TORCarey Community News H - Volume 31 Issue 1 Winter 2021
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TOR H
Carey Community News
Volume 31
Issue 1
Winter
2021
Discover your Passion
Torch Contents
Volume 31, Issue 1, Autumn 2021
Publisher
Carey Baptist Grammar School
349 Barkers Road, Kew
Victoria 3101 Australia
03 9816 1222
Editor
Kelly Southworth
OCGA
Katie Hunt
Alumni and Community Manager
ocga@carey.com.au
Graphic Design
Hanna Webster 2 From the Principal OCGA
40 Where are they now?
Features
Inquiries 42 Reunions and events
communityengagement@carey. 4 Curiosity is the key to success
45 Announcements
com.au 8 Choose to challenge the status quo
46 Memorials
10 Talking about consent
Cover Image 48 Calendar
12 Encounters with nature: our Bush
Carey Donvale ELC students Kinder program
investigating nature as part
14 Shaping the future of education
of the Bush Kinder program.
18 Redefining creative spaces
Story on page 12.
20 Moving to America: a pandemic and
a political crisis
Above right
22 The two of us: Sarah Cain and
The newly opened Carey Art
Lia Muldeary
Gallery. Story on page 18.
24 Humans of Carey
Printed on responsibly Our Community
sourced paper. 28 Celebrating our diversity
29 Community groups
31 Advancement
32 The Carey Files
34 From the Archive
36 Donations to the Archive
38 The 2020 Carey Medallist
From the Principal
Shaping the next stages
of Carey’s future
Jonathan Walter
Principal
The education we offer at Carey is aspects of community experiences.
one that embraces the strengths of Carey engaged an external Appreciative ‘We are inspired by your
each individual. We provide many Inquiry consultant, who also happens responses, suggestions,
opportunities for students to find their to be a past Carey parent, to guide us visions and aspirations.
passions and discover who they are as through this process and ensure we get
Every word has been read
both a learner and as a person. We’re the most in depth responses.
proud of our approach to education – and will be considered as
We keep referring to this as ‘an
but we can do so much more. intentionally affirming process’ – part of creating the Carey
In order to continue developing the which is what it is designed to be. of the future.’
student journey at Carey, we have been We really want to know what you
undertaking some great work both think our strengths are as a school,
within the education industry and within an organisation and a community, in When developing the three-week online
our own community. This has included order to build on these and become the questionnaire, we focussed on three
the last few months of learning what best we can be for all of our students. main categories: the strong, connected
it is that our community values most The community responses help us to and inclusive community of Carey, how
about a Carey education, and how we unearth the common values that draw to deliver a complete education, and our
might leverage these strengths to deliver us together and what are the significant community’s visions of the future.
a complete education for every student. and important programs that really
We invited our staff, parents, students make a difference in the lives of our What matters most to the
and alumni to give feedback through students, staff and families. Carey community?
both an online questionnaire and in-
person sessions to find out what these How has Appreciative Inquiry
been used at Carey?
T he most exciting part of the
Appreciative Inquiry process is
strengths are and what our shared forging the path forward based on our
future aspirations, hopes and dreams for
our community involve. T hrough a variety of methods, we have
tried to reach as many people in the
community’s values. It has been pleasing
to see a consistency of responses on
Our community consultation has been Carey community as possible to capture things that matter most to us here
in
carried out within the Appreciate Inquiry the insights, perspectives and voices of at Carey. There is a huge amount of
framework. This is an intentionally our people. This has included: data from this dialogue and, so far, the
affirming process focussed on • a three-week online engagement emerging themes have centred around
discovering what is working well and inviting members of the community diversity, inclusivity and celebrating
what we need to keep doing, as well to provide feedback in written form in difference; a strong connected
as identifying new possibilities and response to a series of questions community that values the opportunity
c
opportunities for the future. • two half-day workshops with all Carey to support one another; and providing
staff from across the whole School opportunities for our students to thrive
What is Appreciative Inquiry? • a series of focus group discussions through our commitment to a complete
A globally respected approach for
organisations seeking positive input
from communities, Appreciative Inquiry
with parents in small groups
• Year 12 lunchtime discussions with the
Principal and Head of Senior School
education. We have also seen the
desire to further explore environmental
sustainability, links with Indigenous
is a strengths-based, research-backed • a series of student focus groups with Australia and for us to have greater
process that investigates the very best senior leaders of the School. goals in community service.
2 | Torch
As the dialogue continues throughout in some exciting educational research
Appreciative Inquiry emerging
Term 2 in focus groups, I look forward to projects, including the New Metrics for
themes: what matters most to
undertaking a deeper dive into some of Success program with the University
our community? (In no order)
these issues to understand what is most of Melbourne. This is focussed on
• Wellbeing important to our community. developing a new way of assessing the
• Strengths-based learning whole student at the end of their time
What’s next for Carey? at School. It is widely accepted that
• Valuing individuality
•
•
Academic excellence
Co-education
T he feedback from our community
will inform the development of
the ATAR, while a useful measure of
academic progress, will not adequately
our school’s future directions. We are show future employers or tertiary
• Community service inspired by your responses, suggestions, institutions who these individual
• Quality teachers visions and aspirations. Every word has students are and what they are good at.
• Learning beyond the classroom been read and will be considered as part The New Metrics program is conducting
of creating the Carey of the future, and research with 40 Australian schools to
• Christian values
we are eager to begin the next stage. develop a robust measure of student
• Progressive and innovative
nspired to
In addition to listening to the ideas achievement, and we are very excited to
educational leadership be a part of this as it unfolds.
from our community, we are involved
Through being involved in industry
projects, Carey has an active voice in
developing the educational agenda for
the future. Together, these innovations
create change
will lead to the development of an
offering to better meet the future needs
of our young people.
Torch | 3
4 | Torch
Feature
Curiosity is the
key to success
Saskia Lim & Ishan Merchant
School Captains
Dr Patricia Illing (2004) is an Old Having a higher ATAR gives you a wider
Carey Grammarian and researcher at ‘What got me into STEM was range of choices, but you need to do
the Monash Biomedicine Discovery the fact that I’m curious. It what will keep your mind active, rather
Institute, Monash University. After doesn’t matter who you are: than what others think you should do.
leaving Carey, Patricia’s passion for
if you’re a curious person, it’s S: Do you have any advice for people
science and boundless curiosity led her who might be apprehensive about going
to a Bachelor of Science with Honours, a great place to be.’
into STEM?
followed by a PhD from the University
P: What got me into STEM was the fact
of Melbourne. in the Australian Science Olympiads
that, as I said, I’m curious. It doesn’t
Patricia’s work has focussed on when I was in Year 11 and 12, and then
matter who you are: if you’re a curious
mechanisms of drug hypersensitivities the International Biology Olympiad.
person, it’s a great place to be. It’s
and understanding how the human And then after that, I ended up working
hard work, but so is everything that’s
body processes virus infections, and, for the Australian Science Olympiads
worthwhile. If you want to be going to
eventually, how we can develop a Summer School. I got to meet so many
a workplace where you learn something
vaccine that will protect us from all other staff who were university students
new every day, it’s a great place to be.
strains of the flu. and educators in medicine or science,
and it gave me an idea of what the path I: Could you give us a lay person’s
Our 2021 School Captains, Saskia and overview of what you’re currently
was going forward. So, I studied science
Ishan, interviewed Patricia to find out working on in your research?
at university with a sense of what was
more about her journey to her current
coming. I then went on to do honours, a P: I have a few different projects. A lot
research, and how it will impact us all.
PhD, and then postdoctoral research, so of my work to date has been looking at
Saskia: Let’s start with your time here. it’s been a fairly linear path for me. the immune system and how it detects
What did you most enjoy at Carey? viral infection. There are two areas of
I: A lot of us get really anxious about the
Patricia: What really suited me about ATAR. How important has that number what I do there: one of them is looking
Carey was the diversity of things I was been to you? at how our immune system sees that
exposed to. I was never good at sport, we’ve got an infection, and the other is
P: Honestly, it’s not something I think
but it was compulsory and I ended up looking at an instance where that goes
about very often, but it certainly got
really loving it. I also did debating, music, wrong. There are certain medications
me where I needed to be in university.
musical theatre – there were so many used that, in a small proportion
But at the time, science had a much
different things you could do that I of the population, can cause drug
lower entry score than something
probably wouldn’t have done otherwise. hypersensitivity reactions. The subset
like medicine. I could have applied for
Ishan: Have you always been interested that I’m interested in actually causes
medicine, but I elected to do science.
in science? the immune system to think there’s a
That was my choice. I think depending
virus infection. What brings these areas
P: I was always curious, which was on the circumstances you’re in, there
together is the human leukocyte antigen
something my parents encouraged. is an expectation that because you
(HLA) molecule.
When they gave us the choice of starting got the score, you should do a certain
a VCE subject in Year 10, I remember my degree, without considering what your HLA class I molecules are on the
older sister told me to do biology, and interests are. I went into science because surface of your cells, and they pick up
I found it really nurtured my curiosity. I’m passionate about it. I think it can be bits of protein from inside the cell and
That eventually led to me competing very hard to make that choice in Year 12. show them at the surface, basically
Torch | 5
Feature
summarising what’s going on in the cell. to generate a better immune response
So if you’ve got a virus infection, they’ll across influenza variants. Current ‘I would like to think that
pick up bits of the virus proteins, and influenza vaccines trigger predominantly coming along behind me,
they’ll display them so your immune antibody responses against virus there are people who have
system can detect the infection. surface glycoproteins. Due to changes
moved on to postdoctoral
But what appears to cause some drug in the virus such as mutations, these
glycoproteins can differ greatly between positions who look back
hypersensitivities is that particular drugs
can bind to certain HLA molecules, strains and the antibodies that could and say that I had a
which makes them look different on protect you against one strain won’t positive influence on their
necessarily protect against another.
the surface of the cell, so the immune career. That would be more
system identifies the cell as a problem This is why each year we’ve got a new
important than saying
and tries to get rid of it. There are a flu vaccine. They predict the strains that
number of different HLA variants in are going to be going around each year that I specifically
the population, and only some people and they incorporate those into the discovered something.’
have the variants associated with these vaccine. So if there is a mismatch, or if
reactions, so not everyone is at risk of there’s a new emerging strain, it won’t
experiencing a reaction. necessarily be protective.
I: You won a Michelson Prize for Human What we’re interested in is actually
Immunology and Vaccine Research in looking at responses to internal parts
2018 for your work towards influenza of the virus that don’t change as
vaccine development. Could you tell us rapidly and trigger an immune response
about that? involving T cells, which are activated via
P: What I’m trying to understand is the HLA. If we can find these bits, then
what HLA molecules are showing incorporate them as part of a vaccine,
when you’ve got a virus infection and we might be able to generate a vaccine
ultimately if we can use that knowledge that will help protect against all strains.
6 | Torch
S: You would obviously have a lot of anticipate and does harm. No one wants I: What advice do you have for anyone
ethical considerations when you’re that to happen. who’s not sure what to do after Year 12?
working in science. Do you ever think I: What would you like your legacy to be? P: Think about the things you enjoy, but
about what can happen if your research also the things that challenge you. We
P: I would like to think that coming along
is used for harm rather than good? all have different aptitudes, and the
behind me, there are people who have
P: Research integrity is central to the moved on to postdoctoral positions who world would be a very boring place if
conduct of research. Part of this is look back and say that I had a positive we all wanted to do the same things or
understanding ethical considerations in influence on their career. That would were all good at the same things. And
research involving human participants be more important than saying that I remember that if you make the choice
and samples, and upholding these specifically discovered something. that doesn’t turn out to be right for
ethical standards. Projects involving you, it doesn’t mean you can’t change
S: What are some of the other keys to
human participants are submitted to direction. I know it seems like such a
succeeding in your industry?
human research ethics committees for huge decision at this point, and if you
approval prior to initiation to ensure P: I have always approached things get it right, it’s great, but if you get it
that standards are upheld, including with the idea that if you want to do wrong, it’s not the end of the world.
respect for participants and clearly something, there’s no point in doing it There are so many times in your life
articulating the benefit of the proposed halfway. If it’s worth doing, do it to the where you can change course, but the
research. No researchers work in a best of your ability, and take pride in it. lessons you learn along the way will
bubble, we are part of a global scientific This applies to any industry. If you take never be in vain.
community where there is much scrutiny pride in what you do, people see that
and oversight. I think that would be and it takes you far. And never be afraid
anyone’s nightmare, if you have a finding to ask questions. There’s no such thing
that then gets used in a way you didn’t as a stupid question.
Torch | 7
Feature
Choose to challenge
the status quo
Kelly Southworth
Editor
A
When Frances Goh was leaving Carey at Macquarie in Hong Kong. ‘Everyone t Carey, Frances was Middle School
in 2006 and considering her future said this was the thing to do. Well now Captain, First Girls Badminton
career path, she did exactly what I have the thing, and I don’t want the Captain and a Prefect, and she loved
was expected of her. She had good thing. Who decided this was my thing?’ being able to do everything that
marks and liked numbers – a Bachelor Frances learnt the important lesson interested her through the co-curricular
of Commerce at the University of then that her career trajectory would program – netball, debating, music and
Melbourne was a clear choice. She be far from the linear path she always Outdoor Education. ‘I filled my plate to
doubled up with a Bachelor of Arts too envisioned. She needed to figure out the max. I wasn’t good at everything,
and had five majors. She might not what she was passionate about and but I gave everything a good try. I think
have realised at the time, but this was the world needed to catch up with her that’s important.’
a hint to the fact that her broad range ambition: the innovation industry didn’t Always driven and with boundless
of interests would not be satisfied by even exist when she was in Year 12, energy, Frances continued this pattern
her chosen linear pathway to becoming but she did eventually find a calling as throughout university, engaging in
an investment banker. Director of Strategy and Innovation for international study opportunities and
‘Okay. So now I’m an investment banker. kin8. Here she helps startup businesses being involved in campus life.
This sucks,’ she quips, looking back on to bring their ideas to life through So, when she came to a career that
how she was feeling in her time working effective management and research. didn’t stimulate her active brain as much
Frances’s tips for how to challenge
the status quo
1 Now is a good time
2 Asking for help is a strength,
not a weakness
3 Feeling dumb is part of the
process
4 Keep adding to the difference
you’re already making
5 Your current situation doesn’t
determine your future plans
6 Practice micro-bravery
7 Your voice gives others
permission to raise theirs
8 If you can, you should try
9 You are never going to feel like it
10 Who are you not to be powerful?
Above: Jonathan Walter, Principal, and Frances Goh (2006) at our International Women’s Day event in March 2021.
8 | Torch‘I think a better question
than ”What do you want to
be when you grow up?” is
”What problem do you want
to solve in the world?”’
Above: Frances Goh (2006) at International Women’s Day in March 2021.
as she needed, Frances realised that together entrepreneurs, business and gender wage gap, for example. The
throughout her life she had only ever owners and professionals to collaborate, fastest rising group of people on the
been ticking the boxes that others had network and motivate one another. edge of poverty or in poverty is middle-
laid out in front of her. She realised she ‘One Roof connects women from all over aged women, which is devastating,
needed to make her own path, live her the world and supports them through because they are some of society’s
own life, and abandon the status quo. mentoring, whether it’s professional hardest-working and most underpaid
‘I really had to get used to being business coaches or peer-to-peer people. These are women who have fled
uncomfortable,’ she reflects. ‘It’s all a mentoring, and creates a space for them domestic violence or toxic relationships,
matter of trying something new and to connect and be inspired.’ or are single and taking care of children
different. And there’s no one to tell you or elderly parents. This didn’t happen
Her role ties in with her deep passion
that what you’re doing is the right thing overnight; there’s a lot of systemic
for empowering other women. ‘I feel
– you have to figure it out for yourself.’ reinforcements that have enabled that.’
really fulfilled when I see women from
If Frances could offer some advice to her different walks of life create something This year’s theme for International
Year 12 self, it would be to back herself amazing and impactful together that Women’s Day was Choose to Challenge
more and ignore the voices around her. they wouldn’t have otherwise, had One – choose to challenge inequities, choose
‘I think it’s so unfair that you’re expected Roof not created that space for them to call out sexism, and choose to be an
to choose what you want to spend to intersect.’ advocate for equality, because an equal
your life doing in high school. And we world is better for everyone.
shouldn’t expect our first job to be the
one that fulfils us,’ she says. ‘We need
F rances came back to Carey in March
this year as the guest speaker at
Frances explained how we can all
challenge the status quo – see the list
our annual International Women’s Day
to better manage our expectations and on the previous page – but to start just
breakfast. Armed with a strong passion
we need to lean more into our passions. by asking questions. ‘When you disagree
for gender equity and with everything
I think a better question than ”What do with something, it’s important to keep
she’d learnt in the 15 years since school,
you want to be when you grow up?” is asking. Even if we don’t have all the
Frances implored the audience to never
”What problem do you want to solve in answers right now, making people think
be afraid to challenge the status quo.
the world?”’ will result in interesting solutions. As long
When asked why she believes this is so as we keep chipping away at it together,
A
s well as fostering innovation in important, Frances explained, ‘I think from all sides of the fence, that’s how we
the startup world, Frances is the it’s important to challenge the status can make positive change.’
Head of Community at One Roof, an quo when it doesn’t serve us. And right
organisation for women that brings now, this embodies a huge gender equity
Torch | 9Feature
Talking about consent
Kelly Southworth
Editor
Carey’s new Head of Senior School, foundational experience in a girls’ school, women, including Chanel Contos and
Kellie Lyneham, has been an active and my own leadership identity. By her thousands of peers; Grace Tame,
voice at Carey, along with the rest of leaving an environment so focussed on Australian of the Year; and, of course,
our School Leadership Team, in tackling empowering girls and women, would the countless and often unnamed
issues of consent, sexual assault and I be compromising my capacity to survivors of gender-based violence, but
safe relationships. Torch interviewed fully address the inequities in society, recent media attention has ensured
Kellie to find out why this is important specifically those concerning gender? that this conversation has remained
to her, how the School will continue As I continued to learn about Carey present in our daily lives. It has reached
to develop its education around these and the School’s culture though, I felt the water coolers, boardrooms, kitchen
issues, and what we can all do to emboldened by its ongoing commitment tables and individuals who may not have
ensure our students are safe. to diversity and gender equity. I have previously had the courage or catalyst to
You have worked in co-education in the always worked hard for women and engage in these conversations.
past, but most of your career has been will continue to do so. This process of This societal shift has invited schools
dedicated to girls’ schools. Your most reflection brought me to the realisation to advance this dialogue with their
recent position was at Korowa Anglican that not only do I, and the Senior School students and, in Carey’s context, build on
Girls’ School, where your daughter was team, have the fantastic opportunity to the depth of work that has historically
also attending as a student. Why did develop and shape our students through taken place in this area. To ensure
you choose to move to Carey? their experiences at Carey, I also have that we are supporting our students
Kellie: When I decided to take the next the opportunity to model to all our to be good humans, both now and in
step in my career and began considering students, regardless of their gender, the their adult futures, it is important that
a transition from Korowa, which had important place women have in leading we engage in clear and transparent
been a wonderful place to work, learn and shaping organisations across our conversations with them that respect
and lead, I didn’t have a clear plan for community, including schools like ours. their developmental stage. Similarly, it is
where the future might take me. Why is it so important to talk about the important that we facilitate our families
issues of consent, sexual assault and and staff to play their role educating
I was encouraged to apply for the role
healthy, safe relationships right now? and supporting our children in this space.
at Carey, and as I learnt more about
the School, its culture, traditions and Kellie: I think it’s essential that we We have seen statements from Carey
approach to developing great young acknowledge that it is, and will always explaining that, despite the education
people, the more drawn I was to the idea be, an incredibly important responsibility students currently receive on these
of leading the Senior School and being held by all schools to engage in a issues, there is still much more that
part of the Carey story. dialogue with our students and families needs to be done. Can you outline your
about consent and healthy relationships. approach to protecting Carey students
However, as the application process
However, that doesn’t mean schools from the sexual harassment, abuse and
unfolded and the prospect of joining
have always prioritised this dialogue. assault we have seen in the media in
a co-educational school became a
recent months?
potential reality, I reflected deeply It has been difficult to hear revelations
on my 16-year commitment to girls’ about our parliamentary culture Kellie: My first term at Carey has taught
education, my daughter’s great and the many stories of Australian me that, despite our size, we have a
10 | Torch‘I think it’s essential that we
acknowledge that it is, and
will always be, an incredibly
important responsibility held
by all schools to engage in a
dialogue with our students
and families about consent
and healthy relationships.’
great culture at Carey. Leveraging off they see them, practise relationships community to ensure we are all doing
and building upon this positive culture with authenticity and based on mutual our best to educate our students. Not
is essential to the important work of respect, and share in our responsibility only must they have a real sense of
helping students make good decisions as a broader society to activate much- clarity on what their obligations are
both within and beyond our gates. needed change. under the law, but also that they develop
Our framework for the delivery of the All students are aware and are reminded their skills, build empathy and become
wellbeing curriculum from Prep to that my door is always open and there good people. They need to have the
Year 12 ensures that we are able to are many people at Carey who can courage and confidence to act, to stand
engage in direct instruction regarding provide support, including other Heads up for their peers and to support one
consent with our students across the of School, Deputy Heads, Heads of another. Moreover, it is important that
School; however, as with all programs, House, Mentors, School Psychologists, this culture exists at school, but even
we are continually revisiting and School Chaplains, Guidance Co- more so that the students carry this
reviewing our approach, to ensure ordinators and the Head of Student culture into their lives beyond Carey,
that the experiences we offer are both Development. Students’ experiences because we know these behaviours
relevant and of the highest quality. will be listened to and acted upon with happen outside of school.
In particular, we hope to expand respect, sensitivity, procedural fairness, I believe this dialogue must remain an
our offering for our Senior School and in accordance with the law. ongoing one, not to be lost to the next
students who recognise the increasing What are your hopes for the future of big story. I sincerely hope it will pave the
responsibilities they have as young consent education at Carey? way for other important conversations
adults in shaping our community. that allow for interconnectedness in
Kellie: I hope that we are able to work
The key to having a positive impact our community, gender equity and
closely with our families and our broader
in this area will be ensuring we are acceptance more broadly.
continuously engaging in these
essential conversations by embedding
We recognise that all stories are different and everyone will need support in
the dialogue into our existing student
different ways. You may find these resources helpful.
experience. It is also essential that we
take advantage of our co-educational Lifeline (24-hour Crisis Line): 131 114
context which, by its very nature, Kids Helpline: 1800 551 800
provides an authentic opportunity for 1800Respect National Helpline: 1800 737 732
our students to develop the skills to Sexual Assault Crisis Line Victoria: 1800 806 292
challenge unacceptable behaviours when Relationships Australia: 1300 364 277
Torch | 1112 | Torch
exploratiFeature
Encounters with nature:
our Bush Kinder program
The ELC Team
Carey Donvale
Much research is available today world through play, we encourage
espousing the benefits of being ‘We don’t just take the them to be respectful and leave the
outdoors, including the opportunities children outdoors – we environment in its natural state.
to be physically active, to breathe the would like them to learn to Anne also suggests that ’nature has
fresh air and to slow down with the
care for nature by building a a great calming effect on all children.’
rhythms and patterns of nature. Being Children’s social development is
outdoors helps us all to get closer to relationship with it.’
nurtured, but especially for those who
the world around us and encourages have difficulty with social interactions,
our connection with it. don’t just take the children outdoors – the natural environment provides huge
A
t Carey Donvale, we are fortunate we would like them to learn to care for play opportunities that can support
to be surrounded by beautiful native nature by building a relationship with it their language and communication skills
bushland with fascinating flora and during their frequent visits.’ through teamwork. ‘Outdoors, it can
be easier for all children to engage with
B
fauna to learn about. We also have ush Kinder allows the children to
access to Mullum Mullum Creek Linear group learning and problem solving.’
develop a sense of agency, build
Park, fondly referred to at Carey as The resilience and manage their own risk. This extends to children who require
Flat. Being outdoors and learning about ‘They have freedom of movement and extra assistance physically: ‘All children
nature is part of the Carey Donvale they gain the ability to negotiate uneven can participate. Everyone finds their
experience, and this is especially true ground and manage their own balance, own way of moving around and enjoying
for our youngest members in the Early stability and safety,’ Anne states. The the sensory experience of being outside.
Learning Centre (ELC). environment meets children’s sensory All children are unique and there are
Bush Kinder at Carey Donvale needs that are difficult to reach when multiple ways of doing things.’
began many years ago in response learning through a screen. ‘The children The children also learn about how our
to the children’s curiosity about our learn through touch, smell, sound and First Nations people cared for the land.
environment. It was based on global sight when they are outdoors.’ ‘The Wurundjeri people lived in this
research, educational philosophy and The Bush Kinder program continues even environment,’ Anne explains. ‘They relied
the passion of our dedicated educators. in the rain, wind or cold. The children on it for their food, shelter and medicine.
The program was developed under the dress appropriately and experience the They had a rich relationship with this
leadership of ELC Director Anne Fahey, land. We acknowledge our First People
ion
fluctuations of weather, which helps
who travelled to Denmark to study the them learn about how the environment each morning with the children and
Forest School program, alongside her changes with the seasons. This is an before we begin each Bush Kinder visit.’
passionate and committed team in the important aspect of the theory of Bush We hope to work closely with the
ELC, especially with teacher Rachel Islip. Kinder, according to Anne: ‘They build Wurundjeri Cultural Heritage Council to
‘It was always clear to me that we their resilience and are challenged by learn more about the land, its cultural
needed to develop a sense of place with new and unfamiliar experiences. It is significance and our Indigenous people.
the children and encourage their curiosity natural and healthy for children to be
of their surroundings,’ Anne explains. ‘We outside, regardless of the weather.’
Playing imaginatively with natural
B ush Kinder is a prominent feature of
the Carey Donvale ELC program. We
are committed to this unique learning
materials encourages the children to experience for children to encounter and
truly access their creativity. But while engage with the natural environment,
nature offers lots of opportunities for establish a meaningful relationship with
the children to learn about the natural it and develop their sustainable thinking.
Torch | 13Feature
Reimagining
education
Kelly Southworth
Editor
This year, Carey welcomed a new
Deputy Principal – Learning, Kate ‘I think co-education is
Croft. Kate sat down with our really important right now,
Principal, Jonathan Walter, to discuss
more than ever. We have
her professional journey to Carey, her
educational philosophies, and what she to learn to understand and
hopes to achieve in her time here. respect each other for our
Jonathan: You’ve been at Carey for a differences rather than only
term now. What has been your first our similarities.’
impression of our school?
Kate: I have been really struck by how
close and strong the whole community
is. It has been a pleasure attending
School events like House Chapel services,
Saturday sport, Shrek and other
musical performances, and seeing the
unconditional support. I’m really proud
a cultu
to be a part of the Carey community.
J: What else drew you to Carey?
K: One of the things I really appreciate
is Carey’s Attributes of a Positive
Learner. I know the School has put a lot
of work into identifying the skills that
are important for learners – reflection,
imagination, curiosity, communication,
of learni
connectedness, collaboration,
knowledge, courage and resilience. I
think that really defines what Carey is
as an organisation. Teaching students
these attributes will help to shape them
into well-rounded people and lifelong
learners, and I’m excited to continue to
develop this over my time here.
J: You’ve always been in co-education.
Why is that important to you?
K: I think co-education is really important
right now, more than ever. We have to
14 | Torchure ing Torch | 15
Feature
learn to understand and respect each J: Tell us a bit about your family. and, as education evolves, we continue
other for our differences rather than K: I have two lovely children. Nick is to learn and grow ourselves. I love that
only our similarities. Students need to 30 years old and he lives and works every day is different and there’s always
see how others might learn differently, in Sydney, in finance. He loves surfing something new on the horizon.
too, and be able to work together and sport and keeping fit, especially J: You worked in many positions across
through all sorts of challenges, whether throughout last year. Alice is 28. She is a the school at Scotch Oakburn in
that’s in the classroom, on camp or in solicitor, working in Victoria with Legal Tasmania. What are you most proud of
group situations. We need to experience Aid. She loves her new role and has from your long history there?
diversity as children and then be able to great empathy for those who are less K: I was able to develop a strong culture
apply this respect and understanding of fortunate. And my husband, Roger, was of successful learning where students
others outside of school as well. a teacher for a long time but, over the were really proud of what they had
J: What would you say are some of your past 16 years, he has been in business. achieved. We found ways to support
greatest achievements? He plans to semi-retire soon, and to each student’s growth to get them
K: As a leader, I have learnt to be clear pursue some personal projects and play excited about their learning. I wanted
and confident about what I want to plenty of golf. students to be proud of how they had
achieve, but also to help others grow and J: And why did you choose to pursue grown each year, both academically
find their inner strength and their voice a career in education? and personally, without measuring
too. I have also learnt a lot about myself K: Schools are diverse places themselves against their peers. This is
through my family and being a mum, where you get to meet and work with where learning outside the classroom
and through travel and the experiences all different types of people. comes into play as well, like being a
I’ve been lucky enough to have, especially And as teachers, there are always new leader on camp or being part of a sports
in the more remote parts of the world. challenges and opportunities that team. We all have different strengths,
Learning about other cultures gives you you overcome or embrace with such and by finding these and nurturing
so much perspective and makes you wonderful like-minded people. There’s these, we can improve a student’s
reflect on your own values. always something to look forward to experience in all aspects of school.
‘I wanted students to be
proud of how they had grown
each year, both academically
and personally, without
measuring themselves
against their peers.’
16 | TorchFeature
J: How do you think we should be
educating our students for their future?
K: I really think we need some broader
goals in education to make sure we’re
showing post-secondary institutions
and employers what our students are
capable of in addition to their academic
success. We need to be able to define
and communicate an individual’s growth,
character strengths and competencies
in a really practical way. This is why
Carey is now involved in the New Metrics
for Success project with the University of
Melbourne and 39 other schools around
Australia. It is a two-year research
project that will result in a trusted
nationwide measurement of aptitudes
that complement academic assessment.
Our goal is to really shape the future of
learning for all Carey students.
J: At Carey, we have a really rigorous
academic program already. How is
the work we’re doing here going to
complement this?
K: There is no need for academics
to be compromised in the pursuit of be providing extension work or extra J: Are there any educational
developing well-rounded students. It’s help in certain areas, we can meet philosophies that inspire you?
about drawing together everything students where they are and help them K: My personal educational philosophy
our students do at school, including achieve their goals. The balance is really really is about learning how to learn.
the co-curricular activities, leadership important as well – we need to support The world is not going to reward you for
opportunities and outdoor education, each student’s wellbeing and educate what you know, but it’s about how you
and acknowledging that all these them about the importance of eating learn, how you think and understanding
components will make you a more well- well, sleeping and exercising to ensure these things about yourself.
rounded, balanced person. The best they’re getting the most out of school.
I also love the Reggio Emilia educational
thing about this is how well this actually J: What would you like your legacy to be approach in the Junior years. It is
strengthens the academic pathways. from your journey with us at Carey? an interdisciplinary approach that
It all works together to create the best
K: As I mentioned before, I would like provides a really strong foundation for
possible opportunities for all students
to continue to develop the Attributes our students. Children are inherently
to succeed. We don’t want any student
of a Positive Learner and the way we curious, and it is our role as educators
leaving Carey to say, ‘School wasn’t
work with those. It ties in with the New to facilitate this and allow them to
for me,’ because school really is for
Metrics project quite well because this is naturally collaborate and communicate.
everyone. By helping students to find
exactly what that research is addressing, The natural environment and the
their strengths we can make sure it is a
and Carey is in a great position to be classroom environment inspire learning
positive experience for them.
on the front foot with innovation. But and encourage this collaboration. Reggio
J: What practical advice do you have alongside that, I’d like to see more teaches students to be curious and
for helping students whose goals are to flexibility and autonomy in what we inquisitive, so they’re good learners and
excel academically? offer, particularly for our older students. don’t want to just be told things are
K: I think nurturing academic I would like to see them really be the the way they are – they want to know
performance is incredibly important. architects of their own learning and be how and why and this is the key to deep
By understanding what support able to map out their own pathways learning experiences in Junior School.
students need, whether that might from Year 10 onwards.
Torch | 17inspire
create
18 | TorchFeature
Redefining creative spaces
Simon Carver
Leader of Learning – Art and Design
Art and Design offers opportunities aspects also had to synchronise with the
to develop learning spaces with ‘Carey has realised new, capacity to systematically store student
a difference. As Art and Design purpose-built environments work as it is produced, showcase
educators, we are privileged to have that enable a creative and exhibition work through our School
licence to create ambient environments galleries, and to support and enhance
innovative flow, as students
that not only showcase student the expansive Artist and Designer in
work, but also provide a space that and teachers challenge new Residence program which inspires
deliberately provokes responses that concepts and approaches to authentic, real-world learning.
are imaginative, informed and unique core learning projects.’ To add further dimension to the robust
through a variety of critical and teaching and learning program, studio
creative learning models. spaces support direct and easy access
imaginative processes as ideas emerge
T he recently completed Art and
Design learning spaces – such as
in inspired and responsive ways. Through
these considerations, Carey has realised
to digital applications and the use of
contemporary technologies. Integrating
the interdisciplinary Maker Space in the new, purpose-built environments that the online learning management system
Centre for Creativity and Collaboration, enable a creative and innovative flow, Canvas into the learning experience
the new Carey Gallery (pictured top as students and teachers challenge was a significant consideration for all
left) and the refurbished art building new concepts and approaches to core Art and Design subject areas. Thinking
(pictured bottom left) – reflect learning projects. This nuanced approach beyond the conventional towards the
Carey’s commitment to dynamic and is at the heart of a Carey Art and Design contemporary provides our students
creative thinking and making. These learning journey. with education focussed on the hybrid
learning areas and creative spaces are interplay between Media, Design,
Over four years of considering the
specifically designed to connect students Technology and Art.
infinite possibilities of what designing
with experiential environments and
the opportunity to exhibit a range of
artworks through our Middle and Senior
effective, efficient and engaging learning
spaces might be, Carey Art and Design I n order for a culture of creation to
be embedded into the psyche of
identified the following as baseline learners, Art and Design spaces need
School buildings to enhance and support desirables: interchangeable light levels, to intentionally alleviate the mind and
the creativity throughout our school. both natural and artificial; strategically transcend thinking. The architecture and
These successful studio- and exhibition- placed flexible learning; display areas design of the creative space enhances
inspired spaces offer an assortment and exhibition-inspired project areas; this but, primarily, it is the interactions
of delights through an array of visual storage facilities that are equipped with within and the arousal of a desire to
materials and objects of interest to easily accessible materials; and hanging create that lays the foundation for a
stimulate each student’s curiosity and systems, shelving and showcases culture of creativity, innovation and
imagination. Uplifting environments to maximise the display of student inspiration. Both the developmental and
are not only determined by new and work. It was also important to provide final works by students are exhibited
well-equipped facilities, but by the ergonomic furniture and neutral colour throughout our learning environments,
construction and cultivation of visually schemes that don’t compete with the galleries and within student recreational
inspired spaces where students can be displayed work or learning spaces, areas to encourage our students to think
relaxed and comfortable, enabling them ensuring the focus remains on the broadly and creatively in all aspects of
to openly ponder possibilities and discuss learning and making process. All of these their learning.
Torch | 19Feature
Moving to America:
a pandemic and a
political crisis
Eden Giagnorio
Old Carey Grammarian (2013)
In 2020, during the height of the global pandemic, Eden moved to the United States,
leaving her family and boyfriend here in Australia. Eden reflects on her personal
experiences and her work in political campaigning during this unpredictable time.
I have always had a fascination with coronavirus crisis with cases multiplying
American politics – the patriotism, the on a scale that is hard to comprehend,
partisanship, the personalities – and and with protests breaking out across
2016 was a turning point for me, as it the country, it looked like a civil war was
was for so many. I vividly remember unfolding – little did we know.
watching Trump’s victory speech as I I knew this was a once-in-a-lifetime
sat on my living room floor, hoping the opportunity and nothing was going DC was a war zone after the invasion
feeling of the earth beneath me would to stop me. I quit my job, bought very of the Capitol Building on 6 January
stabilise my racing mind. With tears in expensive health insurance, packed up this year. I was living less than a mile
my eyes and fire in my belly, I made an my apartment, and farewelled my family from the Capitol, and heard sirens
unwavering promise to myself to do with two suitcases in tow. blaring all day. The chaos unfolding not
something next time.
I didn’t get very far at first. I was turned far from my doorstep had me scared to
W hen I won a Green Card in the visa
lottery last year, I knew it was meant
to be. The chances of being selected
away at the airport after my flight
was cancelled. Sitting in the empty
international terminal at Melbourne
go outside and bewildered by the violent
destruction of this beacon of democracy.
I contacted my family to assure them I
are 0.003%: around 14 million people Airport, I pulled out my phone, booked a was safe while members of Congress
apply every year and only 55,000 are flight to Sydney and scored another one- were hiding inside, afraid for their lives.
successful. I was interviewed at the US way ticket the next day. I had listened to Trump’s speech earlier
Consulate on the same day that Donald Saying my final goodbyes at the that day and I got the same feeling I
Trump was inaugurated as President of gate was the hardest thing I’ve ever did in 2016, which only made me more
the United States and my Green Card done. With limited commercial flights certain in my conviction that words
arrived in the mail on Barack Obama’s available I was lucky to get this one and I matter. More than that, a President’s
birthday. In the words of Paulo Coehlo, didn’t know when I was going to see my words matter. What happened that day
‘the world conspires in your favour’. boyfriend again. When the plane finally is the single most visible example of the
Not everything went my way – the same departed, I cried a little (okay, a lot), but power of language.
took a deep breath and got some rest. It
I
day I received my travel visa to move,
discovered the power of language
the World Health Organization declared was a journey to get to that point, and I
as a student at Carey. I had an
coronavirus a ‘matter of international had barely left Melbourne!
eccentric English teacher in Year 10 who
I
concern’. My American dream started to
arrived in Washington DC on 10 first ignited a passion in me. Every day,
unravel as borders closed, flights were
June 2020, at the height of the Black he nominated a student to present a
cancelled and infection spread.
Lives Matter protests. I saw military on word of the day. I remember always
My parents begged me to stay, and every corner – the District was on high looking forward to this class to learn
how could I blame them? America alert. I thought this would be temporary, new words, their history and their
quickly became the epicentre of the but it became a familiar scene. meaning. In Year 11, Ms Swaine helped
20 | Torch‘[Trump’s speech] only
made me more certain in
my conviction that words
matter. More than that, a
President’s words matter.
What happened that day
is the single most visible
example of the power of
language.’
me write my first feminist language
analysis of Frankenstein and Ms Jones
taught me to pick apart a sentence from
syntax to sentiment! That passion has
stayed with me today and now words
are my currency as a communications
professional, developing messaging for
political campaigns.
What I have learned is that political
communication is a both an art and a
science. I know this because I’ve worked
in the field, studied it and had a front
row seat to the most consequential
election in American history.
N ow that this chapter in America’s
story is coming to an end, I’m
focussed on helping to elect leaders for
the next generation. I recently moved
to Cleveland, Ohio, to work full-time
on a political campaign as Justin Bibb’s
Deputy Campaign Manager. He’s
running for Mayor of Cleveland and
I’m convinced he’s the next Obama!
We officially launched the campaign
in January and I’m so proud of the
grassroots movement we’re building
together to rebuild this city and meet
the urgency of the moment with action.
Torch | 21Feature
The two of us:
Sarah Cain and Lia Muldeary
In this feature of Torch, we highlight some of the many dynamic duos in our community. Old Carey Grammarians Lia (2020) and
Sarah (2017) have been playing soccer together since Lia joined the Carey team in Year 7. They’ve played together in a number of
different teams at the state level and semi-professionally and, in 2020, were both signed to Melbourne City FC in Australia’s national
W-League competition.
Sarah: This season just past, Lia and I every day, and finish sometime between
were both signed to Melbourne City FC noon and 2.00pm, depending on the day. ‘Lia and I have been
in the W-League. I hadn’t really heard Then I usually nap most afternoons. playing for a long time
much about it in the lead-up; we were When we have a game at home, I usually
together, so we have a
both in the training team and expected try to stick to the general routine they
that was where we’d stay, but we were set out for us when we have an away good understanding of each
both signed on Christmas Eve and three game. This includes things like going other’s game at this point.
days later we were flying to Brisbane for a walk in the morning, eating meals She’s really good one-on-
for the first game of the season. at certain times, stretching and foam
one – when we were training
It was very cool being signed together, rolling to make sure you’re physically
ready. Sleeping in the afternoon before a during lockdown, she was
because we’ve been playing together
for about six or seven years. Even last night game is also an absolute must! defending and it just wasn’t
year, when there was no sport during Lia and I have been playing for a long working for me!’
the COVID-19 lockdown, we were still time together, so we have a good
spending three days a week training understanding of each other’s game at
subject so I would only need to do four
together. Then we did all the preseason this point. She’s really good one-v-one –
subjects the next year and I could use
training and trials together. It felt like a when we were training during lockdown,
my spare periods to do my homework.
long time coming in a sense because of she was defending and I just couldn’t get
The School was really supportive and
everything we’ve done together. past her!
my parents helped a lot, and I stayed
I
I had the opportunity to play a few full got into soccer when I was five. My on top of everything. Both Lia and
games at the beginning of the season, cousin and I joined Goalkick, a kids I take the academic side of things
making my professional debut in round soccer program at the local club, and I pretty seriously. I’m now in my last
one. Obviously, making the starting line- loved it and stuck with it. year of a Bachelor of Psychology at
up is very competitive, but as a first-year Deakin and I’m working part-time at
I loved playing at Carey, especially
player, I enjoyed being on the bench a physiotherapy clinic, so those time-
because we got to meet so many great
and any opportunity I had to play some management skills I learnt while at
people from other year levels. One of the
minutes. The W-League season is pretty Carey have really come in handy.
girls was in Year 7 when I was in Year 12
short at only 14 weeks. It went really
I
and Lia was in Year 9. I remember her t’s quite a full-on lifestyle, but if you
quickly but it was great to finish strong
being this tiny gun who would just run want to progress you really have to
with both of us on the pitch and a win
through everyone, and now we all play in be patient and stick with it. Just keep
against Perth Glory.
the Emerging Matildas team together. doing what you can do and give it some
The training schedule is pretty full-on,
I wanted to take soccer really seriously, time, and make sure you’re having fun.
but it’s a routine that you get used to.
so when I was in Year 11, I did a Year 12 There’s no point if you’re not having fun.
We’re usually at the club by 8.00am
22 | TorchLia: I’ve been playing soccer since I was
seven years old, after my sister started
playing. I’ve known Sarah for ages, but
she played Under 12s with my sister
back in the day, which we didn’t realise
until well after we were playing at
Carey. Then in 2017, Sarah and I went
to Nationals together, and FC Bulleen
Lions in 2019. And now we’re both back
at the Emerging Matildas Program.
I hadn’t really heard much in the lead-up
to being signed to Melbourne City FC.
I was prepared to be a train-on player,
but it was a good surprise. I was super
happy that we both got signed together.
It’s pretty fun to be doing this as my
job with a friend. Even when we’re on
the pitch we still link up, because I’m
a defender and Sarah plays defensive
midfield, so we’re often pretty close if
we’re playing on the same side.
Obviously, our team’s not doing as well
as in past seasons, but it’s been hard
with a whole new group starting. I
haven’t played too many games, but it
has been really good being around the
professional environment. I’m definitely
learning a lot and developing, getting
better at the day-to-day sort of thing.
N ow that we’re in the off-season
for W-League, we’re both playing
in the National Premier League with
the Emerging Matildas development
program. My next goal would probably
be Young Matildas, which is the under-
20s team. Obviously, the 2023 World
Cup is in the back of my mind, and it
would be cool if we were both playing in Above: (L–R) Lia Muldeary (2020) and Sarah Cain (2017).
that, but I’m pretty focussed right now
best players in the world at the time. My favourite memories from Carey are
on the current season.
Unfortunately I injured my ACL at the the APS/AGSV Premierships we won.
I’ve also just started studying design and end of my first season with Melbourne Carey soccer was super enjoyable. It
engineering at Monash University. They City, so I was out for the next one. was less serious than the teams we’re
have a really good program for athletes in outside of school, so it was a time for
which helps a lot because there was a
bit of overlap with the first semester M y time at Carey was really
enjoyable. Even though Year 12
was during lockdown, it was one of my
us to have fun and make friends while
still playing with such a good group. It’s
and W-League season. I’m still getting so important to enjoy the sport. If you’re
used to it, because all I want to do when favourite years. The relationships I had
enjoying it you’ll be way more motivated,
I get home is sleep! with my teachers and my peers was
which is how both Sarah and I feel right
great, and in the short time we were at
I was first signed to Melbourne City now. When training is fun and playing
school we appreciated it more because
in 2017, when I was 15. I was the together is fun, it just makes everything
we’d spent so much time at home. It
youngest in the team, which was super so much better.
was also really good to be able to get
exciting, playing with Steph Catley and out of the house and train with Sarah
Jess Fishlock who were some of the every week.
Torch | 23You can also read
