Black & White
COMMUNITY ALUMNI
32 Fun Food Fest with Fleur Castle
34 Babies, Weddings and Obituaries
35 Alumni Calendar: Save The Date
36 Celebrating Connections: Highlights from Recent Alumni Reunions
38 A Year of Celebration: 100-Years at Mowbray and 90-Years of the Chapel with Paul A.C Richards
39 Beating the Bounds with Paul A.C Richards
Principal’s Message
BY DALE BENNETT
The start of the 2024 Academic Year has been purposeful and strong. The culmination of Term One with the 61st Walkathon reminds us of our purpose to partner with others so that we may contribute to their success.
I am grateful for the support and strategic leadership of our Board and to the many parent and community volunteers who contribute to all aspects of our offering. Our staff across the school are working hard. Their expertise and commitment are appreciated. All Grammar students inspire me each day to be better. It has been wonderful to connect with many members of the Grammar family as we celebrate the achievements of our students.
To enable Grammar to be a more effective school, over the past six months, the LCGS Board, Senior and Middle Leadership have worked on developing and refining our Wellbeing Strategic Plan. As we launch this plan, we are mindful of honouring our past achievements, our enduring jewels, and how we may use the four strategic directives to shape the future of the School. I encourage you to commit and support this plan and think of how you may contribute to its realisation.
#1 Leading Learning
Our continued vision to nurture, challenge and inspire all students will be enabled through our commitment to personalised learning. To support this over the next five years we will reimagine the School journey in distinct phases of learning. Little Grammar (K-Gr2), Junior Grammar (Gr3-6), Middle Grammar (Gr7-9), and our Grammar Graduate program (Gr10 -12+). We have commenced work in each of these areas focussing on distinct and unique learning opportunities.
The development of the Patricia Roberts Precinct for our Early Learning Centre is taking shape and will be completed by 2025. The vibrant and dynamic learning program available to our youngest, to my reckoning is the best program in town. The Grade 1 and 2 classroom spaces will soon open out onto the green space. This supports our commitment to nature play as the initial building block for our renowned outdoor education and environment programs.
This year staff have focussed their efforts on the development of a positive behaviour management program that encompasses both whole campus and classroom actions. The appointment of wellbeing leaders on both campuses supports our goal to be Tasmania’s leading wellbeing school.
#2 One School, Many Communities
Our focus of effort is on strengthening and creating new opportunities for our community to engage. The importance of providing an integrated network of support with staff, families, alumni and partnership with the broader Tasmanian community is integral to our success. For parents, the introduction of myGrammar as a one-stop information source tailored to their child’s learning experience has been a great success. We anticipate that the addition of Operoo (permissions for excursions/trips and medical updates) will be warmly received.
To further support this directive, we have appointed an Alumni Relationships Coordinator, Jess Whittall. Alumni will see opportunities to update contact details, and information regarding the new look Alumni Reunions program in this publication. I look forward to the upcoming regional visits and the broader OLA reconnection events to be held over the year for Melbourne, Ulverstone, Hobart and Sydney. Chapter luncheons for Lyttleton Street and Elizabeth Street were well received. Jess will be emailing Alumni regarding their preferences for communication with the school.
Our involvement with Legacy and the Launceston RSL is a welcome renewal of our proud military tradition and we will support various events they host this year. We are particularly interested in how we may support the work of the Veterans Hub. In recognising ANZAC Day, Grade 12 student Tom Bramley spoke at this year’s Launceston Dawn Service. Grade 11 student Elora Willis was the recipient of the Simpson Prize Competition Tasmania and travelled to Singapore to attend the Dawn Service hosted by the Australian High Commission.
Our Marketing and Events team have been working hard to support the numerous activities that underpin Grammar life. Jane and I would love to see you at the inaugural Grammar Graze to be held in Term Three. This is planned as an event for the whole Grammar community to come together. Our Grammar Giving Day is scheduled for 27 June and we are focussing on participation as our primary outcome.
#3 Equipped for Tomorrow
Our focus of effort in this directive is to create, adopt and apply processes and technologies that enable us to deliver a contemporary education. The Brian and Wendy Faulkner Food Technology and Textiles Design Centre is a testament to achieving this goal. We have exciting plans to further enhance our students’ understanding and engagement with the world of AI and technologies.
#4 Sustainable Resourcing
This directive underpins the work we will do in the strategic plan on the provision of resources and funding. The most significant resource we have is of course our people. Although many objectives and actions will evolve as part of other directives, the importance of attracting the best people to work with us remains a strategic priority. The development of a philanthropic culture is pivotal to our ongoing success. Philanthropy is not just about donating money; it is so much more. Please don’t ever hesitate to offer your expertise or volunteer your time. Whilst we may not have an immediate need, developing an understanding of your willingness to offer your time or talent is important knowledge to have.
The Junior Campus Masterplan and an overall School Masterplan are where we will concentrate our efforts in the Board Facilities Management Committee. To support this development work we have created a 10-year financial journey. Enrolment is key to realising our goals and I thank you for your efforts in celebrating our School in the broader community. Boarding currently has 45 students and we have a goal to attract 60 students with a diverse demographic to further enhance the life of the School.
As you read through this and future editions of the rebranded “Blue, Black and White,” you will see resonance with our 2024-2029 Strategic Directives. There is an old saying that goes, “If you do not know where you are going, any road will get you there.” Successful schools not only know where they are going but they have a strategic plan that shapes every aspect of the school from governance to operations for the benefit of each child in their care. Thank you to our students and their families, our staff and our community for your continued encouragement and engagement with our School.
of operations and strategic decision making.
Wellbeing: Ensure that our school business model applies the lens of Wellbeing Drivers to every
Where our “People Commitment” to staff delivers a safe and flourishing workplace.
“Wellbeingthe heart of all we do”
students to develop an understanding and application of behaviours and habits which contribute positively
Using the pillars of Academic, Spiritual, Psychological, Social Emotional and Physical to
12 day and boarding learning community.
are an Anglican coeducation Early Learning -
Role
Our Purpose “We exist to nurture, challenge and inspire young people to lead fulfilling lives and positively contribute to their communities”
Our formative offerings promise each student the opportunity to: • Be well rounded because we focus on character as much as results • Have experienced learning which provides unparalleled choices and pathways • Lead their lives with attitudes, ethics and change capability wellsuited for the world of today and of the future
“ Our broader education al offerings including Hawkes Boarding and Early Learning” “Our House systema community of belonging” “We are the experts in outdoor education ELC12” “Our students have an inherent ambition to be successful in life” “Our legacy as Australia’s oldest continuous school underpins our Anglican ethos of service, humility and the importance of good character” “Our certainty in the power of relationships to foster excellence in Learning”
From the Board Chair
BY NIGEL BAILEY, BOARD CHAIR
As Launceston Grammar Chair I am delighted to acknowledge the superb work of the School Board and Senior Leadership over the first term of this year.
The 2024 – 2029 Wellbeing Strategic Plan was initiated with the Principal and Board mid 2023. The Board has discussed each of the four Strategic Directives at length to give insight and feedback to leadership about the areas of our School that would see us thrive into the future. Wellbeing for individuals is often in a state of flux and we seek daily to find balance in our lives so that we may flourish and grow in our purpose (Drucker 2012). Similarly, at a whole school level, we look for balance and opportunities in all that we do so we may confidently move forward in the support of our students.
We are confident the four directives:
• Leading Learning
• One School, Many Communities
• Equipped for Tomorrow
• Sustainable Resourcing
provide a framework that enables purposeful and progressive actions to shape school operations.
2023 was a year of consolidation in both governance and leadership. In addition to our nine monthly meetings, the Board engaged in two significant opportunities for Professional Learning (PL). The first focused on the pivotal relationships between the Board and School, led by Phil De Young, a former Principal and businessman. The second was hosted at Grammar and we were joined by the Boards and Senior Leaders of Hutchins and Collegiate. The day was facilitated by one of Australia’s leading education law practitioners, Ben Tallboys (Russell Kennedy Lawyers). Together we took a deep dive into Board structure, responsibility, and good governance in practice. Ben also facilitated discussion on different trends in education including dealing with changing behavioural issues, online bullying and harassment, and reasonable adjustments being made for students with differing needs. We have commissioned a body of work on the updating of the Board of Management Regulations, Terms of Reference for committees, and the development of a Board Charter. We have also created two new sub-committees to sit alongside Risk and Compliance, Finance, and Facilities. The Education Advisory Committee and Advancement Committee will assist us in achieving our strategic intent.
(L-R): Mr John Lamb, Dr Rosemary Callingham, Mr Dale Bennett, Mr Dallas Frost, Mrs Polly Flanagan, Mr Nigel Bailey (Chair), Mr Heath Clayton (ex Board Member), Mrs Claire Gregg, Dr Patrick Parkinson, Mr Keith Calvert. Absent: Mrs Fiona Woolcock (Deputy Chair), Mr Scott McCallumsmith
I am occasionally asked about the Board composition of members and how to apply. We are governed by the Christ College Act 1926 which states that the Board is to have up to 12 members. Two members are appointed by the Board of Christ College, four by the Visitor (The Bishop of Tasmania), and six by the Old Launcestonians Association. Although some may view this structure as traditional, with designated representation, we are strident in making sure that there is a broad range of skill sets and experience to support our strategic purpose. Board members may be directly associated with the School or not, an approach that is beneficial to the School. In the last 18 months, we have farewelled Ven. Dane Courtney (V), Tim Holder (V), and Heath Clayton (CCB). I thank them for their contribution. We have welcomed Dr Patrick Parkinson (V) and Scott McCallum-Smith (V). There are currently two positions not filled, one each for the Christ College Board and the Visitor. Each entity has a process of nomination initially consulting with the Chair regarding the skills requirement and then seeking interest from the immediate or their broader community network at the discretion of each stakeholder group.
The Senior Leadership Team members have been working with their teams to prepare for School Registration and have lodged the extensive documentation required by the independent government auditor. There will be two visits to the school to interview staff and to observe how we deliver our educational offerings. This is a significant undertaking for our teaching and professional services staff, and I thank those involved for the considerable effort. Thanks also to our Grounds Team who have maintained the beautiful aesthetic of each campus through the recent dry weather ensuring our students learn in an inspiring natural environment.
You will see promoted in this edition of Blue, Black and White two significant events for your diary. The first of which is the Grammar Giving Day on 27 June. The focus of our fundraising will be on the development of student social spaces on each campus. The Board has supported leadership to set a modest and achievable set of projects that will support students on both campuses and be developed in a timely manner. “Grammar Graze” to be held on Sunday 15 September, is a new initiative for friend-raising and coming together for our community. I invite all friends of Grammar to support these two opportunities as we celebrate our strength
as “One School.”
Our students have had some outstanding individual and team achievements in a range of areas since January. I am always heartened by the genuine happiness and humble nature of our students in success. Grammar is defined by our ability to show and share gratitude for all that we have. I commend the work of Revd. Pickering and the student volunteers who are very much the public face of Grammar in the community. We do not engage for publicity or because it makes us feel good, we partner with our local community and beyond because we know we can learn and achieve great things together. Congratulations to our Grade 12 students on completing the 61st Walkathon and in doing so supporting the efforts of Strike it Out Inc, a local community project addressing a significant local need.
As a community, we continue to grow confidence and with that comes renewed endeavour. Enrolments in our Kindergarten, Grade 7, and Grade 10 are strong. The support of our community in sharing the exceptional stories that happen each day at Grammar is not lost on any of us. Improved communications between school and home through myGrammar, community attendance at sporting and other events including Art exhibitions, Strictly Ballroom production, the Fun and Food Fest, and impressive student experiences on each campus indicate strong engagement. The Board has set a clear strategic agenda for our School, and we know that through strong leadership, staff, and community support, together we will achieve great things in the coming years.
To view a copy of the Strategic Directive, please scan the QR code:
Where Your Grammar Journey Begins
BY GEORGIA GREIG, LEARNING AREA LEADER - EARLY LEARNING
The first semester in Kindergarten has been filled with fun, exploration and discovery.
Amidst the gentle hum of excitement, our two Kinder classes have embarked on a journey of self-discovery, guided by the nurturing embrace of their teachers.
When children and families stepped into the new Kindergarten classrooms for the first time, they were delighted. The teachers’ efforts were evident in the creation of vibrant, harmonious, and captivating spaces. Carefully curated classrooms, adorned with elements of nature and enriched with loose parts, play a pivotal role in nurturing children’s wellbeing and fostering a sense of belonging.
“The space is inviting and welcoming…a magical space that encourages imaginative play” - Lauren, Parent
The integration of natural elements, such as plants, sunlight, and natural materials, creates a calming and inviting atmosphere that promotes relaxation and reduces stress levels. The presence of loose parts, such as wooden blocks, shells, and fabric scraps, encourage openended play and imaginative exploration, stimulating creativity and problem-solving skills. This environment not only empowers children to express themselves freely but also cultivates a sense
of ownership and connection to their surroundings.
In this dynamic space, play informs and supports our explicit introduction of foundation literacy and numeracy skills. Our focus in seeking teachable moments enables staff to ensure that each student is Prep ready at Grammar.
“I felt nervous and then I came to school and it looked wonderful inside!” - Sigrid, Kinder
Leading and Learning on the Junior Campus
BY CLAIRE CALVERT, PRIMARY YEARS PROGRAM (PYP) COORDINATOR
The International Baccalaureate (IB) Primary Years Programme (PYP) is designed not only to promote academic excellence but also to support holistic development, including student wellbeing.
How does the PYP underpin student wellbeing at Grammar?
Inquiry-Based Learning:
The IB PYP emphasises inquiry-based learning, which fosters curiosity, critical thinking, and problem-solving skills. This approach encourages students to explore topics of interest, empowering them to take ownership of their learning experiences. Engaging in meaningful inquiries can
contribute to a sense of fulfilment and satisfaction, promoting overall wellbeing. This approach provides learners of all abilities with an access point into learning and the possibility to take their learning as far as their abilities allow.
Transdisciplinary Curriculum:
The PYP curriculum is organised around six transdisciplinary themes, such as Who We Are, How We Organise Ourselves, and Sharing the Planet. These themes integrate multiple subject areas, enabling students to make connections between different disciplines and real-life contexts. This interdisciplinary approach can enhance student engagement and motivation,
leading to a positive learning experience and improved wellbeing.
Social and Emotional Learning:
The IB PYP emphasises the development of social and emotional skills alongside academic knowledge. Through collaborative activities, group discussions, and reflection exercises, students learn to communicate effectively, work cooperatively, and manage their emotions. By nurturing these skills, the PYP helps students build strong relationships, develop resilience, and navigate social challenges, contributing to their overall wellbeing.
Action and Service:
The IB PYP encourages students to take action and make a positive difference in their local and global communities. By participating in service-learning projects and community initiatives, students develop empathy, compassion, and a sense of responsibility towards others. Engaging in acts of service can foster a sense of purpose and fulfilment, promoting psychological wellbeing and a positive self-concept.
International Mindedness:
The IB PYP promotes international mindedness, encouraging students to appreciate diverse perspectives, cultures, and identities. By fostering an inclusive and culturally responsive learning environment, the PYP helps students develop empathy, openmindedness, and intercultural understanding. Embracing diversity can enhance students’ sense of belonging and connectedness, contributing to their overall wellbeing.
Of course, the expertise of our staff to work with students across each of these areas is vital for our success. We are blessed to have staff who have been recognised in their achievements for their outstanding practice.
Grade 6 Leaders - Initiatives for the Year
BY SAGE BASSANO AND GABE BROOMHALL JUNIOR SCHOOL CAPTAINS
As Junior School Captains, we are enthusiastic about collaborating with our Grade 12 peers to implement various initiatives aimed at enhancing our school community. We enjoy the Discover Grammar days, where we have the opportunity to showcase our campus facilities and vibrant learning environment to prospective students and their families. Additionally, we are committed to fostering a sense of belonging and wellbeing among all students. Through many public speaking opportunities and when working with our students, we aim to lead and help create greater awareness of wellbeing.
We recognise the importance of collaboration and teamwork in making our school a better place. Through our leadership roles, we are excited to inspire and motivate our fellow junior campus students to actively contribute to the ongoing success and growth of our school. We are enjoying serving the Junior Campus and look forward to the remainder of the year serving in our roles.
BY OLLIE FAIRBAIRN, SEBLA REEVES, OLIVIA DOYLE AND SARAH MIRI WELLBEING LEADERS
We are excited to be serving our school community as Wellbeing Leaders. We are dedicated to fostering the physical, social and emotional development of our fellow students through diverse experiences. One of our ideas is to encourage students to step out of their comfort zones by participating in various activities designed to promote personal growth and resilience. We aim to equip students with the skills needed to build confidence and resilience. Through interactive games and bonding activities with younger students, we want to create opportunities for meaningful connections and positive role modelling.
We aim to develop a sense of belonging and camaraderie within our school community. Our House events play a vital role in building a strong and cohesive school community. Through friendly competitions, collaborative projects, and social gatherings, we celebrate diversity and promote a sense of unity among students from different backgrounds and grade levels. We are excited to be Wellbeing Leaders at the Junior Campus. We look forward to future opportunities to work with people across our school.
charidy.com/launcestongrammar
Grade 6 Explores Canberra: A Week of Discovery and Learning
Our Grade Six students recently enjoyed an unforgettable week touring Canberra, packed with enriching experiences and educational adventures. They climbed Mount Ainslie for breathtaking views, witnessed a live high court hearing, and delved into the history of sports at the Australian Institute of Sport. Their journey continued with a visit to the Museum of Australian Democracy at Old Parliament House and a tour of the National Gallery of Australia. We are immensely proud of our students for fully embracing this opportunity and extend our heartfelt gratitude to their dedicated teachers, Mr. Brooks, Mr. Brown, Mrs. Clark, and Mrs. Watson, for making this trip possible.
Finding His Place
A CONVERSATION WITH DELIGHTSOME ODEYEMI
It was wonderful this year to have Delightsome Odeyemi join the Grade 7 cohort at Launceston Church Grammar School. Delightsome joined us from Mowbray Heights Primary School (MHPS). Delightsome is the eldest of two siblings, with his younger sister, Marvellous, still attending MHPS.
It was great to sit down with Delightsome and learn a little more about him and his experiences at Grammar.
What was your journey to Grammar, Delightsome?
I lived in Malaysia until the age of two when my father received a scholarship to study at UTAS. My whole family moved to Tasmania and for the last ten years I have been living in Mowbray. My father has recently completed his PhD in Microbiology. He is now working at UTAS. My mother is training to be a nurse.
What do you like most about Grammar?
I really enjoy the facilities at Grammar. I really like the bigger classrooms and especially the science labs. I also like the people here.
What do you like about the people at Grammar?
I think they are very inclusive and really caring about other people. Everybody here makes sure that everyone else is looked after and not made to feel left out of things.
What are your favourite subjects at school?
I really enjoy studying Maths, Geography and Science.
What other things do you like doing outside of school?
I enjoy playing soccer with my friends and playing the piano. I am currently playing piano at Grade 4 level with the AMEB (Australian Music Examinations Board) and really enjoy it.
I find technology fascinating and in particular the technology of phones.
What would you like to do after you finish your education?
After school I would like to become a doctor and specialise in medical research. I would like to find cures for diseases so that I can help people that are sick. I like the thought of helping people and making the world better for others.
When I was little my father gave me a book by (renowned neurosurgeon) Ben Carson. I found this very inspiring and helped make me think about what to do when I got older.
“I would like to find cures for diseases so that I can help people that are sick. I like the thought of helping people and making the world better for others.”
What is your favourite TV show? And what is your favourite book?
I like to watch Young Sheldon and I enjoy reading ‘The Ranger’s Apprentice’ series.
Grammar Graduates Program: Journey of You
At Launceston Grammar, all Grade 10 students participate in three Enrichment Weeks; Expedition (camp), Retreat, and Journey of You (careers). These programs run concurrently across three weeks in Terms 1 and 2 and form a crucial part of the Grammar Graduates experience for Grade 10 students and their families.
“Sharing the Retreat experience with our child has been one of the absolute highlights and proud moments of our years at Grammar. While emotional, challenging and outside the usual comfort zone for many, the parent involvement offers a rare but amazing opportunity to connect on a different level”.
- Grade 10 Parent
Expedition
By Jennifer Tait, Head of Outdoor Education
Our Grade 10 students get to choose their challenge in our world class Outdoor Education Programme. After three years of experiencing a range of activities from Grades 7 to 9, in Grade 10, students choose an activity or Area of the State that they wish to explore. In the past, for example, our students have walked the Overland Track, cycled around parts of Tasmania, and kayaked along amazing riverways. Student agency is a key part of the Grade 10 experience and students are heavily involved in planning and preparing for their expedition, under the guidance of staff. This experience equips them with skills to undertake their own challenges after their time at Grammar.
Retreat
By Nicholas Clements, Retreat Coordinator
For over 20 years, our Grade 10 students have embarked on a week-long retreat programme. During this week away they explore their own identity and life journey.
They spend time separated into boys and girls to reflect on and discuss a variety of topics, before coming together to celebrate and better understand both their differences and commonalities.
The 2024 program was renewed and refreshed using the wellbeing framework. It extended to six days with a greater focus on the ‘rite of passage’ experience.
All staff involved in the program have undertaken professional learning programs by leaders in adolescent development across Australia. Based on best practice and with outstanding staff support, our students are challenged to reflect and contemplate the adult they are becoming and what they wish that to look like in the years ahead.
Journey of You
By Fiona Symons, Careers Advisor
The Journey of You programme is a dynamic, student interest-led careers week designed to begin or continue the conversation around what lies beyond Grade 12. The week is themed around five key areas:
• Work readiness
• Transitioning to senior secondary years
• Career exploration
• Transitioning to life after school
• Jobs of the future
Students develop their own portfolio of work readiness documents (including a resume and cover letter), and participate in a mock interview. Morrisby Profile testing is undertaken, and students are introduced to TCE subject selection, visit TasTAFE and UTAS, hear from guest speakers and learn about jobs of the future and entrepreneurship.
The staff relish the opportunity to get to know the students and their future aspirations.
Class of 2024: Leading to Serve, Serving to Lead
BY LAVINIA FREELAND AND CHARLIE TOLE
The Senior Campus Student Leadership Team have been working hard to create activities and events for the whole school to get involved in. We hope that these activities will contribute towards a more holistic school experience around the campus that everyone can enjoy together.
We recognise that school is about so much more than just the classes we take and endeavour to ensure our initiatives this year reflect that. At the beginning of the year, the Grade 12 cohort workshopped the values we want to be known for as a year group. We decided on APP, which stands for Approachable, Proactive, and Passionate.
The prefect group have already been proactive by implementing multiple initiatives. ‘Fri-yays’, is our way of bringing some fun to the end of the school week. At Friday lunchtime the Grade 12s spend time connecting with other grades either through a game of spike ball or through arts and crafts. We are passionate about developing these relationships between the grades early in the year, as we hope to create a sense of connectedness and approachability. We believe that our initiatives this year will lead
to a greater sense of student agency. We want to hear all student voices, so we can do our part to make everyone’s experience at school positive. Ultimately this will help our school grow.
On a more personal note, we are super excited for the opportunity we have been given to make the most out of our final school year. We are excited to work together with our peers to do our bit for the Launceston Grammar community.
The Walkathon was incredible. The recognition of taking part in this tradition, over 60 years in the making, connects us to all previous alumni, is both humbling and exciting. The Walkathon also gave us a platform to help promote Grammar’s annual chosen charity. Our grade prioritised selecting a local charity, so the benefits of our
fundraising can be seen here in our community. This year we have selected Strike It Out. This organisation assists with a range of programmes, including providing free meals, accommodation, clothing packs, and more to disadvantaged people in Northern Tasmania. Money raised will specifically go to their Mobile Sleep Pod Project. As well as donating money, we would also like to donate time and resources. We are working closely with Strike it Out to find ways for Grade 12 students to get involved, such as helping prepare food.
We hope to make the most of our final year at Grammar by making a positive impact on the school and continuing to build connections across the school community.
Walkathon: Giving Back
BY MADELINE FLETCHER, GRADE 12 STUDENT
The tradition of the Walkathon at Launceston Grammar has a deep-rooted history, originating from a challenge set forth by the late President John F. Kennedy, who asserted that a physically fit individual should be capable of walking 50 miles within 20 hours. Since its inception, this event has evolved into a revered tradition, marking its 61st consecutive year this year and earning the status of a “rite of passage” for our Grade 12 students.
Central to the Walkathon’s essence is its dual purpose of raising awareness and funds for charitable causes. Each year, the Grade 12 cohort selects a charity they wish to support. Through their collective efforts, students have not only fundraised significant monetary donations but have also shed light on various social issues within the local community.
In this spirit of philanthropy, the Grade 12 cohort has undertaken the admirable task of supporting Strike It Out Inc., an organisation dedicated to aiding the homeless population in Launceston. Diverging from conventional fundraising methods, these students
are embracing a holistic approach, pledging not only financial contributions but also dedicating their time and energy to the cause.
Their initiative has had great success, with a series of successful fundraising events showcasing their creativity and determination. From organising a car wash during a cricket match to hosting an acoustic night coupled with a barbecue and raffle, the Grade 12 students have demonstrated their unwavering commitment to making a difference.
At the core of their mission are the three fundamental values of being approachable, proactive and passionate. These three serve as cornerstones for their endeavours throughout the academic year. Through unity, determination, and a shared sense of purpose, they exemplify the profound impact that even the smallest acts of kindness can wield within their community.
Introducing Monique Austen
DIRECTOR OF STUDENT WELLBEING
Can you share a bit about your background and how you found your way to becoming the Director of Student Wellbeing at Grammar?
I have a HPE, Maths and leadership background through numerous positions that span over 20 years. My highlights have been managing staff wellbeing at Bundoora Secondary College and working as a moderator for Northern Metro Melbourne schools in the delivery of VCAL (Victorian Certificate of Applied Learning) for students in Grades 10-12.
Other roles I have held include: VCE Grade Level Coordinator, teacher in the UK, Director of Sport and Head of Roff House at Grammar 2016-2020, Save the Children State Manager for the implementation of the Hands On Learning Wellbeing programme
in Tasmanian schools, and DECYP Project Officer – Student Engagement and Attendance.
Could you highlight some key experiences or milestones in your career that have shaped your approach to student wellbeing?
While working as a Project Officer in Student Engagement, Attendance, and Wellbeing for DECYP, I was involved in supporting Principals and their leadership teams across the State by facilitating collaborative inquiries on engagement and attendance.
How will we integrate wellbeing across our school?
Introducing Grammar’s Wellbeing Framework DRIVERS of Purpose, Agency, Engagement, Connectedness and Thinking, in
the planning and delivery of all our learning. This enables us to have a common language to look after one another and create a sense of belonging.
What aspects of your job bring you the most satisfaction?
The opportunity to build positive supportive relationships with students, families and the wider Grammar community. I have the opportunity to do this through meeting prospective new students and their families, building rapport with our community at School events, celebrating students’ goals, and exploring multi-tiered layers of support in conjunction with our Wellbeing Team.
In what ways does teamwork play a crucial role in achieving your goals?
Teamwork allows us to build collective capacity and support one another as colleagues in achieving our wellbeing priorities. This, in turn, has a positive impact on us being able to support students at Grammar. Are there any specific programmes or initiatives at Grammar that you find particularly impactful for student wellbeing?
The introduction of our wellbeing lessons for Grades 7-10 are a fantastic opportunity for our Grade 7 core teachers and Heads of House to support their students. We collaborate with our HPE department in designing our wellbeing for learning through various wellbeing initiatives
and evidence-based resources such as the ACARA Social and Emotional Learning capabilities. As we plan for 2025, there will be more explicit programs introduced to all students.
How do you actively engage with students to understand their needs and concerns?
I believe that all students want to be heard and it is my role to make sure that happens. I work with students each week in various forums from grade level workshops, to the student wellbeing prefect team. Our Heads of House Wellbeing Team meet weekly to discuss how our overall student climate is going - whether as a Grade level, core class, friendship group or individually. It is important to acknowledge the positive journey our students are taking as well
as following up with a supportive response and action plans when needed. The appointment of a Student Wellbeing Coordinator on the Junior Campus is an important next step.
Senior Houses: Celebrating 100 Years
Grammar prides itself on students having a strong sense of connection and belonging to the school. It is well known that belonging to a community is a protective factor for students and their engagement with their learning. The Senior School houses represent a cornerstone in our community, embodying values that shape our students for life. Each house, bearing the name of former headmasters or esteemed benefactors, carries a legacy that transcends time, influencing the experiences of students past and present. At the heart of this system lies a simple yet profound concept: to be known.
Four of the Houses were established 100-years ago. Two boarding houses (Hawkes and Savigny) and two for day boys, (Wilkinson and Gillett). Two additional houses (Roff and Fraser) were established in the 1960s. Each house represents more than just a name; it embodies a legacy of perseverance, excellence, and connection. The house mottoes serve as guiding principles, instilling in students the drive to strive for the highest good, to never give up hope, and to seek better things.
There is an increasing body of research into loneliness for young people and adolescents that was emerging pre-pandemic and generally explores the role and impact of technology. Loneliness in itself is a complex phenomenon, however, what we do know is that with increasing reports of loneliness in children now more than ever schools have a vital role to play. In a world where anonymity can feel all too common, the house system at Grammar ensures that every student is known and supported, contributing to improved educational outcomes and emotional wellbeing. It transcends generational boundaries, fostering vertical engagement where students from different grades interact, forging connections that extend beyond the classroom.
This year on the Senior Campus we have reimagined the role of the Heads of House and linked their roles to the delivery of our wellbeing strategy. In a Tasmanian first, the School has made a substantial investment in the time allocated and the training being given to Heads of House so that they may be ‘the hub of the wheel’ for our families. No longer confined by time and resources to a reactive model
Summum Bonum ‘Highest good’
Nulli Secundus ‘Second to none’
Nil Desperandum ‘Never give up hope’
of dealing with student pastoral needs, we now have a systemized proactive culture emerging. Additionally, each Head of House has been given time with Grades 8-10 in the timetable so they may support and educate students in navigating the myriad of challenges and changes they experience.
As we review our timetable this semester, a key consideration is how to best leverage the wellbeing layers of support, provided by our Tutors and the Heads of House. We are researching best practices for student learning as we determine the educational offering, especially for those in the middle years of schooling. The Heads of House are well supported by the wider Wellbeing Team of School Counsellors, our School Nurse who is an experienced and highly qualified pediatric professional, and our Boarding and Chaplaincy teams.
Students at Grammar are provided with a safety net, empowering them to navigate the challenges of adolescence with confidence, so that when they leave school, they are prepared to be in environments where increased support is not as widely available.
Proactive classroom programs, seminars and presentations equip students with essential life skills and nurture self-awareness, fostering personal growth and resilience.
Competitions and events organised within the house system further enhance school spirit and engagement. From athletics to public speaking competitions to the House Singing Carnival, these events celebrate diversity and talent, fostering a sense of camaraderie and shared achievement. Through participation, students learn the value of teamwork and perseverance and overcoming challenges together.
On June 6th, we celebrated the 100th anniversary of the Mowbray campus and the Grammar House system. These milestones continue to make a significant difference and provide unique opportunities for our students’ learning and engagement with the school. Belonging to a house community is a mainstay of Grammar education.
Meliora Sequamur ‘Seek better things’
Sans Peur et Sans Reproche ‘Without fear and without reproach.
Per Proelia Ad Gloriam ‘Through battle to glory’
become too small and not fit for purpose. The size of the space saw restrictions on class sizes in what is a highly sought-after elective offering. The school was very fortunate that Mr Brian and Mrs Wendy Faulkner wished to provide a new and improved space for our students. Wendy, an avid supporter of developing a Food Technologies Centre for some time, along with Brian, lent their generous support to help bring this idea to fruition. In order to explore the latest trends in school kitchens and textiles, a team of Grammar staff who work in the current space visited schools around the north of the state that had recently undergone
The rebuild has seen most of the ground floor of the Ferrall Building gutted, and a new textiles room and kitchen installed. This new facility boasts cutting edge design and will give much greater scope for our students to explore and develop their skills. The new facility will be called the Food Technology and Textiles Design Centre as we move into exploring the many design facets covered in this stimulating area of the curriculum. The former Home Ec area is now reborn as an innovative space for Entrepreneurship and STEAM Education over the course of 2024, providing a wonderful new
We are very grateful for the work of Mr Heath Clayton in helping to bring our design thoughts into a plan for the building, and to Mr John Faulkner and his team for the completion of the project. Thank you Mr. and Mrs. Faulkner for your support that will benefit our students for many years to come.
“We are very excited and grateful to be provided with our new state of the art, Design, Technology and Enterprise space. Not only is it beautiful, but it will enable our educators to develop innovative and creative learning experiences for our students. These students, as 21st century learners, will be able to use these spaces as building blocks towards their futures.”
- Michelle Bradley, Learning Area Leader Design, Technology and Enterprise
Fun Food Fest
BY FLEUR CASTLE, OLA SECRETARY
This year’s Fun Food Fest proved to be an excellent kick-off for Grammar’s Junior Campus and the broader community. Attendees remarked on the joy of reconnecting with old acquaintances and forging new friendships among parents, teachers, and students alike. The addition of the new Kinder area didn’t impede the use of the green space; instead, it enhanced the event’s versatility,
serving as a multi-purpose area. It was fantastic to see the involvement of Grade 11 and 12 students in managing various sports activities like basketball, soccer, skipping, cricket, as well as artistic endeavours such as face painting and loom band crafting for the younger students. The festival also offered a delightful array of food choices, ensuring there was something for everyone to enjoy.
Babies, Weddings & Vale
Babies
Henry David Roberts was born on 13th July 2023, to parents Zara Victoria Roberts (nee Downie) & Simon William Patrick Roberts.
Kit Maxwell Gunn was born on 29th March 2024, to parents Jock and Georgie Gunn.
Weddings
Henry Youl (2013) married to Jess Harvey on 8 March 2024. Henry Youl is the son of Junior Campus teacher, Michelle Youl.
Harrison Musgrave (2014) was married to Zoe on 9 March 2023.
Dan Crawford (2018) married Taylor Hodges on 9 March 2024.
Jake Sherriff (2016) married Sally on 2 December 2023.
Vale
Robert Abey (1962)
Hillary Bennell (1967)
Brian Bonney (1942)
Mark Bonney (1973)
Ronald Churcher (1943)
Christine Egger (Foster, 1962)
Colin Harvey (1944)
Ronald Bowes Hay (1955)
Gregory Hopwood (1966)
Kathleen ‘Kit’ Godfrey (Nichols, 1940)
Sally Morley (Gibson, 1956)
Malcolm Murdoch (1952)
Dianne Paech (Hodge, 1965)
John Perkins (1966)
Helen Rees (Yates, 1969)
Leesa Richards-Childs (1963)
Richard Ruddle (1950)
Judith Anne Sale (1961)
Steven Turner (1996)
Donald “Don” Walker (1948)
Janet Walker (Jones, 1956)
Hobart
Western
Flinders
Sydney
Celebrating Connections: Highlights from Recent Alumni Reunions
Reconnecting and reminiscing, the first half of 2024 saw various alumni groups gather for a series of unforgettable annual events. These joyful occasions allow our alumni to celebrate the enduring bonds and cherished memories formed within our community, throughout the years.
OLA North West Reunion
Lyttleton Street Anuual Communion and Luncheon
Grammar Old Lads, Beating of the Bounds and Luncheon
Elizabeth Street Chapter Easter Service and Luncheon
Blue, Black & White
Beating the Bounds
BY PAUL A.C RICHARDS, SCHOOL HISTORIAN
Following the construction of the chapel and during the chaplaincy of the Rev Canon F.H. Lansdell and the Rev L.S. Dudley in the 1930’s and 40’s, the ancient and medieval tradition of “Beating the Bounds” was introduced to Launceston Grammar. Its purpose was to place a blessing of protection over the School, its boarders and staff, with allocated prayer stations around the school boundary. Fast forward to today, and these stations have been commemorated with small plaques around the Senior
Campus grounds. The Beating of the Bounds takes place annually and prayers are offered up for the School, its students and staff, followed by a formal dinner for the boarding students and staff.
As the School approaches its 180th year, it is now our duty as the current custodians of Grammar and its traditions to give honour and do justice to those who have gone before us, to look forward with optimism and to look back with pride.
The phrase ‘strengthen us in all goodness’, taken from the service of Holy Communion, not only provides us with a reference point for what has gone before us at this school but also an exhortation for how we should proceed now and into the next 180 years. May we continue to seek, embrace, and strengthen goodness in all that we do, ensuring that Launceston Grammar remains a beacon of excellence and integrity for generations to come.
A Year of Celebration: 100-Years at Mowbray and 90-Years of the Chapel
BY PAUL A.C RICHARDS, SCHOOL HISTORIAN
100-Years at the Mowbray Campus
Growth in the school population led to a move to its present site at Mowbray in 1924. By 1920, the school had absorbed the Launceston High School and had outgrown its city site. After three years of planning, the school moved from Elizabeth Street to a new 25-acre site on Stephensons’ Farm – purchased for £2000. The move was supervised by the ninth headmaster, the Reverend John Walter Bethune. Six years later a preparatory school was established in High Street in 1930 but closed in 1970, with Junior school classes consolidated at Mowbray and later at Broadland House its sister school, in 1982. Fast forward to today, and Launceston Grammar has over 700 students.
The first bishop of Tasmania, Dr Francis Nixon, established the church schools Launceston Grammar in June and Hutchins in August 1846, 178 years ago. In those days people gave liberally for the cause of education. The bishop himself gave £1000, and about £6000 was raised by voluntary contributions in Hobart Town and Launceston, while another £5000 had been obtained for the same purpose by the bishop on a visit to England. About £12000 was subscribed to start the careers of two of the leading public schools in Tasmania.
90-Years of the School Chapel
Following the move to Mowbray, it took a further ten years to see the Neo-Gothic styled chapel built in 1934. The foundation stone had been laid by Bishop Hay in 1932 and the architect Frank Heyward had designed the chapel in the same style as that of English schools of Eton, Rugby, and Winchester having traditional collegiate seating and 7 bays of which only 5 were completed. In 1996, the chapel was extended with a further 2 bays and celebrated several consecrations of both furniture and stained glass windows. Today, the chapel celebrates its 90th anniversary.
