Senior Campus in Action with Nicholas Foster
The Future of Learning with Michelle Bradley
Leading by Example with Theunis Pieters
Valedictory Day
Walkathon 2025 with Ava Farquhar and Elora Willis
Bringing the World to Tasmania with Louise Ives
Soaring to New Heights with Marie Burridge
Aviation Today with Paul A.C. Richards AM
Launceston Grammar continues to gather momentum under the steady leadership of Principal, Dale Bennett and the Senior Leadership Team. The Board has wholeheartedly supported the goal of continuous improvement in School operations. Significant outcomes that align with the School’s Wellbeing Strategic Plan are evident.
The appointment of multiple senior roles has given the leadership team the much-needed capacity and focus to ensure Grammar thrives. The appointment this year of Directors of Advancement, Learning, and Learning Pathways, increases the capacity of the team and ensures a clear line of sight between the Principal, senior leadership and those who ensure the smooth day-to-day running of the School.
I thank Board member, Polly Flanagan, for her insights and guidance during this process. As a highly respected educator and former Principal, Polly’s strategic support of the School is highly valued. As Chair of the Education Advisory Committee, she continues to support the development of the educational offering that distinguishes Grammar from other schools.
The School’s business model is sometimes overly simplified through the lens of enrolment, fees and government funding. However, this belies the complexity of providing a quality educational experience for young people and their families.
The Principal and Chief Financial Officer, Linda Holdaway, have worked with the Board to develop an alternate funding model to support operations. The work undertaken by Dallas Frost as Finance Committee Chair, alongside Board members Fiona Woolcock, Patrick Parkinson, myself and senior leaders, in the development of our business model, will see stability in our finances and sustainable approaches being used to support ongoing School development.
The appointment of Nicholas Foster as the Director of Grammar Enterprise in 2025 is pivotal to the success of our new approach. This role is charged to create opportunities and generate income which enhances our learning programs. This plays to his strengths as he forges new and well established partnerships and leverages existing resources to enhance the business model. The Board would like to acknowledge the 14 years of dedication, professionalism and service Nick has
“We are small by design, focused on the wellbeing of our people”
given the School as Head of Senior Campus and the simultaneous 12 years as Deputy Principal. We are delighted that he will be working in this key role.
Another significant strategic appointment earlier this year is that of Kate Dean as Director of Advancement. Kate’s professionalism, expertise and experience has been evident in the success of both the Grammar Giving Day and the inaugural Grammar Graze event. Each of these events reinforced to the Board the importance of community engagement and the understanding that we are indeed a village with a resolute commitment to supporting the School and the students who are our beating heart.
The Old Launcestonian Association (OLA) is seeking to appoint a new Board member. One of the key responsibilities of the appointment will be to lead the Advancement sub-committee. This is a vital function for governance moving forward and expressions of interest from suitably qualified volunteers and members of our broader community are welcomed by OLA President Will Green. For more information or to apply for the role, please contact Will Green via the school, at community@lcgs.tas.edu.au.
As you would expect, it is not unusual for me to be asked by people both within the School and amongst the broader community, “How is Grammar going?” My response, also as you would expect, is a strong affirmation recognising the talents of our students, the strength of our staff and our can-do attitude as a community.
To me, the Grammar difference is not just the fantastic people but our clear intention to be one of Tasmania’s leading schools. We are small by design, focused on the wellbeing of our people, and believe that the world needs an alternate view of strength-based schools where the graduates leave as compassionate and responsible young people believing they can contribute to the greater good.
NIGEL BAILEY BOARD CHAIR
Education is undergoing a profound metamorphosis—a transformation as rapid and complex as the society it serves. Derived from the Greek word metamorphōsis, meaning “to transform,” this concept is not just philosophical but deeply practical, especially in the realm of learning. At Launceston Grammar, we embrace this evolution, leveraging cutting-edge methodologies and technologies to prepare students for an everchanging world.
Change is driven by many factors, and in education, the need for agility has never been more pressing. Next year, we will host the Grammar Big Learning Conversation, engaging our staff, students, families, and the broader community in discussions that shape the distinctive qualities of a Launceston Grammar education. This forum will pose a critical question: What do Grammar learners need? The answer is multifaceted. Today’s learners require more than traditional education; they need skills to navigate life’s complexities, thrive in the workforce, and contribute meaningfully to society. However, the landscape they will enter is evolving at breakneck
speed. Advances in Artificial Intelligence (AI), Augmented Reality (AR), and Virtual Reality (VR) are redefining the skills employers value, placing critical thinking, communication, and problem-solving at the forefront. Our approach ensures students are equipped with these core capabilities while fostering adaptability and resilience.
A cornerstone of this transformation is immersive learning, a method that fully engages students in a subject or experience to deepen understanding. While Launceston Grammar has long championed experiential learning through outdoor education and hands-on programs, the advent of XR (extended reality)—encompassing VR and AR—has opened new horizons. Immersive learning can revolutionize how students grasp complex or abstract concepts. For instance, VR enables learners to visualize intricate ideas in mathematics, engineering, or art, while AR can overlay dynamic, real-time information onto physical environments. These technologies also support the development of crucial spatial reasoning skills, applicable across STEM fields, arts, and humanities
Our recently commissioned XR Lumination Lab is at the forefront of this educational shift (see story page 21). With a library of more than 20,000 immersive experiences, the Lab serves as a versatile resource for all disciplines, offering opportunities for students to explore, experiment, and engage.
Students can virtually manipulate 3D objects, fostering a deeper understanding of geometry or design. In history and social studies, VR experiences enable them to “step into” historical events or view the world from new perspectives, building empathy and cultural awareness. Geography students can embark on virtual field trips to explore ecosystems, urban centers, or ancient ruins, while aspiring surgeons and engineers practice intricate procedures or design prototypes in realistic simulations.
These experiences are not mere novelties; they prepare students for real-world applications. From surgeons at Launceston General Hospital honing their skills through VR simulations to apprentices at TAFE mastering tools for projects like Bell Bay Renewables Hub, the potential of XR is boundless. By integrating these tools into the curriculum, Launceston Grammar ensures its students are future-ready.
At its heart, a Grammar education is about more than imparting knowledge or preparing for exams. It is a lifelong pursuit that embraces all experiences shaping individuals as learners and contributors to society. Traditional measures of academic success, like ATAR scores, are increasingly questioned in favour of holistic approaches that prioritize wellbeing, adaptability and authentic learning.
This shift reflects the broader evolution of education in Australia. Schools like Launceston Grammar are moving beyond outdated, industrial-age models to embrace methods that ensure every student thrives. In the Grammar Big Learning Conversation, we will explore how to guarantee active engagement in learning—not as an aspiration but as a standard.
As we navigate this era of transformation, we remain committed to leading learning in Tasmania. We combine what we know works—like fostering critical thinking and collaboration—with the limitless possibilities of technology. This approach is exemplified in initiatives like the XR Lumination Lab, which bridges traditional teaching methods with innovative tools to create a truly immersive educational experience.
In this ever-changing world, education must do more than keep pace; it must lead the way. Our vision embraces the future, preparing students not just for the challenges ahead but for lives of purpose and fulfillment. Through immersive learning and an unwavering commitment to transformation, we provide our students with the tools, mindsets, and experiences they need to succeed—not just today but tomorrow.
DALE BENNETT PRINCIPAL
The end of Term 3 marked an emotional farewell as the Junior Campus said goodbye to Mrs Sheona Carter, our Head of Junior Campus for the past three years. The week was filled with memorable events that celebrated her dedication and impact on our community.
The week began with a farewell assembly and afternoon tea with families. Students and their families had the opportunity to say their goodbyes and wish Mrs Carter well. On the final day of term, the entire Junior Campus took part in a tree planting ceremony, an initiative started by students Robbie Hopper and Duke Lao (Grade 4), where a tree will be
planted for each Head of Junior Campus, symbolising the roots they have established during their time in leadership. The students and staff then came together to create a guard of honour for Mrs Carter, concluding with the final ringing of the bell.
Over the past three years, Mrs Carter has led the Junior Campus with quiet confidence, transforming our learning environment through our successful accreditation as an IB PYP school. As she steps into a new chapter of life, focusing on family and enjoying her role as a grandmother, we look forward to witnessing Mrs Carter’s next adventures in the world of education.
‘We
It has been an absolute privilege to serve as custodian of the Junior Campus and work with its outstanding team. I still vividly remember arriving for Grammar’s 175th birthday in May 2021 and being deeply impressed by the warmth and spirit of the community. It was a truly special moment.
Under Principal Dale Bennett’s leadership, we have introduced enhanced programs, improved facilities, and welcomed growing enrolments. There is a great sense of optimism for the future. One of the advantages of being an independent school is our ability to select the best staff. I am endlessly grateful for the joy and dedication our educators bring to the children entrusted to our care.
As I walk through the School, I see purposeful learning in every space. Our children are happy, curious, and engaged. Whether in early learning, kindergarten, or primary classrooms, in the art house, library, music school, or outdoor venues, the staff’s commitment to creating nurturing and inspiring experiences is clear. The pastoral care at Grammar is exceptional, and it’s no surprise that our students take great pride in their school.
The smooth running of the Junior Campus is thanks to my indefatigable PA, Alex Peters, our exceptional Junior Campus Administrator, Kim Sloane, and our ever-reliable Receptionist and First Aid Officer, Elli Wilson.
Special thanks also go to our Facilities Team, especially Wayne Ford, for keeping the campus safe and ready for each day.
“It is amazing what you can accomplish if you do not care who gets the credit.” – Harry S. Truman
A commendation goes to our Enrolments Team – Malcolm Dolman, Lucy French, and Lisa McCracken – for their extraordinary work promoting our school to prospective families. Their efforts, along with the Marketing Team, have strengthened relationships with families and contributed to our steady growth in enrolments.
I am also grateful to the IT, Finance, and Human Resources Teams, whose behind-the-scenes work ensures the School runs smoothly. To our counsellors, Bethany McDougall and Corrina Franke, thank you for the compassionate care you provide to students and parents in need of extra support.
The Broadland House Old Girls’ Association (BHOGA) has been a wonderful source of support, ensuring that the history of Broadland House is remembered.
My thanks to BHOGA President, Rosemary Stobart and the alumni for their friendship and stories.
Finally, my heartfelt thanks to the Junior Campus Leadership Team – Lisa Watson, Claire Calvert and Georgia Greig – for their unwavering commitment and loyalty. They have been instrumental in all we have achieved, always ensuring that our children remain at the heart of every decision.
As I say farewell, I extend my deepest thanks to the entire community. The commitment of our learners, the professionalism of our staff, and the kindness shown by the community have been a constant source of inspiration. I am confident that the Junior Campus will continue to thrive under the care of the incoming Head of Junior Campus, Luke Padgett.
I leave with full confidence in the bright future ahead for all and wish you continued success and happiness.
SHEONA CARTER FORMER HEAD OF JUNIOR CAMPUS
When you step into one of our early childhood classrooms, you’ll find children deeply immersed in their work - the work of play. As Maria Montessori famously said, “Play is the work of the child.” We fully embrace this idea, ensuring that the materials and experiences in our classrooms are thoughtfully chosen to invite exploration and experimentation. Inspired by the 100 Languages of Children from the Reggio Emilia philosophy, we believe that children express themselves and learn in countless ways. Our role as educators is to create environments that provoke curiosity and support these many ways of learning. We focus on the process over the product.
It’s not about what children make, but how they engage with their
learning. Central to our approach is the idea of children’s agency. We believe children should feel empowered to make choices, explore their interests, and have a voice in their learning. When children experience agency, they are more motivated and engaged.
They understand they are in a space where their ideas matter, where they can take ownership of their play and feel supported in being who they are. This sense of agency not only builds selfconfidence but also lays the foundation for lifelong learning.
As educators, we see play as a powerful way to scaffold learning. By asking open-ended questions and offering challenges during play, we guide children to deeper thinking, helping them develop problem-solving skills and discover new concepts. Play is rich with opportunities for learning, and it’s through play that children build the confidence to take risks and explore new ideas.
predictability they need to feel secure. This structure, combined with the freedom to play, also promotes a sense of agency, empowering children to make choices, explore their interests, and feel supported as they learn.
The benefits of play are vast. Block play strengthens problemsolving abilities and spatial awareness, while loose parts play encourages creative thinking and experimentation.
“Play is the highest form of research” –
Albert Einstein
Through play, children develop not only cognitive skills but also emotional wellbeing. It’s where they find joy, safety, and a sense of self. Educators play a critical role in extending this learning by engaging thoughtfully with the children, encouraging them to explore, question, and discover.
During play, children experience moments of flow - a state of joyful focus where they are fully immersed in what they’re doing. This is where the deepest learning happens.
Art and mark-making help develop fine motor skills and lay the foundation for early literacy. Pretend play builds social and emotional skills, helping children understand empathy, cooperation and communication.
Outdoor play connects children to nature, nurturing both their physical development and their
In Early Learning, play isn’t just part of the day—it’s at the heart of everything we do. By fostering a love of play and promoting children’s agency, we help children develop the confidence, creativity, and curiosity that will serve them well beyond the classroom. Through play, they are not just preparing for the future— they are actively shaping it.
We take immense pride in our enrichment offerings at the Junior Campus. We provide specalised enrichment classes in mathematics and English, as well as a broad range of academic challenges and creative outlets to ensure students are given opportunities to explore their potential and have their talents nurtured. Opportunities for students to participate in local, national and international competitions are all part of the enrichment experience at the Junior Campus.
These include, but are not limited to;
International Competitions and Assessments for Schools (ICAS)
In August, 24 of our students from Grades 3-6 and 14 students from Grade 7-10 had the opportunity to compete internationally across a range of subjects, including English, mathematics, science, and digital technologies. By participating in ICAS, students had the opportunity to benchmark their skills against their peers from around the globe, gaining recognition for their efforts and abilities. From the 38 students that participated, they came away with 66 awards, consisting of merits, credits, distinctions and high distinctions.
This year we entered two teams in the state Tournament of Minds (TOM) competition. TOM provides students with the chance to engage in problem-solving challenges spanning the four disciplines of the arts, STEM, language and literature, and social sciences. Students work collaboratively in teams, thinking critically and creatively to find solutions to the challenges posed. This year our Social Science Team was awarded ‘Honours’ at the state final in Hobart in September. After taking out first place in their chosen discipline, our STEM Team secured a place at the international final in Sydney in November, in which they showed incredible enthusiasm, independence and resilience. We couldn’t have been prouder of their efforts!
Thirty of our students from Grades 3-6 participated in AMC, run by the Australian Mathematics Trust. Held in August, this program provides a stimulating environment for mathematically inclined students to challenge themselves and apply their reasoning, knowledge and understanding in problem solving situations. Students are able to test their abilities against national and international benchmarks.
Australian Maths Olympiad and Maths Explorer Competition (run by the APSMO)
This competition offers another dimension to mathematical enrichment, targeting students with a passion for problem solving and strategic thinking. Over 40 students from Grades 3-6 participated in the four contests held throughout the year with time dedicated to reviewing solutions and strategies in subsequent enrichment mathematics lessons to develop lifelong, efficient problem-solvers.
Dorothea Mackellar Poetry Awards
Students with a flair for language and creative writing were this year provided the opportunity to participate in the Dorothea Mackellar Poetry Awards. As Australia’s most prestigious poetry
Duke Lao (Grade 4) sitting his International Competitions and Assessments for Schools exam
competition for school students, this award encourages young writers to express their thoughts and emotions through poetry, celebrating creativity and originality. Students involved participate in weekly writing extension classes as part of our broader commitment to fostering artistic expression and creative thinking. Students are given the freedom to explore language through various themes and genres, which not only enhances their writing skills but also nurtures their creativity and emotional intelligence.
The Grade 5 Lion King KIDS production was a magical experience that I am sure most of us will never forget. My name is Lachie, and I had the opportunity to play the role of Scar in The Lion King.
During the musical, I researched Scar’s history because if I know the backstory, I can put that into my acting, making my performance even better. I found out about villains and their side of the story. For instance, Scar never knew he was evil, he was actually supposed to be king, but his tribe chose Mufasa because he was older. They chose him to be king, and all Scar knew was getting back what was rightfully his. In this production, I learned more about myself, and I loved working with the other actors.
Being in a stage performance is always hard work, but if you try, the rewards are amazing. The main reason I act is because it’s fun, but also because I like to entertain people and make them happy. The biggest reward for me was that everyone left all the shows with smiles on their faces.
Lion King was an amazing experience, and I am sure it will encourage many of us to act again in the future.
LACHIE JONES GRADE 5 STUDENT
My name is Camilla, and my experience with The Lion King KIDS was amazing! I played Pumbaa, the warthog, which is perfect for me because I love being funny. Being in The Lion King was such a great time, not just because I could express myself on stage, but also because I got to share it with my friends. We were always laughing, smiling, and just being ourselves. I loved it, and I think everyone else did too, getting involved and having fun.
The look on people’s faces when they found out their parts was fantastic! Everyone was smiling, even if they didn’t get the role they hoped for, they were still happy with what they got. All the dancing and singing practices were so much fun, thanks to Miss Elie and Mr Saunders.
The costumes, props and face paint were amazing, and I hope no one ever forgets our Grade 5 Lion King play! My favourite part was seeing and hearing the laughs from the younger grades, especially when Timon and I slid across the stage on our bellies and then quickly crawled back - it was the best.
CAMILLA GREEN GRADE 5 STUDENT
Grade 5 students chose The Lion King KIDS as their musical for 2024. The experience starts with auditions, allocation of characters and learning songs and scripts. This is a chance for students who love drama to shine, and for those new to drama to experience something amazing. With choreography, songs and acting, the show comes together. The cast integrated the Lion King into art with poster and ticket production and the learning permeates the curriculum. Parents are involved with our costume team creating the most amazing costumes and make-up for the shows. With staff, parents and cast involved, the students take ownership of the production and create something unique which they can remember for the rest of their lives.
The International Baccalaureate (IB) Primary Years Programme (PYP) is known for nurturing curious, reflective, and globally-minded learners.
At the culmination of the PYP journey is the highly anticipated PYP Exhibition, a signature event that aims to showcase the skills and understanding developed throughout a student’s time in the Programme at the Junior Campus.
The PYP Exhibition is not just another project. It is a collaborative inquiry, led by students in Grade 6. Students engage in in-depth research on topics they are passionate about, create presentations, and take action to address real-world issues. Through this experience, they demonstrate their ability to apply knowledge and skills across different subject areas, while exploring issues that matter to them.
At Launceston Grammar, our Grade 6 teachers design the PYP Exhibition to be as open and broad as possible, giving all students an opportunity to
achieve personal success. The journey begins with students engaging with different forms of media and brainstorming topics that they find meaningful, such as environmental sustainability, wellbeing, or human rights. With the guidance of teachers and some Grade 7’s, students then construct the basic architecture of their own inquiry.
“My PYPx focus is on Gene Technology, specifically artificial insemination and its history. I live on a farm and we do this with our cattle. I’ve seen my parents do it and have always been interested in it.”
My focus is global food production. I’ve learnt that a lot of people in third-world countries have to rely on farming knowledge passed down through their family, rather than learning it at school.
“I’ve really enjoyed the hands-on part of the project, like working on the poster boards. It gets you ready for high school and you get to choose what you learn about. It’s more fun learning about things you are passionate about.”
LILY, GRADE 6
An important aspect of the PYP Exhibition is the allocation of mentors who play an important role in supporting students. Mentors can be teachers, parents, or community members, and their role is to provide feedback and guidance without directing the process. This mentorship empowers students to think critically, problem-solve, and reflect deeply on their learning. Additionally, our students are fortunate to be teamed with experts in the field of their inquiry.
Understanding where their learning is used in the world outside of school enables them to understand their purpose and the potential for their learning.
One of the most distinctive aspects of the Exhibition is its emphasis on taking action. Action is the ‘so what’ of learning. Students are expected not only to research their topic but also to use what they have learned to make a positive impact. Through action, students realise that their ideas have value and that they can contribute to their community in meaningful ways.
The Exhibition culminates in a community-wide event, where students present their findings
through a variety of media, such as artwork, digital presentations, performances, or interactive displays. This is a proud moment for our School community as students showcase both their learning and their personal growth. It is also an opportunity for parents and community members to witness the depth of understanding and creativity our students bring to their learning.
Beyond being an academic exercise, the PYP Exhibition is a transformative experience. It builds students’ confidence and independence. Students who have previously completed the PYP Exhibition speak positively about the advantage they feel at the Senior Campus when it comes to pursuing project-based learning. The PYP Exhibition has cultivated a passion for inquiry and instils a lifelong love for learning.
CLAIRE
CALVERT
PRIMARY
YEARS
PROGRAMME COORDINATOR
It was a wonderful day of colour and House spirit at our Grade 3-6 Athletics Carnival at St Leonards Athletics Centre. In September, we were delighted to also have our Kindergarten-Grade 2 students join us at the track to participate in some of the events. Thank you to all parents, staff and students for supporting our magical day.
Congratulations to our Grade 6 Champions: Toby Flanagan and Sebla Reeves (both Maxey-Middleton), and Runners-up, Maxwell Wagner (LyttletonHewton), and Ruby Bramich (Maxey-Middleton). Maxey-Middleton claimed the overall House
Championship, followed by Lyttleton-Hewton and Buesnell-Rooney.
Fifty four athletes were subsequently selected to represent the school at the NIJSSA Athletics Carnival, which was held in Term 4.
CHRISTIAN ZANTUCK HEAD OF PHYSICAL EDUCATION AND SPORT, JUNIOR CAMPUS
During Term 3, our School celebrated the spirit of teamwork and collaboration through our annual house competitions, which took place across both our Junior and Senior Campuses. These competitions - whether in singing, public speaking, or other activities - bring students together under the banner of their respective houses, fostering a sense of belonging and camaraderie. As participants showcase their talents and work together, they not only compete for the winning title but also strengthen the bonds within their houses - something we pride ourselves on.
At the Junior Campus, students took to the stage for the House Public Speaking Competition. Contestants from Grades 5 and 6 delivered speeches on a diverse array of topics, ranging from Artificial Intelligence and Asthma, to Advertising, Capybaras, AFL Football, and Farming. The competition also featured impromptu speeches on wellbeing-related topics, showcasing the quick thinking and eloquence of each house member. Buesnell-Rooney claimed the winning title, and Eadie Welch was crowned the Grade 6 Champion.
On the Senior Campus, the much-anticipated annual House Singing Competition saw students from all five houses - Fraser, Gillett, Roff, Savigny
and Wilkinson - compete in an afternoon filled with singing, dancing, creativity, and collaboration. Each house selected a song based on this year’s theme, the 2000’s, and delivered impressive performances, each complete with their own student-led choreography.
This year, Gillett House stole the show, claiming the win with a memorable performance of “Are You Gonna Be My Girl,” mashed up with “Since You’ve Been Gone”, leaving judges and the audience in awe. Congratulations to all houses across both campuses for their outstanding effort, passion, and teamwork!
Both competitions are closely tied to three of our drivers of wellbeing; Connectedness, Engagement and Agency, those of which emphasise nurturing, challenging, and inspiring each student within a team environment. By participating, students strengthen their bonds with their house members, build confidence, and understand what it means to celebrate School spirit at Grammar.
MONIQUE AUSTEN DIRECTOR OF WELLBEING
Over the last few months there have been many wonderful events and activities on the Senior Campus. This year, the Houses battled it out once again in the annual House Singing Competition. The standard was fantastic with our Grade 6 students joining us and voting for the People’s Choice Award. Gillett House proved too strong for the other entries, taking out both the People’s Choice Award and the overall competition. Students were also excited to hear the announcement of the School Production for 2025. Our thespians will be once again treading the boards at the Princess Theatre and will be presenting “GREASE the Musical”.
After spending four weeks at Grammar, four students from Sherborne Girls’ School in the UK returned home during Term 3. Rowan Annis, Lillian Barns, Stella Freeman and Sophie Fassett visited the school in England over the summer break, and then hosted the Sherborne girls as part of the return exchange. This exchange program has been running for over 10 years and we hope to expand it to include the Sherborne Boys School in the future.
National Book Week was a source of great fun this year. During the week, there was a different theme each day, from a Cake Decorating Competition to the more usual ‘Dress Like a Book Character’ competition with a BBQ to raise funds for the school library on Cape Barron Island. Grade 6 students also
joined with Senior Campus students for Book Blitz. This saw students working in small groups from 8am to 5pm to write a book with illustrations in a day.
During Term 3, the School joined with Rotary to start an Interact Club. Our Student Representative Council (SRC) has now officially been accepted as a charted group under the auspices of the Rotary Club, The Interact Club of Launceston Church Grammar School (SRC). The SRC provides opportunities for students in Grades 7-11 to represent the student body and be a voice for their peers.
Our annual Spring Concert was held in September and featured amazing musical performances by students from both campuses, which were a joy to hear. The range of talent on display was extraordinary and a great credit to the dedication of our staff and students.
As Term 3 came to an end, we farewelled Revd Matthew Pickering from our School. Matthew has had significant impact on many areas of the School, and he will be missed by staff and students. We wish him every success as he returns to NSW at the end of the year.
NICHOLAS FOSTER HEAD OF SENIOR CAMPUS
As 21st-century educators, we are in a constant state of growth and change in order to prepare our young people for a future that we cannot yet see. To do this effectively, we need to develop programs and educational experiences that allow students to adapt to an ever-changing world – to learn, unlearn, and then learn again as needed.
A critical strategic direction at Launceston Grammar is to build these skills across the curriculum through STEAM learning. STEAM stands for Science, Technology, Engineering, Art, and Mathematics, and allows students to problem-solve, adapt, design, and critically examine the possibilities of the world around them.
Using STEAM, our key focus is to develop fully immersive and authentic cross-curricular programs that will see our School become a leader in STEAM education. Some of the vital 21st-century strategies being taught across the curriculum are Design Thinking, Critical Thinking, and Projectbased Learning. Each of these strategies allows our students to create individualised learning experiences, with multiple outcomes that enhance understanding.
One of the significant components of this is our new Lumination Lab. The Lumination Lab is a fully immersive innovative learning space that provides experiential learning using Virtual and Augmented Reality (www.lumination.com.au). It allows students to understand and experience content at a deeper level, increases motivation and provide opportunities to experience situations and worlds that they might not experience otherwise.
The Lumination Lab will be used extensively across the curriculum, with staff being trained and supported in its effective use. It will support our next generation to become better world citizens, able to tackle challenges, build empathy, become more engaged in their own community, and build a more prosperous and resilient world.
MICHELLE BRADLEY LEARNING AREA LEADERDESIGN TECHNOLOGIES AND ENTERPRISE
At Grammar, we take pride in our exceptional team of educators whose dedication and expertise foster a nurturing, challenging, and inspiring learning environment for our students. Among our faculty, seven staff members have earned their doctorate (3% of all staff), 35 hold master’s degrees (18% of all staff), and 153 possess bachelor’s degrees (74% of all staff), showcasing a remarkable range
of academic achievements. This wealth of knowledge ensures that our students receive a top-tier education that is enriching and transformative.
A shining example of this commitment to excellence is our newest staff member to join our team of doctors, Dr Theunis (TJ) Pieters, Head of Hawkes Boarding. At just 29 years old, Dr. Pieters has recently
completed his thesis on “Identifying the Physiological and Psychological Characteristics of Adolescent Athletes.” His expertise is invaluable in assisting our sports students, helping them develop the mental and physical skills necessary for success.
We caught up with TJ recently to learn more about his Doctorate journey...
What inspired you to pursue a doctorate?
I like a challenge. When I started my post-graduate education, I always wanted to take that next step. I have always enjoyed researching, and completing a doctorate allowed me to do research in an area I have always been passionate about. I also enjoy working with people and striving for excellence, which the PhD journey allowed me to do.
Could you describe your research focus during your doctorate?
My PhD explored the training loads of teenage athletes, aiming to improve physical performance while reducing fatigue. Findings of the studies showed physical and psychological differences across competitive levels, and highlighted a need for structured training and effective workload management strategies to enhance physical performance.
How long did the entire process take from start to finish?
I started in 2019 and submitted my final thesis in August 2023. Then I was assessed and had to do revisions. Final approval was given in April 2024.
My goal was to complete my PhD in two and a half years. I had funding for three and a half years, so in my mind, I was going to complete my doctorate in two and a half years and then take a year off to do an internship somewhere around the world, working with athletes. However, two and a half years turned into five!
How did you balance your role as Head of Boarding here at Grammar with the demands of your doctorate?
This was certainly one of my challenges. I was very fortunate that our Principal, Mr Bennett was very supportive of me completing my PhD. I was working as a Boarding Assistant in the first few years of my doctoral studies, then in 2023 I took on the role as Head of Hawkes Boarding. That year I had to write about 70% of my thesis, so I had a lot going on during my first year in the role.
I worked on building good relationships with every parent and the Hawkes Boarding team, that really helped. There were also a lot of early mornings and late nights. Whenever there was an hour or two spare, it was spent opening the thesis and writing a few more words.
What advice would you give to someone thinking about pursuing a doctorate while working full-time?
I wouldn’t recommend trying to do both! But if you do, you have to maximise everything. It’s a commitment; it becomes your lifestyle. It’s a case of short-term pain for long term gain - no one can take this away from me now. The five years were definitely worth it, even with full-time work. There have certainly been some difficult months where I didn’t feel like I could do it anymore, but I feel like nothing will ever be this hard again.
In what ways has your doctorate experience influenced your approach to student wellbeing and support in the boarding house?
The five years I’ve had to work with teenagers has allowed me to approach wellbeing differently. If students are playing a sport because they find it fun and are aware of the benefits, they are more likely to perform at a higher level, as opposed to competing for trophies and trying to be the best. If we can educate students to participate for enjoyment, there is a clear link that it will improve their overall performance. One of our Grammar Wellbeing Drivers is Student Agency, which is about our students having a voice, so we need to listen to them and understand why they are feeling a certain way.
Did you have any mentors or colleagues who played a significant role in your success?
Yes, many. Some of my past lecturers at the University of New Zealand played a significant role by believing in me and encouraging me to apply for my PhD at UTAS.
Here at School, Adrian Finch was a big support throughout the whole journey, right from the start. He supported me in the sports program, with accessing sports facilities, and in the research. Craig Slavin was a significant friend to talk to outside of university.
On the home front, my parents have always supported me in everything I do, and the support through all the ups and downs from Millie, my partner, has been amazing as well.
Valedictory Week was a memorable and heartfelt farewell for the Grade 12 Class of 2024, as they celebrated their final days at Launceston Grammar. The week marked both the culmination of their school journey and the exciting beginning of new chapters awaiting each of them. In the spirit of gratitude and reflection, students took part in ceremonies, celebrations, and farewells, leaving an indelible mark on the school community. From dressing up, to house farewells, chapel services and formal assemblies, students had a whirlwind of a week to wrap up their journey through education.
At the end of Term 3, our class of 2025 had the opportunity to kickstart efforts towards next year’s Walkathon charity: The National Breast Cancer Foundation (NBCF). As Australia’s leading not-for-profit organisation, NBCF is committed to funding life-saving breast cancer research, with the vision of Zero Deaths from breast cancer. During the announcement, we had the privilege of hearing from a fellow student who shared her personal experience as one of her family members battles breast cancer.
The 2025 Grade 12 cohort collectively nominated NBCF to be our Walkathon charity as we all feel connected to the cause, knowing that breast cancer has made an impact on the Grammar community. Many of our peers and their families have been affected. With nine Australian lives taken by this disease every day, we want to help by being a leading group to stand up against breast cancer.
As we stand on the brink of our final year of school, we aspire not only to raise funds, but to raise awareness. As we embark on the challenge of an 80km Walkathon, we reflect upon the legacy that Grammar alumni have left behind.
We look forward to fundraising, volunteering, and organising School events over the coming year, as we come together to strive for a future without fear of breast cancer. The Walkathon will not only represent distance covered, but lives saved and families supported.
The Launceston Grammar graduating class of 2025 are ready to leave a lasting impact on both the School and the wider Tasmanian community. Our efforts will assist NBCF’s meaningful work and contribute to their important vision.
AVA FARQUHAR ELORA WILLIS AND GRADE 11 STUDENTS
We recently had the pleasure of hosting seven students from Shanghai, China, for a three-week visit as part of an English language immersion program. The students, who stayed in our Hawkes Boarding House, were here to improve their English skills during their summer holidays and experience life in Tasmania.
Upon arrival, the Chinese exchange students underwent a series of English proficiency assessments to evaluate their skills in reading, writing, speaking, and understanding English. Based on the results, students were divided into two groups: beginner to intermediate, and intermediate to advanced. Each group received tailored, intensive language lessons that matched each proficiency
level, ensuring effective English language development during their short stay.
The exchange students were assigned local ‘buddies’ who helped them to navigate their timetable and to find their way around the Senior Campus. The Chinese students attended scheduled academic classes (with their buddies) including maths, science, geography and christian studies, affording them a genuine immersive English language experience whilst providing a unique insight into life as a Launceston Grammar student.
The exchange students also attended Chinese language classes, during which they delighted fellow students by conducting impromptu drills and assisted our students to refine their Chinese pronunciation. The two language groups collaborated on cross-translations: Chinese to English and English to Chinese. These activities required considerable language negotiation, thereby extending the skills of our English language learners whilst enhancing our local students’ understanding of and respect for the Chinese language and culture.
Beyond the classroom, the students enjoyed exploring all that Launceston and surrounds has to offer. They visited a range of attractions, including
Hollybank Treetops and Tasmania Zoo, where they had the chance to see native Australian wildlife up close.
The visit provided these international students with invaluable learning experiences, both academically and culturally, as they explored the beauty of Tasmania, while building their language proficiency. We look forward to welcoming more students for similar programs in the future.
Aviation is a subject still relatively new to Australian schools. It is, however, a growing area of interest for students for the knowledge, experiences and opportunities it provides.
The aviation program at Launceston Grammar has taken a new direction this year. With a new teacher and timetabled classes from Grades 8 to 10, the subject has provided students with the chance to explore, study, fly and become immersed in this critical industry.
A range of aviation academic learning areas are introduced to students to support the practical work they do flying a variety of airborne objects from kites and models to remote piloted aircraft. Once students have thoroughly prepared, they undertake the ultimate experience of flying a single engine aeroplane. The approach taken is a general one making the wider world of aviation the focus of the curriculum.
Flight in all its forms can be fascinating, and students can quickly become inspired by the idea of being able to fly an aircraft. Knowing that they must acquire a certain amount of knowledge and understanding prior to their first flight encourages them to develop personal responsibility and self-management skills. They begin to see the importance of teamwork, developing resilience and meeting challenges.
Pre-flight briefing conducted by instructor, Michael Barber using TSP (Cessna 172)
Aviation/aerospace has often been called the ultimate STEAM subject. However, it encompasses so many areas of knowledge that it is now considered to be beyond STEAM, and is instead referred to as the ultimate multi-disciplinary subject. The principles of aerodynamics and aerospace flight, engines and systems, meteorology, communications, navigation, aeronautical engineering, law, regulation and safety, and the role of aviation in society are just some of the areas studied in class. Students apply their maths, language, humanities, science, and personal skills to real life situations and scenarios. They work with applied learnings from a multitude of academic areas to plan, build and fly in a future focused environment.
To be given the opportunity to appreciate the beauty of the world from aloft in a small aircraft is a magical experience not easily forgotten.
Studying aviation/aerospace also encourages and reinforces confidence, persistence and courage. The exercise of pre-flight checks or piecing together engine components to construct a working model requires students to make effective decisions for themselves. Students come to appreciate that, both on the ground and in the air, they must develop
sound ‘airmanship’ by making a commitment to work respectfully with others. The critical thinking and leadership, diagnosis, analysis, and resilience required are important skills relevant to many other endeavours in life.
Many of the students have returned from their first instructional flight ‘bitten by the bug’ with a thirst for more knowledge and a desire to pursue the plethora of career opportunities available in the industry.
The foundation of technical knowledge learned, and personal attributes gained, gives students not only a sense of accomplishment but a head start if they wish to pursue careers in airlines, defence, air traffic control, engineering, remote piloted aircraft, search and rescue, air law, air medicine and aerospace. For other students, aviation has added a wealth of knowledge to their general education with plenty of challenges and experiences for them to find their own level of interest and expertise.
MARIE BURRIDGE AVIATION TEACHER
This year saw a great line up of seven aviation specialists who flew in from the mainland to deliver talks on specialist aviation topics requested from the School’s aviation teacher, Marie Burridge.
The careers seminar was convened by Paul A.C. Richards AM, and Principal, Dale Bennett opened proceedings in a packed auditorium of aviation and Grade 10 students. The keynote address was delivered by Scott Reeman and our guest, Robin Holyman gave a brief history of his family’s association with the School and their major association with aviation.
Other speakers included: Adrianne Fleming (Tristar Aviation), Charles Wendell-Smith (Tasmanian Air Ambulance), Sam Holyman (Jetstar Pilot), Guy Standen (Qantas Dreamliner Pilot), and Andrew Davies (CEO, Taz Drone Solutions).
PAUL A.C. RICHARDS AM HONORARY SCHOOL HISTORIAN
On Sunday 15 September, the wider Grammar community came together for a delightful afternoon of delicious food, premium wines, and wonderful camaraderie at the inaugural Grammar Graze. Guests enjoyed a meticulously curated menu from Tasmania’s premium caterers, Hubert + Dan, showcasing the finest local produce and ethically sourced ingredients.
At the heart of the event were our people, as we partnered with members of our community – local
winemakers, growers, and producers – to treat guests to the finest reds, whites, and sparkling wines that northern Tasmania has to offer.
The event was made even more memorable by the stunning performances of a local acoustic artist and violinist, adding a musical touch to the afternoon’s festivities. With beautiful weather, delicious food, and a strong sense of community, Grammar Graze 2024 left everyone eagerly anticipating next year’s celebration.
Willy (1981) and Jacquie Adkins
Can you tell us a little about the history of your family’s involvement in the wine industry? How did it all begin?
We met in 1991, studying wine at Roseworthy Agricultural College. After graduation, we worked in wineries and breweries across the Barossa Valley, Victoria and the United Kingdom. After searching for many years for an established vineyard to make our own, we decided to change our approach. What we really wanted to make? The answer, Pinot Noir. We found land, planted our chosen clones and now craft rich, deeply flavoured wines from 100% Pinot Noir. What makes your wine truly unique, and what are you most proud of in your winemaking journey?
At Westella, we craft wine from 100% Pinot Noir, grown at our family vineyard in Rowella. We are most proud that we started our wine growing journey from scratch. We made every decision based on what was right for the vineyard, the land and the wines. We are also incredibly proud that, wherever possible, we make choices that
Loraine and Peter Kossmann
Can you tell us a little about the history of your family’s involvement in the wine industry? How did it all begin?
We came from different backgrounds - Peter as a commercial diver and myself as a hairdresser and beautician - but our shared love for wine led us to a new adventure in northern Tasmania.
In 2000, we purchased a property in Rowella, drawn by its perfect climate for winemaking. I spent five years studying the craft, eventually becoming a viticulturist and today, we tend to 12 hectares of vines, nurturing each one to produce wines that reflect the unique terroir of the region.
What makes your wine truly unique, and what are you most proud of in your winemaking journey?
Over the years, we’ve had the honour of entering our wines into various prestigious competitions, both in
champion Tasmania. From our wines, to the designer of our labels, and even the materials from which the Westella Cellar is built, at every turn, we celebrate Tasmania.
What does your connection with the Launceston Grammar community mean to your family and your business?
We are very fortunate to have enjoyed a strong connection with Launceston Grammar that has spanned three generations.
However, when it was time to consider schools, Willy was adamant that I should visit for a tour (I hailed from Canberra), and not decide just on family history.
I remember being part of a group tour, led by Nicholas Foster. I also clearly recall never being more certain of a significant choice. Our three children, Josie (2018), Sarah (2020) and Ned (2023), were indeed nurtured, challenged and inspired during their time at Grammar. We could not have been more appreciative for the outdoor education, the rowing program and the committed, passionate teachers who devoted their time to our children. We’re forever grateful.
Contact Details: westellavineyard.com.au 114 Westwoods Road, Rowella TAS, 7270 0438 088 564 | wine@westellavineyard.com.au
Australia and internationally. We’ve been very fortunate to receive numerous accolades at these competitions. One of our proudest achievements was being awarded the title of ‘Best Dry Riesling in the World’. These awards are a testament to the hard work and dedication we’ve put into our winemaking, and they reinforce our commitment to crafting exceptional wines that stand out on the global stage, made right here in northern Tasmania.
What does your connection with the Launceston Grammar community mean to your family and your business?
During this time, our daughter Harriet (2010) attended Launceston Grammar for 13 wonderful years. She embraced all the opportunities the school had to offer, participating in a wide range of activities that helped shape her into the confident and capable young woman she is today. We’ve always been grateful for the supportive and enriching environment that Grammar provided her, allowing her to thrive both academically and personally.
Contact Details: chartleyestatevineyard.com.au
38 Blackwood Hills Road, Rowella, TAS 7270 0418 124 690
Jo Lovell is a valued member of the Grammar Community. Parent to Jack (Grade 3), we are proud to announce that Jo has been selected to compete in the prestigious 2025 Invictus Games in Vancouver, Canada. Founded by Prince Harry, the Invictus Games celebrate the strength and determination of wounded, injured, or sick service personnel and veterans through the transformative power of sport.
What is your connection with the Launceston Grammar community?
My son, Jack, is in Grade 3 at Grammar this year. The Grammar community has been very welcoming, and the team environment feels very familiar to me. Grammar has introduced him to a love of learning, and he is thriving now. He is happy, loves his teacher Miss Eastoe, and my husband and I feel that we have made the right decision.
What is the nature of your injury or illness?
I have injuries to my neck and both shoulders, which significantly impacts both of my arms. I also have flying PTSD, after being in two helicopter accidents.
What events are you competing in for the upcoming games?
I’m competing in swimming (one-armed freestyle and backstroke), skiing, skeleton, indoor rowing and curling. Both skiing and skeleton are new for me – I won’t see a skeleton course until I hit Whistler, and we will potentially hit 100km/hr speeds, nothing like a bit of adrenaline! Grammar alumna, Emily Lahey (2009), is on my curling team too which is exciting.
Could you share a memorable moment from your Warrior/Invictus Games journey?
When I got a gold medal at the Warrior Games, because of my shoulder, I wasn’t able to hold the Australian Flag up, so Jack was allowed to come onto the podium during the ceremony and hold it for me. It was amazing for him to experience it with me, seeing all different body types, disabilities, and people just giving life a go. Seeing him experience all of that was worth all the training and pain leading up to it.
What are your hopes for the 2025 Invictus Games? What are you looking forward to?
Taking my family on the journey with me. Allowing them to experience this opportunity too makes it so much more special. I’m looking forward to meeting all the different people from different nations, hearing their stories and how they got to this point too. Also, for Jack to meet all the different competitors too and to see it all for himself – there is nothing better than a lived experience.
“For Jack to meet all the different competitors too and to see it all for himself – there is nothing better than a lived experience.”
For supporting our Giving Day and our school.
We hope this note from our thankful students, brightens your day.
Launceston Grammar’s story in 2024 has been one of generosity, shared vision and community strength. This year, through the collective efforts of donors, volunteers, families, and alumni, remarkable milestones have been achieved.
Earlier this year, the Grammar community united for our inaugural Giving Day under the theme ‘Better Together’. Our objective was to raise $140,000 to directly enhance student social spaces fostering interaction and engagement and enhancing the learning journey.
With support from five generous matching donors, the event raised $146,526 in just 12 hours. Overall, more than 210 donations were received.
Planning is now well underway to enhance student social spaces at both our junior and senior campuses in 2025. It has been wonderful to engage directly with our students about how they would like to see their social spaces evolve with this funding and we look forward to sharing the results with you.
donate their ‘talent’ through supporting our teaching and learning programs in specific industries such as agriculture, for example.
We greatly value both your time and talent and it was wonderful to celebrate this in November and December at a series of Thank You Events hosted by our Principal Dale Bennett.
Building a Legacy of Excellence
The generosity of the Grammar community fuels opportunities for students to explore their passions, challenge themselves, and thrive. Contributions of ‘time, treasure or talent’ support exceptional educators and foster an environment where curiosity, creativity and character shine.
As 2024 concludes, Launceston Grammar celebrates the profound impact of giving, shaping bright futures and ensuring a sustainable legacy of excellence for generations to come.
Thank you for believing in this mission and investing in education. Together, we are better.
KATE DEAN DIRECTOR OF ADVANCEMENT
I WOULD LIKE TO MAKE A SINGLE GIFT OF:
$50 $100 $500 $1000 Other $____________
I WOULD LIKE TO MAKE A RECURRING GIFT OF:
$50 $100 $500 $1000 Other $____________
Monthly, for a period of____________months
Quarterly, for a period of____________quarters
I WOULD LIKE MY GIFT TO: (select one)
Contribute to Scholarships
Contribute to Capital Building Initiatives
All donations are tax deductible
Mr Mrs Ms Miss:
First name:
Surname:
Address:
Postcode:
Phone:
Mobile:
In publications and donor honour rolls I/we wish my/our names to be read as:
I would like my donation to remain anonymous
I would like to receive information on making a lasting contribution to the School via a bequest
HOW TO MAKE A GIFT
To make a gift online please visit: www.lcgs.tas.edu.au/community/giving/
Please find enclosed my cheque or money order - made payable to LCGS Scholarship Trust OR LCGS Building Trust
Please charge my credit card Visa Mastercard
Card number:
Expiry date:
Cardholder name:
Signature:
Receipt in name of (if not above):
Over the second half of this year, we’ve hosted a series of exciting events to bring alumni together, whether it be on-campus, across the country, or in more informal settings. These reunions offer a chance to reflect on shared memories of their time at the School, forge new connections, and celebrate the lasting bond with the wider Launceston Grammar community.
A highlight of the year, the Old Launcestonians’ Association (OLA) Reunion Weekend brought together former students for two days of celebration back in Launceston. Beginning with a relaxed evening ‘Back at the Oak’ (Royal Oak Hotel) on Friday, alumni were then welcomed back to the Senior Campus the following day for a campus tour and barbecue, rekindling connections in familiar surroundings.
Many of our alumni now live out of Launceston, either interstate or in other parts of Tasmania. To reconnect with them, we held regional catch-ups in Hobart, Perth, Melbourne, and Sydney. These events provided a fantastic opportunity for graduates to meet, reminisce, and strengthen their ties to the Launceston Grammar community once again, no matter how far from home they may be. Each event was a great success, and we look forward to visiting next year.
We are looking to widen the number of locations across Australia that hold alumni events next year. If you are interested in holding a catchup or reunion in your local area in 2025, please get in touch with our Advancement Team via email at community@lcgs.tas.edu.au
Earlier this year, Sir Guy Green, former Governor of Tasmania and distinguished Grammar alumnus, was proudly recognised as the recipient of the Peter Sculthorpe Alumnus of the Year Award for 2024. This prestigious accolade honours members of the Grammar community who have made significant contributions in their fields, in memory of renowned composer and fellow alumnus, Peter Sculthorpe.
Sir Guy’s remarkable journey began in Grade 6 at Launceston Grammar in 1948, where he studied all the way to his graduation in 1954. After graduating from Grammar, he went on to study law, graduating with honours from the University of Tasmania in 1960, and subsequently serving as Chief Justice of Tasmania before becoming the first Tasmanianborn Governor in 1995. His unwavering dedication to public service and community contributions embody the values we instil in our students.
In addition to his legal career, Sir Guy has played a pivotal role in various educational and cultural initiatives throughout Tasmania. He served as Chancellor of the University of Tasmania and has been actively involved with the Tasmanian Museum and Art Gallery, where he chaired the board of trustees. Sir Guy’s commitment to education extends beyond law, having influenced numerous young minds through his involvement in various programs, including the Duke of Edinburgh’s International Award. Recognised with numerous
accolades, including a Knight Commander of the Order of the British Empire and Companion of the Order of Australia, Sir Guy remains a prominent figure in the Tasmanian community, and we are proud to have him as part of the Grammar community.
The award was presented by the Principal during a special assembly at the Senior Campus, where students had the opportunity to engage with Sir Guy’s inspiring story, including his roles as Honorary Antarctic Ambassador and Administrator of the Commonwealth. We were also delighted to be joined by his daughter, Jill at the event, making it a truly memorable occasion as we celebrated Sir Guy’s achievements and the lasting connection he maintains with our School community.
We are delighted to announce that Brian Faulkner has recently been named Patron of the OLA. Brian and his wife Wendy, parents of three children, and grandparents to six, are known not only for their remarkable generosity and kindness, but also their humility, consistently supporting the School without seeking recognition. All six of their grandchildren attended Launceston Grammar with the youngest graduating in 2022, further deepening their family’s connection to the School.
Brian’s unwavering commitment to the Grammar community has been significant, particularly through his substantial contributions to a variety of building projects, which will enhance the student experience for generations to come.
Brian’s commitment extends beyond his financial contributions, however. Brian has shown a heartfelt interest in many aspects of School life including numerous sporting events, drama performances, chapel services and spring concerts.
Despite his significant contributions, Brian remains humble, always working in the best interests of our students and the School.
We are truly honoured to have him serve as Patron of the OLA and look forward to a partnership that will further enrich the Grammar community.
GEORGIE EASTAUGH VICE CHAIR OLA COMMITTEE
The Old Launcestonians’ Association Committee is delighted to congratulate Grade 10 students, Ari Diepeveen and Isobel Talbot on being awarded the prestigious OLA Scholarship for 2025. This distinguished accolade reflects their exemplary academic achievements,
leadership qualities, and their commitment to upholding the values of the Launceston community. The Committee is immensely proud to support such outstanding young individuals as they continue their educational journeys and strive towards excellence. We extend our
warmest congratulations to these remarkable students.
love to hear from you.
We’d love to hear from you for our next edition. We aim to profile a wide range of Alumni, from any generation. Tell us what you have achieved or nominate someone. Either email us or scan the QR code to submit your news.
By Paul A.C. Richards AM and Colleagues
This book commemorates the 90th anniversary of the Chapel at Launceston Church Grammar School. This collection of stories and historical accounts offers a vivid portrayal of the Chapel’s rich history and the integral role it has played in the life of the School. 100% of funds raised from sales of the book go towards restoring the Chapel Roof. Available from the Senior Campus reception.
$50
The School Museum was established in 1930 when Mr F.R. Adams was Headmaster. It was supported not only by the students and masters but also by the alumni of the School. The most enthusiastic supporter was old boy, Wally Condor who maintained a passion for the School and its development all his life.
The museum flourished during the 1930s, ‘40s and ‘50s, but was reduced in the 1960s when what remained of the curiosities, objects, and natural history and minerology collections were packed away, only to see daylight
more than 2000 shells, labelled and carefully packaged in zip lock bags with no apparent breakages. A random selection of these shells was photographed and presented to the Tasmanian Museum and Art Gallery’s Senior Curator, Invertebrate Zoology who reported that the collection has significance.
If you can contribute, please contact us via email, at community@lcgs.tas.edu.au
PAUL A.C. RICHARDS AM HONORARY SCHOOL HISTORIAN
Jacqueline ‘Jacqui’ Astley (Godfrey, 1967)
Anthony ‘Tony’ Bowman (1965)
Susanne Bunbury (1969)
Joan Chambers (Cope, 1946)
Sean Farrow (1985)
Christine ‘Tikki’ Findlay (Stevens, 1966)
Roy Frith (1961)
Jason Garrett (1953)
Judith Goodwin (Esling, 1969)
Madeline Griffin (Blyth, 1956)
John Hardman (1958)
Caroline ‘Woo’ Harris (Fletcher, 1963)
Robert Humphries (1961)
Josephine McEwan (Brown, 1950)
Carol Murphy (Sidebottom, 1961)
Mark Roberts (1954)
Jillian ‘Jill’ Starling (1964)
Geoffrey Woodiwiss (1961)
