The Southport School Band of Brothers Issue 15

we few,we happy few,

we bandof brothers.

OF BROTHER S ISSUE 15 : July 2017

William Shakespeare

Editor Karen Martin, Marketing Coordinator Design P’s in a Pod Creative Agency Content Editor Gary Edgar Photography Karen Martin, Adrian Gaglione, Dan Sleeman Printing Fast Proof Press Editorial queries, feedback and change of address Phone: 07 5531 9839 Email: marketing@tss.qld.edu.au Copyright: All rights reserved.

Copyright of articles and photographs of Band of Brothers remain with the individual contributors and may not be reproduced without permission. Other material may be reproduced, but only with the permission of TSS. Child Sexual Abuse and Royal Commission into Institutional Responses.

The Royal Commission encourages people who have experienced sexual abuse as a child in an institution or witnessed child sexual abuse in an institution to provide details and information to the Royal Commission by: Telephoning 1800 099 340 Emailing registerinterest@childabuseroyalcommission.gov.au Writing to GPO Box 5283, Sydney NSW 2001. If you need more information, including about support services, visit the Royal Commission’s website at www.childabuseroyalcommission.gov.au Our Archbishop of the Diocese of Brisbane, The Most Reverend Dr Phillip Aspinall, welcomed the decision by the Government and said that the Royal Commission offered an historic opportunity to protect Australian children.

Reporting child sexual abuse and seeking help Child abuse is a crime. If you have been a victim of abuse, or are currently concerned about a child being abused, you can report your concerns to the local police, or to the Headmaster (for TSS related incidents), or the Anglican Diocese Director of Professional Standards who is responsible for responding to any complaints of abuse within schools, parishes and agencies of the Diocese.

Director of Professional Standards – St Martin’s House, 373 Ann Street, Brisbane 4000 GPO Box 421, Brisbane 4001 Ph: 07 3835 2266 Fax: 07 3831 9873 Email: dops@anglicanbrisbane.org.au 2

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In this issue

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To Expand Your World, Express Yourself

Man Up to Become a Real Man

Bringing Indigenous Boys into the Band of Brothers

Today more than ever, Visual Art is needed by young people as a forum for safe expression of their own and others’ ideas as artist and audience, for communication, exploration, imagination, and cultural and historical understanding.

The expression “man up” can often be heard tossed around as a sort of vague enjoinder for males to act in a stereotypically-defined manner that will somehow validate their masculinity.

In 2017, Australian schools are reporting the highest number of enrolments of Indigenous children ever recorded with an additional 32,000 Indigenous students enrolled in a variety of educational institutions right across the country.

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Year 7 Takes the No Compromise TSS Pledge

Men’s Health Club

Changing Brains at Prep

Health is an overlooked commodity in daily life.

Most of us are simply too busy to pay it much attention until we are confronted with illness.

At TSS Preparatory School the teachers have begun to explore the emerging fields of educational neuroscience and the science of learning; to examine how the brain can, and cannot, be successfully translated into classroom practice to improve student outcomes.

On January 23rd, a typically balmy day more suited to the beach than jackets and ties, 2017’s Year 7 cohort commenced their TSS journey.

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we few, we happy few, we band of brothers.

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Leadership at TSS = Influencing Others for ‘Good’ and for the Betterment of the Group Greg Wain – Headmaster

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his was my message to the boys in the Chapel last Term following a reading by the School Captain from Philippians.

son of God, how good am I, I can do anything I want: you will serve me and I can treat you like rubbish!” No, he certainly did not behave like that.

In his letter to the Philippians written over two thousand years ago, the apostle Paul, refers to the building of a Christian community saying “We are in this struggle together. We will be successful if we love one another, and work together with one mind and purpose.”

Now you are not Jesus, but you are privileged. Often you don’t realise how privileged you are coming to a school like this. You have a huge advantage over many boys in Australia by attending a school like this: the quality of the staff; facilities; classrooms; opportunities; the culture of TSS; and supportive families who provide you with the quality of education you receive here.

You are privileged and lucky but how do you respond to that? “Hey, I’m at TSS, how good am I, you can serve me and I can treat you like rubbish!” I really hope you do not think like that.

‘Love one another’ for us means accepting our differences; seeking to understand each other; valuing each other; looking after each other; and using your leadership abilities to influence the group for ‘good’.

You as boys are in a ‘struggle’ working your way through adolescence and towards manhood. It’s hard work at times physical changes, brain changes, emotional changes and accepting who you are.

We as the adults in the community are ‘struggling’ with our own issues and working hard, struggling at times, to build a culture here at TSS where you can develop to be the best you can be - mentally, physically, socially and spiritually. We are trying to help you develop good character to lead a good life.

Paul also wrote in that letter “Don’t be selfish; don’t try to impress others. Be humble, thinking of others more than yourselves. Don’t look out only for your own interests, but take an interest in others too.”

Though he was God, Jesus did not think of equality with God as something to brag about, or use to his advantage. “Hey, I’m the

With this privilege comes responsibility.

The rest of society knows you have this advantage; they see you as future leaders and they are watching you. They are watching you to see how we treat people of different race; different religions; how we treat women; what we say about women; and what we post on social media.

Negative comments about girls, their dress or appearance, hurts. It would hurt you, so you shouldn’t do it for that reason.

As future leaders, you will be judged more harshly than others if you do make sexist or negative comments.

Paul also wrote “Live in harmony with one another. Do not be proud, but be willing to associate with people of low position. Do not be conceited.”

In our context, our School, this means that as a tribe of male primates and descendants of primates, the primitive part of our brain is still very much into the ‘pecking order’ - who am I ahead of, and who can I make sure knows they are below me in the pecking order? This was somewhat useful thinking in a primate troop bent on survival, but it is not twenty first century thinking, and it is not Christian community thinking. Paul saw the problems with this natural human tendency over two thousand years ago, and unfortunately we are still dealing with it today as we encourage boys to think with the modern cerebral cortex part of their brain, not the primitive part of their brain.

People now are not looking for the best fighter to lead them, nor are they wanting to be led by someone who hits them and belittles them just because that person is bigger or older. That is primitive pecking order behaviour.

People do want to be led by you if you have their interests at heart, can empathise with them, look after the group, listen to them by really getting to know them, be influenced by their opinions, and make decisions in their interests.

It is better for you to concentrate on being the type of good person who others want to follow than imposing your greater strength or power on them to force them to follow.

The latter is about power and compliance, the former is twenty first century leadership which results in positive emotions, creativity and a sense of belonging.

Best wishes in your leadership journey.

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We host the

‘Olympics of Reading’ for quizzical kids

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Jasna Poeszus – Gifted and Talented Programs Coordinator – Preschool to Year 6

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he Kids’ Lit Quiz™ is an annual literature quiz for students aged 10 - 13 years and is held in New Zealand, the UK, South Africa, Canada, Singapore, Australia and the USA. This year The Southport School had the privilege of hosting the Kid’s Lit Quiz™ inaugural Gold Coast heat.

Founder and Quiz Master Wayne Mills who delivered questions across all Regional Heats in Australia, began this wonderful event initially because he was concerned that his children’s school prizes never included awards for keen readers. He wanted to make children who love books valued as highly as school sports stars in this sports-mad country, with national TV coverage, trophies and trips to compete in exciting venues to spur them on.

Wayne describes Kids’ Lit Quiz™ as the ‘Olympics of Reading’ in which teams of four students are asked to answer 100 annuallyvaried questions on children’s literature. School teams in Australia have been competing since 2012 and for the first time The Southport School was able to host one of the Regional heats. This meant that schools from across the Gold Coast could compete locally.

The winning team from each Regional Heat competes in a National final. National champions compete in the World Final.

Although this is only the sixth year Australian school children have competed in the Kids’ Lit Quiz™, the international competition has been running since 1991 when it was founded by Wayne to promote literacy by encouraging and rewarding child readers.

Transforming the TSS Senior School basketball courts into a Quiz Master’s ‘Olympic Stadium’ was no easy feat and would not have been possible without the hard work of the facilities team and the collaborative consultation (including much compromising) of the Sports Department and Study Hall personnel. This kind of support highlights the community spirit of TSS, for which no

challenge is too great. We all pulled together to make this event flow seamlessly.

In the spirit of broader community support, we were honoured to have local authors Aleesha Darlinson, Angela Sunde, Brian Falkner and Candice Lemon-Scott in attendance. They also competed against the students in an enthusiastic and most determined manner.

Likewise, Symmons Educational Supplies Southport and Bookface Pacific Fair showed unwavering support by sponsoring a large number of quality picture books to raffle off on the night.

Throughout the evening, between each set of questions, Wayne provided opportunities for parents and friends to answer some challenging quiz questions and win prizes. This event was attended by parents and friends of the students competing from across the Gold Coast. It was inspiring to the children to see their parents waving in anticipation of Wayne choosing them to answer the quiz questions and then, on answering successfully, jumping out of their chairs to choose a winning book. Both parents and teachers have requested team tables be put out for them to join in on the fun next year. Rest assured this will be arranged.

Two groups of bookworms who worked solidly all night, represented TSS Prep proudly. One team missed out on third place by one mark. They did however, have a fun night and are encouraged to attend again next year. Congratulations to A B Paterson School Team 1 and A B Paterson School Team 3 for winning first and second prize respectively and to Somerset College for coming third on the night.

The Kids’ Lit Quiz™ is a not-for-profit organisation run solely by volunteers. It is a community event that we hope to see grow over the coming years as we continue to celebrate the Sport of Reading.

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f l e s r u o y s s e r exp , d l r o w r u o y d n a To exp

Stephen Eardley – Acting Head of Department - Art

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y l l iv sua

oday more than ever, Visual Art is needed by young people as a forum for safe expression of their own and others’ ideas as artist and audience, for communication, exploration, imagination, and cultural and historical understanding.

Students develop perceptual and conceptual understanding, critical reasoning and practical skills through exploring and expanding their understanding of their own and other worlds. Current brain research confirms that Arts education strengthens student’s problemsolving and critical thinking skills, adding to overall academic achievement, school success, and preparation for the work world.

Visual Art classes provide students a chance to develop cognitive and creative skills, and to develop their imaginations.

Through Visual Arts, students make and respond using Visual Arts knowledge, understanding and skills to represent meaning associated with personal and global views, and intrinsic and extrinsic worlds. Visual Arts engages students in a journey of discovery, experimentation and problem-solving relevant to visual perception and visual language. Learning in the Visual Arts, allows students to become increasingly confident and proficient in achieving their personal visual aesthetic, and appreciate and value that in others.

Visual Arts supports students to view the world through various lenses and contexts. Students recognise the significance of Visual Arts histories, theories and practices by exploring and responding to artists and their artworks. They apply Visual Arts knowledge to make critical judgements about their own importance as artists and audiences. Learning in the Visual Arts helps students to develop an understanding of world culture and their responsibilities as global citizens.

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Within the Senior Courses, students are assigned time-specific tasks to visually communicate a specific concept and focus idea.

Each set task asks the students to utilise the Inquiry Learning Model, moving forwards and backwards through the research and development of ideas to resolution. This process evidence is recorded in a visual diary or electronic visual journal. Often the task affords the student the chance to independently select the media for visual expression which best suits the idea being explored; such as paint, charcoal, pastel, watercolour, collage, ceramics, sculpture, video, photoshop or combinations of these media. Other media can also be considered.

When the completed artwork is submitted it must be accompanied by a written personal analysis identifying the process, explaining the personal symbolism incorporated within the work and to consider ‘should the same task be undertaken, how would the response differ from this experience?’ This completes the artwork and the work is then displayed for audience perusal and discussion.

One format for this is through the year group blogs. The blogs are available for your son to reference and share and the TSS Community is invited to see the creative output from the various cohorts. These blogs may be accessed as follows: tssyr10art.blogspot.com.au tssyr11art.blogspot.com.au tssyr12art.blogspot.com.au Visual Art is a challenging subject. At a senior level, it asks the students to share themselves, through the creative process exposing their thoughts and ideas.

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TSS Cybercrime Fighters Defend Australia and the

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World Angela FouldsCook – Associate Dean of Learning and Teaching- Head of Gifted Education 7-12

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he worldwide loss to the economy from cybercrime is 600 billion dollars annually and countries are scrambling to fill more than 1 million job vacancies currently available in the cyber security sector. So, what better way to encourage youth towards this STEM career than to offer them a live-scored competition where students have to defend and secure virtual machines?

Year 12 student Finn Foulds-Cook who was chosen for the 2017 National Computer Science residential camp at the University of Sydney this year, wrote to the CyberPatriots competition organisers to ask if they would accept an Australian Team. The response was positive and the first Aussie team from TSS was formed, consisting of Years 10-12 students: Sam Stevens, Heaven Elishav, Oliver Hall, Daniel Hummelstad, Oscar Dennis and captained by Finn.

The next challenge was to secure a coach who had IT experience. TSS parent Mr Anthony Wolfenden (who previously worked in Cisco Systems in Silicon Valley as a Director of Engineering) teamed up with our TSS IT Manager Richard Humphreys to provide the boys with invaluable technical support throughout the two-term duration of the competition. Mrs Foulds-Cook, Associate Dean of Learning and Teaching also took on the role as Team Manager to ensure that the TSS team were organised and importantly fed during the six hours of competing for each round.

The CyberPatriots team, who called itself ausHack, set to work after school, on weekends and throughout the Christmas holidays, on virtual scenarios provided by the organisers. They competed against other teams from the US, Canada and Singapore, learning how to secure virtual machines against cyber threats.

TSS saw this competition as a wonderful opportunity for STEM extension for our Senior boys to learn new skills in cyber security and to compete with America’s best and brightest from military and civilian schools. During each live-scoring round, our TSS CyberPatriots team had to use every ounce of its critical and creative thinking skills to find and fix as many cyber security vulnerabilities as possible.

Whilst they lacked the experience of other schools competing for the last nine years, the TSS team members’ approach to the preliminary, state and regional rounds was to view each as a new learning experience. The strategy was to work as a team to combine all their different skills to score as highly as possible and avoid elimination. The boys tried to strengthen and build on their knowledge with each one fixing, repairing and defending the virtual machines that comprised Windows 8, 10, Linux, Ubuntu and CISCO packet tracer.

Brigadier Rod West who was the Australian Military Attaché to Washington, awarded the team its awards and Military Challenge Coins provided by the US Airforce in Baltimore and sponsored by Northrop Grumman Foundation and tech giants such as Cisco, Facebook, AT&T and Leidos.

At the presentation, Brigadier West said that the skills that the CyberPatriots Team had mastered were needed by Australia, given that cyber defence and warfare has become the fifth battle space along with land, sea, air and space.

Brigadier West congratulated the team on its perseverance and skill, which clearly paid off by being awarded First Place AFA State AWARD, Second Place Platinum Regional Level and 58th place overall in the world.

During the holidays, one of the team members, Sam Stevens is also going on to attend a STEM residential camp at Cambridge University in the UK.

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Ashore & Afloat our Rowing Culture & Performance Flourishes

Adam Harrison – Director of Rowing

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he 2016 – 2017 Rowing Season at The Southport School saw a continuation in the development of our Culture, Values and Self – Belief. As the Rowing Program at TSS continues to change and develop, the success follows. This season saw a quantum shift in performance on the water which stems from our continued development of our off water behaviour and practices.

The feeling and sense of community at the shed is positive. We have an active and strong parent Rowing Support Group (RSG) and a Coaching Team that has helped the boys develop on the water as rowers, and also as young men. The staff involved continue to support the rowers in their endeavours to be successful studentathletes and most importantly the club is thriving with large numbers rowing from Year 7 through to Year 12.

Off the back of the hard work done off the water and the strong support, the rowers have delivered some fantastic results throughout the season. On the Head of the River Day we finished up with the most boats on the podium (top three) of any school in the GPS. Seven of the 12 boat classes finished second which was brilliant. With only three crews outside the top three, it was great to see all the hard work that the boys had put in, had paid off.

We sent 16 boys to the Australian Rowing Nationals Championships after the conclusion of the GPS Season. The squad managed to have great success with three crews winning Gold, three crews winning Silver and one Sculler winning a Bronze. These results placed TSS as the best school in the overall point score for the second year running at this regatta.

Next season we will look to build from the large base that has been developed and further improve the success of the entire boatshed both on and off the water. There is a big change happening with the rowing program and we watch and wait with excitement for next season and the challenges it will bring.

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Hard Sailing to Make the Voyage from Hope to Reality

Nicholas Stansbie – Sailing Manager Dean of Students – Pastoral Care

The pessimist complains about the wind; the optimist expects it to change; the realist adjusts the sails.

William Arthur Ward

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he TSS season of sailing 2016-17 has certainly been a journey from hope to reality, and many boats have moved through the water much more quickly as a consequence, even when the wind was not at its strongest. TSS Sailing is a small community but one which is very passionate about the sport we love. It is very pleasing that our numbers have grown throughout the season. Over 80 boys have sailed as part of the program this year, whether learning to sail as absolute beginners in our Picos, developing their skills in the Better Sailing program, or taking to the waters of Moreton Bay each Sunday, as part of the Racing Team.

During Term One this year, there were boats on the water every day of the week, with Friday afternoons being particularly busy. I cannot imagine that any other school in Australia has a better location than ours for sailing, and it is wonderful that so many boys are taking advantage of the opportunity that presents itself to them so easily while having fun at the same time.

The Racing Team, led by George Morton, swept all before them in the GPS Championships and the Sunday morning races that took place in the weeks prior to the big event. The conditions varied considerably in terms of wind strength and precipitation, and throughout, the TSS sailors adjusted well, learned from their mistakes and eventually prevailed. The expertise and experience of Director of Sailing, Mr Grant Wharington was vital in ensuring that the boys were optimally prepared when they took to the water, and the additional wise words of last year’s Sailing Captain Tom Cunich were also very well received by the boys in between races.

The boys in the Start Sailing and Better Sailing programs are very fortunate to benefit from the wisdom and knowledge of our coaching team: Ms Di Francis, Ms Claire McInally, Mr Mark Lockett and Mr Matt Davies. Finally it is also important to acknowledge the ongoing contribution of our Friends of Sailing group, led by Matt Wright, supported by the committee of Erica Stewart, Jason Free and Steve Piacun. Their ongoing efforts to support our boys are phenomenal. Of particular note this year will be the construction of our new storage shed, for which FoS have provided a significant amount of funds, and which will be a lasting contribution to the ongoing success of our program.

Plans are well underway for 2017-18, to ensure that the good times continue.

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Man up to become

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A REAL MAN Karel Bos – Dean of Students

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he expression “man up” can often be heard tossed around as a sort of vague enjoinder for males to act in a stereotypically-defined manner that will somehow validate their masculinity. But the reality is, that what is actually required to function as a real man, lies outside and beyond those stereotypes of behaviour or expression that society all too readily espouses.

To help redefine the meaning of masculinity and what it takes to measure up, TSS has run ‘Man Up’ workshops for the Year 10 cohort. The aim is to break down the barriers and stereotypes of how society portrays a man, by encouraging boys to share stories and parts of their lives and to discuss such influences as parents, friends and peer pressure that lead to being the man everyone else thinks we should be.

Workshop facilitator Tom Harkin comments on his background and the essence of the program.

“In 2016 I was approached to collaborate with Heiress films, ABC, and Movember to work on the documentary “Man Up”.

Within the documentary’s narrative, I run a workshop for a group of corporate CEO’s, deconstructing the stereotype of the corporate male leader and exploring a more effective version of the onedimensional old school stoic. I also had the privilege of running a workshop for twenty secondary school boys that I designed and delivered internationally to thousands of high school boys which enables the same reframing of masculinity. Through my involvement with The Reach Foundation and The Soar Foundation in Ireland, I have cultivated a deep understanding of the challenges facing young males and I have designed my workshops with the aim of fostering the exploration of a healthy version of masculinity that appeals to young men.”

The TSS ‘Man Up’ workshops had the bonus of being able to access the same program that was highlighted in the ABC documentary together with the involvement of the same two facilitators.

The value of the workshops can be gauged from the following typical comments by boys who had participated.

Wilson Voller said: “The ‘Man Up’ workshop was run in two different groups at a time. Both men who ran the sessions were named Tom and they were extremely encouraging in getting us to participate.

These men had the sole purpose of getting the boys comfortable with expressing their feelings and getting them to open up. As a boarder I have learned to talk about events in my life as I’ve already forged a strong brother-like bond with those around me. However, talking to boys from other Houses proved to be quite the task.

Throughout the workshop, Tom used a number of methods to make a safe and comfortable environment. The method that I think worked best was Tom’s ‘step to the line’ method; this method was able to get the boys be honest as it did not require anyone to speak and relieved that pressure of wondering what everyone else was thinking. This method was both very unique and successful.”

Ben Owen commented: “Personally, I thought that to go against the grain and create a space where young men could face the stereotype of what it means to be a man was a great idea. This is because not often is there a place for us as men to share and express our emotions freely. Various different activities were used so everyone could express themselves and their feelings differently. The workshop didn’t encourage masculinity but promoted courage. At times it took a few moments for someone to move out of their comfort zones and tell their story.

Overall, ‘Man Up’ was a very eye-opening experience as many of the boys learnt about people they wouldn’t usually connect with and successfully broke down the barriers of what it really means to be a man in today’s society.”

Based on the obvious success and enthusiasm of responses, we will continue to explore these concepts with our Year 10s throughout the year. Importantly, staff will be able to spend some quality time during the Outdoor Education Camp later this year discussing and creating these ‘non-judgmental and honest environments that allow young men the space to make the necessary changes to their personal version of masculinity in order to grow into impressive men.’

A further insight into the workshops and Tom Harkin can be found on these sites. youtube.com/watch?v=KTMNWiIurOM youtube.com/watch?v=f_hvQrSHIxk tomharkin.com.au/men

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Teachers get a Lesson in LEGO Education Technology Karen Ellis – Marketing Coordinator

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or 35 years, LEGO Education products have been delivering learning experiences that bring many subjects to life in the classroom and make learning fun. With the recent increase in technology, LEGO Education resources now include a wide range of hands-on and digital experiences that encourage students to think creatively, reason systematically and release their potential to shape their own future.

For the past six months, TSS Robotics and Engineering Technology Coordinator Mark Lockett, has been presenting LEGO Education workshops to Primary and High School teachers across Australia and New Zealand. Mrs Sandra Googan, Senior Regional LEGO Education Manager for Australia, asked Mark to join the LEGO teacher training team after working with him in China on the LEGO Foundation and Chinese Ministry of Education teacher training project.

Mrs Googan said “His knowledge of integrating LEGO Education resources in both Primary and Secondary STEM subjects is invaluable and his workshops provide the opportunities to pass his knowledge on to other teachers.”

Mark comments: The whole concept of teaching teachers about Robotics is very exciting... often they don’t want to take risks whilst building, constructing and programming the robots, which is very different from teaching the boys at TSS. My workshops include detailed curriculum links for Science, Technology, Engineering and Maths subjects and allow teachers to see how a “hands on” approach to learning can be hugely beneficial”.

The depth of knowledge and curriculum integration in Mark’s workshops meant he has had investigate and dissect the STEM curriculum subjects to see where that more “hands on” approach can be used. This has been invaluable to TSS, as STEM is becoming one of most important areas in Australia employment opportunities.

Mark adds “I feel very grateful to TSS that they have afforded me this opportunity to share my many years of experience of teaching LEGO Robotics to other teachers. This experience has provided an invaluable professional development, as I have to keep abreast of new technology, resources and teaching pedagogy”.

In the next two terms, Mark will be presenting workshops in Sydney, Townsville, Rockhampton, Atherton and Brisbane.

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The View from the Summit of

Education Technology

Jo Inglis – Deputy Headmaster – Head of Learning and Teaching

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he Arizona State University and Global Silicon Valley (ASU+GSV) Education Technology Summit attracts educators, technology experts, edtech start-ups, innovators and venture capital investors from around the world. The aim of this global gathering is to explore how technology can enhance education, accelerate learning and optimise the critical work of schools in preparing young people for their future.

To advance the TSS vision to provide cutting-edge educational practices for students, Jo Inglis, Deputy Headmaster - Head of Learning and Teaching attended this year’s summit in Salt Lake City together with 3,500 delegate from across the world.

As a priority, the School continues to seek out every opportunity and avenue to drive innovative methods of learning and teaching.

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Examples of work to date include; being one of the earliest adopters in Australia of the BYOD model; early engagement of a dedicated eLearning coordinator to develop skills and capacities of teachers; currently one of only two schools in Australia to provide drone licensing opportunities to students; comprehensive K to 12 Robotics Engineering programs; cohortwide coding programs and engaging the Griffith University facilitating students to study Information Technology subjects at tertiary level whilst at school.

From experiencing the 2017 ASU+GSV Conference, programs are currently being devised in partnership with Murdoch University to explore the use of Virtual Reality to develop empathy in students and for the selective provision of gaming to develop student knowledge in quantum physics and programming/coding.

The week that kids played Country to Coast Kathryn Barry – Preparatory School Deputy Head – Learning and Teaching

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eld annually throughout Queensland, Under Eight’s Week gives young children a forum to shine and to enhance awareness of the rich and competent contribution young children make to their local community.

The theme of Under Eight’s Week this year was “Children are playing Country to Coast – Inspiring learning in the early years through play”.

To celebrate this occasion, TSS offered a diverse range of interactive activities for Preschool, Reception and Year 1 that supported the children’s learning through play both in the classrooms and outside in the yard.

The boys were encouraged by their class teacher to choose activities prior to the session. A “passport” outlining their choices was given to each boy on the day, to direct parent and child (Preschool) and child (Reception and Year 1) to their chosen activities. Each activity took between 10-15 minutes and included construction, art and craft, technology, recycling, water play, an obstacle course, thong throwing, dancing and construction.

The activities stimulated creativity, inquiry and self- expression and our boys loved it.

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New Beginnings of an Old Tradition Jaye Beutel – Thorold Boarding Housemaster

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he humble beginnings of being a boarder in Australia can be traced all the way back to 1831, where the concept of a Boarding School in our nation was first formally accepted with the opening of The King’s School in Parramatta. While much has changed within the education and boarding landscapes since the Nineteenth Century, what drives our unique boarding settings has not – the need to educate our fine young men and women from rural and remote parts of this great sunburnt land.

Boarding Schools established themselves in all corners of the country, certainly from 1831 until the mid-1960s. For most boarding families this ensured that their children were educated well beyond the formal years of primary education, which most

emerging adolescent children off to boarding school.

Furthermore, it gave a greater understanding of the ways of life in the outback to the next generations of rural and remote children. The experiences which young people were now receiving while being at home rather than boarding school, seemingly allowed for a greater connection to country and understanding of business that took place on their property or in the local area. Almost seamlessly it created generations of young people who would no longer be lost to the city once they headed away to boarding school, but rather maturing teenagers that longed to return home once their secondary (and often tertiary) education was complete.

The educational transformation that occurred

It wasn’t until the 1950s that the concept of being educated by the School of the Air became an option for those from the remotest parts of Australia. rural townships could provide. In the event that no education was accessible, students would then travel to boarding school from as early as Preschool or Year 1, living away from home from the age of five. While this was not the general rule of thumb, Preparatory Boarding Schools have had a strong presence in the boarding world and still exist in Australia today.

It wasn’t until the 1950s that the concept of being educated by the School of the Air became an option for those from the remotest parts of Australia, essentially revolutionising the pathway for young Australians to gain an education while still being at home with their families. It took almost a decade for the School of the Air to be a main provider of educational experiences for rural and remote families.

Its popularity saw a significant subscription rate for primary students.

Ultimately, the School of the Air enabled families to remain together for almost seven years longer than previously had been the case before sending their now

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during the early stages of School of the Air meant that boarding schools were no longer enrolling large populations of primary students, rather, great cohorts of well-rounded and knowledgeable students on the cusp of teenage hood. Students were now coming to schools with a range of skills, experiences and education that they once had not. These attributes changed the dynamics of almost every boarding house, not to mention the way in which each child transitioned into life away from what they knew at home.

It could be said that the term ‘home away from home’ can place its origins at this juncture, the beginnings of boarding houses needing to be more like home and less like school. There is little study and reading materials about these times, and certainly this transitional period, mainly due to the fact that while the School of the Air made sweeping changes to the access of education – it did so over a gradual period of time.

School of the Air certainly was a game changer in an educational context, it did however require greater parental influence and participation. Parents now became ‘at-home teachers’, required to being the link between the ‘radio classroom’ and the ‘at-home classroom’. This often meant that the traditional rural household roles of property manager, domestic keeper, labourer and agricultural business manager, would now negotiate their allocated time for the that of the classroom teacher aid.

It wasn’t until the 1950s that the concept of being educated by the School of the Air became an option for those from the remotest parts of Australia.

In some cases, it meant that families sought the support of an early career or aspiring teacher to join the family unit in the form of a Governess, whose roles varied from classroom tutor to assisting with household duties. Often referred to as Home Tutors in the modern context, they continue to be a large part of the rural and remote educational scene.

The greater inclusion of parental involvement within the School of the Air programmes led for a greater understanding about the educational needs for their children. Mothers and fathers instinctively became more savvy with regards to educational processes and the educational development stages of their students, and as a consequence they began to advocate for the educational setting in a way which was necessitated by them.

The 1970s saw the emergence and foundation years of the Isolated Children’s and Parent’s Association (ICPA). This organisation is an apolitical group which set out to ensure that their students had access to the best education possible. Their website proudly states that they are ‘Working together for Equity of Access to Education for all Students who live in Rural and Remote Australia.’ The ICPA has over 80 branches throughout Australia, most of which have been representing rural and remote families for almost 45 years.

In 2017, the vast landscape of our great country and the tyranny of distance still plays a pivotal role in ensuring that boarding continues to play its integral role in the education of the current and future generations of country folk. It is one of the main reasons behind my journey to working in boarding schools over the past 15 years.

Katie, Fletcher, Harvey and I joined The Southport School this year, excited by the prospect of being part of a school which represents one of the largest contingents of country boy boarders in the nation.

Having grown up in Central Queensland for much of our lives, we have some sense of what life is like on the land and living in remote and regional areas.

A daughter of a regional school principal, Katie spent many of her formative years in the townships of Aramac, Clermont and Emerald. While I remained somewhat of a “townie”, my family roots in livestock and pastoral agribusiness led me to know the difference between the sharp end and the blunt end of a horse.

Having commenced my boarding career as a Dorm

Master, then Head of Senior Boys’ Boarding at The Rockhampton Grammar School. I was indeed excited to be entering not only an all-boys’ boarding house once again, but returning to a school where country families were found at the heart. Most lucid adults would possibly quiver at the thought of living with 70+ teenage boys to men, however my family and I have now affirmed that this way of life is the norm for us and we wouldn’t have it any other way.

Since the doors of Thorold House swung open in January this year, Katie and I have had almost every Thorold boy into our house for supper, most more than once. A tradition we started in our first boarding house back in 2007. Our hope is that through a good meal we can forge a great conversation with the boys and gain insight to their journeys through school and life. Akin to “smoko”, the supper is a light-hearted event that is purely conversational, allowing the often sought-after banter to be played out amongst the lads (at times directed at me), while also working through any topics of concern or events coming up.

Additionally, it is a much-earned break from the boarding routine itself.

If we were to gaze upon the photos of Thorold House throughout its rich 109 year history of

traditions, we would note many wonderful aspects of life in this great House of The Southport School. We would however realise that one important aspect of Thorold life which has lasted throughout the ages, is that the House is a social hub. One where we mingle frequently and enjoy the company of each other, along with bringing our individual strengths to the collective table.

Boarding has evolved in so many ways over the past 180 or so years in Australia, but in my opinion, there are aspects of boarding life that are the reason why boarding is so valuable to our young men of the 21st Century generations. It provides a platform to becoming socially involved and to take time to have a conversation. These are not mutually exclusive, but are the foundations of being a community minded individual – the importance of which being something a country boy and his family know very well. It is where the birth of mateship, sense of community and servant leadership become intrinsically motivated by the need to feel a sense of connection.

Boarding schools like TSS and houses such as Thorold are examples of how this continues to take place many generations on from 1831 where it first took place in an Australian boarding school.

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AT STUMPS, WE CLAIM THE 2017 GPS CRICKET HONOURS

At stumps, we claim the

2 0 17 G P S C R I C K E T HONOURS

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Steven Baker – Director of Cricket

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close-knit TSS First XI led by Sol Budinger displayed outstanding composure and game smarts under pressure to come out on top of the 2017 GPS Cricket season. This team will be remembered as the team who played as a team and always found ways to get the wins....more wins than any other side.

It’s sometimes said that a champion team can sometimes be judged by who missed selection and working on that criterion, there were some very good players who did not make the team this year. The flip side of that and another yardstick by which the ultimate calibre of a team can be measured, is the degree of effort and determination it requires to actually make the cut. A typical example is the way in which Curtis Young and Liam Denniston worked tirelessly to earn their spot to play alongside Sol Budinger, Jack Hocart, Scott Palombo, Jarrod Leathem, Matt Manley, Matt Grant, Luke McIlwraith, Josh Kann, Callum Jackson, Casey Murphy and Hugo Burdon this season. Nine of these boys have been at TSS since Year 4.

TSS now has more premierships (19) than any other GPS school in cricket and we have automatic entry into the State Cup which is much later in the year. So the boys have a few more games in the red, white and blue to come.

On presentation night it was great to have Callum Jackson and his dad Tony Jackson be able to share a special double distinction.

Both father and son won premierships for the School in 1982 and 2017 respectively and both were selected for Queensland Open Schoolboys in their Year 12. Another highlight of the evening was the opportunity to acknowledge 10 years of service by many TSS coaches and managers. The Grant Family also received due recognition as supporters during the last nine years that Matt Grant has been at TSS. TSS First XI players enjoyed plenty of representative success. The following key awards from the past season sees them follow in the recent footsteps of Billy Stanlake who earned Australian selection.

ueensland Open Schoolboys Selection: Sol Budinger Q (capt), Callum Jackson & Josh Kann ueensland U19: Sol Budinger, Xavier Bartlett, Nathan Q Black Queensland U17: Josh Kann, Brandon Faber Queensland U15: Hugo Burdon Honours also flowed in the following categories. he Westcott Family Trophy - 1st XI Bowling Award: T Matthew Grant he Westcott Family Trophy - 1st XI Batting Award: Scott T Palombo he Dirk Wellham Trophy - 1st XI Best Fieldsman: T Callum Jackson he Paul Norris Memorial Trophy - 1st XI Best All T Rounder: Sol Budinger am Loxton Trophy - Best Supporter of TSS Cricket: The S Grant Family 1 0+ Years of Service to TSS Cricket: Ross Wallace, Tony Binns, Col Hawtin, Remwell Melia, John Gayton, Denzel Wilson & Spencer Attoe

It was another distinguished season for TSS cricket and given the pool of talent, the dedication of the boys, their coaches and supporters, it seems reasonable to say that a TSS 20th premiership is very much on the cards.

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Bringing Indigenous Boys into the Band of Brothers

Olivia Dean – Foundation Administration Officer

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n 2017, Australian schools are reporting the highest number of enrolments of Indigenous children ever recorded with an additional 32,000 Indigenous students enrolled in a variety of educational institutions right across the country.

The Southport School Foundation is contributing to this number by providing young Indigenous students with the opportunity to thrive within our environment.

The Indigenous Education Program provides scholarships to students, giving them the chance to experience the positive outcomes of a holistic education whilst delivering life-changing opportunities.

The Indigenous Education Scholarship Program is funded by the TSS Foundation through monies raised at our Business Breakfast Series. Now in its 30th year, this series of events has built up a solid reputation as one of the most prestigious networking opportunities of its kind in South East Queensland.

The Foundation is honoured to welcome Mr Tim Costello as our Business Breakfast presenter in August.. Tim has recently returned from the Bidi Bidi refugee camp in Northern Uganda which houses 270,000 people, the world’s largest camp of its kind. Tim visited the region specifically in his role as Chief Advocate of World Vision Australia to bring media and information back to our country in order to convey the appalling situation in which these refugees live.

Rev Tim Costello is one of Australia’s best known community leaders and a sought-after voice on social justice issues, leadership and ethics. For 13 years until October 2016, Tim was Chief Executive of World Vision Australia, placing the challenges of global poverty on the national agenda. In his current role as Chief Advocate, Tim continues to use his public profile to affect change. Tim is a founding board member and spokesperson for the Alliance for Gambling Reform, which campaigns for law reform to prevent harm from poker machine gambling.

Tim will discuss his amazing life and experiences on 25 August 2017 at Royal Pines Resort. Tickets are available online. Visit tss.qld.edu.au/foundation

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Dr Joe & the Science of Blowing the Enquiring Mind 28

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Kathryn Barry – Preparatory School Deputy Head – Learning and Teaching

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SS Preparatory teachers believe that in order to stimulate the young minds of today, we need to present the world of science to them in an easy to understand way. So, each year Dr Joe (a touring scientist) visits the Prep School, engaging our students in fun experiments that are completely interactive and 100% safe. This ensures that the kids are attentive throughout and get the most out of this unique learning experience.

Dr Joe focuses on an inquiry based, constructivist-rich pedagogy that draws out the student learning rather than simply conveying science concepts in an interesting manner. This is so much more effective at engaging students and future scientists than just blowing things up (though we do love to blow things up!) Besides, what can be better than learning about school science from an actual scientist!

This year our boys have engaged in the following range of extra fun, extra informative, curriculum-based science shows.

Reception – Smooth Moves Year 1 – Chemical Chaos Year 2 – Wonderful water Year 3 – Feel the Heat Year 4 – Motion Madness Year 5 – Feel the Heat Year 6 – Natural Disasters Dr Joe’s mantra is “We not only make science fun, we make scientists” and judging by the reception he got from the boys, it seems both those objectives are on target.

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A Showcase of

H IGH-FLY I NG CAREERS

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Mike Halpin – VET Coordinator

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n a fitting culmination to the Year 10 Careers Education Program, TSS - in conjunction with Aerospace Gateway Schools Project - hosted the inaugural Careers Showcase of the exciting world of Aviation and Aerospace.

The Gateway Schools Project is a joint venture between schools interested in Aviation and Aerospace Studies and industry partners such as major airlines, aeronautical engineering firms, airport corporations and many other associated bodies.

We were very fortunate to have the coordinator, Ms Harrison-Hart, offer her services to provide the expert staff for the Showcase. The 12 exhibitors and six panellists are heavily involved in the Aviation industries and the boys were able to tap into their inside knowledge. The exhibitors included: flight and engineering staff from Airbus, Virgin Australia, Airways Aviation, the Defence Force and QG Air Rescue. The massive Boeing Corporation sent representatives, along with GC Airports and Avisure, the company responsible for minimising the risk of contact between wildlife and aircraft. Drone technology is emerging as a major tool in so many fields and we were lucky to have UAV Ops demonstrate their simulator and talk about obtaining a drone licence and possible careers.

Two universities offer courses in Aviation and associated fields and we thank UQ and USQ for attending and for sharing their information with the boys‌ who knows where that chat might lead? For some students, it is possible that the seeds of a future career were planted as their opportunities and pathways were explained.

We trust that every boy gained something from the experience, especially the Year 10s, who will undergo the SET Plan (Senior Education and Training Plan) interviews next week, with a view to making wise decisions in their subject selections for the final two years of schooling. Year 12s will soon choose their tertiary courses through QTAC, so it makes sense to have thought seriously about the end career goals before making this selection. Year 11s are only a little over 12 months away from being in the same situation.

We hope that all of our boys set realistic tertiary and career goals, based on an understanding of themselves, their interests and strengths. Participation in career expos must surely be a useful tool in this endeavour.

Many thanks to Ms Harrison-Hart and the many exhibitors for giving their valuable time, to provide our boys with this opportunity to explore the careers available in the exciting world of Aviation and Aerospace Technology.

We know that the boys appreciated the enthusiasm, knowledge and expertise of these generous, passionate people.

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Refreshed & Relaunched the Website Never Looked Better

Richard Humphreys – IT Manager

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’m excited to announce the launch of a new website for the School. In my time here at The Southport School I’ve been involved in three website replacements for the school, and the most recent replacement has been the best so far.

I’m sure people won’t be surprised to hear there is a lot of work that goes into replacing a website, especially for an organisation like TSS. The process is broken up into several key parts.

First, a design for the new website has to be created. This process starts with developing a project scope. What is the purpose of the website? What information do we want to present? What platform do we want to develop and host the website on? And what is the budget for the project? All very important key questions in the development of the project scope.

The latest website is based on a WordPress platform.

It was decided that the website’s main purpose was to promote the school’s unique offering to perspective parents. What are the key areas that make TSS the special place that it is, and how can we portray them via the website?

Secondly, we need to review the content from the current site. The new website is mainly comprised of freshly-created content, new ideas from our community and a series of interviews and footage.

Day to day information for current community members has been relocated to the MyTSS intranet.

The MyTSS intranet was launched 18 months ago and has been improving and developing over this time.

MyTSS is built in Microsoft SharePoint and is now home to a lot of content that was previously found on the School public website.

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Thirdly, the build needs to commence. From scope to finish this has been a 24 month project.

There were many stakeholder meetings, discussions with developers, and several prototypes, before the final solution was decided upon and the build was completed.

The new website has a great look and feel to it and has included a lot of modern technology including HTML5 and responsive style sheets to allow the site to load seamlessly on a desktop, tablet or smartphone. To complement the new website the TSS IT Department has also implemented a new back-end authentication system which allows for ease when logging into MyTSS from a smaller screen.

I hope everyone enjoys the new website for TSS and as always we are open to feedback. Please feel free to message the School via the website “contact us” page. I’m looking forward to the next website refresh as the School website just gets better and better.

Then Now

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Old Boys’ Tales Bring the Archives to Life

Carley Myers – OSA Administration Officer

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he TSS Archives are a repository of priceless memorabilia, artefacts and records that chronicle our School from its foundation to the present. However, there’s another ‘living archive’ that exists through the voices of our TSS Old Boys.

Two such voices - Lionel Meerkin and Bert Cockerill – are regular helpers in the Archives and through their stories, bring the past to life most vividly.

Over the last two years, Old Boy Lionel Meerkin, has been coming to the Archives to lend a hand and keep in touch with the School of which he has such fond memories. Lionel was in the Junior School in Shepherd House from 1942 until 1947 and his sharp memory recalls lots of stories, especially when the American Army leased the school in 1942-1947. He fondly remembers the ‘Yanks’ and the big top tent that used to show the latest movie reels from America and being introduced to Coca Cola and large cigars.

Lionel was a keen footballer and was involved in most sports. His younger brother Matthew was – at just four years of age - the youngest boarder. Lionel now enjoys helping set up displays and cleaning the silver trophies and has been invaluable when naming Old Boys in unmarked photographs. You can tell from the way he speaks that he has a deep devotion to TSS and enjoys coming in and reliving his past. Except for one bad memory. Back in his day, it was taboo to walk on the grass and he still gets very nervous when we stroll across the lawns.

Bert Cockerill is another Old Mickie Boy ( MCK 1955-1959) who will pop his head in to lend a hand and tell his stories. Bert has given the Archives endless memorabilia and photographs from back in his time at TSS, such as his rowing oar from 1955 which is proudly displayed in the Museum. Bert loved TSS so much, that he came back in the 60’s to teach as a Junior Master.

Both Lionel and Bert are part of the Beagle Boys group (Old TSS Boys from that era ) that meets regularly to catch up and spin their yarns. Even though their numbers grow less each year, TSS is still what binds these Old Boys together and they wouldn’t miss a chance to catch up.

It is such a pleasure to have Lionel and Bert in the Archives and hear all of their escapades They never seem to run out of stories and the Archives never runs out of space to store them.

So boys, a special thank you for wanting to share your dedication to TSS and our hope that it continues for many years to come.

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Going deeper on Aboriginal & Ti Culture Candace Kruger – Prep Music Teacher

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n the Preparatory School, the boys sing ‘for 40 thousand years I’ve been the first Australian’ in the song ‘I Am Australian’.

They watch Aboriginal and Torres Strait Islander performances on television at the beginning of the NRL Indigenous Round matches and they have an understanding that Aboriginal and Torres Strait Islander people are first nation people. However, this view of Aboriginal and Torres Strait Islander culture is only surface deep and the National Curriculum calls for a deeper knowledge of and engagement with the strong, rich, and diverse culture that is one of the world’s oldest living cultures.

The boys in Prep have engaged eagerly in their learning about Aboriginal and Torres Strait Islander histories and culture through lectures, discussions and practical song and Aboriginal language learning sessions. In particular, the boys have been fascinated to learn that there are over 250 Aboriginal languages with several hundred dialects spoken throughout Australia. In particular, the immediate regions surrounding TSS - Gold Coast, Logan and Scenic Rim – are the traditional lands of the Yugambeh language group and comprised of several clans. One of these is the Kombumerri people of the Southport/Nerang area.

boomerang and their uses and Preschool boys spent time singing in language and playing baby boomerangs clapped together on the beat, warrun talga (beat time with double boomerangs).

From a historical perspective, the boys have learnt about sacred scar trees where gundala (boats) have been taken from a part of the tullei (tree), what traditional Aboriginal clothing and shelter from different parts of Australia looks like, where to find local bush and ocean foods and watched Mr Massey learn to whirl a traditional bull-roarer.

The totem system is essential to Aboriginal spiritual life and Year 2’s gained a great insight into totems on our cultural lesson day. My personal totem kagaru (kookaburra) flew in, when I sang a welcome song at the beginning of our cultural lesson and sat on the fence just three meters outside the open door for a full hour.

Kagaru stayed for the lesson and brought three friends to join him, he also sang along when I sang in Yugambeh language. He watched and heard traditional stories and made a great impression about the importance of living culture on the boys.

As a part of living culture, the Years 2 and 3 have recently learnt to say Jingeri (hello) and count to five in Yugambeh. They have participated in and learnt how to play Aboriginal Musical Instruments, sing Yugambeh songs and listened to and discussed local Dreamtime legends, such as Gowonda (dolphin) and Jabreen (creator). The boys have learnt about the different types of

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Look after others

Year 7 takes the No Compromise TSS Pledge

Wonder, a children’s novel by R.J. Palacio, tells the story of a boy with a facial deformity beginning his education at Beecher Prep, a fictional private school. Worried about how the other students will respond to the new boy, the Headmaster begins the year with a simple request: “Shall we make a new rule of life…always to try to be a little kinder than is necessary.” Profound and touching in its honest simplicity, this quotation articulates the pastoral focus of Term One: we expect the boys to be kind, tolerant, and caring.

Looking after others by being a little kinder than necessary creates a welcoming atmosphere, foregrounding the fundamental importance of simply being a good bloke.

Samuel Lobascher Year 7 Co-Ordinator

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n January 23rd, a typically balmy day more suited to the beach than jackets and ties, 2017’s Year 7 cohort commenced their TSS journey. One hundred and fifty students anxiously sat and waited for their first lesson to commence: ears still ringing from the drumline; eyes scanning for a familiar face; the interminable summer holidays suddenly seeming just a few days too short.

The year’s first lesson? The TSS Pledge.

While TSS boys come in all shapes and sizes, from all over the world, the Pledge outlines the five attributes upon which we, as a school, are not willing to compromise. We aren’t a sporting academy, or a tertiary-entrance factory, but we are unwavering in our commitment to produce young men of integrity. The Pledge articulates the honourable traits that are the hallmarks of a Southport student.

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Work hard in my studies Grit: The Power of Passion and Perseverance by Angela Duckworth is essential reading for coaches, teachers and parents. According to Duckworth, “gritty people have a growth mindset; when bad things happen they don’t give up.” To work hard in one’s studies in Year 7 is about developing the habit of unwavering effort; it is not about being a straight ‘A’ student. In Year 7, we celebrate boys who have goals, and implement systems to achieve those goals. If grit is living life like it’s a marathon, not a sprint, then Year 7 is the first few kilometres where you seek to find a rhythm you can maintain for the next few hours.

Be involved in extracurricular activities/pursuits

Be drug free

Duckworth devotes a whole chapter of Grit to the importance of extracurricular pursuits. In team sports and musical ensembles, boys learn the importance of meaningful practice, of committing to a season, and the hard work it takes to get better. Students involved in the School’s extracurricular programme feel a greater sense of belonging, develop a broader friendship group, and enjoy coming to school. Most importantly, it’s about having fun. In Term One, Year 7 boys were involved in cross country, cricket, debating, sailing, and swimming, a few even coxing in the rowing programme. Boys are happy when they are busy, when they are involved, and when they are challenged.

While Year 7 boys often gloss over this aspect of the Pledge, questioning its relevance to pre-adolescents, it provides an opportunity to reflect upon the risks of poor nutrition, and the dangers of highly caffeinated ‘energy’ drinks. The final message of this year’s commencement assembly was the importance of wellbeing: train like an athlete, eat like a nutritionist, and sleep like a baby. The boys are consistently reminded to prioritise eight to nine hours quality sleep each evening – the quality coming from steering clear of caffeine and limiting screen time in evenings. It’s a cliché worth repeating: a healthy mind begins with a healthy body.

Look for opportunities to show leadership by making things better for others TSS boys are learning to lead, so it is vital in Year 7 that we define what leadership is, and that we model and celebrate servant leadership, which simply encompasses putting the needs of others first. The inspiration for our approach to leadership comes from Leaders Eat Last by Simon Sinek, in which he explains that, “…the true price of leadership is the willingness to place the needs of others above your own.” Leaders at TSS aren’t pacesetters, they don’t boss others around; in Year 7 boys learn that leaders listen, seek to quietly inspire, and above all have the courage to put others first - to sacrifice so that others can succeed.

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Creativity is

intelligence HAVING FUN! - Albert Einstein

TSS first in Australia to take the Design Squad Global challenge

Jasna Poeszus – Gifted and Talented Programs Coordinator – Preschool to Year 6

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he Gifted and Talented Prep STEM programs provide an opportunity to connect and flourish as developing 21st Century citizens. But just what do the boys need to accomplish that?

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The list is long, but the essentials that Leaners must have include: * The ability to solve problems in real time as well as a system and strategy for solving more complex problems over extended time periods. * The ability to think and work creatively on digital and non-digital environments to develop unique and useful solutions by both adapting and improving on current designs as well as the innovation of new possibilities. * The ability to think analytically using skills such as comparing, contrasting, evaluating, synthesising, and applying without instruction or supervision (the higher-order thinking skills of Bloom’s Taxonomy)

of accountability, integrity, compassion, curiosity, courage, independence, balance, perseverance resilience and reflection.

The development of these skills are the drivers behind the curriculum instruction in the Gifted and Talented Program at TSS Prep. Designing and reinventing units of work that provide explicit opportunities to develop these skills is not always easy, but if we are to inspire our future artists, innovators, scientist and leaders then turning to STEAM based projects can help.

* The ability to interact and work seamlessly in both face-to-face and online environments with real and virtual partners, capitalising on the unique perspectives and opportunities presented in a collective or differing ages, gender, cultural backgrounds, nationalities and physical locations

Design Squad Global does just that. It empowers schoolchildren to solve real-world problems and understand the impact of science, technology, engineering, arts and maths in a global context. Years 3 and 4 students accessing Gifted Education classes this semester were the first group of students in Australia to be engaged in a six-week Design Squad Global Challenge. Each week students were confronted with a real world problem and an associated science and engineering challenge in which to solve that problem.

* The skills to communicate in multiple multimedia formats, such as with video and imagery, as actively as they would when communicating through text or speech. The skills to determine both the message’s content and desired outcomes and selecting the most appropriate medium for message and audience, as well as the skills to analyse communication by separating the message from media and evaluating the efficacy and authenticity of both.

Explicit instruction and support provided to students centred on their engagement in the design process, developing their capacity to think and work creatively. Background research took place for students to understand the specifics of the global issue at hand, whether world food shortages such as designing effective food drop services, or disaster relief such as designing earthquake proof buildings, to name just two.

* The qualities of ethics, action and accountability though personal responsibilities, environmental awareness, altruistic service, and global and digital citizenship, as well as the ability to evaluate oneself and one’s peers (colleagues), considering attributes

Each week students defined the need created by the challenge problem, brainstormed collaboratively, then designed and built their solutions from a limited and varying list of equipment. They then tested their design solutions, analysed and synthesised new

findings by redefining and redesigning. All this in a repeated design cycle until the problem was solved. At the same time across the globe, a small group of boys similar in age were doing the exact same tasks, solving the exact same world problems.

At the beginning of this program, connections made via video link to a small Non-GovernmentOrganisation School Care Centre in Cosmo City Johannesburg, forged a collegial connectedness amongst the children. Through letters sent via email and the sharing of videos between schools, students were able to explore different lifestyles, and compare and contrast cultural beliefs and understandings. As relationships developed, students then shared their solutions on-line with their partner school in Cosmo City. By being able to listen to their partner school’s stories, students were able to recognise their own stereotypes about the African way of life and the similarities or differences between the types of schoolbased opportunities available to them. Students also compared their solutions with their partner school allowing them to recognise how similar we all are in our creative problem solving. More explicitly, it was interesting to consider culturally different solutions they themselves had not even thought of when completing the challenges.

Needless to say students were disappointed when the projects ended. On reflection, the boys as a whole found value in their changing perspectives, attitudes and beliefs and grew in many of the essential skills listed earlier.

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Getting into the Game on the Sharemarket

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During the initial phase of the game, many strategies and discussions took place around what stocks to buy, how many to buy and how they would become the next Warren Buffet with their unique investment strategy.

Mark Wyer – Preparatory Deputy Headmaster – Pastoral Care

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group of Years 5 and 6 students have taken their first steps into the world of investment trading by participating in the annual ASX Sharemarket Game. Twice yearly, over 5,000 students participate in the Game, which over a 10 week period allows them to develop, refine and practice the art of trading shares.

The Sharemarket Game was a great place to start for our Prep boys. Typically geared towards secondary students, this format effectively allowed the boys to learn more about how the Stock Market works, by experiencing trading in real market conditions without risking real money. The sharemarket can be a little bit intimidating for first time investors but online resources and regular lessons throughout the course allowed the boys to: •

Develop their knowledge of the sharemarket

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Learn how to research companies

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Learn the importance of wise investment decisions

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Gain a greater knowledge of economic and world events

• Begin to learn more about investing which is beneficial for their future The boys had the opportunity to participate as a small syndicate of two or three, or could work as an individual. They were stepped through some basic lessons at the beginning of the game and were encouraged to work through an activity booklet and look at online resources to help them gain a greater understanding of the sharemarket. They were then asked to develop a trading strategy to help achieve financial success when trading over the 10week window.

Each boy or syndicate received an opening balance of $50,000 that they could invest in 200 companies listed on the ASX over the period. The prices that the boys bought and sold at were the same prices they would get in the live market, so this was as close to real life share trading as they could get. Then it was for them to research and choose stocks, create their own watch list in order to track their progress and view company charts and the latest prices to inform future decisions. The boys also had to adhere to a diversification rule by which they could not invest more than 25% of their $50,000. This encouraged them to look at different market sectors.

It also became clear that you needed to be paying particular attention to your portfolio on a regular basis. Each week the boys met and analysed their trades and closely examined the different leader boards. There was particular interest in the National and State leaders but more importantly, the TSS leader board. Matthew Bialocerkowski, Sam Richards and Alexander Brown set a cracking pace in the competition, with strong returns on their portfolio value and in the end, led the TSS competition from start to finish. At one point looking at the State leader board, Sam, Matthew and Alexander were leading the Queensland division with an impressive $60,000 portfolio value.

With two weeks left in the competition, the market took a turn that saw some of the boys’ profits evaporate, but most syndicates completed the Sharemarket Game with their portfolio showing a profit. This was a fantastic achievement by all boys, as this was their very first foray into the sharemarket.

Special congratulations are due to our following young investors who featured in the top 100 ranked syndicates in Queensland.

• Matthew Bialocerkowski, Alexander Brown and Sam Richards Ranked 30 – Portfolio Value: $55,684.49 • Daniel Matheson Ranked 39 – Portfolio Value: $55,306.22 • Ben Stroebel Ranked 89 – Portfolio Value: $54,429.04 • Lachlan Murphy Ranked 93 – Portfolio Value: $54,368.56 Sharemarket Game 2 is just around the corner and I know that all boys are very keen to join the next round of competitions. With a bit of experience and a taste for trading, I am sure that they’ll enhance their knowledge and skill in navigating the tricky world of high finance.

During the initial phase of the game, many strategies and discussions took place around what stocks to buy, how many to buy and how they would become the next Warren Buffet with their unique investment strategy. The boys quickly learned some valuable lessons with the ASX falling in the first week of the Game. This left a number of syndicates in the red, while some boys did some research and were clever enough to wait before making their first investment.

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y l l a n i f t i is t u p o t e m ti n w o d ? ' p U n a 'M

Will Horan – Head of Department Drama

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he Annual House Drama Festival in May produced a brilliant two nights of entertaining theatre in what was the Festival’s last ‘hurrah’ in the present but ‘soon to be refurbished’ Annand Theatre. The entertainment comprised twelve originallydevised and scripted performances, each with its own dynamic interpretation of the theme – ‘Man Up’.

From challenging traditional masculinities between the father and son era, to upholding a new mantra for our generation of boys, and exploring ‘might, masculinity and madness’ (read: Radcliffe), the Houses left no stone unturned with their dramatic explorations of ‘challenging societal expectations and refuting social norms’ (read: Biddle).

Over both nights, more than 1,000 wideeyed supporters cheered for their own beloved Houses. Student morale was high and the energy and House spirit infectious as the Houses strove to claim the Shield. For a lot of us though, it was the courage and passion so effortlessly demonstrated by the boys - many of whom had not taken to the stage before - that was nothing short of inspiring. The performances showcased not only those of the sole performer, but the unique abilities of all individuals, whether a rower or cadet, an artist or a boy from the bush.

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On many occasions, the audience rode on a see-saw of outrageous, yet often bizarre comedic moments, counterbalanced by emotive, vulnerable, mature and sensitive explorations of the theme ‘Man Up’.

With a little over 2,000 views streamed through YouTube and with more than 250 viewers watching live at any one time, the 210 courageous students who took to the stage have proven that Drama is well and truly a universal language spoken fluently at TSS. While promoting imaginative and creative thinking, House Drama also grants students the opportunity to experience, understand and communicate different perspectives of the world and especially that of self and others. These young men are free to express their feelings and to be comfortable in a creative environment amongst their peers.

The House Drama Festival provides a pathway with which boys can shape and reshape their ideas. In the 2017 Festival context, the boys explore what it means to be a ‘man’ and to begin to navigate their own path to manhood.

Congratulations to all Houses. To the supporters, we look forward to giving you a warm and enthusiastic welcome to the House Drama Festival in 2018.

“The House Drama Festival is an experience like no other.”

Reilly Giles

“An experiential journey key in nurturing boys into respectful, young leaders.�

Conor Fiteni

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The Light Glows Brighter at the End of the Construction Tunnel

Ross Cardiff – Chief Financial Officer

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e know that the building sites are taking up many areas of both campuses at the moment and this naturally causes some inconvenience and disruption; however it’s all about building a better TSS and we do have some light at the end of the tunnel for two of the projects.

We are now into the rectification of the oval at the Prep School which is the final part of the carpark and new roundabout entry project. Once this is complete the roundabout will be officially opened and the campus will have another entrance and more importantly an exit onto Brolga Avenue allowing for traffic to be easily dispersed in many directions. The sandstone block Grandstand is now also in place. Parents will be able to park in the carpark and then watch the boys play sport and activities from this area. It opens up a whole new view of the Prep ovals.

The second project nearing completion is the new Library on the Senior campus. It is currently on schedule to be completed during Term Three. The rebuild of the existing Library has totally transformed the building, including adding a new mezzanine floor and vaulted ceilings. The northern end of the building is dedicated to the Gifted and Talented program. I think we can comfortably say both of these projects will transform the way the boys and staff utilise the areas.

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The two other projects - the Broomhead Lecture Theatre and the Prep School Hall - are at different ends of the building process.

The Lecture Theatre now has the roof on and the internal construction has begun in earnest. Soon the scaffolding will come down and that’s always an exciting time in the build when you see the full scope of the project. This Lecture Theatre has a true amphitheatre presence. Modelled on a theatre from Harvard University it includes the “Harvard U” shape, with the teachers being surrounded by the boys on three sides, allowing for much interaction in the learning environment. We are on track for a finish early in Term Four.

The Prep Hall site has had much activity over the last four months, however it has nearly all been in the ground. The vast majority of the services running through the Prep Campus - such as power, water and data cabling - ran through this site and this all had to be diverted. This task is now complete and the building is coming out of the ground. The current schedule puts the completion date for the bulding in December, however this is dependent on weather.

Hopefully we will have a good run over the winter months.

It may feel like a process that goes on forever, but rest assured the day will come when the tools are packed away, sites are cleared and the splendid new facilities will leave us in no doubt that it was all worthwhile.

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Y G O L O N H C E T N G O N I G R N E I E N N I O G R D EN S P E E K S S T AT Mark Lockett – Robotics and Engineering Technology Coordinator

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ccording to aviation officials, there could be 7 million small drones in the sky by 2020 and as many as 2.7 million of them will be used for commercial purposes. Officials predict that small unmanned aircraft systems, or drones, will be the most dynamic growth sector within aviation within the next 10 years.

TSS is leading the way in embedding Drone Education into the curriculum.

With an introductory Drone course in Year 10 Engineering Technology to Year 12 students undertaking Commercial Remote Pilot Licence exams, our students are gaining new skills whilst still understanding their legal and safety obligations.

Year 12 Engineering Technology students undertake various modules in Aeronautical Engineering and specifically Drones. TSS has partnered with the Little Ripper Group to offer students their Civil Aviation Safety Authority’s Remote Pilot licence. Through Little Ripper’s CASA approved training course, TSS can offer ‘in house’ theory modules through the Engineering Technology teacher, Mark Lockett.

“Alongside teaching the Drone Law and theory modules, we also have a fleet of eight drones for students to practice their flying skills. These range from older DJI Phantom 3s and 4s through to the new Mavic Pro” said Mark Lockett. “As Drone Technology develops, I would like to be at the cutting edge of teaching this exciting new Technology to TSS students.”

With this dynamic partnership, TSS can provide the opportunity for students to sit their theory and practical flight exams and obtain their Remote Pilot licence whilst still at school.

Little Ripper’s CEO, Eddie Bennet is a 30-year veteran who has served in multiple Search and Rescue roles at a national level, including the Westpac Helicopter Rescue Service as the State Aerial Services Officer. Little Ripper’s Chief Operations Officer, Ben Trollope is a TSS Old Boy and provides practical flight and mechanical service training.

With the assistance of TSS staff member and drone guru Dan Trollope, the team brings ‘state of the art’ knowledge and many years of experience to assist our students with their Remote Pilot certification.

TSS and Little Ripper are proud to be the first in Queensland to offer a school-based Remote Pilot licence course and are leading the way in teaching Drone Technology to students.

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Digging Planting Chooks the simple things in life Terri-Lee Hurd, Rosie Wallace and Holly Nixon

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A

s the well-known saying goes, ‘the simple things in life are often the best’. This saying encapsulates the intent of the TSS Prep Rainforest Program. The Rainforest Program, coordinated by Mrs Rosemary Wallace and Ms Holly Nixon (Learning Support Teaching Assistants) is a Prep School strategy to promote student health, social and emotional well-being.

Students from Years 2 to 6 are welcome in the Rainforest Monday through Thursday at both play breaks to enjoy a range of garden-related jobs such as planting, digging, raking, taking care of chickens, making paths and building garden beds. In other words, ‘The Rainforest’ provides an opportunity and space that offers movement to students unrelated to the more common ballgames played at break times. Our outdoor space offers students ample opportunities, to walk, lift, carry, dig, plant and rake, as well as practice balance and dexterity, all while participating in teamwork.

The Prep School recognises the value of providing an outdoor, creative learning space to engage students socially and physically in a supervised environment.

Gardens and garden-based activities are increasingly becoming recognised as vehicles for strengthening school communities and promoting student wellbeing. There is a growing body of international and Australian-based evidence that school gardens break down social barriers, provide therapeutic benefits to students with learning and behavioural difficulties and assist to address positivity and well-being. Our own experience is that feedback from teaching staff and parents reflects positive outcomes for students.

The Rainforest is a non-competitive environment where everyone achieves, no matter what task is at hand. The Program provides students who may prefer a quieter break time, a supervised, creative, relaxing, hands-on play space that promotes friendship through team-work and mutual care and consideration of nature. Students that attend The Rainforest during their break time do so at their own choosing.

The site enables boys across year groups to collaborate with one another. Student initiated projects such as ‘the campfire’ and a number of ‘base camps’ are developed using landscaping equipment, tyres and weed cloth. The boys particularly love moving

and manoeuvring bricks to build small walls, make pathways and garden borders. Mrs Wallace and Ms Nixon carefully monitor student interaction, facilitating student communication to support positive experiences in peer collaboration and negotiation.

Students are encouraged to make independent decisions regarding site development, fostering student ownership and responsibility.

A photo recently shared with staff from the School Archives captures TSS junior students in 1912 sharing and enjoying an outdoor play experience. Our photos of students in 2017 mirrors the same positive emotions and enjoyment from ‘the simple things in life’.

In our competitive, digital world, the natural environment becomes increasingly important for our young students. The value of this kind of well-being is difficult to measure, although the positive emotions exuding from the photos shared may be the most valuable measure of the impact this program has on our preparatory students.

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Dr Angela Zagroen – Director of Counselling & Wellbeing Health

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ealth is an overlooked commodity in daily life. Most of us are simply too busy to pay it much attention until we are confronted with illness. Forward thinking teens make plans for their future and aspire to great deeds with the assumption that their body will always be in its current state of good health. Similarly, adults plan for retirement, insure assets and lovingly maintain their treasured possessions with regular cleaning and care.

Our body on the other hand is typically last on our list of priorities, well behind our desire to care and provide for others and often far behind work, study and relationship commitments.

The sobering reality, however, is that the majority of Australians are currently struggling with one or more health conditions. I know, because I am one of them. I was diagnosed with Multiple Sclerosis (MS) almost seven years ago after two debilitating episodes

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left me bedbound and in a wheelchair. It was a rude awakening for this young mum who had until that time enjoyed a life untouched by illness. It’s painful to recall but I readily admit I was barely a functioning body back then. Most days I was constantly nauseated, unable to lift my head, and incapable of participating in life beyond the fog of fatigue. Faced with an autoimmune disease it was clear that something was going terribly wrong in my body. I was very fortunate to be completing my doctoral studies at the time, which gave me access to research databases where I would spend the little energy I had poring over a surprisingly large number of studies that demonstrated positive outcomes from exercise, meditation, nutrition, omega 3s, vitamin D and so on. I quickly set about formulating my own treatment approach and within 11 months my MRI results revealed no new lesions and the disappearance of the previous ones – an entirely atypical trajectory for MS.

Today I continue to enjoy a symptom-free life and feel immense gratitude for the illness that has changed my outlook on how I live, how I feed and nurture my sons, and how I practice as a psychologist. Very few people have the opportunity to connect their life purpose with their occupation and my role at TSS as the Director of Counselling and Wellbeing Health has allowed me to do just that - a privilege that is not lost on me. My goal is to prioritise health education and empower an entire generation of young men with practical knowledge and skills to care for their mind and body across their lifespan. It is a lofty goal that can only be achieved through an entire community of like-minded individuals pulling together within the ranks of our parents, staff and students. And as you can see from the disturbing decline in our health statistics below, we are very much in need of bold and innovative endeavours.

It is easy to become overwhelmed when presented with such disheartening data. Psychology reminds us that it is not always the problem itself but how we think about the problem that predicts our actions. It is clear that many of us feel powerless to exert control over our health and are confused by the contradictory health messages we receive in the media and from various health experts. It is little wonder individuals disengage, preferring to leave their health in the hands of doctors while they prioritise their energy toward perceivably more controllable life domains such as their studies and career.

At TSS we recognise that health is influenced by the interplay between psychological processes, emotions and behaviour. How we think affects our motivation and emotions and impacts on what we do, and this matters greatly when we are discussing the daily actions we engage in to create health and longevity. We have purposively coined the term, “Wellbeing Health” to reflect this interconnectedness of mind and body, and the need to promote health to our boys with mindful attention to psychological principles such as self-efficacy and self-compassion.

This is particularly important when educating boys,

a population less likely to talk and ask for assistance for fear of judgement and perceived failure, yet more likely to experience illness, accidents and premature death than females. This is why we recognise the need for a dedicated space where our boys can gather to discuss and learn about all things health.

This year we are working hard on developing the TSS MEN’S – Mindful Self-Compassion, Exercise, Nutrition and Sleep – Health Club. The first rule of MEN’S Health Club…..is to talk about MEN’S Health! Sessions promote the following four key health domains that contribute positively to both the prevention and intervention of psychological and physical health problems. These domains were also chosen because they are low-cost for boys to maintain, lend easily to self-direction (no health professionals required), and are well supported by research.

addressing the fatality rates of young men from car accidents, suicide and alcohol related accidents.

The success of any initiative is largely dependent upon the support from its community. I would like to hear from parents about health topics we may not be covering in which you feel your son would benefit. We hope to involve parents by offering health seminars, updating you on our progress through newsletters and working with you on meaningful projects such as the review of our Prep tuckshop, which was initiated by caring and concerned parents. Health is important to all of us. There has never been a more important time to discuss health with your sons and to reflect on the important role we have as adults in modelling self-care and healthy behaviour. Together, it is exciting to imagine what can be achieved for this generation of TSS boys.

The MEN’S Health Club also includes other Wellbeing Health concepts such as: the ‘Man Up’ masculinity workshop we ran with our Year 10 boys this year; alcohol and drug education; sexual health and relationships programs; violence prevention initiatives; and discussions around living safely by

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Changing Brains at Prep

“For today’s students, educators are the lifeline they need to climb for access to the playing fields of 21st century opportunity, open only to those who acquire the necessary skillsets. Teachers who are prepared with knowledge of the workings of the brain will have the optimism, incentive and motivation to follow the ongoing research, and to apply their findings to the classroom. These teachers can help all children build their brain potential -- regardless of past performance -- bridge the achievement gap, and reach their highest 21st century potential starting now.�

Eisenhart, M., & DeHaan, R.L. (2005). Doctoral preparation of scientifically based educational researchers.

Educational Researcher, 34(4): 3-13.

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Kathryn Barry – Preparatory School Deputy Head – Learning and Teaching

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t TSS Preparatory School the teachers have begun to explore the emerging fields of educational neuroscience and the science of learning; to examine how the brain can, and cannot, be successfully translated into classroom practice to improve student outcomes. One example is the research about the brain’s neuroplasticity and the opportunities we have as educators to help students literally change their brains -- and intelligence. The Arrowsmith Program provides a vehicle to enable this change.

This cutting edge approach is built around the work of national and international leaders in the fields of neuroscience, psychology, educational science, and philosophy and will strengthen our understandings of scientific methods behind the design, delivery and evaluation of learning interventions, along with the brain and behavioural mechanisms which underpin learning.

For more than two decades, psychologists, neuroscientists, and educators have been examining whether the vast amount of new discoveries about the brain’s inner workings could offer deeper insights into teaching and learning. Over time, applications became apparent. As a result, a new field of scientific inquiry emerged called educational neuroscience (earlier terminology was Mind, Brain, and Education). It specifically looks at ways to apply the research findings in neuroscience to teaching and learning.

In engaging with educational neuroscience we hope it will enable us to: • understand essential concepts in neuroscience, including brain structure and function, neural correlates of learning, and cognitive development • understand the basics of neuroimaging and what pictures of the brain actually reveal • have in-depth knowledge of the latest research concerning the neuroscientific, psychological, and educational underpinnings of learning and apply these to our classroom and School • design, deliver, and evaluate learning interventions • share emerging knowledge with our learning community in order to impact constructive change in our school environment • reflect on emerging research and consider how certain ideas may – or may not – be beneficial for classroom practice.

Fun Facts – Did You Know?

• Neuroplasticity refers to the brain’s ability to change or adapt after experiences • Memory is held in multiple neurons in communication with one another • Neurons that regularly communicate with each other to represent knowledge and memories are referred to as a neural network • The brain and its connections are ‘plastic’; that is it has the ability to change • IQ is not fixed at birth and brain development and intelligence are plastic in that internal and environmental stimuli constantly change the structure and function of neurons and their connections Impact on Teachers: never underestimate the brain’s potential to impact learning and educational performance – students will not do as well when they believe they are ‘not smart’ and success is out of their control.

• Studies by Lisa Blackwell (Columbia University) and Kali Trzesniewski and Carol Dweck (Standford University) have shown that both morale and grades improved when students understood that intelligence is malleable.

Impact on Teachers: teach children about the brain and neuroplasticity • Modern technology might be changing the way we think and the way our brains work but it is still important for children to learn the basics while integrating technology into areas of learning that are appropriate, useful and meaningful.

• Students can develop extended long-term memory networks that hold learning into relational patterns by activating prior knowledge, reinforcing connections between new learning topics and what they know, posting pictures and visual clues, brainstorming

With knowledge about educational neuroscience, we hope to be able to recognize future implications from this rapidly expanding field of research, to increase the effectiveness of our teaching and build and sustain students’ joy of learning.

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In the Fast Lane at the GPS Swimming Championships

David Thomas – Head Junior Swimming Coach

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SS Swimming again demonstrated its excellent form in the 2017 GPS Championship, to gain a second place finish. This now means that TSS Swimming has finished in the top two for six consecutive years and the top three for 15 consecutive years (Champions on seven occasions). This is no mean feat in a very tough competition.

The key to sustaining such a high level of performance is to focus on the value of the Team.

Each one of the 60 boys in the TSS Swimming Team has a role to play and each is equally important. A team working together will always be stronger than the sum of its parts and the GPS Swimmers go into battle for each other and for their School with this in mind.

The Opens boys set the tone for the Team and the leadership team of Max Osborn (Captain), Ethan Cole and James Rutherford brought great experience and maturity. Whether leading parts of the training sessions or sharing their experiences of the competition day with the younger swimmers, the value added by the leadership boys was immense.

The focus on ‘Team’ was also prevalent in the Junior GPS Team. The Opens boys forged a close bond with the younger boys and arrived early on race day to clap them onto the bus. Unfortunately, Junior Captain Tom Quinn was injured and unable to compete, but he led bravely from the front. Chief motivator and congratulator, he hobbled around the poolside on his crutches urging the Team on. He inspired the boys to fight hard right until the end of a very tough competition, by which time the Team had won sixth place.

Whatever the accomplishments of a team as a team, there are naturally those members whose performance warrants mention. Our list is as follows:

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GPS CHAMPIONSHIP EVENT WINNERS: Max Osborn Opens 400m Freestyle Kalani Skipps Under 15 50m Backstroke Under 13 6 x 50m Freestyle Relay: Bailey Campbell; Harry Ward; Archie Hancock; Andrew Woo; Warwick Thilwind; Braydon Mercer Under 15 6 x 50m Freestyle Relay: Kalani Skipps; Jordan Sergis; Zakeri Joyce; Will Taylor; Kye Kanemura; Ryan King Under 16 4 x 50m Medley Relay: Zach Maher; Will Riches; Sean Arthur; Luke Parrish

The calibre of our swimmers is high, their dedication and determination outstanding, so it’s with some confidence that we can look forward to next season with high hopes.

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from the

TSS ARCHIVES

Debbie Turner – School Archivist

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The long road to Buckingham Palace began in a bullock dray

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eville Vicars Henderson was born on the 21st of March 1899 on Yarmouth Station, south of Cunnamulla...about as far from The Southport School as you could get in terms of geography and environment.

The fact was that Yarmouth Station was probably far from school of any sort and so initially, the young Neville was home-tutored by his sister Muriel. But his parents had their sights set on something a bit more formal for their son. Word had come down the family bush telegraph that the Henderson nephews Erle, Nigel and Carlyle were attending what was then called The Southport High School for Boys and as the reports had been good, so too Neville would be bound for the coast.

In 1910 aged nearly 11, the time had come and Neville and his mother began the boy’s long journey into the wider world beyond Yarmouth Station. A bullock dray carried mother and son to Charleville, there to catch the Cobb and Co coach to Brisbane. It was an extremely tiring experience for his mother as the journey took over a week with many stops along the way, but for Neville it was a great adventure that would prove to be merely the start of many.

To begin with, the very location of the School beside a tidal river was something Neville had never experienced and likewise the environment and structure of a formal school. But what seemed a vast array of activities on offer, fired the young lad’s imagination and he embraced them with enthusiasm.

Amongst this was the School’s collection of books and the world they opened to him soon filled him with a passion for reading that would endure throughout his lifetime. Such was Neville’s unquenchable desire for books, that he loved the challenge of reading ahead of Horace Dixon so that he

could ask him questions, which Neville hoped Dixon could not answer.

The years leading up to the First World War were thus filled with excitement as the boy from Yarmouth Station excelled at his schoolwork and was drawn into the fellowship and spirit of the School.

Amongst his friendships in Thorold House, Neville formed a close bond with Tim Lahey and his family.

It was a friendship that would ultimately last some 70 years and in its time would eventually expand to a encompass a business partnership as a Law firm.

But in the meantime, the War hovered as a dark cloud over the happy days of school life and the well-documented savagery of the trenches and grim battlefields of the Western Front became a personal tragedy for most young men who enlisted and their families. Inevitably, stories filtered back from Old Boys at the front, vividly relating the lurid details of the carnage and imploring Tim Lahey not to enlist.

These proved to be extremely sobering revelations when shared by Tim and Neville who had kept up a correspondence.

Neville finished school in 1917 just before the end of the War and he went on to University of Queensland. The Law would become Neville’s future but at that time UQ did not have a Law School, so he undertook and completed two years of an Arts degree, which was recognized by the University of Melbourne. He completed his B.A and his Bachelor of Laws in 1921, and secured equal first place in the Final Honors Examination in Law in 1922, winning the University Final Honors Scholarship in Law, and the Supreme Court Prize. This latter achievement was one shared by no less a personage than Sir Robert Menzies. The prizes proved most useful in a financial sense as they paid for his admission in Victoria and Queensland, as well as his return fare to Brisbane.

Neville and Tim’s well-established friendship now moved to another level with the formation of their law partnership in 1924 as Henderson & Lahey.

Over the next 50 years, the practice became one of the most respected senior law firms in Queensland.

Neville was very active in the Law Society in his desire to service the Legal profession, but given his country heritage, he also had a lifelong devotion to the man on the land. He labored for many years to rewrite the Queensland statutes and drafted the legislation for the abolition of death duties which had a profound impact on the livelihood and quality of life for a considerable number of Queenslanders. As a result, Neville was awarded a C.B.E for services to the Law and services to Primary Industry.

But the honors weren’t to end there. The young man, who in 1910, set out from home in a bullock dray, then rode in a Cobb & Co coach to school, made another journey by carriage. It was in 1976 and the journey was to Buckingham Palace, there to receive a Knighthood from the Queen for outstanding service to the Legal Profession.

The experience and education of Sir Neville at what would evolve to become The Southport School, obviously made a strong and favourable impression, for the family tradition carried on. Sir Neville’s son, David Henderson, attended TSS in 1950-51 as a Thorold House student, followed in turn by his grandson Douglas Ferguson from 1980 to 1984 as a McKinley boy.

After what can only be described as a full and honorable life, Sir Neville Henderson passed away peacefully in 1986.

(Gary Ferguson - McKinley House 1956-61 & son-inlaw of Sir Neville)

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A Ride into History with the Mudgereeba Light Horse

Sharon Joss – Year 2 Teacher

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o matter how small, almost every Australian town will feature a war memorial as part of its fabric. From the familiar solemn statue of a Digger or a simple column to entire parks and museums, the desire to commemorate the sacrifice of men and women to the cause of freedom is a common thread.

Here, on the Gold Coast, we’re fortunate to have something truly exceptional in the shape of the Mudgeeraba Light Horse Museum. The museum has, for a number of years, provided our Year 2 boys with a unique experience that aligns with the Australian HASS Curriculum. The boys learn about the ANZACS and all that comprises the bigger picture of war, as well as witnessing a flagraising ceremony and rifle firing demonstration.

This year is a special one for the Light Horse Museum as it celebrates the centenary of the legendary charge of the Light Horsemen in the Battle of Beersheba.

The Museum is housed in a State Heritage Building and is run by a team of dedicated and knowledgeable volunteers as a not-forprofit organisation dedicated to the preservation of the history of the Australian Light Horse Regiment. The Museum volunteers make every effort to organise a morning of memorable activities for the boys, to ensure they get a true picture of what life was like for the soldiers and many families left on the farms during the war.

The best measure of the impact and success of the experience is best judged in the words of the boys themselves.

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“First we sat under some tents and they introduced themselves. We all stood up and sang the national anthem, then they shot three guns. Then we watched them do the tent pegging, one horse was new so he wasn’t as good. Then, we were put into groups, I was in the red team. Three groups got a ‘Where’s Wally’ sheet and the other groups got to do other things. After that, my group went to pat the horses and they felt good. I really liked looking through the periscope and spotting the enemy, they really are clever if you ask me! Finally, we went to look at the weapons in war, the favourite weapon was a rifle.” Hunter “We listened to Peter and he told us about the Light Horsemen. I really liked the statues of men dressed in uniform.” Thomas “They did tent-pegging. They put swords in their mouths and they dropped their sticks and got the sword to grab a peg. I really liked the glass table display of the Beersheba War.” Christos “First, we sat under some tents and this man called Peter talked to us about some army stuff. We lined up into groups. Our group went to the flag raising. They told us there that it is bad to burn the Australian flag and, to put it on the ground is a bad thing to do. I really liked the gunfire, it was really loud and cool. The rifle was big, it was about two metres long. They showed us the bullet, it was bigger than I expected. When the bullet fired it was so fast that I did not even see it and lots of smoke came out of the rifle. Finally we went into the Light Horse Museum.

We saw a model of the Battle of Beersheba. Peter said that there were 800 Light Horsemen.” Ryosei “In the Mudgeeraba Light Horse Museum there were lost of things like periscopes, typewriters, old telephones and lots of different stuff. Peter told us about badges, medals and stuff. Then we saw people riding on horses and putting a card into the peg and it was very cool! Then we split into groups. We got to pat the

horses. After that, we learnt about weapons like bombs, bullets and knives. I really liked the gun shots, it was very loud. We saw a display inside some glass, it was about a war. After that we saw the periscope where you look behind the wall and you can see above the wall. Then we had morning tea. Finally we saw a kitchen, there was a stove, but the stove was very different to the stove we use.” Julian “First we got there and then Peter told us what activities we were going to do and how we should behave. Then the Horsemen did tent pegging. Sometimes they missed. After that, Peter held two balloons, one in each hand. One of the horse men held a sword and tried to pop the balloons. I really liked the three men shooting the guns. The guns were really loud and there was smoke everywhere.

Finally our group looked for ‘Wally’ signs. It was fun, but it was kind of hard to find them. After that, we got on the bus.” Ashton “First we saw three men carry out rifles and shoot a lot of smoke. They raised the Australian flag and we sang the national anthem. After that we watched tent –pegging and tricks with the horses. I really liked listening about weapons and weapon safety. I learned about grenades, rifles and bullets. Finally we had lunch, I was hungry so I ate and ate and ate! After that I did ‘Where’s Wally’. It was hard, my brain was melting it was so hard. When we left the handrails were even hot. Then I waved goodbye. I enjoyed it.” Jude The reactions of the boys may be typical of those so young when first confronted by the realities of war, but these are the first seeds planted that will in time grow to become a fuller appreciation of what the call to arms means. Certainly through the Mudgeeraba Light Horse Museum, the exploits of those gallant young men who - with nothing but bayonets - charged the Turkish guns at Beersheeba in what has been described as “the last great mounted charge in history”.

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The World is Coming to TSS for Learning to Lead

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ounded in 1995, the International Boys’ Schools Coalition (IBSC) emerged from the meeting of a small group of educators and professionals who shared a passion for boys’ education. Over time, the Coalition grew into a large community of educators who recognised the value of championing the wellbeing and development of boys.

The Southport School has been an active member of the IBSC since its inception and has seen the Coalition grow into an internationally recognised and respected educational society with hundreds of school members in over 15 countries.

The flagship event for the IBSC is its Annual Conference, hosted by a member school. These have taken place in every major global region of the world with many schools considering the Annual Conference and its associated workshops, presentations and Action Research program, to be their premier Professional Learning event.

While TSS has actively participated in a variety of IBSC endeavours over the years, in 2018 we are set to take this involvement one step further. TSS has been granted the right to host the 25th IBSC Annual Conference in July 2018. This is both an honour and an exciting opportunity for TSS boys and staff.

The theme for the conference is ‘Our boys, their future … learning to lead’ and will encourage presenters and delegates to explore the methods educators use to prepare boys for the future. This will be a true celebration of boys’ education from Preschool to Graduation as outstanding teachers, leading researchers and educational innovators come together to share their wisdom and experience.

Andrew Stark – Head of Libraries and Information Services

After much deliberation and discussion, the IBSC 2018 logo was revealed to the School Community. Centred upon the compass and the wave, the logo is not only a representation of the Gold Coast region but symbolically important to the conference theme and what we aim to achieve here at TSS. The compass represents guidance, direction and leadership. While the wave is synonymous with the Gold Coast, it suggests strength and moving towards the future. The design and motifs have been very warmly received by national and international colleagues.

There is much to be done between now and July 2018. Planning and preparing for this event will be a wonderfully challenging experience and I look forward to sharing the journey with members of TSS Community in the months to come.

Further information regarding the International Boys’ Schools Coalition is available at www.theibsc.org .

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MIND OUT– Some habits will make you mindful.

Susan Presto – Habits of Mind Coordinator and Learning Preference Mentor

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tudents of The Southport School. You are hereby accused of sensitivity beyond your years and a curious lack of dependant thinking. Each student who has written a speech on the weekly Habit of Mind, and then presented it on assembly, has shown an unsuspected comprehension of the world around him and insights previously unexpected from teenagers.

Who taught you that ‘silent’ and ‘listen’ have the same letters?

How did you learn to be so disciplined with your study habits and so aware of the problems of those around you?

Why do you insist upon creating speeches that bring tears to the eye when the brief was simply ‘ a short speech on the weekly Habit of Mind, maybe an anecdote…’?

If you keep this up, students of The Southport School, you will be accused of being more than just a boy, more than just a student or an athlete, more than just a son or a brother or a friend, you will have levelled against you the charge of being leaders of humans.

You will become known as people who participate in life with every sense and on every level, as decent human beings who will live long, contented and happy lives. The seventeen Habits of Mind will become part of your everyday functioning and you and your families will thrive.

The future has never looked brighter.

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A swag of precious metal makes us Gold Coast table tennis champs Denzel Wilson – Acting Table Tennis Coordinator

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e’ve been regular competitors at the Gold Coast School Table Tennis championships. This time round, we had no less than 15 teams of doubles players eager to take a crack at the other schools.

The age group ranged from under 12 to under 18.

We were strongly represented in all age groups and the boys acquitted themselves extremely well, on and off the arena. Every game was keenly contested with enthusiasm and fair play evident. The boys all did TSS proud by the sportsmanship they displayed, especially when playing against much younger girls in the under 12 division, proving that the age of chivalry is not dead.

Team work at the championship was very evident, as most players had played against each other, but hardly with each other. They soon got to know each other’s play and this set the tone for a most enjoyable and successful day. We are blessed with boys with serious talent amongst which Jeff Chen is the standout player of State quality. His quick hand speed, coordination and an ever-present smile is a sight to behold.

There were some close matches against some talented and spirited teams from Elanora, Mt Tamborine and William Duncan State Schools. But at the final reckoning we won every division claiming gold, silver and bronze medals in each:

Under 18: Gold medallists: Jeff Chen and Jaiden Jones Silver medallists: Brad Munro and Harry Lickiss Bronze medallists: Lachie Bruce and Isaac Mibus Under 15: old medallists: Shaun Ledingham and G Liberato Vinaccia Silver medallists: Nick Close-Innis and Max McCullogh Bronze medallists: Angus Timoney and Scott Ross Under 12: Gold medallists: Brodie Graham and Jett Morris Silver medallists: Sam Robertson and Oliver Nostdal

This impressive haul of precious metal did the trick and TSS clinched the title of Gold Coast Schools Table Tennis Champions. The championships wrapped up with the awards ceremony and the exciting announcement that all gold and silver medallists would attend the Queensland Championships in June.

Perhaps we can put some of this success to Mr Virgoe Buckland’s brainchild to introduce tables and use this wonderful game in Workplace Wellness. We now have hordes of young players waiting eagerly around the tables during recess to show off their talents. This encourages the boys to play in the local championships with confidence as well as for the fun aspect and nurtures our champions of the future.

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Living Language

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There’s Nothing Like a Walk on the Wall to Excite Interest in Chinese Lisa Miller – HOD Languages

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he Headmaster’s vision of “your path . . . the greatest frontier” ensures that teaching programs equip students with skills to succeed beyond the classroom, and there is no doubt that learning Chinese has become an essential skill for business, travel and future careers.

the Zone of Proximal Development. Working in the ZPD, with advanced peer mentors, even beginners in the Year 10 Chinese class were able to achieve in their Chinese studies. The Great Wall Expedition was a fantastic success, and many participants have chosen to continue their studies of Chinese in Years 11 and 12.

Dr Jane Orton at the University of Melbourne estimates that Australia wide, less than 400 nonChinese students complete Year 12 Chinese. Orton describes the declining number of second language learners as a matter of national concern, requiring innovative and flexible programs to enable more young Australian students to learn Mandarin Chinese.

After a worldwide study of effective methods for teaching boys, the founders of the International Boys School Coalition, Michael Reichert and Richard Hawley, concluded that great lessons have three aspects in common:

The Chinese Living Language and Culture program at TSS is designed to attract boys to learn Chinese. In Term Four last year, 30 Year 10 boys joined the Great Wall Expedition as an alternative to Outward Bound Camp, on the condition that they enrol in Chinese. There was a great deal of excitement as complete beginners began studying alongside more experienced classmates in Semester Two. Peer mentoring - that is, expert students assisting beginners and returning students - was an excellent option to increase classroom collaboration. Teams of students were able to complete Travel Guides to Beijing, role plays of shopping and dining, and finally, Lego Beijing, in preparation for departure.

1. Establishing a good teacher-student relationship is essential 2. Tasks must have novelty, and be connected to the real world 3. Teachers need to constantly adjust their pedagogy to engage boys effectively This research was completed as an Action Research project through the IBSC. “Examining the effect of peer mentoring on the team dynamics of a multilevel Chinese class” will be presented at the 2017 IBSC Conference in Baltimore in June.

Russian psychologist Lev Vygotsky proposed that the difference between what a student can do unaided, and what he can achieve with help of some kind, is

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W HO D E S C S T NIS A N I N TE IT 7 1 20 B a nd

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The tennis program is thankful for the support of the school administration and staff who share our vision to provide a first class program for the tennis community at the school.

David Hodge – Director of Tennis

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his year has been a break-out GPS Season for TSS Tennis to make it our best in 15 years. Our teams have benefited from increased exposure to professional training methods and gained key wins against all GPS schools through all age groups. This was highlighted by our First IV winning all matches except one that went down to the wire against Gregory Terrace.

We’ve gone from strength to strength each year since the new coaching team formed in 2015. TSS Tennis now has the most tennis registrations of any GPS school and we’re busily developing a program and facilities to accommodate this need. The TSS Tennis coaching staff boasts ex-Grand Slam coaches, Australian representatives and captains and US college tennis players. TSS Head Coach, Kaden Hensel, has also been named the head Australian coach for the World University Games in Taipei this August.

Coaches have been particularly impressed with our tennis players’ enthusiasm to train throughout the year and compete in individual events to gain experience and test their mettle.

Friends of Tennis have been active, gaining community support for the program which now boasts a title sponsor in Sunshine Volvo, as well as creating a tennisspecific uniform our boys wear with pride each weekend. In the coming months you will see significant much-needed work on the Prep School Tennis Facility and playing surface which will allow the growth and prominence of the sport at TSS to continue.

We’re also thankful for the support of a School administration and staff that shares our vision, which has seen the tennis program soar to new heights.

As Head Coach Kaden Hensel steered our First IV of Max McCarthy (12), Jack McCarthy (9), William Timoney (11) and Ryan Selvey (10) to that closing victory and ace the season, it became clear that our ‘hunters’ will quickly become ‘the hunted’ in years to come.

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Havard Expert Delivers Something to Write About

Jo Inglis – Deputy Headmaster – Head of Learning and Teaching

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r John Collins from Harvard University dropped in on our teachers recently to discuss writing and literacy across all subjects. A recognised expert in the teaching of writing, Dr Collins has dedicated his career to improving K-12 students’ thinking and writing skills.

Dr Collins holds a Bachelor of Arts degree from Boston College, Master of Education from Boston University, and Doctor of Education from the University of Massachusetts. He has taught from the elementary to the graduate level, and most recently, John has been a regular keynote speaker at the prestigious Harvard Principal’s Center.

For more than thirty years, Dr Collins has been providing teacher training and consulting services to schools and did not disappoint staff members who he had writing furiously on command. His five-step approach to writing encourages consistent improvement and higher order thinking skills and teaches students techniques for self-editing.

John is a master trainer with an unrelenting passion and enthusiasm for improving student achievement through writing.

This passion shines through in all his workshops and professional coaching and the TSS faculty was inspired to commence a consolidated approach to writing with the boys.

Continuing Education Australia (CEA) has conducted more than 15,000 professional development workshops and has worked with school districts of every type and size. The National Council of Teachers of English has highlighted exemplary districts that use Dr Collins research-based techniques for special recognition.

His visit also marks the launch of the Collins Writing Program approach to writing at TSS.

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Founded in 1901, TSS is an Anglican day and boarding school for boys from Preschool to Year 12, with boarding available from Year 7 Winchester St Southport Queensland Australia 4215 Telephone: +617 5531 9911 Facsimile: +617 5531 9977 Email: reception@tss.qld.edu.au Visit: www.tss.qld.edu.au The Corporation of the Synod of the Diocese of Brisbane trading as The Southport School CRICOS Provider No. 00523F