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We were wrong
There were several errors in the October 2024 edition of Grammar News. These included:
• On the contents page and page 11, we wrote ‘XI’ instead of ‘VI’ in relation to Touch Football.
• On page 9, we omitted to write that James Rosham, Year 10, was a member of the Victoria Metro U17 team which competed in Cricket Australia's Underage National Cricket Championships in January 2024. He was also absent from the associated photo on page 9.
• On page 10, the caption for the successful Da Vinci team should have read: From left: Luke Zhang, Nischal Yamarthi, Cayden Ting, Daivik Bose, Jack Fu, Lachlan Mar, Zimo Xu Li, Andrew Yuan
• On page 60, we omitted to include the symbol which indicated that P R Bunn (OM 1967) was deceased.
Every care has been taken to ensure the accuracy of the information contained within this publication. We apologise should any errors remain.
First Nations readers are advised that this magazine contains images and names of deceased persons.
Melbourne Grammar School respects the privacy of its community members and is bound by the National Privacy Principles under the Commonwealth Privacy Act. For a copy of the School’s Privacy Policy, please visit the School’s website or contact the School.
Grammar News
Welcome to the 150th edition of Grammar News
Originally established by the Melbourne Grammar School Foundation in May 1977 as a six-page communication tool to support the School’s fundraising efforts, The Grammar Newsletter (as it was originally known) showcased the news and events of the School.
Today, its purpose extends well beyond its original intent. Grammar News serves as a bridge between the School and its community, offering insights into key initiatives, sharing updates from Old Melburnians, and exploring ideas that shape our institution’s future. It reflects not just where we are, or where we have been, but where we are headed.
The magazine is published three times a year in both print and digital formats, and directly distributed to around 24,000 people.
We hope that every edition helps to keep you informed, engaged, and connected to the life of Melbourne Grammar School.
On the cover
The Melbourne Grammar School community suffered a heartbreaking loss in February 2025. Edward Millear, a member of the Second VIII rowing crew, died during a training session (see page 39). Student rowers, their coaches and the School community were understandably devastated.
The remaining Second VIII crew members were given the option of ending their season at that time. However, the crew elected to continue as a tribute to their friend, Edward, ultimately winning their event at the Head of the River. It is not so much that they won, but it is for the strength, courage and respect they embodied that we honour these young men.
The First, Third, Fourth and Fifth VIIIs also performed superbly at the Head of the River and demonstrated amazing resilience, kindness and support during this difficult period. Collectively, this had an incredibly positive and lasting impact on Melbourne Grammar and the other rowing communities.
Philip Grutzner
Headmaster
From left, standing: Archie O’Brien, Austin O’Donohue, James Negri, Finn Mitchell, William Castine, Dean Kloufetos (OM 2019) (coach), Oliver Lecocq, Arthur Thomas
From left, seated: Sam Harris, Will Barnett
Edition 150, April 2025
ARTICLES
26 The future is curious –The first phase of a new Centre for Humanities
28 Four generations, one commitment
29 A First Nations graduate inspires a new generation
30 Farewelling the “everyday magic” of the classroom
31 A passionate outdoor educator farewells
33 Meet the 2025 Old Melburnians
33 Past and upcoming Old Melburnian events
37 The act of generosity that transformed our Jubilee
Dr Bob Birrell OAM (OM 1950): Challenging complacency
Dr Nigel Gray AO (OM 1946): A dedicated leader who transformed public
T, Melbourne Grammar School’s summary of its strategic intentions, includes an ambitious and forward-thinking building program designed to ensure the continued delivery of an exceptional education for our students.
The first stage of this program – the construction of a new Centre for Humanities – is already underway, marking an exciting step in our journey.
Funding a major infrastructure project of this scale requires careful planning. However, when framing our approach, it is important to recognise that every Melbourne Grammar student has benefitted from the generosity of those who came before them.
Since the earliest days of the School almost 170 years ago, the classrooms, libraries, halls, chapels, sporting grounds and camping facilities our students enjoy have all been largely funded by members of our School community. Alongside the less tangible benefits derived from philanthropy including scholarships, awards and educational program support, these spaces stand as a testament to the gratitude our alumni as well as current and past parents feel for the education Melbourne Grammar has given them or their families.
Funding major capital projects
This enduring culture of giving remains strong today. I firmly believe that our Old Melburnians, in particular, recognise their responsibility to the next generation. As we work towards securing funding for the Centre for Humanities, their philanthropic support will be instrumental in bringing this vision to life.
As an independent school, we are not entitled to use State or Federal Government recurrent funding for development of our buildings and grounds, and we are not eligible for State or Federal Government capital funding.
Instead, alongside philanthropic support, we rely on funding from three other sources for major capital projects.
We draw from our Future Fund which was established many years ago to enable the School to withstand unforeseen circumstances and economic downturns, as well as contribute to major projects. This Fund has been largely built through donations – principally, gifts in Wills.
In addition, like most businesses, and with great consideration towards the future needs of the School, each year we set aside some funds, drawn from School fees, to cover the cost of depreciation, building maintenance and development. These reserves are grown and managed prudently and carefully.
In rare cases, as a fourth funding source, we may also look to bank borrowings to fill any shortfall as a project nears completion.
The funding plan for the Centre for Humanities, which has been validated by independent auditors and through the recent Victorian Registration and Qualifications Authority (VRQA) audit, has been carefully shaped to ensure a balanced financial approach, and a successful project outcome. Some donors have already made or pledged financial commitments, including members of the School Council and we are very grateful for their commitment to excellence in education.
CHANGES TO COUNCIL MEMBERSHIP
As 2025 begins, I would also like to take the opportunity to farewell Professor Geoffrey Taylor, a valued Council member who began working with us in 2015. Through his experience at the University of Melbourne, Geoff offered first-hand knowledge about tertiary education that has been highly beneficial to our students’ educational and career pathways.
At the end of 2024, we welcomed new Council member Peter Southwell (OM 1978), who brings vast experience in the commercial building and construction industry. Having served on the Buildings and Grounds Committee for a number of years, Peter is also this committee’s new Chair.
Peter will also serve as a member of the Project Control Group for the Centre for Humanities, ensuring the successful design and delivery of this major project. It is likely that he will hold a similar role in overseeing the new Grimwade House Junior School building project, when that committee convenes later this year.
Andrew Michelmore AO Chair of Council
Andrew Michelmore AO
Why do good buildings matter?
When I was a student at Melbourne Grammar School in the late 1970s, I remember studying French in a room called the Language Laboratory within the former Neill building. It was dark and stuffy with poor ventilation and no views onto the School grounds nor beyond the School gates. It was quite an uninspiring place.
Fortunately, times have changed. As we design new buildings at Melbourne Grammar we think carefully about their purpose. The spaces in which students learn and teachers teach are just as significant as the curriculum itself, influencing not only each student’s engagement with academic material but also their broader intellectual and personal development.
The Geoff Handbury Hub for Science and Technology, which opened in 2018 on the Senior School campus, is a case in point. While the science labs needed to be functional, the overarching goal was to create an environment where students felt a connection to the subject matter, to the School, to the natural world, to the broader scientific community, and to each other.
The design of the building was intended to inspire analytical thinking and intellectual curiosity, fostering a deep appreciation for the disciplines of science and technology. In creating a space that visibly and structurally demonstrated the School’s respect for these fields, it was hoped students would be encouraged to pursue further studies and careers in these areas. Indeed, the number of tertiary study offers to our Year 12 students in the fields of agriculture, science, medicine, engineering and related fields has increased between 2018 and 2024.
Our current building projects extend beyond this approach, ensuring that the physical spaces in which students learn reflect and enhance their educational experiences. Just as a well-designed home evokes a sense of belonging and comfort, learning spaces must ‘feel right’ for students and teachers alike. A well-considered environment promotes concentration, reflection, and engagement – key elements of the intellectual discourse we seek to cultivate through the holistic education we offer.
Philip Grutzner
The new Centre for Humanities building on the South Yarra campus embodies this philosophy. It is through studying the humanities that every student explores who they are, how they fit into the world and, importantly, how they’re going to contribute to a wider world.
Appropriately, the building will overlook the Main Oval, the Science and Technology building, and the Chapel of St Peter, symbolising the interconnection of different disciplines, or the ‘heart, mind and soul’. Beyond that, its views will extend to the Royal Botanic Gardens and the Melbourne cityscape, reinforcing the broader perspective that humanities studies encourage.
The building will also incorporate meeting spaces which enable us to welcome students from other schools and backgrounds, as well as academics and others from diverse fields, facilitating engagement with a wider set of ideas and ways of thinking. In addition, the building will have great places for students to socialise and to study on their own or in groups, as well as for quiet reflection.
Similarly, from their earliest years, our Grimwade House students should feel safe and happy in their learning environments. The new Junior Primary building will feature flexible learning spaces that support a variety of teaching approaches, enabling students to learn in ways that best suit them.
Its design will incorporate views across the oval and surrounding gardens, as well as intentional perspectives of the urban landscape surrounding Grimwade House, ensuring that even our youngest learners feel connected to the world beyond the School gates.
At Melbourne Grammar School, we recognise that education is not just about what is taught, but also about where and how learning happens. By creating spaces that inspire curiosity, foster engagement, and connect students to the world around them, we are shaping not just classrooms, but the minds and futures of the young people who pass through them.
Philip Grutzner Headmaster
Being a virtuous human
It’s easy to celebrate success. We admire those who achieve, we admire those who persevere, and we admire those who reach the top. But those who stand up for what they believe in?
It sure doesn’t come with laudation or silverware. More often than not, it comes with pushback, protest, or even failure. And yet, that is where real courage and integrity live - not in the moments where everything is certain, but in the moments where you don’t know how things will turn out.
We hear it all the time: “Stand up for what’s right. Speak your mind. Take action.” But saying it is one thing, actualising it is another. It’s simple to make a statement when everyone around you agrees – to hear your own voice in an echo chamber. It’s far harder when you are the only voice in the room, when speaking up could cost you something –approval, contentment, sanctuary.
Yet despite this, speaking up for what is right – on a constant and meaningful matter – is the very thing that makes us a ‘virtuous human’; a human who develops their qualities and strives for excellence in the sense that they persist through hardships and challenges to ensure the success of a notion or movement that they believe, that they know, is right.
Melbourne Grammar School has seen people do exactly that: students, teachers, and Old Melburnians alike. These people took a stand when it mattered “not because it was easy, but because it was hard.” Those hard actions, whilst difficult in the moment, enrich our appreciation for the deep roots of institutionalisation within our world: when significant enough, they are integral, because once a decision is implemented in our society, it is bound to be present until a social catalyst unturns or alters its presence.
FROM THE PAST…
Recently, I was browsing the honour boards hung high in The Old Melburnians War Memorial Hall, looking at past Captains and Academic Heads of School. Curiosity got the better of me and I decided to look up some of the names and see where these Old Melburnians now stood in life. Never had I been so proud to go to this School.
Amongst them were many brilliant, gifted minds. There were past students making real, justified changes within our world; people who current students can look up to through their demonstration of what changes we are capable of making in the future.
Fighting for what we believe defines us. It shapes the kind of people we become and the type of community we create.
… TO THE FUTURE
This awe-inspiring sight left me feeling a certain obligation, an acknowledgement for a newfound passion to somehow repay a world that has given me so much.
And this isn’t just about history or the people who came before us. It’s about now. It’s about the moments we face every day in a contemporary environment – from the student who takes a stand against injustice on the sports field, to the friend who stands against their own friends when hearing a pejorative comment, and to the Old Melburnian who fights for equity and equality within our community.
Fighting for what we believe defines us. It shapes the kind of people we become and the type of community we create. If we stand by as passive participants in a world that rapidly grows more and more polarising –creating division and fractionalisation – then we are willingly accepting our fate. Such inaction says that we are okay with a divided world, a world where tough questions cannot be answered and a world where only certain individuals have the ability to speak their mind.
It is because of this – this appreciation that our society is ever changing –that Melbourne Grammar teaches us that we have a voice, that we have the ability to stand up for what is right and that our community will support us until the very end. And for that, my peers and I will be eternally grateful.
Henry
Flintoft 2025 Captain of the School
Changing attitudes one club at a time
Having grown up amongst sporting high-achievers, Angie Greene (OM 2004) laughingly describes herself as “the passionate black sheep of the family”. Now the founder and CEO of Stand Up Events, Angie says key early experiences prompted her to work against what she saw as a widespread culture of homophobia in Australian sport.
“My dad’s in the Hawthorn FC Hall of Fame, my oldest brother played in the AFL and my granddad was a Grand Slam tennis champion,” the former Grimwade House student explains. “But the reality is inclusivity isn’t always part of our sporting culture. One of my older brothers came out to me when I was 13, and seeing what he went through in the sporting arena had a profound effect on me.”
AN EARLY DESIRE FOR A FAIRER WORLD
After studying counselling and sociology, Angie was about to begin offering therapy for clients when she realised she wasn’t on the right path. “I knew, to my core, that I wanted to create safer and more inclusive spaces for the queer community,” she says. “From a really young age I had a strong sense of social justice. My brother’s story is just one part of what motivated me, but I also grew up with a lot of queer family members and friends. I’ve lost five friends to suicide, all men under 30, and I’ve seen many people be picked on or belittled for just being exactly who they are.”
In 2015, Angie launched Stand Up Events, a not-for-profit incorporated association working with schools, corporate clients, and sporting clubs of all kinds to encourage inclusivity and acceptance. Deeply committed to her cause, Angie also understands that passion alone isn’t always enough to create lasting change.
“I needed evidence to prove that what we were doing mattered,” she explains. “In 2019, we managed to raise enough money for Monash University to conduct research with men between 16 and 20, looking at why homophobia is so prevalent in male-dominated sports, and what could be done about it.
“We worked with three AFL players –Jayden Hunt, Jordan Roughhead, and Tom Campbell – who led workshops sharing practical, tangible ways to create safer spaces. I owe so much to them.”
THE JOURNEY IS FAR FROM OVER
As Stand Up Events’ only staff member, Angie’s day can include anything from meeting with sponsors and running events to discussing cultural issues with professional-level players. She emphasises that while progress has been made, homophobia is still prevalent in Australian sport.
“It was only last year that we saw four very public examples of this on the AFL field,” Angie says. “Our research demonstrated that homophobic language is still normalised in many aspects of sport, which means people don’t speak up when it’s used.
“While this language doesn’t necessarily reflect homophobic attitudes, it has a profound effect.
“A lot of gay men remove themselves from team sports from a young age, even today,” Angie adds. “Why would you put yourself in an environment where you don’t know whether you can be yourself or not?”
Through Stand Up Events, Angie says she hopes to encourage genuine conversation, acknowledging that many people may not seek greater understanding for fear of offending others or appearing ignorant. “People out there genuinely want to learn, and we need to create a space where they can ask questions without the fear of making a mistake,” she says.
“For professional sportspeople, everything’s interlinked,” Angie adds. “When your mental and emotional wellbeing is strong, you perform better. If my work helps even one person to feel more seen as themselves, or to make them empowered by not just being a by-stander, that’s how I measure “success”, because that is when the ripple effects begin to happen.”
To find out more about Stand Up Events and how you can support their work, visit: wearestandupevents.com
I knew, to my core, that I wanted to create safer and more inclusive spaces for the queer community.”
Ratnatunga (OM 2000), cofounder of Who Gives a Crap – the Melbourne-based company that donates 50% of profits to improve sanitation and access to clean water in the developing world. Since launching in 2012, the company has donated more than $18 million to this cause, and become a household name.
THE WINDING PATH TO SUCCESSFUL START-UP
“My career path definitely wasn’t a traditional one,” Jehan says. With qualifications in mechatronics engineering and computer science, and after a stint at General Motors, he began working at the Boston Consulting Group. There, he met Simon Griffiths, who would end up becoming one of the three Who Gives a Crap co-founders.
hearted approach. “Our goal was to tackle a serious problem – the terrible outcomes that result from poor sanitation and lack of access to toilets and clean water – in a nonserious way,” Jehan explains. “We found that by motivating people with humour, rather than guilt, we could have a much better conversation with our customers, and they were more motivated to talk about our products with the people around them.”
Who Gives a Crap was able to turn even the outbreak of COVID-19, when toilet paper was in scarce supply in supermarkets, into an opportunity for positive change. “We were caught off guard like everyone else,” Jehan says. “But we came up with some creative ways to get toilet paper to more people, and that actually became one
Jehan says sanitation impacts every aspect of a community, from school attendance to life expectancy and to simple human dignity, adding that this is a challenge with a straightforward solution. “Aid organisations can build low-cost toilets – it’s funding that’s the issue,” he explains.
Who Gives a Crap provides unrestricted funding to carefully selected partner organisations enabling them to
recently they took us to see their work
can’t appreciate impacts like these from their work in person, I was in awe of the
gratitude that I can spend time working
them,” Jehan says. “It makes me feel like the world has become a smaller place.”
Speaking up to revolutionise road safety
As First XVIII football teammates and fellow members of Morris House, Gordon Trinca AO OBE (OM 1939) and John Birrell ISO OAM (OM 1941) could never have predicted that they would go on to become two of Victoria’s most important road safety pioneers.
Working in senior medical roles from the 1950s, they saw the effects of road trauma at a time where seatbelts were optional and drink driving was commonplace. Both felt the need to stand up for changes that, at first, were anything but popular.
JOHN BIRRELL: “ALCOHOL, NOT SPEED, IS THE GREATEST KILLER ON OUR ROADS” (1957)
When he took up his role as the Assistant Coroner’s Pathologist in 1956, John Birrell was tasked with drawing blood samples from drivers involved in accidents and quickly saw the reality of road trauma.
Upon being promoted to Melbourne’s Police Surgeon in 1957 – a position he would hold for 20 years – within weeks he told the media: “If a compulsory blood test were given to everyone associated with a serious accident, this state would be rocked by the results.”
His estimate that around 60% of accidents involved alcohol consumption contradicted members of the liquor industry, who insisted the figure was closer to 5%.
“Dad got into trouble with the Hotels Association, the RSL, Carlton United Breweries – they tried to shut him down,” says son Mike Birrell. “He also fought plenty of backlash from the government including the then Premier Henry Bolte and other senior politicians, but he didn’t stop for anything.”
On call 24 hours a day, John was regularly called to traffic accidents and his exposure to the carnage on Melbourne roads further aroused his anger. He was horrified at the increasing number and severity of fatalities and injuries he witnessed.
With powerful interests set against legislative change, John knew he would have to work hard to win over key players. He published his own research on drink driving, speeding and seatbelt use, worked closely with the media to disseminate his findings, and delivered lectures – complete with shocking photos from crash sites – to convince the people he needed on his side.
“One of the smartest things my father did was to take senior politician and later Premier Lindsay Thompson out on Friday and Saturday nights to see these crashes up close. Lindsay had been a strong voice against the changes my father was seeking.
“After his experiences on those nights Lindsay went back to the government and said: ‘We do have a problem, and it’s not John Birrell,’” says Mike.
John Birrell ISO OAM (OM 1941)
John Birrell in a dinner suit after being called to the site of a road crash from an event on Saturday 20 September 1975. Source: The Age News Archives
GORDON TRINCA: [OUR SOCIETY] “STILL PUTS MOBILITY AHEAD OF SAFETY” (1986)
The son of a revered doctor, Gordon Trinca established his medical career as head of the surgical unit at Preston and Northcote Community Hospital. There, he became “fed up with stitching up” the victims of road accidents – a reality he knew was preventable.
“Dad knew he needed to improve the situation, not just keep dealing with it as it was,” says son Stephen Trinca (OM 1968). “He had a holistic perspective, and that meant he was focused not just on prevention, but on the care people received in the ambulance and in the emergency room.”
Aware that the state government had little interest in road safety reform at the time, in the 1960s Trinca began collecting statistics which he would later use to support his case for change.
He also began spending long hours at hospital during peak accident periods. Leading by example, he gradually embedded the practice of surgeons remaining on site, rather than on call, ready to make the all-important first assessment of crash victims.
Gordon was Chair of the highly regarded Royal Australasian College of Surgeons’ Road Trauma Committee from 1975 to 1993, and spent long hours campaigning for wide ranging road safety changes across politicians and decision-makers, and through the media.
“Dad spent many years working in collaboration with people like John Birrell, dealing with all the political issues that came up while striving to introduce new legislation,” adds son Simon Trinca (OM 1965). “Political consensus was key to getting the results he was looking for.”
Gordon became internationally recognised for his pioneering work on road trauma, and served as both a member of and consultant to several significant groups including the World Health Organization’s Expert Advisory Panel on Accident Prevention.
Between them, John Birrell and Gordon Trinca are responsible for many of the safety measures we take for granted today. In 1970, through their direct campaigning, they saw Victoria achieve a world first with the introduction of compulsory seatbelt legislation. Random breath testing, a blood alcohol limit of 0.05, helmets for cyclists as well as the way hospitals prepare for and manage road trauma would follow.
Their willingness to speak up,
Later, Gordon would go on to play an influential role in the establishment of Victoria’s Mobile Intensive Care Ambulance (MICA) service in 1971 –one of three in the world at that time.
Gordon Trinca AO OBE (OM 1939)
Meet the 2025 School Captains
Sport shorts
An overview of some recent sporting achievements by senior students and young Old Melburnians. *
• The Melbourne Grammar School Athletics team won the APS Combined Sports Championship in 2024, securing multiple top three finishes across both track and field events. This was the first win since 2016, with the team placing in the top three every other year since.
• The School’s Snowsport team won the Victorian Secondary Boys Schools Championship in 2024. Max Kelly (OM 2024) went on to win a Gold Medal in the Giant Slalom at the Australian Interschool Championships. He also represented Australia at the 2024 Winter Youth Olympics.
• The First Water Polo team won their second consecutive APS Premiership in 2024, remaining undefeated during both seasons. Captain Daniel Magasanik (OM 2024) was a member of the Australian team that competed in the 2024 World Aquatics Men’s U18 Water Polo Championships.
• As reported in the October 2024 edition of Grammar News, the First Touch Football team won the inaugural APS Premiership in 2024.
• The First Volleyball team won its first APS Premiership since 2016 in 2025.
• Harry Dixon (OM 2022) top-scored in the first innings (66) during his first-class cricket debut playing for Victoria in the Sheffield Shield in February 2025. He made his Big Bash debut for Melbourne Renegades in January 2025.
• Joe McGuire (OM 2018) was a member of the College Football Playoff National Championship team – the Ohio State Buckeyes –in January this year. It is understood that Joe, a punter, is the first Old Melburnian to compete in this competition at Championship level.
• Past Grimwade House student Sophie McKay (OM 2024) was selected at pick 17 in the 2024 AFLW draft to join the Carlton Football Club last year. Sophie will join her sister, Abbie McKay (OM 2018), who is the Blues’ Co-Vice Captain.
• Former boarder Sam Marshall (OM 2024) is likely to play AFL football this year, having been selected by the Brisbane Lions in the 2024 AFL Draft.
* Correct as at March 2025
From left: Beau Sanghvi, Grimwade House Captain (Semester 1); Leo Marchesani, Wadhurst Vice-Captain; Saxon Taranto, Vice-Captain of the School; Manan Solanki, Wadhurst Captain; Mischa Sinclair-Parmenov, Grimwade House Captain (Semester 2); Henry Flintoft, Captain of the School (rear); Stan Karpathakis, Grimwade House Captain (Semester 2); Otto Mayo, Vice-Captain of the School (rear); Stella Perrett, Grimwade House Captain (Semester 1)
2024 VCE results
Congratulations to the Class of 2024 on their outstanding Victorian Certificate of Education (VCE) results, further reinforcing Melbourne Grammar School’s legacy of academic excellence.
At 91.5, the cohort’s median ATAR is the highest since 2009.
We commend Sanjeet Sampath (2024 Academic Head of School), Alex Kartel (2024 Proxime Accessit), and Albert Chen for achieving the highest possible ATAR of 99.95 – an exceptional feat accomplished by only 41 students across Victoria.
Beyond these top results, we celebrate every student who has shown dedication and perseverance in their studies, striving for and attaining their own personal best. Success takes many forms, and we recognise the commitment each student has demonstrated throughout their academic journey.
Of the 206 students who completed the VCE in 2024, 201 applied for places at Victorian tertiary institutions, with all receiving a first-round offer. Their chosen fields of study reflect the breadth of talent and ambition within the cohort.
The remaining students have opted for interstate or international study, with students securing offers from the Universities of Oxford and St Andrews, UCL, and the University of California, Irvine to date, just to name a few. Additional offers from UK and US universities are anticipated in line with their admissions timelines.
For more details on the 2024 VCE results, please visit the School’s website.
VCE OUTCOMES
ATAR outcomes
99+
11% of our students achieved an ATAR of 99+, placing them in the top 1% of the State.
90+
55% of our students achieved an ATAR of 90+, placing them in the top 10% of the State.
95+
37% of our students achieved an ATAR of 95+, placing them in the top 5% of the State.
Study score outcomes
50
Sixteen students achieved the maximum score of 50 in at least one subject in 2024.
DEBATING SUCCESS
As students in Year 12, the A Grade Debating team comprising Vincent Chang (OM 2024), Albert Chen (OM 2024), and Ryan Mooney (OM 2024) won the 2024 DAV Schools State Championship.
Ryan also won the ‘State Swannie’ Award, gaining the highest average speaker score in the competition.
One student achieved this score in two subjects.
The subjects were:
• Biology
• Chemistry (2 students)
• Classical Studies
• English (4 students)
• Japanese as a Second Language
• Legal Studies
• Mathematical Methods (5 students)
• Physical Education (2 students)
45+
8% of all study scores were graded as 45+, placing those students in the top 1% of their subjects.
40+
28% of all study (subject) scores were graded as 40+, placing those students in the top 8% of their subjects.
In addition, Vincent Chang represented Australia in the 2024 Individual Debating and Public Speaking Championships, being chosen as one of the top eight students nationwide.
A journey of distinction and service
Sanjeet Sampath (OM 2024) consistently demonstrated a commitment to excellence throughout his time at Melbourne Grammar School. Accordingly, the School was proud to name him Academic Head of the School (Dux) last year, an achievement that reflects his outstanding intellectual capacity and dedication to his studies.
Sanjeet’s academic success has been complemented by a focus on care and support for others, as well as the willingness to step up and take advantage of the opportunities presented to him.
In 2024, Sanjeet was Captain of Bromby House, Captain of Debating and Captain of Table Tennis. Alongside his debating and table tennis commitments, in 2023 he was a Kwong Lee Dow Scholar at the University of Melbourne, the inaugural Secretary of the Across Boundaries Committee as well as an avid member of the 2nd XI cricket team.
With an ATAR of 99.95, including a ‘perfect’ score of 50 in Biology for which he was awarded a Premier’s VCE Award, Sanjeet heads into studying Medicine at Monash University with confidence.
“The reason I want to go into Medicine is because I want a job that is an intersection of all the things that are meaningful to me such as the values of compassion and a desire to contribute something to society which has given so much to me,” Sanjeet explained in 2023. “I also want to be in a job that demands the very best of me every single day of my life.”
In January 2024, Sanjeet spent two weeks in Nepal shadowing doctors in hospital settings. “This gave me a good understanding of what it’s like to be in a hospital, which is a lot harder than I realised earlier. It’s not an easy environment to be in when you know people are in pain or suffering.
“I’m excited to think that one day I will work at a hospital and do something useful, but that’s far away. This year the three things I want to do are play cricket, study and spend time with friends.”
Sanjeet was a recipient of the RWA Alcorn Scholarship. Richard Alcorn included a gift in his Will to provide deserving students with an exceptional Melbourne Grammar education, something unavailable to him.
“I’m really grateful that I got this opportunity,” says Sanjeet. “Even though I’ve never met him, Mr Alcorn did something which I think is a testament to the impact good people have on the lives of others, and this is an inspiration for me. Hopefully I can have that impact on someone else’s life as well someday.”
The value of a broad liberal education
In an era defined by rapid technological advancement, the importance of a broad liberal education has never been more critical. As artificial intelligence (AI) reshapes the way we learn, work, and engage with the world, at Melbourne Grammar School we are, intentionally and thoughtfully, using this learning model to cultivate well-rounded, adaptable thinkers.
A liberal education – one that encompasses the humanities, sciences, mathematics, and the arts – provides students with the intellectual agility and ethical grounding necessary to navigate an uncertain future.
Grounded in classical traditions, a liberal education focuses on ‘liberating the mind’ from narrow perspectives, rigid beliefs and preconceived notions while exposing students to a wide range of ideas, disciplines and knowledge.
At its heart, it seeks to develop an individual’s capacity for analytical reasoning, ethical reflection, and articulate expression so they can engage meaningfully with complex ideas and societal challenges.
OPPORTUNITIES IN A ‘NEW’ WORLD
Current research highlights both the rewards and risks of AI, underscoring the enduring value of human creativity, critical thinking, and ethical reasoning.
A recent report from the World Economic Forum (2024) predicts that AI will displace millions of jobs while simultaneously creating new opportunities that demand problem-solving, collaboration, and adaptability. For instance, while routine administrative roles may decline, new careers in AI ethics, human-centered design, and digital forensics are emerging, requiring a blend of technical proficiency and critical thinking.
The challenge for all educators, then, is to prepare students not only with technical competencies but also with the ability to think critically across disciplines.
In this regard, a broad liberal education is indispensable. Studies, such as the 2023 report by the Stanford Institute for Human-Centered AI, suggest that students who engage with diverse fields of study are better equipped to assess complex problems, identify biases in AI-driven decisions, and apply ethical considerations to technological advancements.
For example, a student who studies both Coding and Robotics and Philosophy may be better equipped to address ethical dilemmas in AI development, such as privacy concerns in data collection or the moral implications of autonomous decision-making.
As AI continues to evolve, the ability to synthesise knowledge from multiple disciplines, approach problems with ethical integrity, and communicate with nuance will distinguish the leaders of tomorrow.
Machines excel at processing data and automating tasks, but they lack human qualities such as empathy, moral judgment, and creative problemsolving. Scholars like Professor George Siemens argue that exposure to literature and philosophy fosters emotional intelligence and ethical reasoning – skills that are crucial in professions where human judgment and interpersonal relationships remain irreplaceable. A well-rounded, liberal education promotes students developing not just knowledge, but wisdom.
Equally important is the role of scientific literacy and mathematical reasoning. The ability to interpret data, evaluate the credibility of sources, and understand the principles behind emerging technologies is vital in an era where misinformation can spread rapidly. As AI-generated content becomes increasingly sophisticated, individuals with strong analytical skills will be better positioned to discern fact from fiction. The interdisciplinary nature of a liberal education strengthens this capacity, encouraging students to make connections between fields and think critically about the impact of technology on society.
Yet, the risks associated with AI also highlight the need for a broad educational foundation. For example, AI-powered recommendation systems have been shown to reinforce biases in hiring and law enforcement, emphasising the need for individuals who can critically assess and mitigate such ethical concerns.
A 2023 study from MIT’s Center for Digital Learning warns that an overreliance on AI tools in education can lead to cognitive atrophy – where students become passive recipients of information rather than active learners. If students are not taught to independently question, analyse, and create, they may struggle to assert intellectual autonomy in an era where AI can generate essays, artwork, and even ethical arguments. This underscores the necessity of teaching students how to think, rather than simply what to think.
PREPAREDNESS FOR A ‘FLOURISHING’ LIFE
Melbourne Grammar School fosters a liberal education that balances tradition with innovation. By ensuring that students engage deeply with ideas and ways of thinking across literature, languages, history, philosophy, the sciences, mathematics and more, we are preparing them not only for the jobs of the future but for human flourishing.
A broad liberal education is not just an academic ideal; it is a necessity. In a time when AI threatens to automate many aspects of life, it is precisely those skills that machines cannot replicate – curiosity, ethical judgment, and human connection – that will define true success. Our role as educators is to ensure that students leave our institution not just welltrained, but truly well-educated. By nurturing both intellectual breadth and depth, we empower them to shape a future in which technology serves humanity for the greater good.
Matthew Maruff Director of Learning and Research
Introducing Matthew Maruff
Matthew Maruff is the newest member of the Executive team at Melbourne Grammar School. Commencing in the role of Director of Learning and Research in January 2025, Matthew comes with an impressive array of knowledge and leadership experiences in education.
A former Headmaster of Girton Grammar School in Bendigo for ten years, most recently Matthew served as Principal Consultant for Independent Schools Victoria. He has also held senior roles at St Kevin’s College and other independent schools.
He holds a Bachelor of Arts degree, majoring in Literature and Political Science, from the University of Melbourne as well as a postgraduate degree in Education, and an Expert Master of Leadership: Organisational Learning both from Monash University.
In 2018 Matthew was awarded the prestigious Fellowship of the Australian Council of Educational Leaders (Vic).
Matthew is highly regarded within the education sector, not only for his many achievements, but also for his strong values, inspirational and determined leadership, professionalism and excellent interpersonal skills.
I am delighted Matthew has joined Melbourne Grammar School’s community and look forward to the outstanding initiatives and programs that I know will follow.
Philip Grutzner Headmaster
At Melbourne Grammar School, our goal is to provide an exceptional, holistic education that prepares each student for the life ahead of them. With this goal in mind, we have introduced a refreshed Year 7–10 curriculum that offers a greater sense of continuity, as well as increased opportunities for students to develop their love of learning.
“We firmly believe in offering a broad liberal education at Melbourne Grammar, and this new curriculum provides that, along with more choice as students progress,” says Ben Hanisch, Deputy Headmaster and Head of Senior School. “It reflects our conviction that learning is intrinsically valuable, and that every subject area offers a perspective on how to think, and how to engage with the wider world.”
INCREASED CONTINUITY FROM MIDDLE TO SENIOR SCHOOL
Essentially, all Year 7–10 students will study a range of core subjects including Mathematics, English, Science, History, Product Design and Technology and more. They’ll choose from a range of options in some disciplines such as Languages, the Creative Arts and Commerce. In addition, students will be able to select from a wide range of electives which are intended to both broaden the available discipline areas and widen the learning opportunities within disciplines.
A refreshed curriculum opens new learning pathways The Almost Famous Heroes Science Marine Science Product Design & Technology
“We know giving students agency is a big factor in terms of their engagement with learning, so, in addition to core subjects, we’ve created an electivebased curriculum that gives students increased autonomy as they progress,” Ben explains. “This not only gives them a greater sense of ownership over their education but also brings them into contact with different peers each semester, perhaps introducing them to fellow students who share their interests.”
Historically, Melbourne Grammar’s Wadhurst and Senior School campuses have operated independently, with a separate teaching staff at each. The refreshed curriculum creates a continuous journey from Year 7, when students are first gaining independence, through to Year 10, when they begin to move toward VCE study.
“Creating a learning pathway from Year 7–10 gives students more continuity not just in relation to content, but also in the way that it is delivered,” Ben adds. “With a synchronous 7–10 daily timetable it means teachers have more opportunities to move between Wadhurst and the Senior School. In 2025, we’ll see more than 35 staff teaching in both parts of the School, and many teaching new electives that reflect their specific area of interest and expertise.”
A NEW FOCUS ON WELLBEING AND CRITICAL THINKING
Within the refreshed 7–10 curriculum, there has been a particular focus on updating two areas with the needs of today’s students front-of-mind: Health and Physical Education, and Philosophy and Religious Studies, both of which will be core subjects.
“We’re seeing a deeper understanding of and engagement with health and wellbeing in the wider world, and we want our Health and Physical Education classes to reflect that,” Ben explains. “Additionally, in an increasingly digital world shaped by artificial intelligence, it’s more important than ever that we create independent, critical thinkers. This is where Philosophy and Religious Studies has a particular role to play.”
Led by teachers who have specialist training in the area, Health and Physical Education classes will now address physical wellbeing along with aspects of mental health and healthy relationships.
In Philosophy and Religious Studies, students will explore big issues and develop their skills in logical thinking and ethical decision-making. This subject will be extended across Year 10, giving students a new opportunity to continue exploring ideas as they move towards their VCE years.
“The refreshed curriculum now offers a seamless journey,” says Ben. “We see this as another way to ensure each student has the support and choices they need to discover their strengths, and to reach new levels of achievement.”
Commerce
Creative Arts
English
Geography
Health and Physical
Education
History
Languages
Mathematics
Philosophy and Religious Studies
Politics
Science
Technology
Sculpture Studio and Monsters FictionMegacities
Coding and Robotics
Our Year 7–10 curriculum at a glance
Expanding the study of Philosophy and Religious Studies
Philosophy and Religious Studies has, for many years, been placed at the centre of the academic journey of our middle school students.
Students and staff must, however, approach the teaching and learning that occurs in this subject from a particular perspective – one that permits and invites a certain depth in thinking and understanding.
It is, I think, for this reason that the school has made the decision to develop the program, increasing classes at both Year 7 and Year 10, thereby enlarging the exposure students have to this perspective.
THINKING DEEPLY AND THINKING WELL
Thinking deeply necessarily entails thinking well, just as navigating deeper waters requires increasingly refined and robust equipment. The program is thus designed to develop student thinking by helping them integrate increasing ‘shades of grey’ into their understanding of concepts and ideas.
In Year 7, for instance, students investigate the life of Jesus Christ – as both an historical and Biblical figure. They return to explore the figure of the Christ in Year 10, focusing more on Christ as Saviour, and subsequently investigate whether salvation sits at the heart of every great religious tradition.
In Year 8, students investigate different ethical theories and how they might lead us to make ‘right’ decisions in difficult circumstances; by Year 9, ethics is explored as a more consistent, integrated notion that occupies our daily lives, not just our dilemmas.
By Year 10, we teach a unit on ‘thinking well’ as a more formal process, through techniques of argument and evaluation, such that students can investigate difficult, contested concepts like freedom, justice, even religiosity, more rigorously.
FROM PROBLEMS TO MYSTERIES
Thinking deeply can only be done, however, when the subject matter selected has sufficient depths to explore. It is, in many ways, in this space that Philosophy and Religious Studies is best placed to help students develop as deep thinkers, since philosophical and theological questions are, by definition, ‘deep’.
Perhaps a better way to put this is to draw a distinction, as French philosopher Gabriel Marcel does, between a mystery and a problem – and to notice that the domain of Philosophy and Religious Studies is essentially that of mystery.
Where a problem is something unknown, but that can be solved, a mystery is something ‘known’, yet impossible to solve or be resolved, because understanding a mystery is a foreverdeepening experience. For example, what it means to be human is something clearly ‘known’ yet profoundly mysterious and ever-unfolding. Students in Year 9 are invited into this particular question through a study of different philosophical and religious responses.
Students in Year 7 explore various, famous philosophers and their big ideas as a stepping-stone into this realm of knowing, whilst those in Year 10 begin their final year in Philosophy and Religious Studies by way of the biggest mystery of all – questioning God’s existence and nature.
A PERSONAL JOURNEY OF UNDERSTANDING
A mystery, says Marcel, is something “in which I myself am involved.” This points to a third feature of the experience of Philosophy and Religious Studies I take to be valuable. That is, the subject matter permits the students to occupy a position as a ‘knower’ in their own right. This isn’t to say they are the exclusive source of wisdom in a Philosophy and Religious Studies classroom, but it does reveal how their own insights, intuitions and observations are part of the process of discussion and exploration.
The work of Philosophy and Religious Studies, in many ways, and across all year levels, is to help students explore their own depths, and to come to understand the mystery of themselves with everincreasing clarity and confidence.
The path of knowing, a life of wisdom, is the core ‘business’ of Philosophy and Religious Studies – and I would argue it is a way of being apt to meet the challenges of modern life, particularly that of technology and its ever-increasing influence.
Whilst technology clearly has a place in our lives, there is no doubt it has led to increasing amounts of isolation, overwhelm, triviality and the loss of selfworth. The currents of these times are, as a result, frequently chaotic.
Perhaps, as it has always been, and as the wisdom traditions we explore in this subject have always revealed, going deeper is the surest way through.
Justin
Glenn
(OM 1993)
Head of Philosophy and Religious Studies
Weaving the cloth: Growth Pathways at Grimwade House
We want each individual Grimwade House student to be the best he or she can be across multiple learning dimensions – cognitive, emotional, spiritual and physical. We want students to be intrinsically motivated to learn and to want to do well. Therefore, we focus on delivering a pathway for each student, helping him or her to grow and develop across all strands of the curriculum, at a tempo and within a framework that makes sense to them.
Rather than necessarily comparing performance between individuals, we measure individual growth – the distance between where a child was and where they are now. Of course, traditional standards, skills and knowledge are important. These are firmly addressed but we also set learning goals for students so that every child is improving across multiple dimensions every day.
Within this context, we understand that different parts of each learning dimension will develop at different rates and have different trajectories for each child. For example, in the intellectual dimension, numeracy and literacy skills development may not be consistent with each other. A child’s interests, physical capabilities and social groupings will naturally change over time. This makes the pathway more complex but gives it a greater richness.
Rather than thinking about a child standing on a tape and moving through learning one step at a time, at Grimwade House, our philosophy is that learning is more like the weaving of a beautiful cloth where the threads are going in different directions and at different rates. There might be parts where the thread became loose and needed to be tucked back in (by applying additional learning strategies), and other parts will flow smoothly. Distinctive and unique threads may appear. These accelerations, hiccups and variations all contribute to the cloth of a person.
We focus on delivering a pathway for each student, helping him or her to grow and develop across all strands of the curriculum, at a tempo and within a framework that makes sense to them.”
Royce Helm
This translates to a classroom in which groups of children are doing different things in different places, in different ways every day. It means that our teachers need to be highly skilled at managing a classroom of this type. We require our teachers to display high levels of ‘teacher judgement’, to observe, analyse and assess individual student learning on a constant basis, and to plan and implement a complex set of learning activities, drawing in specialist support and advice where needed, weaving the cloth a little more for each child each day.
Our approach creates a certain culture at Grimwade House. Striving for success is important but we don’t just care about who has ‘jumped over a bar’. We care about each child and his or her journey. Effort is recognised and rewarded as is the achievement of ‘personal bests’.
Grimwade House is unapologetically unique, but the cloths we weave reflect the success of our approach and our culture.
Royce Helm Head of Grimwade House
Introducing the ‘What does your child need today?’ library
The What does your child need today? library presents our views on contemporary educational issues and best practice relating to Prep to Year 6 teaching and learning. It provides insights into our philosophy and approach through a series of explorations.
You can view the library at mgs.vic.edu.au/grimwade-house
The future is curious
The first phase of a new Centre for Humanities
In 2024, after years of research and consultation, Melbourne Grammar School broke ground on a landmark building for the teaching of Humanities –and with it a more curious future for our students.
“After years spent planning, it has been so exciting these past few months to witness this first phase of construction,” says Headmaster Philip Grutzner.
“As new generations of students move through the School, it is more important than ever that the learning environments we provide continue to ignite their imaginations, provide space for open discussion and allow for opportunities to engage in critical thinking.”
The building will provide a dedicated space for the teaching of Classical Studies, English, Geography, History, and Literature, as well as Media, Philosophy, and Politics.
Replacing the Rhoden and Neill buildings at the north-western corner of the Main Oval, the development formally completes Melbourne Grammar’s triangulation of faith, science and reason alongside the Chapel of St Peter and the Geoff Handbury Science and Technology Hub.
Philip says he is excited to welcome all members of our School community to share in this journey.
“Any progress we make would not be nearly as exciting, if I were not able to share it with a School community that truly understands what it is we’re trying to achieve.
“By committing to such a landmark project, I know that we are responsibly preparing students for their future –ensuring they leave School with a solid foundation in ethical reasoning, moral judgement, and the ability to think for themselves.”
To stay up-to-date on the progress of construction, including building details, images, FAQs for parents and more, visit mgs.vic.edu.au/centre-for-humanities
Top left: Headmaster Philip Grutzner joins Chair of Council, Andrew Michelmore AO, at the formal signing of the building contract with our project partners, Wardle Studios, Kane Construction and Fontic on 14 August 2024
Top right: Wadhurst and Senior School captains break ground on the new development, Term I 2025
From left: Leo Marchesani, Wadhurst Vice-Captain; Otto Mayo, Vice-Captain of the School; Henry Flintoft, Captain of the School; Saxon Taranto, ViceCaptain of the School; Manan Solanki, Wadhurst Captain
Continuing the Rhoden legacy
For Penny Apted (OM 1994), granddaughter of former School Council member and Old Melburnians Council President Phil Rhoden (OM 1933), Melbourne Grammar School is more than a place of education – it is a part of her family’s history.
Penny’s father, as well as her uncle, brother, sister and cousins are all proud alumni – and today her own children continue the family tradition.
Penny says the School community we enjoy, and the environment her children benefit from each and every day, would not exist if not for the hard work of men like her grandfather.
“My grandfather’s legacy to Melbourne Grammar is founded in particular on the giving of his time and talent, which was his treasure,” she says.
As a new Centre for Humanities begins construction and replaces the building that carried her grandfather’s name, Penny says that Phil’s legacy continues in the spirit of the new development.
“The treasure shared by Phil will not be forgotten. The work he did for the School was in the hope that it would remain for future generations, for all the boys and girls he would never meet but already believed in,” she says.
“Education changes and evolves, and the learning spaces need to evolve too.
“Phil believed in lifelong learning, and he would be so proud to see future generations growing, exploring, and being inspired in a space dedicated to curiosity and knowledge.”
Four generations, one commitment
Associate Professor Martin Hiscock (OM 1982) is a man well-versed in decisions of the heart.
As an interventional cardiologist, taking responsibility for people’s lives and their future comes with the territory.
But when thinking about his own life and the future of those closest to him, it was a moment of clarity that Martin says inspired him to leave a gift in his Will to Melbourne Grammar School.
“Sometimes in the busy life we all seem to lead nowadays you get a wake-up call,” Martin says.
“For me that was seeing Melbourne Grammar win the APS Athletics last year. To witness the exultation on the boys’ faces as they suddenly realised they had won against the odds was terrific.”
Martin is the third generation in his family to attend the School, following his father Anthony Hiscock (OM 1954) and grandfather Walter Hiscock (OM 1927).
His son Antonio “Nino” Hiscock –Anthony’s namesake – is currently in Year 11 at Senior School and has excelled in athletics.
Martin says watching his son’s journey has been very rewarding.
“He just adores the School,” Martin says, “and he loves that idea that the family tradition has continued.
“I keep saying to him, we’re enormously lucky to live in this country and be able to attend a school like Melbourne Grammar.”
After witnessing the School’s APS win and deciding to reach out, Martin says the more he learned of the School’s philanthropic priorities, the more motivated he was to give back – ultimately directing his gift to the Exceptional Staff Fund.
“Not many things move you so emotionally as an unexpected and thrilling win,” he says.
“I thought, what can I do for this school that has been such a big part of my life and my family’s life for so long? How can I repay them in some way?
“After speaking with the School, it was quite something to realise that making a bequest will have more effect than anything I could do as an individual.”
Melbourne Grammar’s Exceptional Staff Fund supports the ongoing professional development necessary to maintain the highest educational standards for our students.
“I thought what a great thing!,” Martin says, “to attract and support the best teachers who in turn have such a beneficial influence upon so many students.”
A directed bequest, like Martin’s, has the potential for significant lasting benefits.
With the principal funds held by the School, the generative income can support Staff Excellence for generations.
“For us Old Melburnians, it’s not just the School, but the teachers we had along the way that have played such an important role in our lives and helped us to get where we are today,” Martin says.
“I would just say, think about where you or your children are now, and spare a thought for the bluestone.”
A First Nations graduate inspires a new generation
With a warm smile and confident stride, Lachlan Harlow (OM 2013) carries a remarkable ability to put you instantly at ease.
A proud Yorta Yorta and Dja Dja Wurrung man, born and raised in Shepparton, Lachlan was an early recipient of a Melbourne Grammar First Nations Scholarship.
Revisiting the campus more than a decade later, Lachlan says the life he has now truly began during his time at Melbourne Grammar.
“I saw, pretty much straight away, how this environment would not only push me but help me to build a future that I otherwise might not have had.”
In the years since leaving school Lachlan has found his way back to his local community – helping to support a new generation attain and find education and employment.
After early-career roles in the Victorian public sector, Lachlan now works as General Manager of Projects at Ganbina, a Shepparton-based non-profit which supports Aboriginal and Torres Strait Islander young people with the training and life skills needed to reach their full potential.
“Coming from a school like Melbourne Grammar, it taught me to give everything a go,” Lachlan says.
Lachlan was introduced to the School through his cousin Nathan Drummond (OM 2013) – also a First Nations student – whose mother had prompted both the boys to seek an interview when she became aware of Melbourne Grammar’s First Nations program.
“I remember Lachie was really interested and was committed very quickly after visiting the campus, which helped me make the call to enrol,” Nathan says.
Shepparton is home to one of the largest Aboriginal and Torres Strait Islander populations in Victoria, and in 2011 – when Nathan and Lachlan came to Melbourne Grammar – only a small percentage of First Nations young people reportedly completed Year 12 across the state.
“That’s what I pass onto kids now – aim high in case you fall short. If you believe you can do something, then you’re more than halfway there.”
Lachlan knows firsthand how important this type of support can be for young people both during and after school, having been supported by Ganbina himself over the years.
“It’s giving kids that level of support all the way through,” Lachlan says.
“Acknowledging that once you finish school, that’s not the end, and helping secure opportunities for TAFE, apprenticeships and university.
“If I could offer one piece of advice, especially to Aboriginal and Torres Strait Islander students, it would be to stay connected to your roots, find support networks and celebrate who you are. It can be easy to feel out of place in a new environment, but embracing your identity brings great strength.”
If you would like to learn more about making a contribution to the School’s philanthropic priorities, or including a gift to the School in your Will, please contact:
Roni Baird Senior Philanthropy Manager
+61 3 9865 7632
vgbaird@mgs.vic.edu.au
Farewelling the “everyday magic“ of the classroom
After 30 years of service in and outside the classroom, English and Literature teacher
Sharon Mulready is looking toward her next chapter. Announcing her decision to retire at the end of 2024, Sharon said her time at Melbourne Grammar School has included many moments of “everyday magic”.
“I have been privileged to teach boys who have inspired me every day,” Sharon told the Senior School community. “Boys who were thoughtful, funny and brilliant. Boys who were trying so earnestly to do their best. Boys who were kind and selfless. When I think of the discourse in the media about ‘the younger generations’, I think of these boys, most of whom are now men; they are people that I trust and celebrate.”
TEACHING WITH FOCUS AND PASSION
Sharon came to Melbourne Grammar in late 1995, to teach classics. With an 11-month-old child at home, she says focus and the support of her colleagues were crucial in those early years. “I had to make sure I got things done in every spare minute while I was at School,” she says. “That approach has helped me throughout my career. The support of my wonderful colleagues has also been a constant source of strength.”
As a teacher, Sharon has made a lasting impact not only on individual students, but on the curriculum as a whole with subjects such as her ‘Heroes and Monsters’ unit on classical mythology being a popular Year 9/10 elective since 1996.
Outside the classroom, she has inspired many more students through her role as a Ross House Tutor, a leader of School and House debating, and through oversight of the annual Sir Kingsley Norris Oratory Competition.
All this alongside the substantial commitment of the Quad Play, which Sharon directed for 14 years.
SHARING WHAT IT MEANS TO BE HUMAN
“What I have always wanted is for students to understand what it is to be human and to be able to empathise with other human beings who are different to you,” Sharon says. “Today, many students are spending a lot of time in isolation and coming across ideas online. What I want them to understand through the engagement of ideas inside and outside the classroom is: This is what it means to be a human in society today, and people have had essentially similar experiences in different cultures, at different times.”
I have been privileged to teach boys who have inspired me every day. Sharon Mulready
“Sharon has been somewhat of a trailblazer,” Deputy Headmaster and Head of Senior School Ben Hanisch told staff and students. “She has been very much at the vanguard of a change that has made the School a better place.”
“I’m proud to have been part of this School, and to have worked to help students with what I had to offer,” Sharon adds. “I’ve never thought of working anywhere else.”
A moment at the 2010 Quad Play rehearsal of Hamlet , directed by Sharon Mulready. From left: Nigel Langley (OM 2009), Sharon Mulready, Dr Mark Williams (OM 1976) Nigel Langley was the Assistant Director of Hamlet in 2010. As a Year 12 student at the School, he was awarded the Barry Humphries Prize for Liberal Arts in 2009. A regular performer in School productions, Nigel spent several years as a professional actor in the UK, Australia, and New Zealand before joining the School as an English teacher in 2023.
Mark Williams’s qualifications include a law degree and a D.Phil. in English Language and Literature focusing on 17th century dramaturgy from the University of Oxford. He was a regular performer in School productions during his time as a student, and served as an Old Melburnian volunteer supporting Quad Plays for over 40 years after graduation.
A passionate outdoor educator farewells Melbourne Grammar
After a 48-year association with Melbourne Grammar School, 29 as a teacher and as a student before that, Danny McCoppin (OM 1981) has retired.
Danny taught Geography to many students over his years of service. Throughout this time Danny also anchored the growth and success of Environmental Science in Years 11 and 12. He served as Head of Creese House and Senior Tutor in this and other Houses for a total of 27 years, held the role of Senior School Curriculum and VCE Coordinator for eight years, coached and umpired AFL football and cricket, and supervised many overnight outdoor experiences each year.
Alongside all these commitments, Danny was committed to the development of Environmental and Outdoor Education programs throughout his time at the School. Danny established the Environmental Student Committee (SLIC) which provided a template for the growth and reorganisation of student voice from mainly that of prefects to the current broader range of Student Committees.
DECIDING TO TEACH BEYOND THE CLASSROOM
Coming from a family of teachers, the classroom was a natural fit for Danny, who also cites his own Melbourne Grammar teachers as key influences.
“My teachers were very important to me, not only in my decision to become a teacher, but in my choice of where to focus,” he says. “My Geography teachers David Learmonth and Tim Sullivan as well as Biology teachers Rick Tudor and Peter Dick, were very progressive in their use of the outdoors as a learning space. That’s something I went on to promote –utilising spaces in the local urban area such as the Albert Park Lake, Royal Botanic Gardens and Yarra River to take the classroom into the wider world.”
FOSTERING A LOVE OF THE NATURAL WORLD
Danny was also passionate in developing the Leslie Gladstone Robertson (LGR) Society, where he supported many Year 11 and 12s to complete student-led bush-walking expeditions. “Keeping LGR going, and with the help of outdoor education specialists improving it along the way, is one of the things I’m most proud of,” he says.
“We always tried to give the students a high level of independence,” Danny explains. “We kept an eye on them from a distance, which allowed them to make mistakes within bounds. Students learn the most from being able to do that. But above all, I hope those experiences taught them about the importance of careful environmental stewardship and leadership.”
Danny participated in more than 50 LGR expeditions himself, helped to develop the Beyond the Gates program and, he emphasises, tried to lead by example by being fortunate enough to be able to always ride or walk to work. “I can count the number of times that I drove to school on one hand.”
“His commitment to the Outdoor Education program has been nothing short of extraordinary,” wrote Deputy Headmaster and Head of Senior School Ben Hanisch when announcing Danny’s retirement to staff. “I will never forget seeing the students poring over maps and deciding the route for their next exciting adventure, with Danny, always in the background, giving a quiet word of encouragement or approval.”
We wish Danny well, knowing he will continue to enjoy walks in the bush and along the coast for many years to come.
What we remember
Every year at this time, several hundred Old Melburnians come together for their year group reunions. These are always occasions of great joy.
However, this year has been particularly poignant against the backdrop of a recent tragic death in our community which has deeply affected many. That adversity has reinforced the sense of a common bond I have spoken about before and this has been evident in the warmth of the reunions which have had a real sense of the moment recently.
The ANZAC Service of Commemoration in The Old Melburnians War Memorial Hall each April is also a poignant annual event in the life of the living School. This year I have the privilege of giving the Address. I intend to pose a question: how do we properly remember those we never knew?
For those who built the Hall of course, it had everything to do with personal memory, loss and grief. But that does not explain everything about the Hall, for them or for us.
To take one example, the names of the fallen are recorded without reference to rank or decoration and there was plenty of both among the living and the dead of that generation. I am certain that the names of the fallen are recorded in that way because those who built the Hall publicly remembered them as Old Melburnians, nothing more, nothing less.
No doubt their private grief was another matter altogether. We all remember the loss of the three Steele brothers, commemorated in the naming of the Steele Memorial Ground. Five other Old Melburnian families also lost multiple sons. I find that difficult to imagine.
At the Annual Dinner on 30 May, we will celebrate the 130th anniversary of the Old Melburnians as a formal organisation. The first Old Melburnians President spoke about the esprit de corps that had characterised the School since its foundation in 1858. As Old Melburnians, we take pride in the achievement of others. But what actually matters between us is personal integrity and loyalty.
I have no doubt that this is the common thread that runs through The Old Melburnians War Memorial Hall and into our lives today. That bond exists here and now. It is evident in times of both great joy and sadness.
I see that esprit de corps at reunions, the ANZAC Service, across our Clubs and Societies and in the large number of mostly younger Old Melburnians who coach and tutor at the School.
I expect that same esprit de corps will be very evident at the dinner, particularly this year.
It will be good to see you there.
Martin Scott KC (OM 1980) President, The Old Melburnians
Merchandise is available exclusively for Old Melburnians to purchase online, via QR code.
Date: Friday 30 May 2025
Time: 6.30pm – 11.00pm
Location: Zinc at Federation Square
Bookings: bit.ly/OMAnnualDinner2025
This year, the evening will be all about you –Old Melburnians who have contributed in many different ways to our shared history and identity. Expect an evening filled with familiar faces, moments from the past brought to life, and a few surprises along the way. We’ll take you on a journey through the decades.
The new range includes an Old Melburnian blazer, beanie, scarf, cap, and a choice of two styles of tie.
Martin Scott KC (OM 1980)
Meet the 2025 Old Melburnians Council
The Old Melburnians Council aims to bring generations, old and new, together to create a better future.
From
Charles Thompson (OM 1987) Chair, Careers and Growth Subcommittee
Will Bird (OM 1996), Chair, Annual Dinner Subcommittee
Edwina Burn (OM 2004), Chair, Data and Communications Subcommittee
Andrew Sutcliffe (OM 1986), Treasurer and Chair, Finance and Investments Subcommittee
Jeremy Nichols (OM 1983), Vice-President and Chair, OM Clubs and Branches Subcommittee
Martin Scott KC (OM 1980), President
Anton Leschen (OM 1983), Vice-President and Chair, Fellowship and Growth Subcommittee
Douglas Tsoi (OM 2004), OM Clubs and Branches and OM Women Subcommittees
Nick Newton (OM 1972), Chair, Special Events Subcommittee
Penny Apted (OM 1994), Chair, OM Women Subcommittee
To learn more about the role of The Old Melburnians Council and how you can become involved, visit bit.ly/OldMelburniansCouncil
The Old Melburnians Council +61 3 9865 7682 om@mgs.vic.edu.au
Upcoming 2025 Old Melburnian events
OM Theatrical Society Play ‘Advise and Consent’
Thursday 10 – Saturday 12 April
ANZAC Service of Commemoration
Monday 28 April
Business Breakfast, RACV Melbourne
Friday 9 May
Community Speaker Series, South Yarra campus
Tuesday 27 May
Annual Dinner, Zinc, Federation Square
Friday 30 May
London Branch Dinner, Boodles
Thursday 3 July
Cordner Eggleston Cup
Hosted by Melbourne Grammar School
Friday 25 July
OM Exchange Launch, South Yarra campus
Monday 28 July
Community Speaker Series, South Yarra campus
Tuesday 12 August
Grimwade House ‘Harleston House 150th’ Twilight Tour
Wednesday 8 October
Community Speaker Series, Grimwade House
Tuesday 11 November
Sydney Branch Business Lunch
Thursday 13 November
Class of 2024 One Year Reunion, South Yarra campus
Friday 14 November
The Old Melburnians Annual General Meeting, South Yarra campus
Monday 17 November
Annual Bluestone Lunch, Royal South Yarra Lawn Tennis Club
Friday 21 November
Visit bit.ly/mgs-events for more information.
Contact om@mgs.vic.edu.au to update your email address to ensure you receive your invitation.
left:
5.
2. Grammar Family Shanghai Cocktail Party, 11 March 2025
3. Grammar Family New York Cocktail Party, 1 February 2025
4. Grammar Family Hong Kong Cocktail Party, 13 March 2025
Melbourne Grammar School congratulates all members of our community recognised through the 2025 Australia Day Honours.
OFFICER OF THE ORDER OF AUSTRALIA (AO)
Mr David Shelmerdine (OM 1970)
For distinguished service to conservation and environmental sustainability through sector governance and philanthropic contributions.
MEMBER OF THE ORDER OF AUSTRALIA (AM)
Mr Alister Purbrick (OM 1971)
For significant service to the wine industry.
Dr Robert Weintraub (Past Parent)
For significant service to paediatric medicine, and to medical research.
MEDAL OF THE ORDER OF AUSTRALIA (OAM)
Mr Roger Blythman (Past Parent) For service to the community, and to the church.
Mr Raymond Fisher (Past Parent) For service to the road transport industry.
The act of generosi ty that transformed our Jubilee
Former Old Melburnian
President Edwin Currie (OM 1881) is remembered in the 1939 Melburnian as a “generous and unselfish” man who “stood for all that is best in the School tradition”. During his time as President more than 100 years ago, this generosity of spirit would change the fabric of our School.
A FAMILY HISTORY OF EXCELLENCE
The son of pioneering sheep farmer John Lang Currie, Edwin Currie took over his father’s property, the 30,000-acre Gala Estate, some years after graduating.
He eventually became known as one of the most experienced pastoralists in Victoria, serving as President of the Sheep Breeders Association, and continuing to enter his flock into competition right up until his death in 1938.
Currie was also committed to his community more broadly, serving as the first president of the Victorian Country Cricket League, a long-time member of the Melbourne Cricket Club committee, and as President of the Old Melburnians in both 1911 and 1912. It was through the Old Melburnians that Currie would contribute a lasting gift to Melbourne Grammar School.
The Melbourne Grammar School First XI cricket team in Sydney in December 1879.
The team was competing in the annual two-day cricket match against Sydney Grammar School. This competition dates back to 1876, more than five years before the Ashes were established.
From left, standing: E. Currie, E. Youngman, W.B.G.Smith (Umpire), F.W. Osborne. From left, sitting: H. Cooke, G.P.J.H. Hume (Captain), L.F. James, H.P. Barlow.
From left, in front: W.W. Rodgers, L.O. Smith, J.M. Kirkpatrick, G.B. Berry (at rear), W.K. Hughes.
Source: Melbourne Grammar School Archives #006337
MAKING A MUCH-NEEDED JUBILEE GIFT
In 1908, Melbourne Grammar’s Jubilee (50-year anniversary) provided an opportunity for the School community to come together to celebrate the past and also look towards the School’s next phase.
In recognition of the milestone, the Old Melburnians Council established The Old Melburnians Fund as a mechanism for Old Melburnians to support various improvements to buildings and grounds. It complemented the School’s own Jubilee Fund.
“We trust that the result of the two [funds] will be that so far as our School is concerned, the boys of today, and of the future, will have advantages equal to those enjoyed at any school, whether in the Old World or here,” reported the 1907 Melburnian
The 1912 Melburnian states that, as The Old Melburnian President, Currie was “desirous of making some gift to the School to mark his year of office, and [although the School was willing to meet the shortfall,] he was also anxious that the building should be entirely provided by
Engraved silver trowel presented to Edwin Currie (OM 1881) in 1912 by the President of the School Council, Archbishop Clarke, to commemorate Currie’s gift of £250 needed for the final building stages of the Jubilee Wing. Gifted back to the School in 2024 by two of Currie’s great-grandsons, Alan Street (OM 1973) and Philip Street (OM 1973).
OBITUARIES
The School has learnt of the following recent deaths in our community. We extend our sympathy to their families and friends.
Arthur, D L T (OM 1991)
Asche, The Hon K J A (OM 1943)
Badge, L G (OM 1951)
Baker, G F (OM 1953)
Batrouney OAM, T J A B (OM 1953)
Bennison, A L (OM 1960)
Block, G H (OM 1952)
Boadle, R W (OM 1964)
Boag, R L (OM 1953)
Brockhoff, P A (OM 1949)
Buchanan, J E (OM 1953)
Buesst, N B M (OM 1947)
Bunn, P R (OM 1967)
Campbell, K C (OM 1955)
Carr, W J K (OM 1945)
Cleland, B L (OM 1965)
Coe, C J (OM 1953)
Dunn, A P B (OM 1959)
Ewing, R A (OM 1963)
Fawcett, J W (OM 1940)
Finlay, C M (OM 1950)
Fraser, J M (OM 1975)
Gilbert, B J (OM 1965)
Greig, I K (OM 1952)
Gutteridge, S A (OM 1978)
Hazard, G H (OM 1956)
Holmes, K H (OM 1958)
Humphries, C C (OM 1961)
Hurley, W J (OM 1974)
Jack, M (OM 1965)
Kempthorne, G M (OM 1958)
Obituaries 2010 to present
Kennedy, R W (OM 1954)
Knights, R B (OM 1996)
Langley, J D (OM 1949)
Leviny, G W G (OM 1958)
Macgillycuddy, T G J (OM 1968)
Martin, I G (OM 1953)
McMahon, Sir C W (OM 1944)
Millear, E P (Current Student)
Nicholas, A M (OM 1956)
Nutting, E H (OM 1941)
Ottrey, R F (OM 1955)
Parish, R E (OM 1960)
Paton, S J (OM 1966)
Paul, R T B (OM 1992)
Quine, T R (OM 2005)
Owens, G L (OM 1952)
Richards, A G (OM 1960)
Rudd, G J (OM 1945)
Russell, K J (OM 1966)
Sanders, C J (OM 1995)
Shaw, C J (OM 1969)
Simpson, R G (OM 1987)
Skewes, W J (OM 1951)
Stuart, J G (OM 1944)
Sutton, J N (OM 1953)
Wallace-Mitchell, R H (OM 1942)
Wilkins, R M (Past Staff)
Wilkinson, J F (OM 1948)
Wilson, L A (OM 1975)
Yencken, A J (OM 1947)
A full list of obituaries from 2010 is available at news.mgs.vic.edu.au
Do you have an obituary to report?
Please contact us if you are aware of a death in the Melbourne Grammar School community. mgs@mgs.vic.edu.au
In memory of Edward Millear
Edward Millear was a cherished member of the Melbourne Grammar School community.
A Year 12 student, Edward collapsed during a rowing training session on 18 February 2025. Despite immediate expert first aid and medical care, Edward died in the early hours of the following morning
We were all devastated by the terrible news.
We drew on all our expertise to ensure that the Millear family and each student, coach and staff member was cared for and supported as they came to terms with the loss of Edward.
Many fine tributes have been paid to Edward. Of note, Edward’s crew, the Second VIII, performed a ‘row past’ at the Australian Henley Regatta, leaving Edward’s seat empty, adorned with a simple bouquet of flowers.
A memorial service was also held at the School on 7 March 2025.
We extend our deepest sympathy to Edward’s parents, Dimity and Spencer Millear (OM 1983), his siblings Simon and Eleanor, and his wider family.
FEATURED ARTWORK
Historical Remix
Ethan Wang, Year 8 (2024) *
Paper collage, acrylic paint and coloured pencil
*This artwork was incorrectly attributed on a card produced by Melbourne Grammar School last year. We apologise to Ethan for this error.
Howard’s Houses
Anay Shah, Year 7 (2024)
Acrylic paint on canvas board
Melbourne Grammar School
355 St Kilda Road, Melbourne Victoria 3004 Australia
