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Winter 2016


Breakthroughs and Innovation


GRIFFIN Winter 2016


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All correspondence relating to editorial content please address to:

Proofreader: Mavis Ford, La Trobe University

Marketing and Development Office Salesian College Chadstone, 10 Bosco Street Chadstone VIC 3148 publicrelations

Front Cover: Peter MacCallum Cancer Centre

Editor: Suzie McErvale Editorial Assistance: Nikita Rodrigues

Printing: MPrint Photographic Contributions: Br Barry Parker Rob Lindblade Photography Peter MacCallum Cancer Centre

Graphic Design: Stu Fountain, Mud Group Editorial Contributions: Robert Brennan John Visentin Joshua Knight Suzie McErvale Nimesh Kularatne George Triafylos Peter de Leur Jack Palumbo Adam Croft Page 10

ON THE COVER Past student and leading Peter MacCallum Cancer Centre clinician-researcher, Professor Mark Dawson (Class of 1992). More page 12.

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SHARE A STORY We seek out past and present students within our Salesian community who inspire and encourage us to strengthen our Salesian community. Whether they have impacted thousands of people or those just nearby, what unites them is their foundations and values. If you have a story to share, or know someone who does, we want to hear from you. Email publicrelations@

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From the Principal Page 6

Opening of the Naylon Arts Wing Page 8

2015 Results + Dux Assembly Page 10

2016 Captain’s Message Page 12

Past Student Leads Cancer Breakthrough Mark Dawson Page 18

Making College History Page 19

From Concept to Reality

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Where are They Now? - Peter de Leur Page 22

Building Developments Page 23

Past Pupil Band Program Page 24

Hall of Fame and Reunion News

FROM THE EDITOR Walking the halls of the Peter MacCallum Cancer Centre was somewhat of a confronting experience. As I met with Professor Mark Dawson to cover the feature story of the 2016 Winter Edition of the Griffin, Breakthroughs and Innovation, the importance of this environment was magnified. It was magnified by my own personal memory of a loved one who encountered this place, as well as the numerous stories and experiences of patients from all ages who I passed in the hallways and elevator, so visibly fighting their biggest life battle. As Program Head for Haematology Cancer Therapeutics and leader of a group of researchers in the Cancer Epigenetics Laboratory at Peter MacCallum Cancer Centre, Mark has clear vision. He values focus and direction, but, as he mentions, this is “only useful if people come with you. You’re not leading if you’re the only one walking in that direction”. Conveying that vision and motivating others requires high level communication skills and the ability to understand others; skills Mark evidently possesses. Mark acknowledges the instances that changed where he is today, going right back to his time on the College grounds, twenty-four years ago. He smiles, and positively reminisces about the three key teachers who motivated him at the critical points in his Year 12 to ensure that he reached his potential. Mark recognises that he often reflects on how “they were able to extract from me the very best, by encouraging my self-belief, my steely determination to achieve, succeed, and extend myself beyond what I thought was wildly possible. I wonder where I’d be if I hadn’t met those people.” I knew the minute I met Mark that he was a Chaddy boy. He was confident and resourceful and, despite the fact I was a stranger, he welcomed me as a friend. These are the connections and stories that make up our community. Suzie McErvale Head of Development and Marketing



GRIFFIN Winter 2016

“As a school, we make conscious decisions every day to push boundaries to do things better, and to teach our boys to do the same.”

FROM THE PRINCIPAL Robert Brennan Principal In today’s environment, we as educators are committed to responding to the needs of our community. Today’s environment demands that we not only maintain, but foster the natural creative minds of our students. As a school, we make conscious decisions every day to push boundaries to do things better, and to teach our boys to do the same. The Winter edition of the Griffin focuses on breakthroughs and innovation, highlighting examples of current and former students using innovation to put their mark on the world, as well as a number of new advances the College has implemented to meet the demands of a Catholic Education today. In attempts to build a highperforming school we identify and recognise the value that innovation brings to a community, and endeavour to apply new approaches to incorporate this in our education. Similar to many other markets, staying up-todate is important if we want to attract and retain highperforming people. Providing a learning environment where students can innovate and solve problems faced in their work while delivering a better outcome is a key priority. Innovation is defined as the generation and application or implementation of new

ideas. Innovation is not always a new product, service or process, but rather a new way of looking at the world to solve an issue or a problem. As a school we understand that innovation is not limited to coming up with new ideas or products, but also their implementation, application and the integration of them with other systems and processes, and monitoring the results over the longer term. We have come to know that innovation is a process, involving people, resources and systems, and it is something that can be managed and encouraged. We live by the mantra that “Everyone has the capacity to be innovative’, and encourage all in the community to actively want to innovate and bring creative and new ways to bear on the problems or issues we face. With innovation, comes risk. While always striving for growth and positive results, we recognise the value in being comfortable with the notion that when dealing with risk, things don’t always go right – it’s how we move forward and grow from that experience that is important. Salesian College is an innovative learning community, constantly reviewing and reflecting on our processes and practices to see if things

can be done better or more efficiently. Innovation keeps us competitive and keeps us at the cutting edge. Through the education we provide, we give our boys the skills and the confidence to be innovators here at the College and out in the wider community post-graduation. At its heart, innovation is about applying new ideas in order to solve problems. Not every problem will need an innovative response, but sometimes many approaches will have already been applied, and it is a new idea that has the potential to resolve the issue. This is evident in the breakthrough works of former Salesian College student and leading Peter MacCallum Cancer Centre clinician-researcher, Professor Mark Dawson. Mark’s work in trying to understand and working towards a cure for acute myeloid leukaemia is innovation at the highest level. Another former student demonstrating innovation skills is Ford Chief Program Engineer Peter de Leur in his work for the Ford Motor Company. There are a number of forces or drivers that demand a response to a problem or issue that force us to be innovative. As a Catholic school we face a number of ongoing and ever changing complex issues to which we must adapt.

The ever changing social landscape, the explosion of social media use, the increasing factors impacting on student wellbeing in all its forms and nuances, changing societal expectations of schools and changes in student management have all required innovative policy, program and service responses that require different ways of working with our stakeholders and the wider community. The College has remained on the front foot when adapting to the very complex environment in which we exist, keeping our policies relevant, ensuring that our processes are congruent with the expectations and needs of the day. The fiscal pressures on schools around the world are real. Delivering a curriculum and services at lower cost, providing state of the art facilities with less capital funding, and ensuring that technologies at their schools are at the cutting edge within recurrent budgets requires innovation. Development over the past ten years here at Salesian College demonstrates our ability to overcome the obstacles often placed in our way to provide our boys with the facilities and the curriculum required of a 21st century education.


The establishment of the Mannix Year 9 campus, redevelopment of the Rua Resource Centre, Bosco Chapel, the Fedrigotti Science wing and Bosco Plaza, culminating in the refurbishment of the Naylon Arts Wing this year, are all perfect examples of innovation and our ability to adapt to the ever-changing demands we face. The ICT infrastructure, which includes Duno systems for the hearing impaired, wireless technologies, integrated sound systems, projectors and com boxes are all examples of innovative initiatives catering for 21st century teaching and learning. All these innovations have required different ways of working and managing projects, and innovative approaches to balance new methods with the traditional processes, responsibilities and accountability of the school.

Usually there is not one single factor that spurs on innovation, but a confluence of factors that enable it. We have come to learn that innovation is rarely easy. It is about changing how things are perceived and done, and working with our stakeholders to formulate ways of managing what we offer. We know that people and organisations may resist change (sometimes for very good reasons), however, we continue to explain that innovation is part of improvement. Innovation can lead to remarkable achievements and real differences in the quality of life for members of the community, and prove deeply rewarding and fulfilling for those carrying it out. We stand proudly next to out current and past students who embrace and make real life differences in the area of innovation.

Above: Past student Professor Mark Dawson was welcomed back after 24 years to Bosco Campus – reconnecting with his past Year 12 English, Homeroom (and formative) teacher, John Nolan and current Principal, Robert Brennan.


GRIFFIN Winter 2016


On Wednesday 13 April the College officially re-opened and blessed the Naylon Arts Wing. Guests included: the Australia Pacific Provincial Leader Fr Greg Chambers, Auxiliary Bishop of Melbourne Mark Edwards, Vice Provincial Fr Bernie Graham, Chair of the College Board Fr John Papworth, College Rector Fr Frank Bertagnolli, members of the Salesian Community, Mr Chris Hose and representatives of Williams and Ross architects and their consultants, Mr Duncan McPherson, Mr Peter Rahilly and representatives of

2Construct builders, Mayor of Oakleigh Ms Stephanie Steevenson, School Principals from neighbouring Catholic primary and secondary schools, members of the College Hall of Fame, invited guests, staff, and students. In the company of a number of distinguished guests, some of whom were great contributors to the project, a beautiful ceremony to launch this momentous new chapter in the College’s history was enjoyed. There was a true sense of warmth and joy amongst those gathered, understanding the importance of the occasion

in the history of the College and its standing in the community today. The significance of the occasion was beautifully summed up by two of our students, College Captain Mr Joshua Knight and Academic Ambassador Mr Kishon Pawar. Josh highlighted the practical benefits of the newly refurbished building, and the excitement and anticipation the students had for the new development. Kishon spoke eloquently in his welcome address of the learning that will happen in this building. “The construction and now the reopening and blessing

of our newly refurbished Naylon Wing represents a key occasion in our history as a College. If we were to take a quick look around us, I am certain that we would concur that our College has made significant advancement since it opened in 1957. The Naylon Wing is much like the Salesian community…it all started as a dream. Don Bosco’s dream. A dream that actualised our realities. A dream that began a mission to educate, nurture and develop young men ubiquitously. The Naylon Wing is a step forward in expanding the horizons of that dream. It will


“The building will enrich the quality of learning received by the students and create the space for more holistic learning.” create a space to mould and guide future generations of enlightened minds. Benjamin Franklin is reputed to have said, “An investment in education pays the best interest”. The opening of the Naylon Wing speaks volumes to this quote and further embodies it. The building will enrich the quality of learning received by the students and create the space for more holistic learning, ultimately allowing us students to reap the benefits that it offers.” – Kishon Pawar. While we put value on buildings and the learning environment assisting

significantly in our ability to carry out our mission, we acknowledge that it is people who bring Christ and education to life for those who come into this community. Fr Greg Chambers picked up on the significance of people when he acknowledged the College’s naming of the building and the individual spaces within it. He congratulated the Salesian College Community for naming this Arts Wing after Br Bill Naylon, for this space was his workplace, his sphere of Salesian influence, his place of encounter, friendship and joyfulness with the young men

of the College, who he always treated with great affection, respect and supportiveness. A man who was always cheerful, welcoming and encouraging, Br Bill was a significant Salesian presence at Chadstone from 1966 until his death in 1990. Fr Greg went on to speak fondly of Fr Bill Edwards, who was a giant of Salesian loving kindness, gentleness, fairness and compassion at Chadstone in the late 1950s and early 1960s, and of designating the Function Room as the ‘Fr Terence Jennings Room’ in honour of Fr Terry Jennings, who was a legend in terms of

his good humour, good will, welcome and hospitality to all at Salesian College Chadstone. It is our hope that those who work in the Naylon Arts Wing remain faithful to the centrality of our existence and mission of bringing to life the Kingdom of God as lived out in the person of Jesus Christ, giving thanks for the blessings bestowed upon us through their art and creativity.


GRIFFIN Winter 2016

2015 RESULTS AND DUX ASSEMBLY John Visentin Deputy Principal The College held its annual Dux Assembly on Tuesday 16 February. The Dux Assembly is a significant event in the life of the College, and the Hall was filled to capacity with students and staff, along with parents, old scholars and invited guests gathering to present Awards of Recognition to acknowledge the outstanding academic achievements of our boys in 2015. The College is proud of the achievements of the 2015 Year 12 cohort in their VCE studies, and boys who received individual outstanding results were acknowledged by our community. Congratulations to our 2015 Year 12 cohort on their successful VCE results.

Patrick Atallah (College Captain), Nimesh Kularatne (Dux), and Luis Mascaro (Moroney House Captain) carried on an extraordinary family and College success rate, achieving an ATAR of 98 and above, all within a 1.8 percent range of their older brothers (Class of 2011). The highlights of the combined Unit 3 and 4 results include: • Dux of 2015, Nimesh Kularatne, achieved the highest score in the College’s history with an ATAR of 99.8, putting him in the top 0.15 percent of all Year 12 students in the state • 6.5 percent of students achieved an ATAR above 97

• 9.5 percent of students achieved an ATAR above 95 • 17 percent of students achieved an ATAR above 90

Those boys are listed below: Year Level Dux Year 11: David Luong Year 10: Kartik Kashyap

• 8.7 percent of students achieved a study score above 40

Year 9:

• The cohort maintained a median study score of 31

Year 8: Menuka Gunaratne

• 30 per cent of students achieved an ATAR above 80

Year 7:

• VCE completion rate sat at 100 per cent As well as subject and scholarship prizes being awarded, the Dux Assembly allowed the top achiever at each year level to be acclaimed as Dux.

Emmanuel Chu Chung Chuck

Adrien Chu Chung Chuck

We congratulate all boys on their efforts in 2015 and look forward to continued learning and achievement in 2016.


Year 12 2015 High Achievers and Duces Name

Right: Patrick Atallah (2015 College Captain), Nimesh Kularatne (Dux) and Luis Mascaro (Moroney House Captain)

University Destination

Nimesh Kularatne


Laws (Honours)/Commerce (Monash University)

John Valles


Medicine/Surgery (Honours) (CSP Bonded) (Monash University)

Andrew Kelly


Biomedical Science Advanced (Honours) (Monash University)

Patrick Atallah


Science (The University Of Melbourne)

Simon Ruys


Science/Biomedical Science (Monash University)

Luis Mascaro

“Dux of 2015, Nimesh Kularatne, achieved the highest score in the College’s history with an ATAR of 99.8, putting him in the top 0.15 percent of all Year 12 students in the state.”



Psychological Science Advanced (Honours) (Monash University)

Alexander Arnold


Biomedicine (The University Of Melbourne)

Demos Phylactou


Laws (Honours)/Commerce (Monash University)

Matthew Chau


Engineering (Honours)/Commerce (Monash University)

Ralph Rodrigo


Pharmacy (Honours) (Monash University)

Monaal Madan


Science/Biomedical Science (Monash University)

Peter Savat


Psychological Science Advanced (Honours) (Monash University)

George Triafylos


Engineering (Honours)/Commerce (Monash University)

Daniel Subbiah


Pharmacy (Honours) (Monash University)

Micheal Botros


Science (The University Of Melbourne)

Dion D'Cruz


Engineering (Honours)/Science (Monash University)

Anthony Parissi


Science/Biomedical Science (Monash University)

Callum Hensman


Science (The University Of Melbourne)

Benjamin Madden


Journalism (RMIT University)

Dylan Perera


Commerce/Arts (Monash University)

Anjana Deegodaliyanage


Science (The University Of Melbourne)

Andy Nguyen


Commerce/Information Technology (Monash University)

Jiamin Lin


Environments (The University Of Melbourne)


GRIFFIN Winter 2016

2016 CAPTAIN’S MESSAGE Joshua Knight 2016 College Captain At Salesian College Chadstone, Student Leadership gives students the opportunity to learn and demonstrate leadership qualities in a supportive environment. This gives students the ability to reach their full potential and be involved in all aspects of the entire College community. The chance to develop a culture in which students make the most out of their College life at Salesian is something that drives all Student Leaders to acquire such a position.

Our role as leaders began at the end of 2015 as we undertook a three-week leadership program in preparation for the year ahead of us. We were able to develop an insight into how student leadership at Salesian College should be, and explored multiple ways in which we can leave our mark on the college. In addition, we learnt what qualities and skills student leadership requires and the responsibilities we as leaders have with such positions.

The program entailed a series of sessions, some involving guest speakers such as Steve Pantelidis, a former student at the College, who is now a professional soccer player, as well as Lauren Hichaaba, the director of the Cagliero Project, which is a Salesian run volunteer program, who inspired us to make the most out of our newly elected positions, and helped us to understand that the skills we are learning in leadership now are transferable to our lives beyond Year 12. In December of 2015, we were given the opportunity to engage with other Salesian schools’ captains from around Australia at a conference in Lysterfield. This experience enabled us to see what the culture and life are like at other Salesian schools. It was a privilege to share new ideas with other school captains and to see that the values and beliefs we hold at Salesian College Chadstone were similar to those of all other Salesian schools around Australia. Concluding this event, we felt well equipped for the year ahead of us, and positive that we were able to embark on our roles in 2016 with gusto. Term One at Salesian College was filled with exciting events and opportunities for the College to come together as a community.

We as leaders are able to be role models to the younger students, demonstrating what it is that makes great young men. Salesian allows for many great initiatives for us as leaders of the College to be role models to the younger students. Leading into 2016, the Student Leadership team acknowledged the opportunity to take charge and step up to the plate in our final year. Consisting of eight House Captains and Vice-Captains, four Ambassadors, two College Vice-Captains and a College Captain, the structure greatly allows for success. The year has already given us the opportunity to use our skills and engage in many College events so far. The House Swimming and Athletics were both great successes, with the largest attendance in many years for both of the days. Students showcased their individual talents, and the day also allowed for the leaders to take a step forward in many areas, including the organisation of both days and fostering school spirit. Shrove Tuesday and the competitive selling of pancakes between Houses further enabled us to develop and promote our leadership skills and link to our school’s social justice awareness and campaigning, which in turn raised money for Caritas Australia.


“Our belief as student leaders is that nothing can withstand teamwork and nothing can beat the strength of unity.� We aim to continue our active and passionate involvement in these events throughout the year. As a student leadership body, we understand the importance of student voice. At Salesian, we believe that all students, even those not elected to a position of leadership, are leaders. Our aim for 2016 is to further emphasise this notion. The leadership structure spans from Year 7 through to senior year levels, consisting of Class Captains from Years 7-9, House Leaders in Years 10 and 11, and lastly, roles such as Student Ambassadors, House Captains and College leadership roles in Year 12. Each individual role has its own specific responsibility. It is through this that we can come to understand that even the young leaders within the College are just as effective, promoting our visions and values, as well as initiating the formation of our brotherhood. Our belief as student leaders is that nothing can withstand teamwork and nothing can beat the strength of unity. Together, as a student leadership body, we have made many achievements so far, and are excited by the prospect of what we can achieve in the remaining months of 2016.


GRIFFIN Winter 2016

PAST STUDENT LEADS CANCER BREAKTHROUGH Suzie McErvale Head of Development and Marketing

Past student and leading Peter MacCallum Cancer Centre clinician-researcher, Professor Mark Dawson’s ongoing commitment to learning and innovation is ‘leap frogging’ our understanding of cancer; transforming prevention and treatment to save and extend lives. Today, Mark is the Program Head for Haematology Cancer Therapeutics and also leads a group of researchers in the Cancer Epigenetics Laboratory at Peter MacCallum Cancer Centre. His research focuses on identifying new therapies for acute myeloid leukaemia (AML); a disease which holds a poor prognosis. Mark speaks candidly about the innovation landscape, his commitment to the cause and the people along the way who have helped shape his extraordinary, meaningful career path.


“This ‘Eureka’ moment was punctuated by a moment of real understanding and discovery, a moment where you know you have found something very special.”

Mark, it’s a pleasure to meet you. I feel fortunate that the two days of the month you are in the country, you are making this interview possible, so for that, thank you. Okay, let’s talk breakthroughs and innovation and, specifically, your commitment to it. Newspaper articles are referring to this as a “double discovery” moment. Can you explain the moment this occurred and what this means to sufferers? I guess when we hear about scientific discoveries like this, what isn’t necessarily spoken about is how long those things take, and that

they build continuously on work that has gone before. From start to finish it took me just over 15 years to specialise in haemotology. The vast majority of haemotologists see patients clinically, such as in hospitals like the Peter MacCallum or in private practice, etc., but a select few also decide to do something else, which is to try and do significant basic science research into the diseases they treat. And to do that, you almost have to train again in a very different area, as a scientist, which takes you back to doing a PhD in a basic Science field. That was

the path I followed when I went to the University of Cambridge. Along with a group of other researchers at Cambridge, one of the things I helped do was establish a new way to treat some of these cancers. The newspaper article that termed this as a “double discovery” was referring to how this drug works and how cancer cells becomes resistant to this drug. During this process, we learnt new insights into a very aggressive disease called acute myeloid leukemia. This affects about 1,000 Australians every year. The vast majority die from this condition because we don’t have great treatments for this disease. What this

discovery has done for us is that it has enabled us to understand this disease in far greater depth. It equips us with the tools to be able to study this disease like we’ve never done before. Now that we know a lot more about this disease and are able to grow some of these rare cancer stem cells, we can test new drugs in a way that we couldn’t previously, and we can understand how the disease develops, enabling us to be able to find new drugs to use in new ways. This ‘Eureka’ moment was punctuated by a moment of real understanding and discovery, a moment where you know you have found something very special.


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Wow, how incredibly satisfying. Yes. Research is probably 99 per cent frustrating, but that one per cent is what keeps you going. I guess that if you are an amateur golfer or sportsman, take golf for example, you hit 17 holes of disaster and then on the 18th hole you drive this perfect ball… you will always come back and do it again because you remember that. And that is very much how research works. I often say this to the new students and post graduate Doctors etc. who come and train. By and large they come with me on that journey, but they also work for themselves, and that is a very special environment, because when you do discover something like this, for that brief moment in time, you’re aware that you know something that nobody else in the world knows, something that will change the way we understand or do things and has profound implications for various people etc. You work very hard for those fractions of a day. Describe to me the current Australian Medical Research Innovation landscape and its position in the global marketplace. The Australian Research environment is incredibly tough, and, as a result, we have a significant brain drain in Australia. There are some exceptional Australian scientists who will never come home, just because it is far easier to achieve without the constraints of the Australian funding system. It’s probably safe to say, currently, that we are in the worst funding climate that Australian science has ever seen. We have lost more people in the last year in science than ever before, people who have just

simply run out of funding, and after many, many years of research aren’t able to continue in their career because they are no longer able to support themselves. That’s difficult, because I think that, in part, the problem lies in the way Australia values science, as opposed to exceptional endeavours in other categories, for instance, sport. We revere our sports people to an extent that we would never revere an academic. An example of this is when Elizabeth Blackburn won the Nobel Prize. She is one of very few people, and one of the first Australian women, to get one of the highest accolades in science. It was also around the time that Ian Thorpe decided that he was making his comeback. You can guess who made the front page of the newspaper, right? As a result of her Nobel Prize, Elizabeth Blackburn is now the Director of the Salk Institute, one of the best institutes in the world. She is unlikely to come back to Australia. She probably never will. Those opportunities would never have been here for her. That’s a very extreme example, but it’s safe to say that my wife and I, Sarah, (who also does exactly the same thing as I do – she’s a breast cancer Doctor and runs a laboratory looking at and understanding breast cancer - she and I trained in Cambridge) have come back together, but we really struggled with that decision of coming back. The primary reason we returned was that we wanted to be close to our family, and, in part, we felt a commitment to try and give back to Australia. We understood there would be difficulties, but we felt we would still be able to achieve something here, but probably not to the same extent as we would have done had we stayed in England, just because our work is much

better appreciated and funded in the US, Europe etc. I’d say that with Australian funding the innovation in scientific progress is appreciated, but not to the extent that it should be. Do you see it changing? I think it has to change if we want to be competitive in the global market. It’s certainly a good start that Malcolm Turnbull is in, but it’s going to need many more like him to really understand why so many people are leaving and not coming back, why they are giving their expertise to different countries. For instance, the Head of Surgery in Oxford is Australian. The Head of Medicine in Cambridge is Australian. Why are these guys not here? The same thing happens over and over again. So, I think it has to change. You refer to high-risk high-reward research as ‘blue sky research’; great analogy. How do you maintain a strong positive mindset and commitment to hope? It’s driven by different things, I think. I’d say I’ve always been a very ambitious person. You can run these two things in parallel. Somehow I’ve found over the last two decades that I can couple that ambition with compassion and a desire to look after people, which by and large is what drives one into the clinical arena, why one often becomes a Doctor. I didn’t know this when I was 17 years old, or when I was going to university to study Medicine. I knew it when I was 24 years old and was about to take my first job as a Doctor.

I did Medicine because I had the marks to do it. I didn’t necessarily know if I was cut out for it or going to be any good at it, I just knew that it was a profession that was thought of in high esteem, and I happened to be academically gifted enough to be able to be given the opportunity to study it. I think to be good at it you need to have empathy, compassion and be able to communicate well with your patients, and you learn that about yourself along the way. By nature I am an incredibly curious person. I’m not someone who easily accepts dogma. I want to always understand why things happen, rather than just accept that is the way things happen, and that is by and large why I decided to train as a scientist. I want to know why we can’t cure patients with this disease. It’s not good enough to me that that is what it is, that we accept a scenario whereby only one in five patients receive a benefit from a particular type of drug. What is it about that one person that makes them respond? And what is it about the four people who did not respond, and why are they not responding and how can we change that? It’s those types of questions that have driven me to science to try and understand that. So I think you have to in some way couple this curiosity and compassion and be able to drive both forward. I’m a person who strongly believes that cancer research needs to be driven primarily by curiosity. You need to be able to spot what the big discrepancies are and try to understand them. By that, I mean you need to know why it is that this happens only ‘x’ number of times, rather than aiming for regular incremental benefits. And so that’s what


“When you do discover something like this, for that brief moment in time, you’re aware that you know something that nobody else in the world knows.”

I mean by blue sky research, because it’s a very difficult question. Why is it that four people don’t respond and one does? There’s probably a billion reasons why this might be the case, and it won’t take six months for me to discover that, it may be 15 years to make even a substantial dent in that question. You therefore need to be committed to the importance of that question, and realise that during the journey quite often you may not achieve anything because you will be going down blind alleys. Remaining focused and committed to answer the big questions is what I mean by blue sky research.

What are the research funding challenges? I think the general public see discoveries and understand that we are getting closer to changing the natural history of some of these cancers. I guess that what the general public don’t see is how long it takes. Without that ongoing support of our research from the public we won’t make these fundamental discoveries. And so I think that the kind of message in the various avenues, like through the Cancer Council and other various opportunities I’ve had to talk about medical research, is just important to impress upon people that it takes time, because by and large this is a process that is

driven by trial and error. If we already knew the answer and just needed money to get there, then it wouldn’t take very long. But we are not in that situation. It is largely about trying to gain the support of people to say, well, this is difficult and we need to invest time to get there. What influenced your desire to impart change on the world, and what is your suggestion to people out there wanting to make a difference? If someone had showed me in 1992 what my job is today in 2016, I would scarcely have believed it. And that’s because there was no great ambition to be ‘person x’.

I didn’t have a set role model of who I wanted to be like. That evolved slowly over time, and it’s influenced by a whole variety of things, mentors, people you treat, people you speak to, people you teach, etc. All along the way they help to identify things in yourself that you might not necessarily see yourself. Your strengths and your weaknesses are made apparent through these interactions. And so it is through these interactions that I understood my curious mind and ability to think laterally about questions that sometimes other people did not. That’s what drove me into science. What maintains my clinical interest is that I really enjoy talking to patients. I feel that even in times of real difficulty and desperation I am able to give them some sort of comfort. But that’s only been apparent by doing this for nearly 15 years. I can’t see a time in my life when I won’t be a clinician and see patients, because I think that in many ways I would be giving up something that I both enjoy and feel that I contribute to in a substantial way. To answer your question, what drives this? I think you are influenced by your interactions as you grow into life, and that helps hone where you end up. I don’t know where I will be in 15 years. It’s unlikely I will be still in the same job, and that too will be impacted by my current interactions.


GRIFFIN Winter 2016

“History has taught us that the greatest advances have come when curiosity has pushed back the boundaries of the impossible.” Do you ever reflect on where you are today and wonder how it came to be? I feel very lucky. I don’t ever look back on it and think, wow, I did a pretty good job of achieving it. I can quite quickly point out to you maybe five or six instances where a single thing changed where I am today. And that goes all the way back to school. I think it would be fair to say that when I was at Salesian College Chadstone, it wasn’t the academic environment that some of the other schools had. I was the only one from Salesian to do Medicine at the University of Melbourne, and I barely got there, because it wasn’t as though my entrance score was way off the chart or it was easy to get in, but when I got there, what I realised, was that I got there through really hard work and the ability of the teachers to get the best out of me. When I got there, I realised that out of the 200 odd people, I finished in the top 5, and that was because I was used to teaching myself, training, doing things for myself. There were two or three teachers who really pointed that out to me and were able to motivate me at the right time, at a very critical time to get me to that position. And then again at university I can say the same thing. There were two or three people who really showed me that I would be good at being a physician, and then during the time I went to Oxford, people subsequently showed me that actually, I might be a

good scientist. I can very easily point out the mentors along the way who have made these major differences. When I reflect back, I also wonder what would have happened if I hadn’t met those people. Listening to and reflecting on your achievements leaves one with a strong sense of motivation to follow an authentic and altruistic cause. At what stage did you realise this was the life you wanted to lead? None of this would have happened without my parents or my siblings. Really, they are the only people who really give you unconditional love and support. In my parents I found that in spades. They have always been, and continue to be, a major driving force for all of this. So I think that, above all, they would probably be the best mentors. There were also a couple of key teachers at school. Teachers in many ways are meant to be very impartial, but I think that the good ones often identify people who they know when to push. I had always been this person who was academically capable enough to coast, and never really pressed myself enough to stand out. Part of that was probably that mindset of never wanting to stand out in any set ways at school. It’s always better to be part of the crowd. But there were teachers who really identified the fact that I really wasn’t pushing myself and motivated me to do so. And that really happened late in the piece, but at the exact right time when it needed to happen. Do you remember who those teachers were? Yes, quite clearly, actually. John Nolan and Patricia Burns. Both of them really

understood who I was and were able to get the best out of me. At university there were others. Probably the person who showed me that I was likely to be good at science was a guy called Bill Robbinson. He was an American who happened to be in Australia at the right time to do science, and he was a fantastic mentor. He really changed the way I thought about Medicine and Science and showed me that you could do both very well. Later in the piece, the most important support and ongoing inspiration is my own family now. My wife, with whom I work and see 24/7 – we share an office, we run two separate laboratories that are co-located, we do very similar jobs and we have two children. We’ve never really worked together before, and have only done so in the last 18 months, but, you know, she completely understands the pressures we have, as she has the same. She understands the ambition and the drive, because she has the same. And so it’s easier to do what seems like a difficult job when you’re with someone who knows what that’s like. It’s clear that teachers John and Patricia had a lasting impression on you – why else do you look back so positively? Certainly the teachers and their ability to understand and motivate, but also the friendships I had. It was a very diverse group of friends that I had and whom I still meet with today. We have taken completely different career and life paths but I think when you spend six years together at an all-boys school, you have the ability to form this incredibly tight mateship, that potentially lasts an eternity. Some of these people I have not seen for 10/15 years, but when I catch up with them,

it is as I have always known. I think the fundamental core of who we are doesn’t really change, and so I’m also very grateful for that, for those sorts of friendships. I don’t take them lightly because I don’t think they happen very often. It is the training to be independent and resourceful which are the kinds of things I learnt at Salesian. You have 15 years of research experience, Mark. What are the critical factors when talking successful innovation? I think there are a couple of things. Firstly, you have to be fearless. You can’t be constrained by what you think is possible. If you think this is not possible to do, to answer, to explore, then you will never do it. History has taught us that the greatest advances have come when curiosity has pushed back the boundaries of the impossible. So you have to be fearless and you have to focus on what the agenda is, not necessarily what the tools are to get you to that agenda. If the tools aren’t there, build new tools. So I think that’s one thing. You also have to be open minded. By that I mean that there are people who question every single matter of life. I don’t think that’s very productive, because there are some things that are just clearly, simply true. One plus one will always equal two. You also don’t want to accept everything as fact. You need to find a way of balancing that and knowing how to use that to tease apart what we know and what we need to know. You have to be patient, which is something that comes very difficult to me. I’m not a very patient person, but I’ve learnt you have to be. You can’t expect results to turn up every day. If you do, you’re setting yourself up for disappointment.


“I do a job that challenges the existence of God all the time. But I’ve managed to find an area where this dichotomy exists pretty peacefully, for me.”

Surely that must be an ongoing challenge every day for you, is it? Yes, absolutely. By nature, I’m not a patient person (I don’t think many ambitious people are), but you have to learn to be patient and tolerant. Those are the things that make you at least open to the possibilities that a positive outcome will happen. What does good leadership look like to you? I think what makes people good leaders is clear focus and direction, but that’s only useful if people come with you. You’re not leading if you’re the only one walking in that direction. Therefore, to get people to come with you, you need to be able to convey

that vision and inspire others to see why that is worthwhile achieving. That requires the ability to communicate, and that communication has to be pitched at the right level, so you need to take the time to understand who it is you’re dealing with. There are some people who are already working at capacity, but may need some direction to achieve much more. There are some people who are not working at capacity who can achieve a lot more. They are ones you need to push, and then there are those who you need to congratulate for what they are doing and not necessarily move them in either direction. It’s understanding those subtle differences that makes good leaders.

It’s not only in working, but in daily life. Your kids teach you some of this. I have two children, and their personalities are diametrically opposed, but along the way you learn how to get the best out of both of them. Are you a man of faith? It’s an interesting question. I will always be a man of faith, but what faith is to me now is very different from what it was when I was starting school in 87’ and finishing school in 92’. In part, I do a job that challenges the existence of God all the time. But I’ve managed to find an area where this dichotomy exists pretty peacefully for me. It’s very hard to describe how you reach this

equilibrium where you do not have to choose between two opposing views, “there is no God” and only science can explain all natural phenomenon, as opposed to blind faith, whereby you believe everything that happens every day is driven by God’s will. So I sit at neither end of that spectrum, and have found a comfortable seat somewhere in the middle, but it is very difficult to describe in words what that comfortable seat is or how I managed to find it. The Catholic faith is still fundamentally an important aspect of my everyday life. My two kids go to Catholic schools, and we chose very specifically for that to happen. We still go to church, and in many ways I find sometimes the greatest comfort when I’m by myself, saying a prayer. It’s a difficult thing to explain to people if they have never had that opportunity to be exposed to that environment early in life. You become comfortable with accepting that there are things that can be explained, and things that can’t. There is definitely something greater than just us. Mark, you’re a busy man; a genuine thank you for your time. Please continue along this incredible path you lead, and on behalf of many, thank you for your commitment to the cause.


GRIFFIN Winter 2016

“It is simply impossible to realise your hopes and dreams without the support of your family and friends.”

MAKING COLLEGE HISTORY Nimesh Kularatne 2015 Year 12 Salesian College Chadstone Dux ATAR: 99.80

With an ATAR of 99.80, Class of 2015 Dux Nimesh Kularatne understands what it takes to achieve the highest ATAR in Salesian College Chadstone’s history. Nimesh, your avid commitment to learning and ability to focus is outstanding. Explain how you managed this throughout your final year. I was able to stay composed by constantly reminding myself what it was that I was striving to achieve. My personal goal was not only to become the Dux, but to retrospectively have no regrets about my study ethic or dedication and to be certain that I truly did my best.

With results released, what did you prioritise in the break after school?

What has been your biggest learning through your final year?

Relaxing and enjoying a stress-free holiday with my family and friends was certainly what I needed at the end of the mentally taxing year. The four month break helped me recover so that I could approach my university studies with a similar attitude and techniques that I mastered during Year 12 to make the upcoming workload less demanding.

I learnt that it is simply impossible to realise your hopes and dreams without the support of your family and friends. I also found that you can’t plan for everything, and that learning to deal with little challenges on a daily basis is as important as looking at the big picture.

With exceptional results come a variety of options. Take me through the process of how you made decisions about your future. I have always shared a passion for the legal system. When the time came to allocate our course preferences, Law and Commerce at Monash seemed the most logical option. The relatively high ATAR requirement for the double degree also provided a secondary source of motivation for me during Year 12.

What comes to mind when you think about what your life will look like in 5-10 years from now? By then I hope to have graduated from my university course and found a job in my preferred legal sector. Academics aside, I am inclined to let life run its own course, as I’ve realised that you can’t ever truly plan for the future. How has faith inspired you to push forward with your dreams and aspirations? My faith has taught me to take things in perspective and not to take for granted the opportunities I’ve been given to achieve my goals. Any

downfalls I may experience happen for a reason, so I mustn’t dwell on what has occurred, but rather prepare for what may follow. Tell me about the key relationships in your life that hold meaning and how these have guided you. My family have always encouraged me to do what I believe in, and they have supported me in every decision I have made. My friends have helped me make the most of my final year of schooling and ensured that I maintained a proper balance in Year 12. What are your parting words/suggestions for students at Salesian College Chadstone? Cherish the limited time you have at Salesian College. Build lasting relationships with your teachers and peers, and involve yourself in all aspects of College life. During your “Journey of Excellence” understand that no feat is beyond your grasp, and that there is simply no substitute for hard work and dedication.


“I was on the brink of giving up, but similar to many innovators who commit to the outcome, I stayed with it.”

FROM CONCEPT TO REALITY George Triafylos Class of 2015 Year 12 student

Class of 2015 graduate and Design and Technology Excellence Award recipient, George Triafylos understands the level of investment needed to bring System Engineering concepts to life. George shares his passion of these two fields and the journey of how he brought this to successful completion.

circuit boards. Countless hours were spent researching on the internet and sourcing additional information from library texts. When classes commenced for the 2015 school year, I began the folio section of the project, which involved exhaustive amounts of research.

to keep trying and to try as well as I could. Eventually, to my great relief, I achieved success – at long last, it was flying perfectly! But the hexacopter wasn’t the only aspect of my project; in fact, it was the easiest, compared to the “Ground Station” that I was to build next.

Introduced to Systems and Technology as an elective subject as a Year 8 student, I was immediately hooked. Under the instruction of Mr Moore, my Systems teacher, I was given the opportunity to experience the realm of electronic systems. We experimented by pulling things apart and putting them back together, sometimes successfully, and sometimes not so successfully. For me, I loved the challenge, and knew this was the subject for me. Systems became the subject I looked forward to every year. Fast-forward to the present, my skills and understanding have advanced exponentially. Systems Engineering during Year 12 allowed me to consolidate my learning from the previous four years. I began my preparation for this project during the 2014/2015 summer holidays. Many months of background work ensued, including how to program C++, learning how to fly using a flight simulator, and learning how to design, troubleshoot and produce

Another few months of construction followed, but it wasn’t all smooth sailing. On the maiden flight, I realised there were some technical difficulties, and over the next few weeks my frustration grew as the hexacopter wouldn’t fly properly. This was the most agonising time of the project. After countless hours of research and implementing potential solutions that failed, I was on the brink of giving up, but similar to many innovators who commit to the outcome, I stayed with it, telling myself

With the aid of Specialist Maths, Mathematical Methods and Physics, my knowledge of algorithms and electrical circuitry further increased. This allowed me to better understand how my system worked, and to contemplate better ways of overcoming problems that would arise during planning and production. With this new information, I tested my skills, and created a system to interface with the hexacopter. This system, the ground station, includes a monitor to view the

live feed from the GoPro Hero 4, a touchscreen which controls several components, a joystick to control the hexacopter, a remote that is programmed to turn components on and off, and several additional subsystems. To implement these ideas into my project, I had to write more than 1,500 lines of code into several IC chips that control every component in the system. In addition, I had to overcome many issues, such as power consumption, power distribution, reverse polarity protection, and the distribution of vexatious amounts of information between several of my programmed chips. This project continues to be an enlightening learning experience, and has now become the driving force towards achieving my future goals. I still have a lot of hard work ahead of me, but I have solidified my career ambitions to becoming an electronic engineer, mechanical engineer or a physicist. George earned a Year 12 ATAR of 96.00 and is now studying Engineering (Honours)/Commerce at (Monash University). He was rightfully awarded the prestigious 2015 Nick Mackenzie Design and Technology Excellence Award at the 2015 Dux Assembly.


GRIFFIN Winter 2016

WHERE ARE THEY NOW? Peter de Leur Class of 1979

Past student and Ford Chief Program Engineer (Falcon and Territory), Peter de Leur shares where life has taken him 37 years since leaving the classroom, and how he arrived at the position he is in today of shaping the iconic Australian Ford motor vehicle.

Peter, what are your best earliest memories from your time at Bosco campus? My best memories include both my balanced sporting and academic achievements during my six year tenure. The commitment by the priests, brothers and lay teachers to sporting endeavors and academic excellence was fantastic. My interests in the area of sport continued into my tertiary studies, helping me with a healthy and balanced outlook. It’s been 30 years with the Ford Motor Company. During this time, you have held a variety of

Engineering and Business roles in the Asia and Pacific region, including global and local Product Development and Manufacturing. What is your role as Falcon / Territory Chief Program Engineer? Basically I am responsible for overseeing the design, release, production and public introduction of the last series of Falcon and Territory models into the Australian market, including the iconic Performance Vehicles provided by FPV (Ford Performance Vehicles). These include such models as the GT and GTP V8 Falcons.

Your passion for the industry is clear. How do you channel this energy to drive your career forward? Ford Motor Company is a Global Company, developing and delivering global products to its customers. The Ford Australia Product Development centres located in Geelong and Melbourne design and develop global products for the world. Working on a range of products from a sporty Ford Fiesta sedan to a rugged Ranger truck provides great diversity for my product development interests. Learning from each engineering role has driven forward my passion for the industry.


What is your message to students who hold dreams to shape the future in today’s environment? My best advice is to follow your passion in your life. Pursue a career that is commensurate with your interests, something that you would enjoy to move forward with, shape and continue learning from. The opportunities are out there to be taken. Study hard, show initiative and be relentless in what you want out of life. Salesian College gave me the education and confidence to pursue my passion through tertiary education and beyond. By the way, the most enjoyable Year at Salesian College was Year 12!

What is the most satisfying part of your job? This question falls in two categories, people and product. Firstly, people. It is terrific to be part of a large team where I can pass on the lessons and experiences to help younger Engineers (Graduates) to achieve rewarding and satisfying careers. In the very same way others many years ago invested in me. From a product perspective, there is nothing better than driving home from work, sitting at the traffic lights and saying, “My team designed and developed that vehicle sitting alongside me”, remembering all the decisions I made to deliver a world class product.

As an experienced innovator, what are the critical factors to consider to be successful in innovation? Do not accept mediocrity, make decisions with data, not words, challenge delivery beyond what has ever been delivered before, and take “time out” to celebrate success.

“It is terrific to be part of a large team where I can pass on the lessons and experiences to help younger Engineers (Graduates) to achieve rewarding and satisfying careers. In the very same way others many years ago invested in me.”


GRIFFIN Winter 2016

BUILDING DEVELOPMENTS Mr Jack Palumbo Business Manager The Naylon Building was completed at the start of 2016 and has proved popular with staff, students and the wider community. The function rooms are in constant use for both internal and external functions with the lecture theatre being utilised for classes and seminars regularly. The building’s large, light filled art rooms, complete with art gallery and fully equipped media rooms have refreshed the art precinct in both curriculum and environment. As a College we are very proud of the result and welcome alumni to come and experience a tour. Continuing to move forward with developing facilities, the VCAL (Victorian Certificate of Applied Learning) building has been completed at the start of Term Three. Situated in the space between Valdocco and the Chapel, the development consists of three classrooms, a staff room and indoor/outdoor workshop. The latest in AV equipment including televisions and hearing augmentation have been installed to match the cutting edge science and arts buildings. The VCAL department and students have welcomed the new development which provides them with their own permanent dedicated space for the very first time. We are currently in the process of developing a new masterplan which will schedule our building

developments for the longer term. As part of this new masterplan, feasibility studies are being prepared for Food Technology classrooms, an Administration Building refurbishment and a new Sports precinct at Mannix. While we are in the early stages of development, with many variables and timeframes to consider, it is an exciting planning project which is already showing that constant sustainable development to the school’s facilities can and will continue in the short and longer term.

“As part of this new masterplan, feasibility studies are being prepared for Food Technology classrooms, an Administration Building refurbishment and a new Sports precinct at Mannix.”


PAST PUPIL BAND PROGRAM Adam Croft Head of Performance In the words of Don Bosco, “A school without music is a school without a soul!”, and here at Salesian College Chadstone we couldn’t agree more. Part of the joy of music lies in its ability to communicate in a language that is truly global. Many past and present of us here at the College comment about their fond memories of playing music in groups, with those tunes being a way to enhance communication with one another. For those of us blessed with skill, passion and interest we want to hear from you. Since the 1990s the Band Program has been in operation.

During the last ten years alone, there have been many talented musicians pass through these halls, with many more to come. How about locating that saxophone, trumpet, trombone or other instrument(s) gathering dust somewhere in the house and joining our Old Boys’ Stage Band. If you’re a past student who still plays music (in any shape or form), we want to hear from you. Depending on interest, rehearsals will commence late 2016. Interested participants please contact Adam Croft on 9807 2644 or via email:

“If you’re a past student who still plays music (in any shape or form), we want to hear from you.”


GRIFFIN Winter 2016


Thursday 10 September 2015 saw the College assemble memories and connect with past students from the 50’s, 60’s and 70’s. The atmosphere was positive and electric, and it was a day thoroughly enjoyed by past and present students and staff members. A clear highlight of the day was watching past and present students engage across generations, all sharing a common bond – a Salesian College Chadstone education. “I cannot explain the feeling it gave me to return, see and walk on the grounds of Salesian College Chadstone after 50 years. The senior students who were involved in making us all welcome were without question knowledgeable, respectful and friendly to a group of grey headed gentleman having a trip down memory lane. I can’t say enough about how good it felt to be there because of the College. I look forward to doing that again and maybe even catching up with more old mates. Many thanks to all involved” Geoff Stewart 1959 to 1964

“I cannot explain the feeling it gave me to return, see and walk on the grounds of Salesian College Chadstone after 50 years.”


For the first year in the College’s history, Salesian College presented a Young Achiever Award at our annual Hall of Fame, an initiative designed to encourage, inspire and acknowledge the upcoming generation of Salesian men who have significantly contributed to the community, both during and post their time at the College. The 2016 Salesian Young Achiever Award was presented to Declan Crowe. Post finishing his education at Salesian College Chadstone in 2011, Declan has embarked on a range of social justice ventures, from volunteer teaching in Samoa with Melbourne Youth Initiatives, supporting children with complex behavioural concerns to disability support work, St Vinnies soup van volunteering, Cagliero immersion to Cambodia, and with Legacy Camp, supporting adults living with disabilities who have been affected by war. Below: Declan Crowe, volunteer teaching in Samoa Bottom: Steve and Elizabeth Crowe accepting Declan’s 2016 Young Achiever Award, with Principal Robert Brennan at the 2016 Hall of Fame.



We are committed to recognising and celebrating our past students’ achievements post their time at the College. On Friday 18 March, 2016 we formally acknowledged and celebrated the contributions of Salesian College Chadstone Alumni who have achieved significant success in their chosen fields of service and who act as positive role models for current and future students. An initiative commencing in 2007, our 59th Anniversary year has seen the following past pupils inducted in 2016: Professor Mark Dawson (1996), Mr Philip Bretherton (1975), Mr Andrew Wood (1996) and Mr Michael Henry (1962).



Frank Davis (1959) AFL Football

Fr Bill Edwards SDB Religious Life

Bishop Tim Costelloe SDB (1971) Religious Life

Mr John Stretch (1962) Defence Force & Community Service

Peter Foley (1980) Medical Specialist

Ms Debra Punton (1976) Education



Dave Pignolet (1962) Church Life & Community Service

Dr Sab Ventura (1981) Medical Research

Fr Dennis Handley SDB (1967) Religious Life Gerry Wood (1967) Australian Politics


Des Perkins (1982) Overseas Aid Projects

2016 Professor Mark Dawson (1996) Medical Research

Michael Grose (1973) Counselling

Mr Philip Bretherton (1975) Education

Michael Mitchell (1982) Fundraising

Mr Andrew Wood (1996) Bravery & Community Mr Michael Henry (1962) Sport and Business

2016 Hall of Fame Inductee Professor Mark Dawson Born 1 October, 1974 to Heather and Fred Dawson, Mark is one of four siblings. He attended the College between 1987 and 1992. An active member of the school community, Mark was Class Captain, School Prefect and a member of the Senior Leadership team, and on the College soccer and volleyball teams throughout his time. Mark visibly excelled in English, leading the debating team as Captain, representing the school in State public speaking contests, as well as being an active College volunteer at the St Vincent DePaul Society. Tertiary education for Mark commenced at Melbourne University, where he studied Medicine with Honours. A fifteen-year commitment to study and training sees him today as Program Head for Haematology Cancer Therapeutics and leading a group of researchers in the Cancer Epigenetics Laboratory at Peter MacCallum Cancer Centre. Ranked in the top 10 students (out of 220) for his MBBS degree at the University of Melbourne, Mark was one of only eight Australians and the first doctor to be awarded a General Sir John Monash Scholarship. Awarded a Cambridge Commonwealth Trust Scholarship, he was invited to attend the University of Cambridge for his PhD studies. Mark ranked as the top candidate in the United Kingdom for a Wellcome Trust Career Development Fellowship. At each stage of his career (PhD, Postdoctoral Fellow and Principal Investigator) Mark’s research has led to a landmark scientific discovery, which has been published in the world’s most prestigious and important scientific academic journal, Nature (2009, 2011 & 2015). These discoveries have helped establish new understandings about the development and maintenance of leukaemia. He has also helped to pioneer new treatments that are currently entering the clinic. Married to wife, Dr Sarah-Jane Dawson, also a leading clinical researcher at Peter MacCallum Cancer Centre, they have two sons, Noah and Jack. Mark’s most significant learnings from Salesian College were perseverance, resilience and optimism. Below: Accepting Mark’s 2016 Hall of Fame Award, Fred and Heather Dawson


GRIFFIN Winter 2016

2016 Hall of Fame Inductee

2016 Hall of Fame Inductee

Mr Philip Bretherton

Mr Andrew Wood

Born 8 May, 1958 to parents Valerie and Jack, Philip is one of six siblings. Attending the College between 1970 and 1975, Philip was College Sports Captain of the 1975 Mannix House, College Sportsman of the Year 1974, and was heavily involved in liturgies through music throughout school years and was awarded the Past Pupils’ Prize for Student Leadership in 1975. Returning to the College as a teacher at Salesian College between 1979 and 1982, Philip introduced the College Instrumental Program and later became Musical Director for the World Premiere of the School Musical “Germs”.

Born 13 November 1970 to Michael and Jane Wood, Andrew is one of six siblings, with a three generation connection to Salesian College Chadstone. Attending the College between 1993 and1996, Andrew was a Peer Support Leader and a Don Bosco Camp leader for five years. Tertiary education for Andrew took place at Monash University, where he studied a Bachelor of Sport and Outdoor Recreation and a Bachelor of Teaching. Carrying the life lessons of Don Bosco, Andrew spent time at Interchange, an organisation for agencies providing family respite and social opportunities for children and young people with disabilities. He applied university theory and skills, willingly embracing 46-day wilderness trek therapy programs with Native Alaskan youth, while lecturing at Monash University Faculty of Education. An avid Ski Patroller and Life Saver, Andrew taught Sudanese refugees at the Brotherhood of Saint Lawrence and volunteered with the St Vincent De Paul Soup Van.

Philip studied a Diploma of Teaching (Primary), followed by a Bachelor of Teaching and a Graduate Diploma of Religious Education. He later went on to study a Masters of Educational Leadership at Australian Catholic University, as well as a Certificate Magna Cum Laude Professional Learning Program from the Faculty of Theology and Religious Studies KU Leuven. Today, Philip is Assistant to the Director Governance, Research and Communication, at Sandhurst Catholic Education Office. Philip has been a significant contributor to Educational Boards and Councils, as Chairperson, Principal representative and Bishop representative during his educational career. With a considerable commitment of service as President of Salesian Past Pupils’ Association and Committee Member from 1976-2000, Philip was appointed National President of Salesian Past Pupils’ Association from 1980-1990. This saw him attend the delegate Asia-Australia Past Pupils’ Conference in Manila in 1980, and he was a delegate and presenter at the Asia-Australia Past Pupils’ Conference in Mumbai (Bombay) in 1984. National President of the Catholic Society for Marriage Education, Phillip was also a founding member of the Australian Kosovar Refugee Support Group. Philip is married to wife of 34 years, Jane Bretherton, who he met at Salesian College Chadstone. Together they have two daughters, Ellen and Hannah. The educational philosophy of Don Bosco, Reason, Religion and Loving Kindness, has underpinned Philip’s 38 years’ work in Catholic Education. He acknowledges the fine priests, brothers and lay teachers who provided him with an excellent education, but, more importantly, a way of being as a teacher in the world. Below: Philip Bretherton accepting his 2016 Hall of Fame Award, with Principal Robert Brennan

Currently, Acting Station Officer, with a seven-year service to date with the Metropolitan Fire Brigade, Andrew was the tenth recipient in the history of the MFB to receive the Valour Medal for his extraordinary role in the Middle Park gas explosion in 2014, a night on the job that changed his life. Despite his own life threatening injuries, saving the lives of others remained his priority. Post this experience, Andrew has been actively lobbying for a law to be passed to support firefighters contracting work-related cancer, as well as shedding light on mental illness in men. Andrew received an official Victoria Police Commendation, and was nominated as Australian of the Year and Pride of Australia. Post the Middle Park explosion that almost took his life, Andrew completed a 12-month firefighter exchange to Vancouver Island, Canada. Andrew is married to wife Tahnee. Together, they have recently welcomed son Fraser into the world. Andrew acknowledges the importance of brotherhood, camaraderie and maintaining close friendships, and the value of resisting judgment on others. Below: Andrew Wood accepting his 2016 Hall of Fame Award, with Principal Robert Brennan


2016 Hall of Fame Inductee Mr Michael Henry Born 19 October 1946 to parents Walter and Kathleen, Michael is one of three siblings. Attending the College between 1959 and 1962, where he was a member of School Religious Societies, he completed his Intermediate education, now known as the Victorian Certificate of Education. Shortly after leaving school, Michael became the Secretary of the Salesian College Old Boys’ Cricket Club. Mike maintained and fostered strong links with the College, making himself available to umpire football games between competing schools during annual “Carnivals” over the years. Commencing as a Junior Clerk, Mike advanced to Senior Area Manager, responsible for five suburban branches. He worked for Catholic Church Insurances, prior to joining the ANZ Bank, where he contributed 34 continuous years of service, his last year as General Manager for the Mornington Peninsular. Mike held management positions in Banking, Area Operations, Recruitment, Securities and Accountant roles at various branches. Mike held a great passion for AFL (formally VFL) Field Umpiring, with service from 1971 – 1977 (incl.). He umpired 89 Senior Games, including two finals and A Reserve Grade Grand Finals. He officiated at the infamous 1974 Windy Hill brawl between Essendon and Richmond. He was also the first Premiership Captain of the Salesian Old Boys’ Cricket Club 1964/1965. Now retired, Michael lives in the Dromana parish area, where he plays an active role, together with his wife Pauline, President of the local St Vincent de Paul Society. Mike has been inducted as a Life Member of the AFL Umpires’ Association, a Life Member of the Salesian Old Boys’ Cricket Club and a Member of the Team of the 60s Decade and a Life Member of the Springvale South Tennis Club. Married to Pauline for 46 years, Mike is father to Karen, Chris, Danielle and Sheree and grandfather to Chelsea, Mitchell, Georgie, Halle, Rory, Jensen and Lachlan. Mike acknowledges that self-satisfaction and success in the business and sporting fields can be achieved through constant application of having an honest, reliable, ethical and common sense approach to life. Below: Michael Henry accepting his 2016 Hall of Fame Award, with Principal Robert Brennan

2016 One Year Reunion More than 120 students and staff from the class of 2015 gathered on Wednesday 22 June in the Fr Terence Jennings Centre to celebrate their One Year Reunion. The evening was abuzz with many students taking the opportunity to catch up with past peers and teaching staff.

SAVE THE DATES Class of 2006 10 Year Reunion Keep an eye out for the November 2016 Reunion details in the next issue of the Griffin.

2017, Hall of Fame 60 Year Celebrations Get together your Chaddy connections for Friday 17 March 2017 to celebrate our 60 Year Anniversary and Hall of Fame.

10 Bosco Street Chadstone Victoria Australia 3148 T +61 3 9807 2644 F +61 3 9888 1289 ABN 43 797 631 001 INSPIRE EDUCATE BECOME Great men.

Salesian Griffin Winter 2016 – Breakthroughs and Innovation  

Past student and leading Peter MacCallum Cancer Centre clinician-researcher, Professor Mark Dawson’s ongoing commitment to learning and inno...

Salesian Griffin Winter 2016 – Breakthroughs and Innovation  

Past student and leading Peter MacCallum Cancer Centre clinician-researcher, Professor Mark Dawson’s ongoing commitment to learning and inno...