For our Physics Olympiad competitors, first experiments in the science classroom began a journey that has led to achievement at the international level. Over the past three years, our students’ skills have seen them compete against some of the world’s most talented young scientists at Olympiads across Australia, Asia and Europe.

Our competitors include Alastair Murphy, who achieved an honourable mention at both the Asian and International Physics Olympiads in 2023, Jeff Dai, who won a bronze medal at the 2024 International Youth Physics Tournament, and Eason Yang, who won gold at this year’s International Physics Olympiad, and silver at both the 2024 and 2025 Asian Physics Olympiads.

It’s always a bittersweet feeling coming to the end of a show. The adrenaline lingers for a while, but now with nothing more to do, all you are left with are the memories and experiences you developed throughout the production.

This weekend I, along with many other talented Trinity and Ruyton students, share this feeling. After working together on the musical for nearly 15 weeks, Mary Poppins the musical is over. All the strenuous hours spent rehearsing, the line learning, the charges down Glen for lunch, opening night and closing night all are just memories now.

The musical remains as one of the highlights of my year and I strongly recommend it to you whether you like musicals or not. The camaraderie that is fostered, the laughs, the inside jokes and the people is what makes the process so magical. In a world of nonchalance and restrained self-expression, over 50 people stood on stage and put themselves out there to tell a story. I think that’s quite an achievement.

Together we put on a bedazzling performance with such highlights being:

Ben ‘Broadway’ Reynolds flying, adding flair to another polished performance.

Rupert Marsland’s super necessary backflips.
Stanley Raftopoulos and Andrew Pezos’s crucial backstage work.
And Hayden Randle’s personal rendition of Supercalifragilisticexpialidocious.

To those who came, we are immensely grateful. We take great pride in what we do and seeing you there means the world to us as actors.
I hope we gave you a laugh, a dance and a good time.

I hope there is something about the experience that appeals to you. I cannot recommend it more highly. Yes, it’s a large commitment but the rewards are immeasurable. When the work is done, you’ll be left with friendships, memories and pride in the fact that in a world obsessed with consumption, you created.

As the world of work continues to evolve, shaped by rapid technological change and the rise of AI, our focus in Future Pathways is shifting. Rather than helping students find “the right career,” we’re guiding them to develop the skills and mindset needed to thrive in uncertainty. Interpersonal skills, adaptability, and the ability to connect meaningfully with others are more important than ever.

Year 10 students have taken exciting steps in this direction. Their work experience placements offered valuable real-world insights, while our career clusters workshop introduced a new way to think about how personal strengths and interests can align with a wide range of industries. We’ve also encouraged students to explore tertiary options through Open Days and the VTAC website, while supporting them to thoughtfully consider their subject selections – helping ensure their choices align with their interests and keep future pathways open.

Year 11 students recently participated in the Leadership Day, where they were encouraged to become leaders of their own futures. We welcomed Old Trinity Grammarians currently studying at university to share their stories.

For Year 12 students, our career interviews have provided a space for reflection and planning. Many students have returned for multiple conversations, not to map out their entire future, but to identify the next step they’re excited to take. This approach – focusing on momentum rather than certainty – is helping students feel more confident and supported.

At every stage, we’re helping students connect learning to their futures — futures that may be uncertain, but are full of possibility.

In the Early Learning Centre (ELC), this journey begins with a small circle – a child arriving, often not knowing anyone, stepping into a new space filled with possibility. This year, our ELC team has embraced the metaphor of circles as our guiding lens, inspired by the book The Circles All Around Us. The story begins with one person in a small circle and as they build relationships, their circle expands – to family, friends, community and beyond.

Our learners begin with just one person in their circle. Through play, shared experiences and meaningful relationships, those circles begin to grow – as children form friendships, engage with educators and begin to understand themselves as part of a learning community.

Throughout the year, these circles widen again – through specialist lessons, visits from older students and interactions with Fergus, our therapy dog. These experiences connect our learners to the broader Trinity community. These experiences expand their sense of identity, belonging and learning within the school.

ELC educators walk alongside our learners as coresearchers, listening closely to children’s theories and offering materials that extend their thinking. We provide thoughtful provocations that respond to children’s interests and questions, embedding these opportunities into our everyday practice. Daily checkins and intentional teaching of emotional regulation strategies support our learners’ social development in authentic, practical ways. Outdoor experiences nurture whole-body development, literacy and numeracy, while weekly visits from Fergus and our growing understanding of Indigenous culture are woven into the fabric of our curriculum.

They discovered that it was a caterpillar and a possum and they have researched bug spray and learnt that rosemary and eucalyptus oil are good deterrents for caterpillars. They were worried about the possum as the bug spray was to scare bugs away… they decided that ghosts scare things, so they might scare the possums away but they need to make sure they are protecting all nature, so they don’t want to hurt the bugs or possum so also added yarn for laser beams.

Our investigators have added rubber bands so the bugs can sling shot away. And drew ghosts, as they are scary.

We have since observed that a bird has been visiting and has taken some yarn for their nest!

Trinity Year 11 student

I have learnt many valuable lessons throughout my time at school, but beyond the gates of Trinity, the story is quite different.

Recently, I had the privilege of travelling to Hawaii for my school volleyball trip, and it was there that I truly discovered the importance of stepping outside my comfort zone and connecting with people I would not usually spend time with.

During our time in Hawaii, we visited many schools, where we played several games. While we did experience losses, winning was never our main focus. What mattered most to us was building friendships. The people we met were kind, welcoming and highly competitive, yet they never held our defeats against us.

From this experience, I learned that life should not always be taken too seriously, it is meant to be enjoyed as it happens. If we spend too much time worrying about the future or stressing over outcomes, we miss the opportunity to truly embrace and appreciate the present.

Current Trinity parents

Supporting Ollie (Year 12) Chris (Year 9) through their cocurricular journeys has been an incredible learning experience for our family. Chris’ passion for mogul skiing, from long training days at Mt Buller to international training overseas, has taught us resilience, focus and the value of setting big goals. At the same time, Ollie’s dedication to soccer – training nearly 10 months a year and proudly representing Trinity in the First XI – has shown us the power of discipline, teamwork and commitment.

What has stood out most is the support both boys have received from Trinity. Teachers have shown genuine care and flexibility during heavy training and travel periods, while coaches have built confidence, character and school pride. The encouragement from the wider Trinity community has also made us feel part of something bigger, reinforcing that our boys are not only athletes and students, but young men being guided by strong values.

For us, Trinity has shown that success goes beyond results – it is about perseverance, belonging and embracing life’s broader fields.

Current staff, Teacher of Senior School Chinese and
Coordinator of International Students

The Chinese proverb “百闻不如一见” – “hearing a hundred times is not as good as seeing once” – captures the value of learning beyond the classroom. Textbooks and lectures provide knowledge, but real-world experiences bring it to life in unforgettable ways. When students step outside through travel, community projects or hands-on activities, they gain deeper, more personal insights into the world.

Seeing historical sites, engaging with different cultures and observing global issues firsthand sparks curiosity, empath and critical thinking in ways traditional learning cannot. I have been fortunate to join Trinity’s international tours and witnessed the profound impact of these experiences. Students adapted quickly, collaborated, asked insightful questions and reflected thoughtfully on similarities and differences.

These encounters reinforce academic learning while building independence, empathy and global awareness. As an educator, it is rewarding to guide them through this transformation and see them return with broadened perspectives and lifelong lessons.

Trinity alumnus

After graduating from Trinity in 2022, I initially thought I only gained an education from Trinity, but as I found out in in the last year, this is as far from the truth as possible.

Halfway through 2024, I went on a year-long trip to Europe and parts of the Middle East. Started in Belgium as I undertook a semester abroad of university, and after exploring many countries, including France, Italy and Dubai, I eventually settled in England for around five months.

I came to the realisation that whilst it is every young person’s dream to be travelling Europe, you are unaware until you are there of just how difficult and daunting it can be, in which life lessons such as communication, resilience and adaptability are so valuable.

It was only recently that I figured out my years at Trinity were where these life lessons were developed. Whether it is on the sporting grounds, in the classroom or studying, Trinity pushed me to develop life skills that are key to dealing with any scenarios.

At the Old Trinity Grammarians’ Amateur Football Club (OTGAFC), the green and gold has always stood for more than just football. It represents a community bound by passion, history, and support. Among its ranks are players and supporters who have given so much of themselves, not for applause or accolades, but simply for the love of the game and the people around them.

Every so often, the club pauses to shine a light on the community through the award of Honourary Life Membership. It is the highest recognition the club can give, reserved for those whose dedication has been extraordinary. Some earn it by sheer endurance-playing more than 200 games or serving on committee for over a decade. Others earn it in less obvious ways: the tireless helpers who organise, support and build the Club through many volunteer hours.

For those honoured, the recognition often comes as a shock. When Steph Bull and Ed Beasley (OTG 2011) were recently named Life Members, both admitted to being “blown away.” In their eyes, they had only been doing what they loved-turning up, helping out, being part of the OTGAFC family.

Long-time contributor Gil van der Venne echoed this sentiment, reflecting on just how deeply the club has shaped his life:

Looking back over our nine years at Trinity, we can hardly believe the journey our son has taken. When Mathew first joined, he was a boy often misunderstood. At primary school he had been labelled “disruptive” and, despite his love of music, was left out of the choir.

We remember touring Trinity with little hope of a place. The school was full, and we expected nothing more than a look around. Yet even that first visit felt different. Staff listened to our concerns, met Mathew properly, and encouraged him to share his interests. Soon after, we were invited back for a formal interview for the following year.

He sat down with the Head of Junior School, who spoke with him not only about academics but also his love of singing and football. The message was clear: Trinity valued boys who embraced all aspects of school life. After completing the enrolment process and with a vacancy opening, Mathew was offered a place in Year 4. That moment was transformative—for the first time, our son was recognised for his strengths rather than his struggles.
“Trinity saw something in Mathew that others hadn’t. Instead of focusing on his challenges, they recognised his potential.”
That shift gave Mathew what he needed most: purpose, confidence and belief in himself.

Music quickly became the heartbeat of his Trinity years. After a suggestion from the Music Department, we applied for and Mathew was awarded a scholarship to sing at St Paul’s Cathedral. Under the guidance of Philip Nicholls, he received world-class training and developed a lifelong love of music. Sitting in the pews, listening to our son sing before thousands at the Cathedral’s Christmas services, was profoundly moving—moments we will cherish forever. Those experiences didn’t just build his voice; they gave him resilience, focus and the ability to express himself with confidence.

Trinity also offered opportunities beyond the classroom that shaped his character in ways we could never have imagined. The One Arm Point Program, first billeting a student at home and later travelling to the remote Aboriginal community, gave Mathew a deep appreciation of different cultures and perspectives. It opened his eyes and heart in a way only real-world experiences can.

As parents, it was inspiring to watch our son step outside his comfort zone and grow in empathy and understanding.

Sport was another cornerstone of his growth. From footy in Junior School to rowing at national championships, Trinity gave Mathew the chance to test himself, work in teams and build friendships that will last a lifetime. One of our proudest moments was his appointment as Captain of Boats in Year 12. The role demanded responsibility and leadership, and it was remarkable to see him rise to the challenge.

“Watching him lead his peers with humility and strength showed us just how far he had come.”

What has stood out most is the way Trinity takes the time to see the whole boy, not just the grades or behaviour. Teachers such as Miss Hill and Mr Botha looked beyond the surface, encouraging Mathew to channel his energy into achievement. Their patience, understanding and belief in him made all the difference.

For us as parents, Trinity has been more than a school—it has been a community. From concerts at the Cathedral to Saturday sport and regattas, to the friendships we’ve built with other families, the support and encouragement we’ve felt has been invaluable. Parenting doesn’t come with a handbook, and there were times we questioned ourselves. Bu

t Trinity became our village.
“It takes a community to raise a child, and Trinity has been that community for us.”

Now, as Mathew prepares to graduate, we feel an overwhelming mix of pride, gratitude and a touch of sadness. We’ve seen him grow in confidence, discover passions that will last a lifetime, and step into leadership with strength and humility. Most importantly, he leaves Trinity with belief in himself and a strong foundation for whatever comes next.

“Trinity has been so much more than a school—it has been a place where our son was truly seen, understood and supported.”

As we watch Mathew take his next steps beyond the school gates, we know that the values instilled in him—truth, service, courage and community—will continue to guide his life. For that, we will always be deeply thankful.

The development of the new Bulleen Pavilion represents a milestone for Trinity Grammar School, promising benefits that extend well beyond bricks and mortar. Designed as both a sporting hub and a community gathering place, the Pavilion will enhance the experience of every student and family. From hosting senior fixtures and Friday sports to providing a central point for junior school events, it will allow the entire Trinity community to come together in one vibrant, shared space.

Recognising the value of this project, the Parents’ Association (PA) has pledged a significant contribution of $250,000, towards this campaign. This donation reflects the PA’s deep commitment to strengthening the student experience and ensuring that families have access to outstanding facilities. The Pavilion will not only support the school’s sporting programs but also create a welcoming environment where friendships are built, connections are fostered, and school pride is celebrated.

The PA’s support of the campaign is rooted in the understanding that improved facilities benefit all. Whether it is the Prep–2 Games Night, junior cross-country, or a major school sporting event, every boy will have the opportunity to engage with the Pavilion in a meaningful way. For parents, it will become a place to gather, support, and share in the joy of school life.

This achievement is made possible by the tireless work of Trinity’s volunteer community. Each year, parents, carers, and friends contribute their time and energy to major fundraising initiatives, including the Green and Gold Ball, the Founders’ Day Fair, and the second-hand uniform shop. These efforts not only bring the community together but also generate vital funds that flow directly back into the school. In recent years, the PA has used this income to provide grants for smaller school activities; now, those contributions have culminated in a major investment in the Pavilion.

The Pavilion is therefore more than a building—it is a testament to the power of community. Every raffle ticket purchased, every Ball attended, and every shift volunteered at the Fair has played a role in reaching this point. Through these collective efforts, the Trinity community demonstrates the strength of its shared vision: that by giving generously of time, resources, and support, every student can thrive.

Throughout our lives, we will face many ups and downs as we work towards our goals. As a member of the Trinity community for many years, I’ve learned how important it is to build and maintain strong connections with friends who will be there to celebrate and who we can lean on in harder times.

As I come to my final year as President of the OTGA, I feel incredibly lucky. This position has allowed me to meet OTGs of all ages, learn more about their Trinity experiences and hear about everything they have achieved since graduating. OTGs often ask me about the latest news from Trinity and I enjoy sharing the latest school developments with them.

Recently, we had the first OTGA lunch since the COVID-19 pandemic, giving OTGs and other community members the chance to reconnect. This event underscored how important it is that we continue to organise a variety of opportunities for OTGs to come together, as we get to see different people at each event. We were privileged to hear from Principal, Adrian Farrer, who provided a fantastic update on the school, including news about the exciting building projects that will begin in the near future. I am also proud to share that the OTGA has agreed to support the upcoming capital campaign with a $50,000 donation, and in recognition of this, the school has offered us the name of the upstairs bar, honouring the OTG community.

I still enjoy a number of close friendships from my time at Trinity. One of my most powerful memories is attending a camp leaders’ training course, where a small group of Year 11 students mentored the younger camp leaders of the future. The experience involved some blood, sweat and tears, but in the end, we were left with a tremendous sense of achievement. I’m sure this kind of cross-age mentoring has been similarly transformative for other cohorts. The passion our students show to ensure the success of fellow students is astounding.

Experiences like these that take place beyond the classroom are a highly valued part of a Trinity education. Through outdoor education, and on the sporting field, I not only learned how to build resilience by getting out of my comfort zone, but I also came to understand much more about teamwork and leadership. I can see how these moments have shaped my connections with others. I know the same is true for many of the boys and men I speak with.

My three years as President have only deepened my passion for this community. In our modern, time-poor world, there is incredible value in connecting with others through volunteering – we get out what we put in.

OTGA Special General Meeting

Tuesday 11 November, 6.30pm
55 Wellington Street, Kew

Special Resolution:
Variation of the Rules of the Association

That, in accordance with Rule 22 of the Rules of the Old Trinity Grammarians’ Association Inc (Association) and section 50 of the Associations Incorporation Reform Act 2012 (Vic), the Association hereby resolves by special resolution to vary the Rules of the Association as set out in the document titled Rules of the Old Trinity Grammarians Association Inc (as at 14 October 2008) (Rules) and as shown in the tracked changes version tabled at this meeting.

Summary of Key Variations as shown in the tracked document:

• The date of the Rules is updated from 14 October 2008 to 11 November 2025.
• Updates are made so that “Headmaster” and “Principal” may be used interchangeably throughout the Rules.
  References to “his” in relation to the Principal are replaced with “their”.
• The requirement for an Honorary Auditor to be appointed annually by the Committee is removed.
• References to “audited” financial statements are removed.
• The means by which special notices may be issued to members is expanded to include email or other electronic communications.

Other minor amendments to clarify language and update terminology.

Resolution 

“That the Rules of the Old Trinity Grammarians’ Association Inc be varied in the form of the tracked changes as tabled at this meeting, with such variations to take effect immediately upon the passing of this special resolution.”

Explanatory Note

The proposed variations modernise the Rules, update terminology, and remove outdated requirements – in particular the requirement to appoint an “Honorary Auditor” to the Association – as detailed in the tracked changes version of the Rules.

Voting Requirement

In accordance with Rule 22, this special resolution requires a three-quarters majority of members present and voting at the meeting, provided that at least twenty-one (21) days’ notice of the proposed variation has been given to members.

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