand Frank Body. It was incredible to run a growing business in a new market and build a team with a brand I knew had experienced success back home.

During this time, I married my husband in a COVID wedding that deviated from our initial Bali plans but became a cherished New York memory. In 2021, I moved to an Amazon aggregator portfolio company, managing several growth brands in beauty and designing new digitally-focussed marketing plans to help smaller brands break through. We welcomed our daughter in 2022. Although New York was an amazing chapter of my life, with a little one in tow, we felt the pull to return home to grandparents, more space, less snow and better chocolate. I look forward to reconnecting with Carey, not only as an alum but as a future Carey parent.

the way, I completed a PhD focussed on the development of brain responses to sound in babies and children, got married and raised a wonderful son.

In 2021, I was offered an incredible opportunity at the Bionics Institute. I’m now the clinical lead for a team developing EarGenie, a groundbreaking new medical device for audiologists that uses light to measure the brain’s hearing responses. With this innovative technology, we’re closing the gaps in our understanding of how well a baby can hear, allowing us to provide personalised hearing care to infants. We’re starting our second clinical trial of the prototype and are actively seeking investment for our startup company.

Life couldn’t be more exciting, challenging or fulfilling right now. The other day, someone asked if I was thinking about retirement. My response? ‘I’m just getting started!’

David Singe (1970)

After completing a Bachelor of Arts at ANU, I chose the University of Adelaide to complete a Master of Urban and Regional Planning.

A surplus of planners saw me join John Martin’s & Co Ltd., becoming a buyer after 18 months’ training. When I finally began my career in planning, I prepared the first Local Environmental Plan for the City of Broken Hill before becoming its first city planner.

Economic development beckoned at the old City of Maryborough, Victoria. After four years, I was headhunted for a regional role in Western Australia.

Northam, an old rural and rail service town, 98 kilometres north-east of Perth with only 7000 residents, quickly became home. The region covers two-thirds the area of Victoria, with 76,000 residents and 43 local governments. Some of the projects

I initiated, all collaborative to ensure success, included naming the region (the Wheatbelt); creating an enduring, US-style community development foundation; and partnering with it to establish a regional industrial park, a TAFE and an aged-care facility. Most significantly, the WA Government supported my recommended AvonLink interurban train, built the Indian Ocean Drive coastal road, and adopted a

Elyssia Koulouris (2012)

Performing in plays and musicals at Carey under Musical Director Tim Schwerdt was pivotal in my development as a performer. It was a safe space where I learnt the value of hard work, consistency, collaboration and an openness to learn. Tim’s words of wisdom have always stuck with me, and I cherish the memories I made in those shows at Memorial Great Hall.

My mother recently reminded me of my Carey days: car rides to school and rushing to Tranter House – T-bars clanking on the concrete – and my somewhat deluded professionalism at the age of 16, forcing her to come to every show and give notes on how I could improve. Carey treats its students with respect and pushes them to excel, even in school productions.

After graduating in 2012, I completed a Bachelor of Arts and Master of Creative

Writing, Publishing and Editing at the University of Melbourne. I scored one of my first lead roles at the university, and wrote for Farrago Magazine, Judy’s Punch and Above Water. A feminist essay of mine, ‘Tara Moss’, was selected to feature in the Her Place Women’s Museum. I was also encouraged to publish my thesis as a poetry book, titled The Effects of Dry Chamomile

regional health service model that was granted over $500 million for implementation. It was an inspiring and rewarding 22 years, with a string of colourful stories of people and events.

I became a director of WA Planning, creating regional advisory committees for regional infrastructure planning frameworks. I later moved back to Melbourne but was CEO of the District Council of Grant (SA), researched and wrote the Shire of Balranald Community Strategic Plan (NSW), and was CEO of the Shire of Dowerin (WA).

Home now is Mount Barker in the beautiful Adelaide Hills, but I am writing this in Perth as I still chair the Board of a superclinic in Northam!

Leaving Carey and Melbourne, I had no idea my intrigue with regions would override my fascination with cities. It has been an eye-opening journey.

Additionally, I studied acting in New York at the American Academy of Dramatic Arts and have attended both VCA and NIDA in Australia.

Since moving to Los Angeles two years ago, I have been incredibly fortunate to act in television; appear in Michael Gracey’s 2024 feature film, Better Man; write a monthly column for Los Angelesbased lifestyle magazine Blue Door; and receive the Best Comedy Short Film award at IFS Festival with my dear friend and collaborator Emily McEnroe for our film, Hi Mom, which we have now turned into a feature-length film. Carey was vital in setting me up for my future at university and abroad. I don’t think I would be where I am today otherwise. I adored my time there, have kept in touch with my peers, and will always be grateful for the Theatre program encouraging me to think big!

1974

50-year reunion Class of 1974 reunion attendees.

2019

5-year reunion

Networking Night

L–R: Josh Judge, Panha In, Ian Han, Cristian Angelico, Frédérique Petithory (staff).

L–R: Sarah Ferlaino, Jasmine Dickson, Hannah Simpson, Brianna Ryan.

L–R: Kendall Night, Gary Zimmerman, John Kilgour.

L–R: Mark Travill, Richard Briers, Andrew Skipworth.

L–R: Scott Patterson (1987), Tom Elliott (1985), Sebastian Gilford (2017).

L–R: Nicholas Tonkes (1998), Sam Qualtrough (1997), Sophie Marshall (2002).

1994 30-year reunion

OCPAC Alumni and Past Families Night

Class of 1994 reunion attendees.

L–R: Stephen Bond, Matt Dempster, Eamon Evans.

Anthony Simms.

L–R: Christopher Gleeson, Joanna Cotsonis, Taya Liu.

L–R: Alex Fallshaw (2023), Vanessa Newport, Dianne Dawson.

L–R: Chrissie Edwards, Sandra Deluca, Christine Luci, Claudine Collins.

L–R: Leesa McDonald, Robyn White, Michelle Kelly.

L–R: Pam Rodenberg, Martin Rodenberg.

August Banks Iredale

1 June 2023. A son for Isobel Iredale (Llyode, 2012) and Alex Iredale (2012) and a brother for Frankie.

Sophie Mimi Elzarka

17 March 2024. A daughter for Erin Rooney and Adam Elzarka (2005), and a sister for Matilda.

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Oliver Maciburko

19 February 2024. A son for Taissa Maciburko and Simon Maciburko (2007) and a brother for Gigi.

Frederick Geoffrey O’Neill

13 June 2024. A son for Suzanne Neate (2008) and Michael O’Neill.

Patrick Barta

2 June 2024. A son for Bianca Barta (Jones, 2009) and Michael Barta, a sister for Matilda and a grandson for Leanne Barta (staff).

Astrid Greenberg-Chung

8 March 2024. A daughter for Nicola Greenberg (2008) and Jules Chung, and a sister for Remy.

Oscar William Dickson

1 September 2024. A son for Stephanie Dickson (Karras, 2012) and Guy Dickson (2012).

Penelope Elizabeth Norbury Adams

2 August 2024. A daughter for Alexis Norbury (2008) and Ben Adams, and a granddaughter for Michael Norbury (1972) and Peter Adams (1973).

Vale Dr Trevor Smith AO (1958)

Rev. Tim Edwards

Lead Chaplain and close friend of the Smith family

Former student, past parent and Carey Medallist Dr Trevor Smith AO has passed away, aged 83, following a battle with cancer.

Devoted husband of Heather and loving father to Graeme (dec), Rosalie, Murray and Denise, Trevor invested his life into the care of others by providing love, renewed opportunity and medical treatment to leprosy patients in Chiang Mai, Thailand, as a representative of The Leprosy Mission Australia. Trevor was diagnosed with terminal cancer in Australia in April and his immediate choice was to return to their home in Thailand to be with the community he has treasured for more than 55 years. Trevor’s life was celebrated in a Thai service in the local church and at an English service held at the Chiang Mai Community Church, attended by family and friends from across the world.

Trevor was born to May and Frank Smith in Melbourne in 1940, a sibling to brother Lindsay and sister Glenda. He loved mathematics and music, and was involved with the Collingwood Free Breakfast Mission, Youth for Christ and the Belgrave Heights Convention as a teenager. These opportunities filled Trevor with a sense of calling from God to be available for overseas missionary work, and to train as a doctor.

In memory

Trevor joined Carey as a Year 9 student in 1955, matriculating in 1958 with second class honours in Pure Maths, Applied Maths, Physics and Chemistry. During his time at Carey he was awarded the Cameron Scholarship, and later received a Commonwealth Scholarship based on his matriculation results. He graduated from the University of Melbourne as a medical doctor in 1965.

In 1969, The Leprosy Mission Australia invited Trevor to lead the team at the McKean Leprosy Institute in Thailand. While he was still struggling to learn Thai language and culture, Trevor found himself the only doctor responsible for all medical and surgical services for nearly 1000 leprosy patients. He was influential in the application of new therapies bringing hope of a cure, promoting a holistic approach to caring for patients, and developing McKean into a rehabilitation centre. He trained medical personnel from Thailand and other countries. As co-ordinator in Southeast Asia for The Leprosy Mission International, Trevor worked with the Ministry of Health in Laos, and was personally involved, often in underresourced rural conditions, providing treatment and surgery and teaching to combat stigma.

In 1977 he was awarded the Most Exalted Order of the Crown of Thailand, The White Elephant, by His Majesty the King. In 2003, Trevor was awarded the Carey Medal alongside Heather for their work together in this field, and on the Queen’s Birthday in 2006, Trevor was awarded the honour of Officer of the Order of Australia.

Dr Trevor Smith served our world with passion and commitment, making a genuine difference to the lives of thousands of marginalised people, and helping to eradicate leprosy as a public health problem in Thailand and beyond.

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

Peter Manders (1955) on 3 June 2024

Dr Trevor Smith AO (1958) on 4 July 2024

Gregory Levin (1976) on 8 July 2024

John Morgan (1965) on 6 August 2024

Leonard Hoogkamer (Past staff) on 18 August 2024

Neil Angus (1943) on 22 November 2024

Alumni Calendar 2025

21 February Class of 1975 50-year reunion

21 February Young Alumni Night*

28 February Class of 1985 40-year reunion

9 May Class of 1995 30-year reunion

23 May Class of 2005 20-year reunion

24 July 20 Years of Robinson River*

1 August Class of 2020 5-year reunion

19 August Networking Night*

5 September Class of 2015 10-year reunion

17 September Esteemed Luncheon (40+ years reunion)

18 October OCGA Centenary Dinner*

16 November Community Memorial Service

* An event in celebration of the OCGA centenary. More details to come at ocga.com.au

Please refer to the OCGA website at ocga.com.au for more events and the most up-to-date details relating to a particular scheduled event.

If you have any inquiries, please contact Alumni and Community Manager, Kaushini Fernando, at communityengagement@carey.com.au

Contacts

Senior School

seniorschooloffice@carey.com.au

Middle School

middle@carey.com.au

Junior School – Kew campus jskew@carey.com.au

Junior School – Donvale campus donvale@carey.com.au

Carey Sports Complex – Bulleen bulleen@carey.com.au

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

Kew campus

ELC, Junior, Middle and Senior Schools

349 Barkers Road

Kew Victoria 3101 Australia

Telephone: +61 3 9816 1222

Donvale campus

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

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Connect with the OCGA

Website: ocga.com.au

Email: ocga@carey.com.au

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Instagram: @oldcareygrammarians

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