A science teacher and Head of House at International Grammar School (IGS) in Sydney, Mr David Cameron is also a parent of three children in the primary school, which gives him an additional connection to the life of the school community.
WhichSchool?: When did you commence in your position/role at the school?
Mr Cameron: I began in April 2023, though I’ve felt part of the IGS community for over a decade. Our children have been students here since 2012, and I completed a teaching practicum at IGS back in 2016 — so returning as a teacher felt like a natural next step.
WS: What are the top three highlights you’ve experienced as a teacher at the school?
Mr Cameron: One highlight goes back to my 2016 practicum. I was teaching a Year 11 Biology class when a Year 4 percussion lesson started down the corridor. There was a beautiful rhythm in the chaos — a reminder of the deep respect students at IGS show across age groups, and how our environment supports learning through connection and shared spaces.
Another highlight is seeing my own children grow at IGS — whether they’re on stage at assembly or simply giving a quick hello in the corridor. Being both a parent and educator here reinforces how interconnected and supportive our community is.
And finally, helping to launch the school’s first rowing program in partnership with Glebe Rowing Club. While it’s not about medals, seeing students step outside their comfort zones — learning teamwork, resilience, and rhythm — has been a real joy.
WS: What makes the school different from other schools?
Mr Cameron: IGS is agile. Teachers are trusted to try new things, and the school’s leadership supports innovation. Starting a new program — like rowing — isn’t stuck in red tape. If it aligns with the school’s values and students’ interests, there’s genuine momentum behind it.
WS: Why is the school a great place to teach?
Mr Cameron: There’s a rare combination of autonomy and collegiality at IGS. You’re trusted to lead your classroom and your initiatives, but you’re also supported by a generous, thoughtful staff culture. It’s a place where collaboration and curiosity go hand in hand.
WS: What are some of the challenges faced by teachers in the primary/secondary sector?
Mr Cameron: One of the greatest challenges — and most important responsibilities — is fostering resilience in students. Young people today face an overwhelming stream of information, comparison, and pressure. Teaching them how to persist, reflect, and recover when things go wrong is essential. We’re not just helping students reach goals; we’re helping them navigate the setbacks that are inevitable in life along the way. At IGS, we’re fortunate to have structures in place that allow these conversations and practices to be embedded into daily school life.
WS: Tell us about your approach or philosophy to teaching.
Mr Cameron: My approach begins with building a culture of care, respect and teamwork. When those foundations are strong, everything else — from scientific inquiry to academic risk-taking — can thrive. I want my students to leave each lesson not just knowing more science, but also feeling more confident to ask questions, to collaborate, and to support one another. I’ve found that when students know you care about who they are — not just what they produce — their learning accelerates.
WS: Did you have a teacher that inspired you? Tell us about them, and how they inspired you.
Mr Cameron: My biggest inspiration was my own father — who also happened to be my Year 7 Science teacher and later my senior Physics teacher. On day one in Year 7, I wasn’t sure if I should call him “Dad” or “Sir”, but soon enough the whole year group was calling him “Dad”. He brought a deep joy and student-focus to every lesson, always positive and genuinely invested in our success. If I can bring even half of that impact to my students, I’ll be doing well.
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