In early September, the Old Trinity Grammarians’ Association (OTGA) hosted its third OTGA Community Breakfast, bringing together a vibrant mix of OTGs, parents, students, and staff. We were honoured to welcome Anthony “Harry” Moffitt as our special guest speaker.

Harry is a SAS veteran, registered psychologist, human performance consultant, and author, whose insights captivated the audience. He shared powerful reflections on the challenges of serving in the SAS, his enduring love of cricket, and the importance of family in his life.

A heartfelt thank you to our MC Clint Hillas (OTG 1996) for guiding the morning with warmth and professionalism and to the OTGA for their continued efforts in fostering community spirit. Events like these remind us of the strength and unity within the Trinity network.

On 31 July, the OTGA CBD Lunch was held at the Australia Club. This was the first time the lunch has been held post-COVID, and it was a sellout! On the day, Principal Adrian Farrer shared insights into the Trinity Masterplan.

In early August, Adrian Farrer – Principal and Lucy Cohen – Director of Community Engagement hosted a group of Queensland based Old Trinity Grammarians.

The Outdoor Education program in the Senior School is carefully structured to allow students to build upon their skills year-on-year to tackle expeditions across some of the most beautiful landscapes in Australia.

Midway through an eight-day Outdoor Education expedition in Freycinet National Park, Tasmania, we mic’d up Christian, Year 10, and asked him about some of his experiences in the program.

00:55:06 – 01:19:04

So, we just started a hike to Wine Glass Bay, and the time I think is around 11.00am.

We’ve actually started quite late. Later than I would have expected, but I think the hike today is quite short. Only about eight kilometers in total.

02:05:09 – 02:35:16

The prep for this expedition started about a week before, where we set out all of our gear and checked the quality and if we had enough of what we needed.

It was important that we were prepared for all the conditions that we could possibly face on the hike.

03:08:22 – 03:44:20

The Year 10 Outdoor Education program has three options. The Larapinta trail in Northern Territory includes a week-long hike, and it’s probably, in my opinion, the hardest one. There’s the Murray River option as well, which is all canoeing.

The final option, which is what I’m doing now, is the Freycinet option, which is in Tasmania, about two hours away from Hobart.

06:09:09 – 06:44:05

In the Year 7 Outdoor Education program, we learned many essential skills that were important not only to that expedition, but for later expeditions like this one.

Teamwork and individuality were really focused on.

07:50:16 – 08:24:17

I have some very good memories, actually, of the peer mentorship program. I was struggling quite a bit in the Year 8 hike, but the peer mentors helped me a lot to just push through it and gave me a lot of advice, as well as helping the team overall.

They’re very supportive. They’re very involved as well.

07:22:21 – 07:50:14

The Year 8 program was in Gippsland. It was more focused on water activities, such as sailing and kayaking, but there also was a day hike where we walked across the beach.

We had to be more involved as a team, especially because the hike was a lot more difficult.

09:02:04 – 09:50:19

The Year 9 program involved a much longer hike again.

It was two or three days, meaning there was a bigger emphasis on taking initiative and being active and ready to help the people that needed it.

11:14:06 – 11:49:13

When I think of going outdoors, I initially feel like I’m going to miss my devices, but in reality, I barely ever think about my phone or my computer.

I think that just shows how fulfilling and how fun really the Outdoor Education program is.

12:19:01 – 12:49:15

You find that you build stronger friendships by going on these trips.
It kind of exposes another side to your peers that you wouldn’t usually see at school or on the field.

It brings out the kind of more, soft side, because teamwork and being empathetic are part of the skills that are required.

The holidays are always a period for chilling at home and playing video games as much as you want. Unless of course, you were among the 15 Year 8 and Year 9 boys who went on the Great Ocean Walk.

Over the course of three days, we walked along the coasts near Apollo Bay starting our first day from Otway, blessed with seemingly good weather. We powered through to Castle Cove, where we then headed to the Cape Otway Lighthouse, otherwise known as the Beacon of Hope. This time, we were blasted by winds going at 50 km/h and rain that blew sideways.

Leadership is not just about taking charge; it’s about serving others, building community, and making school a better place for everyone.

The Ambassador program, which is part of the Year 6s’ inquiry into Who We Are, sees students explore what effective leadership looks like and how their personal passions can inspire meaningful contributions.

After joining their chosen Ambassador group (Community Service, Sustainability, Arts, Music, Drama, House Sport or House Academics), students brainstorm initiatives that align with their interests and benefit the school. Some ideas are inspired by teacher suggestions, while others are entirely student driven, reflecting their creativity and commitment to making a difference.

Examples of student-led initiatives have included:

• Organising a Year 3 dodgeball tournament to promote fair play
• Presenting a lesson on growing pea plants with Year 1 students
• Creating props for drama performances
• Reading to Prep and Year 1 students
• Hosting a Mini House Athletics Afternoon for Year 2

Year 6 students Boyan, Colin, Harrison and Toby joined the Community Service Ambassador group, and together decided to serve their school community by meeting at the ELC gates each morning for one week, to greet and support their youngest community members with the transition from home into their school day.

As part of their Art class, Year 7s were tasked with creating ceramic mini monsters. They utilised a number of ceramic shaping and joining techniques, including making a pinch pot form, joining features including teeth and spikes by scoring and applying slip and applying glazes at the end to define features using colour. Many of the students’ responses were very highly personalised and unique!

Trinity Year 8 student

In the classroom, the ‘Trinity way’ is all about lifting each other up, representing the school positively and sharply in outside activities and staying humble. The ‘Trinity way’ helps students develop their character and increase their confidence, encouraging them to believe in themselves and trust that they can achieve their goals.

At Trinity, the Maths classroom is a place brimming with discussion and collaboration, turning students into engaged learners who seek their own solutions. The ‘Trinity way’ in the Maths classroom is about pushing yourself to the limits and trying as hard as you can to solve a problem, overcoming failures and continuing to give everything your best shot.

This way, we’re able to develop our problem-solving abilities and empower those around us to succeed and achieve great results. Turning an ordinary classroom into a place full of bright minds working together to embark on the next adventure.

As a passionate Maths student, representing Trinity in many competitions and events, Maths lets me teach and be taught. This is what I believe is the true gift of the ‘Trinity way’.

Trinity parent and Friends of Football convenor

Doing things the ‘Trinity way’ isn’t easy to describe, but as a parent, I see the result as an invisible hug that creates a culture of inclusiveness and community for all.

Over the last eight years, both my boys have had access to not only highly capable teachers to support their education, but doing things the ‘Trinity way’ has ensured they feel connected, engaged and supported through their sports by their teachers. Whilst this benefit cannot be measured or marketed by an ATAR; it’s the mental and physical benefits to the students that parents value during these adolescent and formative years.

Doing things the ‘Trinity way’ is less about playing for the win in sport, but rather the respectful engagement and the friendships for all from being involved in sport. Doing things the the ‘Trinity way’ is also about ensuring all abilities are welcome. With positive engagements in sport, the benefits of participation extend well beyond secondary school years.

As an active parent volunteer in the Trinity sports program, in particular Football and Snowsports, doing things the ‘Trinity way’ is also very much predicated on the unique trust between the parent community and the school in ensuring we all work harmoniously together to play our part in keeping sports fields a safe, fun and welcoming space for the students, parents and staff.

Trinity teacher and Teacher in Charge of Rugby

Wearing the ‘green and gold’ has long been something for me even before I set foot on the shores of Australia. It is every boy and girls’ dream to wear the green and gold of South Africa one day. As with achieving the glory of wearing the green and gold, it is never handed or given to you, it takes hard work, dedication, grit and passion to achieve this. But as I sit so far away from my country of birth, I have found a new green and gold to be proud of and work hard for, I have found another reason to achieve and throw passion into, the green and gold of Trinity Grammar School, Kew.

You see, the ‘Trinity way’ is not just a slogan or a fancy way to use a new font, it is something that runs deep, to be a better person not just today but for the future too. Like all journeys, it has its ups and downs, its challenges and rewards and along the way you meet people that themselves believe and live the ‘Trinity way’, and it is those that we hold dear to our hearts and count as lifelong friends and confidants.

Can I myself be better in the passions I have and the things I do? Can we as a school be better in what we do? Absolutely we can. In order to be the best, you can’t accept good to be excellent. Excellent needs to be exceptional, only then can you achieve that high standard and the ‘Trinty way’, the people, the passions and their care is there for all of us to realise our own dreams along with others.

Trinity alumnus

To me, the ‘Trinity way’ means approaching every challenge with integrity, humility and a relentless commitment to excellence. On the sports field – particularly in football for me – it’s never just about the scoreboard. It’s about how you play: with discipline, respect and pride in representing your team.

Over time, I’ve come to believe that great teams are built not just on talent, but on character. The most successful clubs I’ve been part of were led by individuals who put the team first, supported one another, and led by example – on and off the field. That, to me, is the essence of the ‘Trinity way’.

Though it’s been a while since I was in the classroom, those values continue to shape how I work and lead today. Whether collaborating with others or taking initiative independently, I strive to act with honesty, resilience and a mindset of service. The ‘Trinity way’ taught me that true success is grounded in character – and in the choices you make to grow, support others and lead with purpose.

Ultimately, the ‘Trinity way’ is more than a set of values-it’s a mindset. One that prioritises character as much as achievement, and challenges you to leave a positive mark wherever you go.

A research-backed whole-school wellbeing curriculum for Trinity Grammar School, Kew

Meet ‘Huggtopus’ – a cheerful, round, purple octopus with bright green spots on her tentacles and a big heart to match. She’s one of the Kimochis – a playful cast of characters designed to help young children recognise, understand and talk about their feelings in a safe and engaging way.

At Trinity’s Early Learning Centre, Huggtopus supports students to build important social-emotional skills, like setting healthy boundaries, staying focused and practising patience and empathy. Her favourite colour is pink, and her lucky number is eight – but her most important job is helping children feel seen, heard and supported.

Huggtopus is just one part of Personal BEST – Trinity’s newly-launched wellbeing curriculum that spans from ELC through to Year 12. Grounded in sport and performance psychology, and shaped by the school’s core values, Personal BEST empowers students to grow through the pillars of Belong, Engage, Strive and Thrive.

This whole-school approach is designed to give students practical, age-appropriate tools to support emotional regulation, build healthy relationships, manage stress, navigate social media and embrace learning with confidence.

Naomi Wright, Director of the Murray Verso Centre for Early Childhood Learning, says emotional wellbeing is the foundation for growth across every area of a child’s life.

“By helping young children name their feelings and understand how their actions affect others, we’re laying the groundwork for the deeper skills they’ll continue to develop as they move into primary school and beyond,” Naomi said.

The Personal BEST curriculum was officially launched in June at a sold-out event, headlined by special guest Craig ‘McFly’ McRae, Head Coach of the Collingwood Football Club. Craig shared powerful messages on mindset, connection and the value of lifting others up – inspiring students to aim for their personal best, not only in sport, but in every aspect of life.

From a hug-loving octopus to high-performance psychology, Personal BEST is helping Trinity students grow with heart, courage and a strong sense of self – one step at a time.