Omnia Magazine - Term 2

OMNIA

VOL 38 | TERM 2 | 2020

From the Board

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Faith & Mission

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From the Acting Principal

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Glendalough 6 Curriculum in Iso

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Staff WFH

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Sport

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Staff Profiles

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Nutrition

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Brian Walsh Profile

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Old Collegians

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Art & Design

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COVER IMAGE - MICHAEL MCGIRR A DETAIL FROM THE INDIGENOUS MESSAGE STICK THAT STANDS BESIDE THE GOSPELS IN THE CHAPEL OF ST KEVIN. THIS IMAGE OF THE HOLY SPIRIT SPEAKS TO US POWERFULLY AS WE RECOGNISE HOW MUCH BLACK LIVES MATTER.

OMNIA MAGAZINE Volume 38 | Term 2 | 2020 2

From the Board

A thank you to all our staff: It is important at this time to acknowledge and thank the tremendous contribution all our staff have made for the benefit of our boys this year.

Collectively and individually it has been an incredible accomplishment for all our staff who have worked through so many changes in Term 1, prepared and delivered online learning in Term 2 and subsequently, through further uncertainty, returned to physical teaching at the College.

I have received much feedback from so many asking that the contribution of all our staff be clearly and obviously recognised.

It has been tough for many of us at home, but for our staff who have had to manage their own families and relationships, as well as being available to all our boys – using new applications, preparing classes differently, providing feedback, marking homework and trying to deliver for the boys a positive experience as well as supporting them emotionally – it has been the teaching equivalent of climbing Mount Everest!

So, on behalf of all parents and carers, to all our wonderful staff at St Kevin’s: thank you.

Mr Paul O'Malley Chairman

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Faith and Mission We all learnt a great deal during the lockdown. It was a pity that after only two visits, our Year 10 students were unable to return to their Community Service placements, many of which involve working with the elderly. We challenged the students to keep in contact, even by such simple means as sending a letter or card wishing people well, anything that might help them to reach out to others for whom isolation weighed heavily. It was great to see how many responded in a positive way to these invitations. We also invited students to consider other ways they might undertake community service in their own situation. Here were ten suggestions:

1. Cook tonight's meal for the people at your place.

2. Take the neighbour’s dog for a walk, especially if they are elderly.

3. Do the ironing. Be the first to empty the dishwasher.

4. Clean up the garden if it needs doing.

5. Pick up rubbish around your local station. Wear gloves.

6. Take non-perishable food to the House of Welcome. They really need it.

7. Write proper letters to your grandparents. They will love to get them.

8. Find out how you can help an environmental cause in your area, perhaps by sending messages to people of influence.

Once again, many students showed they are people of kind hearts and strong minds.

As the lockdown continued, our Friday mass became even more a highlight of the week and a rallying point for the community. Thanks to Fr Brendan Hayes, the parish priest of our area, it was streamed live from the Chapel of St Kevin. We had a large virtual congregation, even more than we might have had on a regular Friday. We invited participants to send requests for prayers and sharing these needs was an experience of grace for us all. The spirit moves in mysterious ways.

9. Read the news and ask yourself every day how we can build a more just world.

10. Come up with your own idea for reaching out in service.

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ST KEVIN’S COLLEGE

From the Acting Principal Dear Parents, Carers, Staff, Students and Old Collegians, As I write for this edition of Omnia, all our students have returned to the College to resume their regular learning programs following the COVID-19 isolation period.

The past three months have certainly been an incredibly challenging time for everyone in our school community, as well as for society in general. We will all look back on this time in the coming years and recall how our lives were turned upside down.

For history's sake, when someone reads this edition in the coming years, it is important to record the incredible efforts of so many within our community to ensure the learning and teaching programs, as well as the general operations of the College, continued for the benefit of the students in our care.

Our teaching staff, in particular, went to great lengths to plan for and offer a rich and engaging online curriculum that sought to continue the high standards expected of students at the College. The learning experiences for students in the younger years had to be specifically tailored to suit their age group, with several adjustments required throughout this time to accommodate feedback from students, parents and staff.

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The wellbeing of all our students during this period was a critical consideration in our planning, with tutor groups operating each day as per our standard timetable structure. Counselling continued to be offered to our students, as well as a range of wellbeing initiatives to ensure they continued to remain engaged in their schooling, including daily exercise classes and wellbeing support programs for our senior students.

As our students return to complete the final two weeks of Term 2, we all must stop to acknowledge the very thing that this time in isolation has revealed to us all: that we are at our best through our participation in community, and in our relationship with others around us, both as a school and as a society in general. I pray that all members of our community enjoy this time of reconnection with as a time of great celebration and joy.

Support staff either worked from home or on-site, depending on their various roles, ensuring there was contact with our community at all times. The professionalism of our staff throughout our time in isolation is to be commended. I thank each of them for their willingness to support our students and the community.

Yours Sincerely

John Crowley Acting Principal

It is also essential to thank our parents and carers for your contribution to ensuring the success of our online learning program. There is no doubt there would have been considerable difficulties in rearranging home routines to cater for the learning needs of students, and that of other siblings. I sincerely acknowledge and thank each parent and carer for their patience, encouragement and commitment shown in supporting all students throughout this time.

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Glendalough The Glendalough learning environment was undoubtedly different for all teachers and students in the last weeks of Term 1 and almost the entirety of Term 2.

COVID-19 restrictions prompted a new and innovative learning platform with the commencement of the Glendalough Remote Learning Program. Students and teachers were thrust further into the digital world of teaching and learning.

Through online meetings and lessons, teachers and students connected and continued their learning journey together.

Students embraced the new platform, continuing to investigate, research, predict and communicate with their peers and teachers. Students were able to utilise and incorporate their home settings

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and surroundings into their learning experiences. Lego challenges were held to encourage the growth of budding engineers and building masters. Students gathered in smaller groups online, to showcase an individual passion or unique talent, all done from the comfort of their homes. Many kitchens and gardens became places of learning and for demonstrations to occur, where recipes, creations and constructions were presented from kitchen benches and vegetable gardens. Students introduced special guests during virtual meetings, such as pets and siblings; parents also enjoyed a quick cameo appearance at times. Students were resilient, positive and engaged during what can only be described as a unique learning environment for everyone.

Technology has enabled students and teachers to remain connected during this extraordinary period. Remote learning has encouraged students to become innovative and literate in their online spaces. For many, the use of technologies has provided a learning experience with numerous benefits for students, teachers, and parents alike.

On the whole, we thank and congratulate the wonderful Glendalough students, supportive parents and dedicated staff during the remote learning program. We look forward to the return of face-to-face teaching, where a virtual "hand up" may actually be greeted with a physical high – five or pat on the back.

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Curriculum in Iso RELIGIOUS EDUCATION In Religious Education, Term 2 has seen the advent of an unprecedented challenge, due to remote learning. Religious Education is a subject where we can contemplate deep existential questions.

We attempt to learn from the lives of saints and scholars, past and present and examine who we are and what the future might hold. As we embarked upon remote learning, one might be sceptical of the possibility of a curriculum, that still offers personal reflection and can accompany students on their journey of faith. Even the name, remote learning, appears distant and isolating. What a challenge for us all, to enable something conducted remotely, to be experienced in a connected, close and communal way.

I am incredibly proud of the way the students responded to their online learning. After speaking with numerous colleagues, it is clear that the spirit among the boys remained strong. Students appeared to have had their interest stoked, and this sparked burning questions from countless boys. Google Meets, social streams and emails have provided boys with channels to pose enquiries that they would otherwise often raise face-to-face in class. While the students of St Kevin's did themselves proud, I am also grateful to work with many talented colleagues, who made this possible.

When talking about the early Church, St Paul told the people of Corinth that there are many different parts, but all of the same body. Likewise, the talented Religious Education teaching staff, along with cooperative students, have each played their part and came together as one 8

body. The development of resources, the ongoing care and concern, as well as the provision for prayer, have sustained us all.

Remote learning has been far more than a challenge. It has also been an opportunity for staff and students to come together, as one body, to develop and grow.

LIBRARY The three libraries quickly transitioned to remote learning this term. After some initial trialling of various methods, every reading class had a live and interactive component, from Prep to Year 9, through Google Meet. This year, we introduced the digital platform BorrowBox to the whole College, which allows students and staff to borrow eAudiobooks and eBooks online.

The digital collection has quickly grown, and the boys have adapted to this new format.

At Glendalough, students borrowed numerous books before the lockdown and accessed other reading material from StoryBox through the Library Portal Page.

StoryBox is a digital collection of around 300 stories which are read aloud by wellknown storytellers.

Students continued to complete weekly independent library tasks, which were aimed at being non-screen based.

Students checked in with the library teachers by having regular reading catchups online.

The teacher librarians at Heyington continued the weekly Crunchie Reading Program remotely using Google Meet together with Google Sheets. This allowed them to connect with students and monitor their reading across all 20 Year 7 and 8 classes.

The Themes and Books of the Week Program continued, and we featured War, Crime and Mystery, Classics and Standalone books. New teacher librarian, Katherine Stevens, did an excellent job creating very interactive presentations and the boys particularly loved the two mystery case studies which they needed to solve.

During the lessons, the students would switch off their cameras and mute their microphones and read. Each week, the boys would outline their reading progress, and the teacher librarian would then write back an encouraging comment or ask for further clarification.

In addition to reading, there have also been research classes at Years 10, 11 and 12 levels in Biology, Chemistry and Economics. The inaugural Staff Book Club was also launched online for staff to meet in a relaxed forum and chat about great books.

The Wider Reading Program at Waterford quickly transitioned to remote learning.

Information about new books was introduced, and then the students read for 30 minutes. The students wrote a 100word response on the English teacher's class page social stream.

SCIENCE Switching from face-to-face to online learning.

Psychology tells us that learning involves a change in brain structure, which results from experience. Every piece of knowledge we build in our minds requires an experience of some kind.

These experiences typically happen in

ST KEVIN’S COLLEGE

the "real world" such as face-to-face teaching; however, as any young person will tell you, they can also now occur in a virtual online world. Both can be equally transforming provided the experience is rich and engaging. To be transformative, it must grab our attention.

This understanding has always underpinned the approaches taken by the SKC Science faculty. We continuously look for ways to engage the boys. Under more normal circumstances, we achieve that goal primarily through hands-on laboratory experiments and by providing a broad suite of different learning materials and activities on the College portal.

Then along came COVID-19. Our sudden switch to online remote learning meant we had to re-think many aspects of our content delivery. Some things like our digital class notes, online worksheets and "Teach Me Again" videos put us in good stead for the transition to home-based learning, but we still needed to fill the void of a 50 per cent reduction in classroom practical time. We did not want to lose our students love of science. And with boys, a big part of that is hands-on activity.

Teachers to the rescue!

Within days, our Science Unit pages started to grow rapidly as staff teams began writing dozens of new learning tasks. Practicals were re-configured so that students could now watch a video and then complete the report. Online portal quizzes replaced pen and paper unit tests.

Tutorial videos made by one teacher were shared with fellow teachers. Other online learning platforms, like STILE, were initiated to augment our digital content.

Teachers learned fast. They had to. They began making science videos in their lounge rooms and kitchens. LEGO and plasticine became the teaching props of choice (who'd have thought how many concepts can be demonstrated through these simple mediums!). Mobile phones mounted on retort stands replaced digital whiteboards. And of course, the jewel in the crown, the one critical element OMNIA

we, as a school, can be proudest, was a full commitment by all teaching staff to deliver as many live lessons as possible‌ and that is exactly what we achieved.

The result of this meant our science programs have successfully continued and our strong teacher-student relationships have been maintained and nurtured. Our science classes have remained rich and engaging and, most importantly, our student's minds have continued to grow.

What an experience.

MUSIC The move to online learning created some challenges for music teachers, with the slight delay inherent in the technology seemingly magnified in an art form focused on the nuance of sound. It was clear from the beginning that the pleasure of playing music together would have to be put to one side as we were reminded that musicians performing together constantly make slight adjustments in tone, dynamics and intonation to create the sense of "ensemble". Without being in the same room, this just became impossible. Alternatives included teachers making recordings of the other duet part or piano accompaniment and placing these on the portal so that students could at least play along.

As teachers experimented with microphone and camera setups, they adapted to a new way of teaching, perhaps best described as my turn/your turn.

With students attending lessons from their lounge rooms, the opportunity to include parents in lessons was beneficial, particularly with the younger students.

Violins, violas and cellos go out of tune very easily and always require retuning before use. Under the direction of the string teachers, some parents became instrument tuning experts!

When the Student Wellbeing Program launched in the senior school, an informal performance opportunity was created on Tuesday afternoons so that students could play prepared solo pieces to a supportive

audience. This was well-received, with first performances including students of the violin, piano, clarinet and horn. While these performances couldn't replicate the full experience of our concerts at school, it was wonderful that so many students were able to share their joy of performing.

DRAMA Drama had a particularly challenging task in transitioning to remote learning. The staff re-wrote most of our curriculum to ensure that students would continue to explore their creativity and imagination through remote learning.

Year 7s focused on character invention and development. They made puppets and completed "art recreation" pieces that asked them to concentrate on the focus and facial expressions of the subject of their chosen art piece.

Year 8s worked in small online groups to prepare radio plays- complete with madeat-home sound effects.

Year 9 focused on scriptwriting and ensemble performances which they will enjoy rehearsing and performing once back at Waterford.

Year 10 studied the Italian style of theatre: Commedia Dell'Arte. They created and submitted incredible videos of their characterisations of Il Dottore.

The VCE classes continued their detailed study of the elements, terminology and practice of theatre. Year 12 are continuing to prepare their Unit 3 play The Complete Works of William Shakespeare (Abridged), to be performed to a small audience in Term 3.

Throughout this term, VCAA released the online version of Top Acts. These are the high-performing monologues that were performed across the state in 2019. Our 2019 Theatre Studies dux, Tom Liszuciewicz was among those top performers with his outstanding portrayal of Sweeney Todd. Congratulations to Tom on his well-deserved inclusion in this concert series.

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ST KEVIN’S COLLEGE

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Sport Due to the cancellation of all sports in the last two weeks of Term 1, three of our sports did not have the opportunity to compete in their final events which establish APS premierships – Rowing, Swimming and Diving. This was particularly disappointing for our Year 12 students.

ROWING 2020 With the cancellation of the 2020 Head of the River, there was a major sense of disappointment on what could have been the College’s most successful regatta.

The College this year had a record 225 boys rowing which included five senior Year 11 and 12 eights. Not only did the squad have to deal with the bushfires in January, which caused a change of camp to Tasmania for our First-Third VIII crews, but the shattering blow of COVID-19. At the last regatta before the school shutdown, the Victorian State Championships, the College medalled every senior and Year 10 boat. This was a fabulous achievement and saw the College as the top-ranked rowing school. These followed wonderful results throughout the

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season which saw the Third VIII being undefeated for the season. The First crew medalled at both the NSW and Victorian Championships to place themselves the second-ranked school in the state and country, and narrowing the margin on the number-one ranked Scotch College each week. Special mention must be given to the largest Year 12 group of rowers the school has ever boasted which saw great depth across the entire squad.

SWIMMING The Swimming Team remained undefeated throughout the 2019-20 season, with a team filled with State and National level swimmers, including Junior World Swimming Championships Representative, Noah Millard. They were unbackable favourites for the 2020 APS Swimming Premiership. Finely led by Captain, Jake Patterson, with his Deputy Captain, Jack Casey, they dominated schools throughout the rounds, with an exciting and deep set of junior age groups (Years 5-8) emerging as the future of the team; a testament to the hard work done at the junior school, ably supported by

Glendalough staff. Unfortunately, the unprecedented lockdown saw all APS Premierships cancelled. However, the incredible efforts of students, staff and parents throughout the past few years demonstrates the strength of the St Kevin's College community. The spirit of the SKC Swimming community, and its work ethic and sportsmanship, is the envy of the wider APS.

APS DIVING 2020 The summer season started very well for the divers with Captain, Josh Herington, and Deputy Captain, Harry Davies, selected to lead the team and Year 7 star Jonah Mercieca awarded a full VIS scholarship for diving.

We were once again undefeated in all the lead-up meets, even during Victorian State Championships when only our most junior divers were available to defend against Xavier and Carey.

Preparation for finals was on track for our 11th consecutive APS Premiership but sadly the finals meet was cancelled the day before we were to compete.

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SENIOR TEAM

Despite the heartbreak of missing the opportunity to showcase our year’s work, the divers were proud of their exceptional season which resulted in 13 State medals including seven gold, and 14 divers achieving 14 national qualifications.

APS best performers were Josh Herington, Addison Aylmer, Xavier Cox and Jonah Mercieca.

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Josh Herington, Addison Aylmer, Xavier Cox, Will Hearn and Jonah Mercieca Harry Davies, Ryan King, Edward Harmon, Tim O’Connell and B divers Jordan Youssef Liam Coady, Brodie O’Connell, Jonathan Vu and Nathaniel Emergencies Connor.

Coaches E. Howard, L. Hayes, M. Jencik and C. Perry In addition the following boys received APS representative honours in the summer sport season: Michael Athanasiadis – Deputy Captain APS Table Tennis Team Eliot Calba – Tennis A divers

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IT Staff at SKC GRANT FRAZER A self-described computer geek, Grant Frazer is the College’s Information Technology Manager. He is committed to delivering curricular focused IT solutions for the College.

He holds a Masters of Management (IT), industry certifications from Microsoft, ITIL, Axelos and the ACMA and is a senior member of the Australian Computer Society (MACS). He is most passionate about the work he is doing to implement technological solutions to support the ongoing needs of the College community and manages a dynamic IT engineering/support team. Outside of the College, Grant enjoys spending time with his family, assisting local charities, learning mandarin, cooking, listening to records and occasionally playing his saxophone.

ANDREW TEOH Andrew has just passed his third work anniversary at St Kevin's. He has enjoyed working alongside brilliant educators, dedicated colleagues and exceptional young men, especially those in the badminton teams he has had the opportunity to get to know by being their coach.

Andrew has primarily worked in the education sector as a systems administrator, and finds simple pleasure in troubleshooting and resolving all things IT related.

During his time at St Kevin's, he has become engaged, married and become a parent. In his spare time, he is fully occupied with his newborn daughter, but otherwise, you'd find him in the garage working on his car, where it lives 99% of the time.

ANDRE LANDSBERG Working at St Kevin’s for nearly 15 years has been a source of pride and pleasure for Andre. In his time here, he has coached rugby with Year 7s and 8s and assisted coaching cross country for several seasons. A background in scouting – previously running a Cub Scout pack, currently running a Scout group, and a long-term involvement with Scout rock climbing – has meant that Andre has enjoyed participating in the school’s Year 9 and 11 OAP programs. Outside of work, he has also managed to get married and have two children. The online world of support has provided new challenges, while enabling him to enjoy the company of his family and dogs.

STEPHEN RUSSELL, MR SIMON HANGAR ('68) & SAM CATO 14

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MARK LAMPE Mark is a father of four, with the two boys being SKC old boy’s. Mark remembers, as a young boy, taking apart a toy to see how it worked. His mother complained that he would break it, his father responded that, if it does break, it will be his fault but that's how he will learn how to fix things. So, from an early age, Mark has always loved fixing things, be they software or hardware issues for the staff and your sons or my latest project: a nice old commercial Brugnetti espresso machine. Currently Mark is learning how to prune grape vines and fruit trees.

By the way, he didn’t break the toy!

TIM THORNBROUGH Tim is a senior level Support Engineer at the Heyington campus and has been working in IT for the construction, manufacturing, and now education sectors for over 10 years. Tim thoroughly enjoys his work in support and hopes that is reflected in every interaction he's had at St Kevin's.

Almost exactly 20 years ago, Tim moved to Australia from Dallas, Texas, bringing with him three beautiful daughters who are all now studying at university in Melbourne and Sydney. Both Tim and his wife enjoy traveling and having new adventures as often as they can. His time at St Kevin's has been an absolute pleasure so far and he looks forward working with all of you.

JOSHUA REKALA Josh started at St Kevin’s in early February this year as an IT Support Technician. As a part of the IT team, he provides onsite assistance to staff and students at the Glendalough and Heyington campuses.

Josh has worked as a deployment technician at the University of Melbourne and RMIT University for two years. Josh saw a great opportunity in coming to St Kevin’s and say it has been a joy to become part of the SKC family. Josh is looking forward for an amazing journey ahead with all of you.

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Nutrition In Year 9, students undertake the subject of Nutrition at Waterford for a semester.

Students learn about the role of food and nutrition in enhancing health and wellbeing. They developed knowledge, understanding and skills to make healthy, informed food choices and to explore the contextual factors that influence eating habits and food choices.

Students cooked a variety of dishes at school in the nutrition kitchen. These included a range of healthy snacks like smoothies, vegetable sticks, dips, healthy granola, and muffins.

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They learned they could make some of their favourite dishes, like pancakes and nachos, using healthy ingredients.

During remote learning, the boys stepped up and began cooking healthy meals at home. They were given a theme each week along with healthy recipes and videos from which to choose. They picked a meal that they would cook for dinner, including healthy rice dishes, pasta and noodles, pizzas, and burgers.

The boys learned about the nutritional value of these foods and how selecting fresh ingredients and making meals from scratch is beneficial for their health and wellbeing. Most of the boys were cooking dinner for their entire family, which often required a significant amount of preparation of ingredients.

The dishes they produced were outstanding, and the feedback from the boys and their families was overwhelmingly positive. They really enjoyed cooking meals at home and found the remote learning to be very rewarding.

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Brian Walsh (SKC '35)

The Walsh family lived in Footscray and South Yarra in suburban Melbourne and Brian was second of four siblings.

Laurence and Elsie Walsh were both devout Catholics and worked very hard to send their children to Catholic schools.

Brian was awarded a scholarship and attended CBC St Kilda and St Kevin's, completing his Leaving certificate in 1935 at St Kevin's Orrong Road.

He commenced work in 1936 at Buxton Real Estate in Albert Park for the grand total of 30 shillings a week. In 1937 he applied to Australian Glass (AGI) and commenced working there as a trainee Accountant while studying part-time.

When war broke out in 1939, he enlisted with the 14th Battalion, located on the corner of Punt Road and Commercial Street. As Accountancy was a "protected profession", he had to return to work at AGI until suitable replacements were found (two were needed to cover his workload). This took 12 months to achieve, so he spent that period at the AGI Spotswood facility.

When he returned to the Army, he was rated, as B Class, because, while rowing in Melbourne, he had two hernia operations and the Army was not satisfied that they had been performed adequately. Brian contested this and eventually was allowed to return to his battalion.

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He was based in the Australian Club on William St. Shortly after commencing, he was summoned into the Adjutant's office one morning with the bellowing question: "Walsh, who the bloody hell do you know high up in the Army?" He was advised that he was being immediately transferred to Brisbane to work on an "unknown assignment".

Arriving in Brisbane, he proceeded to 21 Henry St, Ascot, the home of Central Bureau. This was one of two Allied Signals Intelligence (SIGINT) organisations in the SW Pacific Area during World War II. CB was attached to the Headquarters of the Allied Commander of the South-West Pacific area, Douglas MacArthur. CB's role was to research and decrypt intercepted Japanese Army (land and air) traffic and work in close co-operation with other SIGINT centres in the USA, UK and India.

Brian was in advanced positions very close to the Japanese front line, moving northwards until ultimately reaching Japan. All this had to be kept secret from family and friends for many years after the war finished.

After the war, Brian returned to Melbourne but had to wait a further year to be discharged from the Army.

He then returned to AGI in Spotswood, transferring to AGI Adelaide on 30 June 1950. While on holiday in Lorne, he met Josephine Hay, whose family was from Renmark, South Australia, and they later married in Adelaide.

Brian eventually set up in private practice in the Adelaide Steamship Building.

During his time, he also was involved in the ownership of various firms, notably

furniture and ice-cream companies.

Throughout his working life and well into retirement, Brian was actively involved with charitable organisations. He volunteered at St Vincent de Paul, doing evening sessions in the homeless shelter; the Daughters of Charity, working early in the morning preparing food in the kitchen well into his 90s; and Legacy, serving as both State and National President.

From an early age, Brian has been a keen pipe smoker, rowed with the Melbourne Rowing Club, played golf twice a week (he was a member of both the Commonwealth Golf Club and Kooyonga), built and sailed dinghies and was involved with various wine and food societies. He follows cricket and Australian Rules football with great enthusiasm (Footscray, Sturt and the Adelaide Crows). He was a founder, and later, President, of the Wine & Food Society as well as the Beef Steak & Burgundy Club. After retiring from golf, Brian took up croquet and played well into his late 90s.

He is pre-deceased by all his siblings, Madge (99 years old), Kevin (92) and Shirley (91).

Brian lives on his own in the family home in Malvern, Adelaide, since Jo died in 2001. Their four children are Anthony, Angela, Catherine and Tim. On St Patrick's Day 2020, four generations of his family and friends celebrated both his 100th birthday and what would have also been his 71st wedding anniversary.

One of his favourite sayings is that he 'Wouldn't be Dead for Quids'!

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Old Collegians COVID-19 Aaron Lampe (SKC '13) is one of the many faces fighting on the coronavirus frontline. Aaron is a nurse at The Alfred Hospital and was one of the first to confront the virus in Victoria. He works on the specialist COVID-19 infectious diseases ward now. You may have seen him featured on 60 Minutes and in the Herald Sun. Congratulations and thank you to Aaron and all the frontline workers who are associated with St Kevin's – there are many.

SKAAC What a year we saw on the track this season with 151 SKAAC club records broken. A huge congratulations to the large number of SKAAC athletes that have set records. Many athletes did it multiple times in the same event or across multiple events! The large number of records being broken is greatly due to our high quality junior membership base and the coaching that we provide during the track and field season. For anyone who would be interested in joining SKAAC for either cross country during the winter or track and field during the summer or anyone who would like to receive the SKAAC newsletter, please get in contact with Tristan Mioni (mionit@stkevins. vic.edu.au). All abilities, ages (12+) and genders are welcome!

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RIP BR DON MURRAY CFC (ST KEVIN'S COLLEGE, OAMARU) Br Murray was a special friend of St Kevin's College Toorak's rugby, especially during development in the 1990s.

Br Murray greatly assisted the 1993 team win the first winter sport premiership for the school. He remained a specialist visiting coach for 1994 and 1995 teams.

In later SKC tours to NZ he provided valuable support. After the 1993 and 1995 premierships, St Kevin's has gone on to be very successful in rugby. Many suggest Br Murray laid the foundation for such a record. There is a trophy named in his honour (Murray-McCarthy Shield) for matches played between the two St Kevin’s Colleges.

He would occasionally visit Melbourne and always made a point of watching a St Kevin's rugby match. He attended the 2015 20th Anniversary of the 1995 Premiership. His last visit, two years ago in 2018, coincided with the Sevens competition which, fortunately, St Kevin's won for him on the day.

KEVKONNECT During the COVID-19 lockdown, SKOCA instituted KevKonnect where Old Collegians could log in on a digital video call and chat to other Kevinians all over the world. Old and young joined in with the Executive Officer moderating the sessions. This new engagement was such a success it is planned to hold them on a semi-regular basis. One of the sessions was on a specific theme where David Knoff (SKC '02), who is at David Station in Antarctica, spoke and had a Q&A session with many interested Kevinians.

SKOBFC Like all sports codes and leagues, COVID-19 has delayed the start of the Victorian Amateur Football season in 2020. At the time of writing, players have returned to training preparing for a start sometime in the future. Potentially, it may start on 1 August and run until October before some finals. Numbers are strong at SKOBFC and (with no AFL to attend) we look forward to seeing plenty of supporters at games...all spaced 1.5m apart, sanitised and obeying ALL the rules!

SKOBSC After a several-month delay, St Kevin's Old Boys Soccer Club is excited to be returning to training and competition in a COVID-safe way. The club is still welcoming players, so if you are interested in a community atmosphere and regaining fitness post-lockdown please contact committee@skobsc.com.au.

BR MURRAY AND JEFF GARVEY

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Reunions As all reunions are now either cancelled or on hold it is important that everyone keeps their non-work email address valid here at SKOCA. It is also not too early to start planning for 2021.

Valete BAQUIE, John Daniel (Jack) (SKC '44) RIP 18/05/2020

SOWERSBY, Bernard Vincent (SKC '48) RIP 20/03/2020

DAVEY, Stephen Gerard (SKC '71) RIP 15/04/2020

WOODRUFF, Br Kevin Patrick cfc (SKC '66) RIP 23/05/2020

O’CONNOR, Desmond Michael (SKC '53) RIP 14/03/2020

OLD COLLEGIAN AFFILIATE CLUBS

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The COVID-19 crisis has forced many people indoors for several months. As we venture out of lockdown and consider activity, it will eventually be possible to enjoy team sports/activities and the socialising with being in a club.

We are always on the lookout for items of historical interest and Max Tomlinson (SKC '65) of Townsville found this picture of his Form 2 (Year 8) class with Br Vin Monagle in 1960 on some kind of excursion. Can anyone tell us where it is?

SKOCA is always interesting in expanding the number of clubs and interest groups.

Any items are welcome, contact old-collegians@stkevins.vic.edu.au.

Kevinians are reminded here that there are many activities offered in our affiliate, well-operated clubs. Here are their contact details: ST KEVIN’S AMATEUR ATHLETICS CLUB Sam Doble www.skaac.com OLD COLLEGIANS BASKETBALL CLUB Curtis Lo skocbasketball@gmail.com OLD COLLEGIANS BIG BAND James Appleyard old-collegians@stkevins.vic.edu.au OLD COLLEGIANS BOWLS CLUB Peter Macdonald old-collegians@stkevins.vic.edu.au OLD BOYS CRICKET CLUB Josh Willett skobcricketclub@gmail.com

Junior boys circa 1940s but do you know what group, when it was taken or anyone in the picture?

OLD BOYS FOOTBALL CLUB Simon Olsen www.skobfc.com TBC

OLD COLLEGIANS GOLF old-collegians@stkevins.vic.edu.au

OLD BOYS HOCKEY CLUB Leo Lambers old-collegians@stkevins.vic.edu.au OLD BOYS SOCCER CLUB Andrew Fehervari www.skobsc.com.au OLD COLLEGIANS SOCIAL JUSTICE GROUP Tuong Tran old-collegians@stkevins.vic.edu.au OLD BOYS TABLE TENNIS CLUB Wendel Zhang old-collegians@stkevins.vic.edu.au OLD COLLEGIANS TENNIS Luke Camilleri old-collegians@stkevins.vic.edu.au

OMNIA

19

Art & Design Moving a predominantly practical department online overnight has proved to be a challenge for students and teachers alike. However, with studios replaced by kitchen tables and living rooms becoming workshops, students have adapted to a very new way of working creatively. In particular, students undertook the Life Imitates Art challenge and produced some superb interpretations of their chosen artworks.

FEATURED ARTISTS Paul CĂŠzanne (1887).The basket of apples Harry Cullinan (7C) Johannes Vermeer, Girl with a Pearl Earing (1665) Nathaniel Connor (7A) Thomas Gainsborough, Richard St George Mansergh-St George, 1776 - 1780.

Jack Flower (7C) Rene Magritte, Time Transfixed (1938) Charles Gill (8J) Pablo Picasso, The Old Guitarist (1903-1904) Julien Fernandez (7A)

John Simpson, The Captive Slave (1827) Zach Ibrahim (8F) Grant Wood, American Gothic (1930) Jack Whitbread (8J) Pontormo, Portrait of a Halberdier (1529 - 1530) Oscar Farrell (8C)