News from Launceston Grammar Issue 64 by Launceston Church Grammar School

Our community making a difference for this yearâ&#x20AC;&#x2122;s Walkathon charity.

news

the five Cs courageous curious creative compassionate community

FOR SUCCESS

Parents cite ‘community’ as one of the primary reasons for choosing to send their child to Launceston Church Grammar School. Our School’s strong sense of belonging is often discovered early in a parent’s journey as they connect with staff and other families and hear the testimonials of our alumni. Our strong sense of school spirit is always evident as it drives deep connections across the many activities on offer to students. Our equestrian, rowing and other sporting communities, as well as those evolving from drama, dance and the visual arts, provide true testament to this. We also know that the School’s strong community spirit helps foster growth and nurtures progressive academic experiences across our Junior and Senior Campuses. Our students' dedication to reaching out to the Greater Launceston community with their time, skills and compassion, inevitably culminates in a strong sense of togetherness. Discover our wonderful community throughout this edition of News from Launceston Grammar.

Contents Reports/ 2

Advancing our nation and our community/ 4 National icon evokes community spirit/ 8 No planet b/ 10

Shape of things/ 11

Programme placed first / 14 Sense of belonging/ 15

Cultivating aspiration/ 16

Benefits endless for boarders/ 17 Front cover/ Our inspiring Grade 12 co-ordinated another amazing fundraising opportunity this year. Our staff, including Science Teacher, Tori Haeusler braved the ice water to raise funds for this year’s Walkathon charity FightMND dressed admirably as pirates

Annual Fund/ 18

Magazine

Entrepreneurship in action/ 30

Editor/ Tamara Clark Graphic Design/ Louise Thrush Writers/ Claire Calvert, Ben Clark, Tamara Clark Photographers/ Tamara Clark, Mel de Ruyter, Rebecca Jee, Outdoor Education Team, Paul Scambler Publisher Launceston Church Grammar School Community Engagement Team 36 Button Street, Mowbray Heights TAS 7250 Phone +61 3 6336 6000 lcgs.tas.edu.au * Launceston Grammar refers to ‘programme’ in this way. We have featured ‘program’ where it is used this way by other parties

Shared sense of purpose/ 24 Legends of literacy/ 26

Fostering entrepreneurial ecosystems/ 28 Leadership in action/ 31

Opportunities for action/ 32 A love of learning/ 34

Beyond brains and formulas/ 36 First in a city of firsts/ 38

Nobel laureate awarded/ 40 Leaders reflect/ 42 Alumni news/ 43

Archival anecdotes/ 44

beyond

VIRTUAL

During the course of this year, many in the Launceston Church Grammar School community have become more acutely aware of just how good it is to be together rather than alone. Times of isolation have reminded us that woven into our very being is a desire for connection, engagement and involvement with one another. Launceston Grammar provides a community within which students, parents, alumni, staff and the wider community have a multitude of opportunities to be engaged and involved. Each year we look for how we can improve and adapt this engagement and involvement for all. The limitations on what is possible due to COVID-19 forced us to find creative alternatives to enable students and staff to stay engaged remotely with one another and with learning using digital platforms. Using these same platforms, students have engaged with the Governor General, industry leaders as well as parents and alumni who have generously shared their experiences and

expertise. Our boarding community has also shared in Virtual Boarding House Dinners, one of which included alumnus George Bailey sharing how he and the Australian Cricket Team managed times of isolation when on tour together. Partnering with parents in the education of their children has involved, for the first time this year, virtual parent teacher evenings and very regular communication between the School and home during remote learning. This year we have also introduced a Parent Grade Representative Programme to further strengthen belonging and involvement of parents in the School community. The programme builds on the informal work some parents have done in the past to foster community and encourage participation and engagement. To support parents and alumni from the Launceston Grammar community, we launched a Business Directory this year. For alumni, we have also developed an Alumni Reunion Handbook to help ensure these important gatherings, which usually require School and alumni to work

closely together, occur seamlessly from year to year. Looking ahead to 2021, we have a splendid programme of activities planned to celebrate our 175th. If travel is possible, we hope to welcome back to the School alumni and past parents from across the world. As the oldest continually running independent school in Australia, this is a significant milestone and I look forward to joining with the whole School community to honour our past, celebrate who we are today and imagine together who we will become as together we adapt the excellent education and opportunities the School provides to our rapidly changing world.

Richard Ford, Headmaster

Above/ Celebrating our alumni community at the annual Dance & Drama Celebration

reports belonging We started this year looking forward to our exciting programme of education, learning investigations, sports, musical and dramatic productions, outdoor experiences, Tasmanian and interstate trips, and so much more. While COVID-19 has curtailed our normal programme, the School community has demonstrated adaptability and resilience in ensuring continuity of learning across all areas. Our ability to teach, learn, support and connect with each other in new and authentic ways, has been truly remarkable. Our versatility, hard work and passion for teaching and learning has ensured the best possible outcomes in these incredibly challenging times. While we hope working and learning from home is behind us, we also realise nothing can be taken for granted in these uncertain times. What we

do know is that our amazing Launceston Grammar community will continue to rise to all challenges put before us. The importance of looking after our own wellbeing and caring for others has never been more important. Community service projects such as The Smith Familyâ&#x20AC;&#x2122;s student2student reading program continued through the pandemic, demonstrating the kindness, compassion and selflessness of our students. Significant improvement in policies and processes that underpin the safety of our students and staff have also occurred despite the interruption. As we work with the Headmaster, Mr Richard Ford, we look forward to the delivery of our Serving and Shaping Our World: Our Focus document. As a Board we are committed to strengthening

belonging across the entire School community, deepening connections with our local community, our region and beyond, and celebrating and embracing diversity and inclusion in all facets of our School. On behalf of the Launceston Church Grammar School Board, I would like to acknowledge and thank our staff, parents and alumni for their passion and dedication in delivering and supporting excellence in education and care for our students in these unprecedented times.

Nigel Bailey, Chair, Launceston Church Grammar School Board

demonstrating I am often asked what I believe is the most amazing thing about Launceston Grammar. I never have to think too long in formulating a response because for me it is a pretty simple one, our community. Many schools operate from 9am through till 3.30pm like we do, so what makes our community so special? The Launceston Grammar community brings together not just staff and students, but parents, volunteers and our wider city and indeed the world. We are like a village that helps raise the child; both those that come to school each day, but also those in the City of Launceston. Without the sense of community that exists so many activities could not go ahead. Coaches at the Boat Shed each morning, parents making

costumes for the production, and coaching every sport and activity imaginable. Our parents and alumni also take students under their wing to mentor them, show them how to be good citizens of the world in which we live, and demonstrate what a sustainable world looks like in reality. They support our programmes through generosity of spirit, passing on their gift to help the next generation achieve and flourish. As David McKay wrote, True education does not consist merely in the acquiring of a few facts of science, history, literature, or art, but in the development of character.

Our students and parents combine to help over 30 community service projects from The Sony Foundation Children’s Holiday Camp, New Horizons program, Walkathon charities, to helping support a local school breakfast program. Each year older students will help coach and mentor our younger students and in turn model the behaviour they have seen modelled by our community. Without so many helping we could never achieve the great things we do and for that we are grateful.

Nick Foster, Deputy Head (Students) and Head of Senior Campus

evolving Conversations about schools often evolve around points of difference. One of Launceston Grammar’s significant points of difference is our sense of community. During my time at our School it has been a privilege to see this in action and to also see how our community spirit has continued to strengthen over time. For me, our sense of community is one of the main reasons I am at Launceston Grammar. I see evidence of this at our Campus on a daily basis. I see an older child stepping off the commuter bus and taking the hand of a younger student as they walk to class, our Prep children presenting their gifts to the homeless people in our community, our Vacation Care students forming precious connections with residents at a retirement village, parents sharing their expertise as part of our teaching and learning

programme, our Grade 3 students having a shared meal via Zoom with children in India and the surprise morning tea baked by a parent that magically appears in our staffroom. My observations: •

We are inclusive and welcoming;

•

Respectful and loyal;

•

We listen to others;

•

Help and support each other in challenging times;

•

Have fun and celebrate together;

•

We are proud of who we are; and

•

We have a sense of belonging and a shared understanding of who we are.

As an International Baccalaureate Candidate School, we are now also part of an organisation that ‘offers high-quality and challenging educational programmes for a worldwide community of schools’. Our sense of community is now further strengthened by our ability to interact with other communities around the world. We are proud of our contributions in this forum and also the strong connections we make with colleagues and students at an international level. Finally, as we remain in our COVID-19 world the support and strength of our community has been even more evident. The kind and considerate gestures shown towards members of our School and local community have been humbling.

Jane King, Head of Junior Campus

Over/ Nigel Bailey, Nick Foster and Jane King

We need to get the COVAX-19 vaccine available to at least the vulnerable population.

advancing O U R N AT I O N Words Tamara Clark

Professor Nikolai Petrovsky’s research interests include vaccines and immunoinformatics as well as the application of artificial intelligence and computer modelling to immune system research. The Launceston Grammar alumnus (1975) (featured next page) and dux of the School is Director of Endocrinology at Flinders Medical Centre, a Professor in the School of Medicine at Flinders University and founder of Vaxine, an Adelaide-based company specialising in pandemic vaccine design. In 2019, Professor Petrovsky took CpG55.2, the first human drug developed by artificial intelligence, into human influenza vaccine trials in the United States. CpG55.2 is a key ingredient in COVAX-19, Vaxine’s latest COVID-19 vaccine which has just completed the first stage of human phase 1 trials, generating an immune response in 40 volunteers. At the time of printing News from Launceston Grammar, the COVID-19 vaccine developed by Professor Petrovsky is the first candidate to clear phase 1 trials in Australia, and only one of a handful worldwide that have progressed beyond the first phase of human trials. None of the 40 volunteers who were dosed with

COVAX-19 reported significant sideeffects, a contrast to phase 1 results of two other vaccines which have progressed to phase 3 testing from the US biotech company Moderna and University of Oxford.

When asked about career highlights to date, he says there have been many.

“We have safety data showing that there were no significant systemic side-effects in any of the volunteers who were dosed with the vaccine,” says Professor Petrovsky.

“Developing a drug using artificial intelligence which is currently being trialled in the USA was ground-breaking, developing a SARS vaccine and now developing the first Australian COVID-19 vaccine to get to human trials has been the latest career highlight.”

“We also have permission to immunise humans who have already had COVID-19 to see if we can further boost their immunity and prevent them getting reinfected.” When asked how he views his work in respect to the Australian community’s health, the Professor says short term we need to get the COVAX-19 vaccine available to at least the vulnerable population first, the immune-suppressed, the elderly and front-line workers. “Longer term we need to make it available to the entire Australian population,” says Professor Petrovsky. “Vaxine’s response to pandemics in general is an important element in Australian community health.”

“Being the first in the world to develop a Swine Flu vaccine and get it to human trials in under 3 months was a huge achievement,” says Professor Petrovsky.

The Professor, who has developed novel vaccines against influenza, Hepatitis B, sting allergy and cancer, all of which have entered human trials, says that improving the quality of vaccines drives him. “Making them affordable and readily available so we can improve public health drives me, as does the challenge of making a safe and effective vaccine to benefit the entire Australian community.” When asked about his Launceston Grammar education and how it shaped who he is today, Professor Petrovsky says that life was pretty tough at a school focused on sporting achievements.

PTO

Developing the first Australian COVID-19 vaccine to get to human trials has been the latest career highlight. Professor Petrovsky

“That said we had some fabulous teachers who were highly committed and intelligent and equally frustrated with the obsession on sport over academia, fortunately something that was corrected after I left,” says Professor Petrovsky. “We also had an amazing Outdoor Education programme led by the fearless Dr Richard Schmidt who treated us all like adults and exposed us to extreme risks including climbing cliffs and mountains and wading raging rivers. “Many other schools experienced fatalities in the places we went in the middle of winter such as Cradle Mountain, Mount Anne and the south west but Richard never lost anyone.

“It was sad to see Richard go out himself on an ice fall at Mount Everest, but this is the way he would have wanted it, living life to the full all the way and never holding back. “This is how I now approach the development of vaccines against pandemics and other ailments, without hesitation, full throttle (like Richard on his motor bike), 100 per cent committed and never backing off till the job is done. “Snow sports and being in the mountains also remains my passion ever since those first early outdoor excursions and my family and I now try to spend every winter together in the mountains of Colorado to make up for the intensity of work during the rest of the year.

“All in all, Launceston Grammar was a great character building place, maybe a little rough around the edges but overall providing an excellent well-rounded education that presented an outward looking and worldly view thanks to a great diversity of dedicated teachers from many different walks of life.” Professor Petrovsky has won prestigious awards including 2010 Ernst & Young Entrepreneur of the Year Award and 2013 Asian Executive of the Year Award.

advancing our

COMMUNITY Growing global concern regarding the shortage of critical personal and protective equipment (PPE) since the outbreak of the COVID-19 pandemic has seen a number of organisations designing and manufacturing PPE, essential in preventing the transmission of COVID-19 to front-line healthcare workers, which now includes Launceston Grammar. The School’s Head of Technology, Nick Hansson (featured above right) developed a visor prototype for use in Tasmanian hospitals. Feedback on the prototype was provided by health professionals, including local specialist anaesthetists, Drs Christopher Reid and Martin Russnak.

“Every country in the world is competing for limited supplies. One thing that is clear is that healthcare workers are at very high risk of contracting the virus in the course of looking after patients,” explains Dr Reid.

anaesthetic nurses as these professionals are exposed to high levels of bodily fluids. They also added another level of droplet protection to what we already have.”

“In a regional area such as Launceston, we do not have any reserve of doctors and nurses. As a result, if there is an outbreak among healthcare workers there is a real risk that hospitals will close as we run out of staff.

Headmaster, Richard Ford says Nick Hansson oversaw production with two of the School’s three 3D printers while another staff member, Willem van den Bosch (featured above left) assisted with production from the School’s third printer.

“We need to avoid that at all costs and adequate personal protective equipment for high risk healthcare workers is one way to help protect the staff.

“It is wonderful to see our staff modelling to our students our commitment as a School to creatively find solutions to challenges within our community,” says Richard.

“We provided the visors to surgeons, anaesthetists, surgical nurses and

The koala suffers not only the ravages of habitat destruction, disease, drought and bushfires, but from humans as well. Barry Scott OAM

icon NATIONAL

EVOKES COMMUNITY SPIRIT

Passionate advocate for the status, health and sustainability of one of Australia’s most loved and iconic native animals, the koala, is Launceston Grammar alumnus (1950) Barry Scott OAM.

Today the Australian Koala Foundation has grown from a small group of people interested in researching koala disease, to a well-known, global organisation with a strong track record in strategic koala research, conservation and community education.

Awarded an OAM as part of the Queen’s Birthday 2020 Honours List for his service to animal conservation and the community, Barry optimises the very essence of what it means to evoke community spirit for a cause in his capacity as founder of the Australian Koala Foundation in 1985.

We congratulate Barry Scott on being awarded an OAM for his tireless efforts in educating the Australian and international community on the koala, a living treasure and an integral part of Australian cultural heritage. The koala is a major drawcard for the tourism industry, contributing many billions of dollars annually to our economy.

The Foundation’s original focus was to raise ‘$5 million to save the koala’ with the general consensus that the disease commonly known as chlamydia was their greatest threat. Members of the Foundation in the early days realised, however, that habitat destruction was and still is the main cause for concern, with their direction moving quickly to addressing loss of habitat and reversing it.

Barry is Patron of the Tasmanian Devils Club, Brisbane 2000-2021 and was Founding Chairman of the Foundation of Queenslandbased school, Somerville House from 1984 to 1988.

For details about this Australian icon:

www.savethekoala.com.au

10 Below/ Coco Thyne and Indigo Clarke with the new compostable packaging used by the School's canteen

The Senior Campus Reformative Environmental Activism Movement or SCREAM, is a group of like-minded students committed to caring for the environment through action, education and mobilisation. The group, which has been running for two years at the School, is co-ordinated this year by Grade 12 students Indigo Clarke and Coco Thyne. “As a group, we focus on big picture issues around combatting global climate change and then we narrow it down to what we can do locally as a community, building awareness around our personal impact on the environment,” says Indigo. Members of the group met with the Headmaster, Mr Ford to discuss the possibility of replacing polystyrene packaging within the Senior Campus canteen with compostable packaging. “Now it is a reality with the canteen coming onboard with the initiative,” says Indigo. “We are also investigating the presence of

NO PLANET FOGO [Food Organics Garden Organics] bins on campus.” Hand in hand with this, says Coco, is the need to educate fellow students about the correct use of FOGO bins and the separation of food organics from other waste categories like paper and cardboard. “This is essential in making the presence of the bins a success,” says Coco. “I am passionate about how our own actions, like disposing of food scraps correctly, does make a difference to the environment, both in the short and long term.” Indigo says that SCREAM works closely with the Australian Youth Climate Coalition (AYCC), Australia’s largest youth-run organisation. “I meet with the local AYCC branch to bring back and share ideas with group members,” says Indigo.

empathy and compassion locally. We need to show compassion for everything, our land, climate and our animals.” The SCREAM group also met recently to discuss opportunities around Plastic Free July, a global movement to reduce plastic pollution in the home and community. As a result, a number of initiatives were formed including encouraging students to use keep cups and receiving a free milo, a reusable clothing initiative, and handing out free bees wax wraps for daily lunches. “Unfortunately due to COVID-19 we were unable to deliver these initiatives, however we will be providing these ideas to the 2021 SCREAM group members so that they may be able to include them in their potential activities,” says Coco. The group meets in term time each Thursday lunchtime within H4 at the Senior Campus.

“There are simple, easy steps we can all be taking as a School community like instilling

There are simple easy steps we can all be taking.

A programme vital to our admirable community.

By taking part in activities as a team, whether reflective or physical, a strong network and identity is formed

Experiential learning which capitalises on our proximity to some of Australia’s most magnificent areas of natural beauty is very much a reality for students participating in the School’s Outdoor Education programme.

“The Grade 11 and 12s who attended the recent Tasmanian Certificate of Education [TCE] Arm River White Water Rafting Camp as part of their course, formed and operated as a micro community,” says Jennifer.

The programme, for Grade 7 to 12s, provides ample opportunities for students to develop personal leadership capacity, with many camps described as a ‘rite of passage’ and catalyst for personal growth.

“This formation occurs in all our camps and sees students working together, honing their leadership, problem-solving and communication skills. Students can draw on these to contribute to and flourish in their broader community.”

Launceston Grammar’s Head of Outdoor Education, Jennifer Tait says that students form a bond over their shared experiences on these camps.

Grade 11 student Annabel van der Heide was excited to hear that the first TCE Outdoor Education camp for the year was white water rafting on the Arm River.

“Never having done this before I was keen to be given the opportunity to develop new skills whilst building new friendships,” says Annabel. “My decision to go on the camp was also influenced by the knowledge that I would be out of my comfort zone within a safe and supportive environment. “I believe the School's Outdoor Education programme allows strong community to be built. Going to camp in Grade 10 in 2019 as a new student I was apprehensive in forming new friendships, however the shared experiences made me feel I had much stronger bonds with my peers.

13 Below/ Grade 11 and 12s attended the TCE Arm River White Water Rafting Camp

“The sense of accomplishment one feels as they overcome challenges is also what makes community so prevalent on the Launceston Grammar camps.”

experiences of collaboration, learning and solidarity, I believe, help to build community and are the foundations of many relationships in the grade.

When asked what advice Billie would give to students about making the most of opportunities provided through the programme.

Grade 11 student, Billie Hall says a real sense of friendship and community is formed as you experience the Outdoor Education programme.

“By taking part in activities as a team, whether reflective or physical, a strong network and identity is formed.

“It is important to not be daunted when trying new things or being out of your comfort zone, but rather take advantage of the diverse initiatives on offer,” reflects Billie.

“From the first week of Grade 7 we have the opportunity to take part in camps which allow the cohort to bond and grow. “Some of my most memorable experiences have been on camps. These shared

“The raw experience of white water rafting on the Arm River camp, through bringing individuals together and placing a new challenge into their hands, undoubtedly builds a great sense of community.”

programme PLACED FIR ST

News from Launceston Grammar asked former student, Ruby Lowe about her experiences with the School’s Outdoor Education programme.

Outdoor education, without a doubt, was my favourite part of school. I was a fairly shy student and school camps allowed my confidence to grow exponentially. They also offered me unique ways to share my ideas, develop leadership skills and, ultimately, shape me into the person I am today. On the Grade 7 Hanleth Camp I hardly knew anyone and didn't have the confidence in the school environment to make new friends. In the outdoors, however, this was a different story. I found it so much easier to connect with peers which ultimately helped me build upon my communication skills and confidence, while also developing friendships.

I strongly believe that Launceston Grammar’s Outdoor Education programme is vital to the School’s admirable community. The programme has been around for many years and everyone has a chance to participate, which creates a very strong sense of community.

Although I am no longer a student, I still feel a strong connection to the School. My hope is that future students will also have the opportunity to feel this way therefore continuing and broadening the Launceston Grammar community and sense of pride that comes with it.

So that students do well in school they need to feel comfortable within themselves. Outdoor education helps with that immensely, providing a gateway to understanding who you are as a person. The programme also allows you to be active members of the wider school community and pass on your learnt wisdom and knowledge to younger students.

Ruby Lowe, alumnae

F B EL

The School has a strong focus on helping others.

s e n e GI N

Above/ The Lester boys, Max, Harrison and Flynn with Father, Matthew

Launceston Grammar family, the Lester’s, believe that boarding has brought out the best in their three boys. Mum, Susan says that boarding has helped instil resilience, responsibility, independence, compassion and understanding. “I also believe it has given them a greater appreciation of family,” says Susan. “Children, especially teenagers, crave a sense of belonging and need to feel supported and engaged. “Boarding children can miss out on day to day family life and it is a huge step for

them to choose to board. Our experience is that the boarding house has provided the boys with a second home where they feel safe and secure. Launceston Grammar provides so many opportunities for this to be a reality through sport, camps and programmes in pastoral care and peer mentoring.” Susan also says that Launceston Grammar is inclusive and has strong values which encourage her boys to think and be responsible for themselves. “The strong sense of community allows children to try new experiences and push themselves out of their comfort zones.

“The School also has a strong focus on helping others and giving back to the broader community through events like the Walkathon, Sony Foundation Children’s Holiday Camp and programs such as New Horizons and the Breakfast Club. “This focus on others was one of the main reasons why we chose Launceston Grammar for our boys. “An old African proverb says, 'It takes a village to raise a child'. We are grateful that our boys are a part of the Grammar 'village'.”

cultivating ASPIRATION

Above/ Head of Boarding, Victoria Small with Grade 10 Student, Emily Wood

Boarding is an incredible opportunity. Our boarders live with students from various backgrounds and ethnicities and are part of a nurturing community which cultivates independence and aspiration. They develop skills and attributes which set them up well for life beyond their school days. Head of Boarding at Launceston Grammar, Victoria Small says it is important that our boarders are supported and inspired in all aspects of their growth and development as young people. “My goal is to ensure that enhanced experiences which enrich our boarding family are very much a part of the boarding culture and daily routine so that our students can make wonderful friends and be there for each other,” says Victoria.

Grade 10 student and boarder, Emily Wood says a positive community is something that makes life, especially in the Boarding House, a lot easier and allows her to have a good time with friends. “As a boarder I have made some really great friends which makes it easier living away from home,” says Emily. “At the start of each year we have a week called ‘O Week’ which allows all of the new boarders to get to know current ones.” Emily says that there is always a range of activities to do in groups during O Week which allows boarders the opportunity to get to know one another in a safe and supportive environment.

“The activities also help to build trust and develop positive relationships for boarders on their living away from home journey,” says Emily. “Throughout the past couple of years, I have been at Launceston Grammar I have not only made great friendships in the day school, but even better friendships in the Boarding House. “Personally, I think that the reason for building a positive relationship in the Boarding House and the day school is important because it allows you to have a better experience whilst at the school and an even better life outside of school when we all go our separate ways.”

Enhanced experiences which enrich our boarding family are very much a part of the culture.

FOR

benefits endless Compost system chicken run

BOARDERS Mulch floor

Chicken coop indoor run

Lemon tree

Green house potting / seedlings

Raised bed vegie patches

Fire pit

Open patch growing areas

Outdoor kitchen barbecue

Garden Storage House

With over 55 links to the Australian Curriculum, developing and nurturing a Kitchen Garden within the Launceston Grammar Senior Campus grounds makes for a lot of sense. The Kitchen Garden, located in close proximity to the Boarding House, will be utilised by classes and boarders to enable key learning outcomes around sustainable growing practices and healthy eating within and beyond the curriculum. Headmaster, Richard Ford said Kitchen Gardens enable schools to promote and nurture environmental and sustainability best practice learning outcomes. “They also provide opportunities to grow and produce food and connect students with a healthy lifestyle,” says Richard.

“While our Agricultural Plot is designed to help students learn about agricultural best practice in primary industry, the Kitchen Garden will teach life skills such as cooperating, sharing, critical thinking and leadership.” To be delivered by 2021, the Kitchen Garden will feature an enclosed and largely transparent structure to accommodate a class of students working simultaneously. The structure will include raised garden beds, an indoor chicken coop, and a greenhouse for seedlings and plants to grow in the winter months. Outside there will be a kitchen barbecue, fire pit, to be designed and made by Hawkes House members, and a pathway to the structure for wet weather access.

“Growing fresh produce has health, sustainability and social benefits,” says Richard. “Learning outcomes in Science, Technology, Geography, Mathematics and English can all link to a Kitchen Garden. “This new initiative will also provide Boarding House students with a place where they can grow food and care for animals.”

Our 2020 Annual Giving emphasis has been placed on scholarships and bursaries.

COLLECTIVE

achievement Gifts to scholarships in the past three years have enabled more than 10 students to benefit from a Launceston Grammar education in that period. We now face a new and unprecedented challenge – a challenge that has and will impact our community and current school families. As a result, the emphasis of the 2020 Annual Giving has been placed on scholarships and bursaries to help those of our families that will require support through this difficult time. Our focus, first and foremost is to ensure that students’ education is disrupted as little as possible and as many as possible can continue their journey at Launceston Grammar. School Co-Captain, Nicole Patrick says she loves the sense of community that we have, as well as the amazing opportunities provided. Nicole has been

involved in many different sporting and extracurricular activities that she thought she would never be able to attempt. “I started building a plane through the Aviation programme with Dr Rogers,” says Nicole. “The programme is something that no other school in Tasmania has access to. “I have played cricket, tennis, swimming, soccer, running club and also rowed for the School,” she says. “My advice would be to give things a go.” We are asking you to consider helping with the current and future needs of our students and families. We are also seeking support for restoration work for the Chapel and resources, particularly digital resources, for our libraries, which are more relevant than ever.

Please read over the page for more information on these campaigns.

Opposite/ School Co-Captain Nicole Patrick says there is no greater gift than a quality education

generations PRESERVING

chapel restoration The Chapel is the heart of our School and needs some restoration work to the sandstone as well upgrades to the woodwork, carpet and heating. It would give us great joy to know that the Chapel, which has been such an important part of the School’s journey, will be restored and revived.

Above/ Launceston icon Gus Green OAM

Alumnus, Christopher ‘Gus’ Green OAM (1957) says the Chapel has been a significant part of his life. “The opportunity we have today is to preserve what we have now, and we need help from the generations that have gone for the generations that are coming.”

“The Chapel is very special with lots of history. When I got married here, they had the choir singing and it was very moving. When you walk through an entry with names on it of people who have gone to war for us, it is inspiring. If you are able to help, please give so that future generations will benefit from your wonderful generosity.”

year of giving We sincerely thank those who have made gifts to the School this year. So much of what we achieve we would not do without you. We ask you to consider a gift to any of our campaigns knowing that, together with our community, a gift, of any size will have a significant impact on the lives of our students.

I would like to make a gift of:

$50

$100

$500

$1000

$_________ other

Frequency:

one-off

monthly

quarterly

Please direct my gift to:

Scholarships and Bursaries Chapel Restoration Library Fund Giving to Launceston Grammar is engrained in our history and culture. We are so fortunate to have a community that supports us, not just financially, but also through in-kind gifts, donations and volunteer hours. Giving is all about participation and at the forefront of this is our Annual Giving campaign. Each year we ask you, our community, to support the School’s goals. Every gift can make a significant impact as we achieve these goals as a collective. Donations have also allowed key major projects to be completed like Café 1846, improvements to classrooms, and will also provide much needed resources for the Junior Campus Library and Senior Campus Library. Our School has faced many challenging times in its 174 years. History has shown that with each challenge it has been the incredible support of our community which has seen us through.

The School's most pressing need All gifts to these projects over $2 are tax deductible. For more information on these projects visit www.lcgs.tas.edu.au/community/giving

YOUR DETAILS Mr / Mrs / Ms / Miss / Dr / ______________________________________________________ First Name: ________________________________________________________________ Surname:

________________________________________________________________

Address:

________________________________________________________________

___________________________________________ Postcode: __________

Phone:

___________________________ Mobile: ____________________________

Email:

________________________________________________________________

In publications and donor honour rolls please list my/our name/s as: _______________________________________________________________________________

I would like my gift to remain anonymous

I would like to include Launceston Church Grammar School in my Will (please send me information about bequests)

HOW TO MAKE A GIFT

library fund By giving to the Junior Campus Library and Senior Campus Library, you are helping us capitalise on these muchloved spaces by delivering new technologies, resources and beautiful contemporary areas to nurture, challenge and inspire our students. Senior Campus Library Coordinator Cherrilyn Parker says online resources are becoming more and more relevant to our students. “Our vision is to move forward with new learning resources and technologies and your support in this area is greatly appreciated,” says Cherrilyn.

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Please return in the enclosed reply paid envelope, or address to: Community Engagement Office, Launceston Church Grammar School, PO Box 136, Mowbray Heights TAS 7248 For more information please call 03 6336 6000 or email Ben Clark at bclark@lcgs.tas.edu.au

Donate online at www.lcgs.tas.edu.au/community/giving

The Honour Roll recognises our donors who have partnered with us between 1 July 2019 and 30 June 2020.

thank you. Mr R Abey

Mr I A Fraser

Mrs M Penning

Mrs J Andrews

Mr B S and Mrs J L Fryett

Hon R Armitage MLC

Mrs A Fysh

Mrs L Perkins

Mrs D M Banks

Mr R G Gardner

Dr I Barton

Dr J Gilchrist

Mr A M Beecroft

Mr P Gill

Mr R and Mrs B Rawlings

Mr P Black and Mrs Gaetani-Black

Mr C P P Green OAM

Mr J L Brain

Mr A Grundy

Mr J H Roberts

Mr T and Mrs L Breward

Rev H F Hadrill

Broadland House Old Girls Association

Mr M and Mrs C Harris

Dr M and Mrs D Bywaters

Dr G Haward AO and Mrs P Haward

The Hon Dr C J Carr

Ms R A Hirst

Mr J T and Mrs J Scott

Mr D and Mrs S Carswell

Mr R and A Holyman

Mr B and Mrs C Clark

Mr V C Holyman

Mr B R and Mrs J Smith

Mrs J A Coleman

Mr J and Mrs M Hosford

Mrs F Cox

Mr E L Hudson

Ms S Courtney MP

Mr A and Mrs S Ivory

Mr W H Craig

Ms E H Jackson

Mrs R Stobart

Mrs R Crawford

Dr J H Jackson

Hon I Dean MLC

Mr M Jackson

Mrs S Strong

Mr G H K Denny

Dr G and Mrs K Knowles

Mr T A and Mrs I Dowling

Mr J and Mrs J Lamb

Mr R and Mrs M Dowling

Mr G R Loane

Mr D and Mrs S Downie

Mrs J Manger

Mrs E Williams

Mr O and Mrs S Diprose

Dr J A McKenzie

Mr T and Mrs C Diprose

Mr P G Mercer OAM

Mr C J and Mrs N M Woodfield

Mr B and Mrs W Faulkner

Miles Family

Mr M Ferguson MP

Mr D R Millen

Councillor J Finlay

Mrs D M Muller

The Zonta Club of Launceston

Mr D V Fisher

Old Launcestonians' Association

Thank you also to our many anonymous

Mr H F Foster

Mrs D Paech

donors.

Ms P H Power AM Mr M and Mrs P Quinn

The Late Mrs P Roberts Lady H Rossiter Dr A and Mrs G Saha

Mr W B Spinks Mr R A Stark Mr D N Stewart

Dr M and Mrs A Thomson Mr L G C Toyne Mrs H Weeding

Mrs Xiumei Ye Mr R C Youngman

Over/ Your generosity enables us to provide many magical moments for our students

shared sense

PURPOSE

For Director of Teaching and Learning, Michelle Stocks, the vision of the School – to challenge and inspire young people to become global learners and leaders who are inspired to serve and shape our world – is one that resonates with her and her experiences. News from Launceston Grammar caught up with her recently about her role overseeing curriculum implementation and working with the School’s leaders and teachers. Q. Please tell us about your journey so far? I am a local ‘girl’, completing my university degree here in Launceston and starting my teaching career with a passion to make a difference in the lives of teenagers. Initially I taught in a small country school, then a couple of city high schools in Launceston before moving to Melbourne, where I started working in the private sector, mostly at Glamorgan Geelong Grammar. After a brief return to Tasmania and a stint as Head of English and the International Student programme at Elizabeth College, I then headed off to Sydney, where I was Director of Middle School, International Baccalaureate (IB) Co-ordinator and, for a couple of years, Acting Deputy Principal of Curriculum at a large independent Catholic girls' school, Monte Sant’ Angelo Mercy College. The highlight of my career to date has been the diversity of educational contexts I have worked in and with, from Tasmania to interstate and with the IB organisation, schools in South-East Asia and New Zealand. I have worked in co-educational schools, single gender schools and across a range of social and cultural locations.

Professionally and personally these experiences have widened my horizons and strengthened my beliefs and values about the nature and importance of education in an increasingly complex and interconnected world. Overwhelmingly, the joy in each of these situations has been working with teenagers. I love their energy, curiosity, openness and the importance they place on relationships and looking to the future. My role at Launceston Grammar is all about ‘doing what is best for the students’. A sometimes challenging aim given the great diversity of student needs and also the complexities of our current global situation. Q. Please tell us about your vision. My vision is for teaching and learning at Launceston Grammar to be dynamic, engaging, effective and inclusive. For our teachers to be supported and enabled to teach with passion and skill, both as subject experts but also as experts on adolescent learning styles and wellbeing. My vision is for our curriculum offerings and pedagogical approaches to be responsive to a changing world and therefore relevant to our students’ futures. As well as being inclusive and engaging, our teaching and learning practices should also be appropriately challenging, with high expectations, if students are to reach their potential while also developing as independent learners. Q. How important is it to nurture community within our classrooms? Absolutely! We should nurture community and relationships in our classrooms. Teaching and learning is fundamentally a relational activity. To quote an anonymous

adage, ‘Students don’t care how much you know until they know how much you care’. With good teacher-student relationships and a positive classroom culture among students, comes motivation, enjoyment, connectedness and commitment, as well as a shared sense of purpose and achievement. Collaborative structures and activities in secondary classes can be used to constructively engage the value that most adolescents place on friendships and socialisation, thus building a sense of community and developing skills that they can take into adult life. Having positive adult relationships, a supportive peer group and a sense of school connectedness have all been shown to be strong protective factors in terms of student wellbeing so paying attention to these is essential. Q. What do you find most exciting about your role? Meeting and getting to know the students and also working with new colleagues. I am enjoying learning about the Launceston Grammar culture and history, especially with the 175th anniversary being celebrated in 2021. The school leadership team is a talented, committed group and working as a member of the Executive is interesting and rewarding. I feel I have come full circle returning to the Launceston community and hope to use the knowledge and experience I have gained over my career to contribute to the School’s strong tradition of innovation and quality in education.

I am returning to the Launceston community and hope to use the knowledge and experience I have gained over my career to contribute to the Schoolâ&#x20AC;&#x2122;s strong tradition of quality in education.

legends

LITERACY

Over/ student2student buddies: Nina Gibson, Emily Schipp, Caitlin Douglas, Ify Nwaba and Lavinia Freeland

‘To make a difference in someone’s life’ is one of the many reasons why our students volunteer for The Smith Family student2student program.

Ify It makes me feel great knowing that I’m helping someone gain the confidence to read and enjoy it. My experience has been very memorable and enjoyable so far.

Since 2018 Launceston Grammar students have been giving the gift of reading by being paired with another student within Australia who needs some additional help. Students, as peer buddies, help them along the way by listening to them read over a mobile phone or other device. This support is central to the program’s success with evidence indicating that one of the best ways to support students who have reading difficulties is for the help to come from others near their own age.

Q. Do you believe the program helps to build a better community?

The School’s program co-ordinator, Rev Paul Grayston says the students who volunteer recognise how important the program is. “They are aware of the huge difference it makes to the young struggling readers they assist,” says Paul. “They also get together at school regularly to support one another and compare notes on how they are going. This builds a wonderful sense of community within the School of a group of like-minded people wishing to make a difference in the lives of others with something as important as literacy.” News from Launceston Grammar caught up with two Grade 8 participating students, Emily Schipp and Ify Nwaba about the program and how it helps build a strong sense of community for the School and wider community.

Emily Yes, it really does. Pairing a reader and a buddy from two different backgrounds and uniting over a book really helps show the impact of reading and how it does more than benefit your literacy skills. Everyone deserves the opportunity to read from a young age, and it is a gift that lasts well beyond childhood. I believe reading a book and having someone to share it with is the best gift of all. Ify Reading is something that everyone should try since there are lots of different themes that would appeal to people of different backgrounds and ages. Q. What advice would you give to someone considering involvement in the program? Emily Patience and perseverance are key! You will encounter all manner of difficulties, but they are easily overcome, and the experience is certainly worthwhile in the end. The first call may seem hard to make, but I do believe it is the most important one and that it will prepare you for the rest of the program. Ify One of the most important things is that you should have fun with it! It really shows when you are excited and happy to help.

Q. Why did you become involved? Emily It is such a fantastic feeling to create a bond with your reader and hear their improvement each session. I have found that with every call, my reader makes fewer mistakes and their confidence is continuously growing.

A gift that lasts well beyond childhood.

E RI N T S

Christopher Ellison is Launceston Grammar’s inaugural Enterprise Learning Co-ordinator. He is delighted to take on the role and is looking forward to unearthing and encouraging students with the imagination, passion, drive and resilience to change their community for the better. News from Launceston Grammar caught up with him recently. Q. Tell us about the Enterprise Learning initiatives being delivered across the School? A specific and dedicated focus on enterprise and entrepreneurship is new this year. Since the beginning of Term 2, the School’s fortnightly newsletter has featured a number of student entrepreneurs, their enterprises ranging from harvesting and selling local produce, the creation of a successful café, and selling clothing and footwear. We have also shone the spotlight on former students like Lucas Durante (2012) who has gone on to co-found and run a multi-million-dollar digital marketing company. We have also just launched the inaugural Entrepreneurs Club, tailored to students in Grade 7 to 12 who are keen to grow their current enterprise, make a current business idea a reality or just want to learn about the world of entrepreneurship. Students will

entrepreneurial SYSTE have access to business modelling, guest speakers and mentors who will guide and inspire them in their endeavours. A guest speaker, Errol Stewart, features over the page. The club won’t just focus on making money and profits; it will also encourage ‘social entrepreneurs’ to implement their ideas that are designed to help others within local, state, national and global communities. A big emphasis on all these ventures will be that they are ethically sound and sustainable. Ultimately, students will showcase their products and or services via a shark-tank like pitching competition which will be judged by a panel comprising local industry experts and community leaders. This year also sees entrepreneurship featured in the Grade 10 Futures Week programme. A full day will be devoted to this and again will see students in small teams look at a social problem (like marine plastics for example) and collaborate to come up with innovative solutions and then pitch their concepts to a panel of judges. Q. Why is it important to foster young entrepreneurs? It is very easy for young people to become despondent about the future, especially when it comes to their career and work prospects. More and more, our students

need to develop entrepreneurial mindsets and ecosystems and be prepared to network, explore, be flexible and try again. All of this is especially pertinent in our current times of challenge and uncertainty. On the upside, the old adage that ‘necessity is the mother of invention’ is particularly true right now as there are endless opportunities to be had! Q. Finally, tell us about the Entrepreneur Scholarships? Launceston Grammar now offers two new scholarships. These include the Young Entrepreneurs Scholarship which can apply in any area of endeavour including but not limited to: Science, Technology, Engineering and Maths (STEM), Business, Social Sciences or Sustainability. It also includes a 'Build Your Own' Scholarship for applicants who demonstrate interest and ability in their area of passion which is not offered in any other scholarship. In 2021 we will welcome five recipients of these two initiatives.

Students will have access to business modelling, guest speakers and mentors.

entrepreneurship IN ACTION

Launceston Grammar alumnus and entrepreneur, Errol Stewart was a guest speaker at the recently launched Entrepreneurs Club. The club is tailored to students in Grade 7 to 12 who are keen to grow their current enterprise, make a current business idea a reality or just want to learn about the world of entrepreneurship. Students have access to business modelling, guest speakers and mentors who will guide and inspire them in their endeavours. Launceston Grammar’s Co-ordinator of Enterprise Learning and Club Co-ordinator, Christopher Ellison says that the club won’t just focus on making money and profits; it will also encourage ‘social entrepreneurs’ to implement their ideas that are designed to help others within local, state, national and global communities.

“A big emphasis on all these ventures will be that they are ethically sound and sustainable,” says Christopher. “Ultimately, students will showcase their products and or services via a shark-tank like pitching competition which will be judged by a panel comprising local industry experts and community leaders.” The students who have signed up for the initiative either already have their own small business up and running, including sheet metal fabrication, videography and photography, and clothing and shoe sales, or have an idea and wish to learn how to kick-start and grow their business.

Grade 8 student Reiley Hind’s idea came from watching his family, who own the Longford IGA, struggle with the challenge of diverting food waste from landfill. As a result of his observation he started a worm farm and now sells the worm’s liquid fertiliser from a stall outside his home. Above/ Entrepreneur and developer, Errol Stewart with Reiley Hind and Hayley Ryan

Grade 9 student, Hayley Ryan, is developing a mobile bubble tea business with her tea to be sold from a van she has started fitting out.

leadership IN ACTION

A new programme designed to feature leaders within our community as inspiration to our students was launched at the Senior Campus with Tasmanian Premier, Peter Gutwein as inaugural guest speaker. When asked what makes a good leader, Premier Gutwein says. “Leadership is about courage. It’s about making decisions. Not being afraid of criticism or of making mistakes. It’s about learning from those mistakes and treating people with gratitude, kindness and respect,” says Premier Gutwein.

Launceston Grammar Co-Captain Thomas Foster says we were extremely fortunate to be able to listen and receive advice from an admirable leader within our state. “Mr Gutwein highlighted the importance of having a go and not being afraid of failure noting that ‘failure is only failure’ if you don’t learn from your failures,” says Thomas. “We heard from the Premier about the importance of standing true to your values and what you think is right even when others around you are telling you different.

Launceston Grammar Headmaster, Richard Ford says the Leadership Lunch programme is designed to inform students and staff about ‘leadership in action’.

“He also shared with us the most important thing about leadership is about doing what is right not what is popular, and for many of us that is something we aspire to do.”

“We believe it is important for our students to hear from leaders who can provide advice and inspiration around their personal leadership journey to date,” says Richard.

The School will be looking to roll out the programme with other guest speakers invited to inspire the next generation of young learners and leaders.

Above/ Co-Captains Thomas Foster and Nicole Patrick are featured with the Tasmanian Premier, Peter Gutwein, Deputy Head (Students) and Head of Senior Campus, Nick Foster and Headmaster, Richard Ford at the inaugural Leadership Lunch programme launch

Doing what is right not what is popular.

FOR

opportunities ACTION

Launceston Grammar has partnered with AgriFutures Australia to deliver a program that teaches school children in rural and regional Australia to solve the problems facing agriculture using innovation and an entrepreneurial mindset. The School is one of only seven Australian secondary schools to be selected in 2020. The startup.business program, which fosters innovative young adults by linking them to local industry, was launched at the Senior Campus in July. Keynote speakers included Creese North East owner and Tasmanian farmer, Stephen Creese and Startup Business International Education and Program Director, Liz Jackson. Liz spoke with the students via a prerecorded video about the program, which has been designed to demonstrate that

entrepreneurship requires students to be richly embedded in the context of opportunity, change, uncertainty and action. “It is fantastic to see Launceston Grammar embracing the idea of entrepreneurship and how it helps students to develop soft skills whilst solving local community and industry-based issues,” says Liz. “The program enables students to develop an entrepreneurial mindset and explore the career opportunities available to them across the Agriculture sector.” The startup.business program will be co-ordinated at the School by Agricultural Science Teacher, George Darby. “I am delighted to be co-ordinating the program, which will provide great opportunities for our students to be able to tackle local and regional challenges,”

says George. “We will also be looking at the fundamentals of entrepreneurship, which I will be doing in partnership with our Enterprise Learning Co-ordinator, Christopher Ellison. “At the conclusion of the program, students will be asked to develop and pitch a business idea to a panel, similar to a Shark Tank-type concept.” AgriFutures Australia Managing Director, John Harvey said they are thrilled with the response to the program. “Now in its third year, we are really excited to follow all the schools’ journeys in 2020,” says John. “This is a perfect opportunity to expose high school students to different ways of approaching national rural issues, and importantly expand their horizons in terms of what a career in agriculture could look like.”

learning A LOVE OF

Over/ Prep/1 Ockerby heard from Ashlee Latham, a parent of our School who spoke about Aboriginal and Indigenous culture, and perspectives of family as part of their unit of inquiry ‘Generations influence identities’.

Launceston Grammar Early Learning Teachers, Louise Ockerby and Susie Bennett, believe that a sense of community aligns with a sense of belonging. “We inquire about the word community in the sense of our class community and why it is important to share, take turns, listen to others, respect other’s opinions, help each other and be kind,” says Susie. “We then move into understanding our school community by looking at the roles teachers, general staff and leaders have, including the role of Grade 6 students as student leaders.” For Louise, one of the main focuses at the beginning of the year is building a strong sense of classroom and school community. “This ensures that every student is connected from both a learning and personal perspective,” she says. “When children feel that they are connected to each other and their

classroom, it creates a positive and productive atmosphere. When we talk about creating global citizens as a school, having a sense of community is where this begins and if we want our children to go out into the world and be kind and courageous. They must first understand that they are connected to something larger than themselves.” One of Louise’s passions as a teacher is that children need to be able to celebrate the community they are a part of. “When a child is proud and shares about their community, they are acknowledging something bigger than themself which shows a sense of maturity,” says Louise. “We want children to be excited about the environment and people they are connected to and do so in an authentic manner.” When asked about parent comments around developing community in the classroom, Susie says she receives a lot of positive feedback.

“Parents often notice and comment on their children’s development and find there is a shift in their behaviour and awareness of themselves and others,” she says. “Community spirit is very much alive and well in our School and with our Early Learning students. For example, last year the children decided we needed to change our playground. We invited a playground architect to talk to the students about the things we needed to consider when developing a playground. “We organised several excursions to various locations and the children chose the equipment they most enjoyed playing on. We then made a map and they drew the equipment in the areas they felt best suited our space. “It was wonderful to see them working together, developing a strong sense of acceptance and empathy towards each other as they worked through the process.”

Louise The children were passionate about preserving water and taking care of our community and decided to create show bags for their families to spread the message beyond our classroom. They worked together to think of ideas and create the resources they thought would be most beneficial and were very excited that they had created something together.

Susie Our children wished to give or donate to the Children’s Ward of a local hospital, toys and books for their little patients. Each student donated a toy, book or craft materials, demonstrating kindness, consideration and empathy toward others.

36 Over/ Grade 6 students heard from Launceston Grammar’s Head of Business Enterprise, Bernd Meyer about how to create business plans and the power and purpose of tools like Microsoft Excel

AND

beyond brains FORMULAS

One of the exciting aspects of being a student in an International Baccalaureate school is the opportunity to contribute to the Primary Years Programme Exhibition (PYPX) in Grade 6. For students, the exhibition is another opportunity to undertake a rich and interesting inquiry into issues of local and global significance. The PYPX also gives them the opportunity to articulate the process of their learning and understanding of the Primary Years Programme framework to our whole community. The knowledge our students gain and the skills they develop, and practise, are on display for all to see. The community can discover our students’ individual strengths, values and passions through the way they choose to represent their inquiries. For staff, the exhibition is a unique whole campus event that focusses on celebrating students success as learners. The focus on learning is about the process and journey more than it is about the product. This year our Grade 6 teachers began the

initial planning of the PYPX earlier in the year when they worked with Debbie Taylor, an International Baccalaureate workshop leader and teacher from The Friends’ School in Hobart. The opportunity to work with such an expert proved invaluable and reminded staff of the ongoing benefits of being part of a global and collaborative network of educators. The big idea that our students are inquiring into this year is the central idea ‘Humans value freedom’. Supported by the knowledge strands from the Australian Curriculum, the inquiry has a focus on economics, particularly the impact that being financially literate can have on a person’s financial freedom. Students explore the difference in perspectives of freedom for different people and they also consider the impact that humans can have on each other’s freedom. Specific literacy and numeracy skills are honed throughout the exhibition process and each student is supported to meet their goals and succeed at their own level. One of the major aspects of the exhibition process this year is the $5 Project. Our

At the conclusion of the project our students will be faced with an ethical decision to make.

students have continued their learning from previous years about money, its value, how it is calculated, and have also extended it to begin to understand exchange rates and factors that impact the rise and fall of a nation’s currency. They heard from Launceston Grammar’s Head of Business Enterprise, Bernd Meyer about how to create business plans and the power and purpose of tools like Microsoft Excel. Each student has been given $5 and created their own business and goals industriously working to generate the most amount of income in the grade. Watching students use their brains and formulas to calculate daily transactions, update income, costs and profit is exciting. At the conclusion of the project our students will be faced with an ethical decision to make. They will systematically think through whether they will spend, save or give their money away … and this is where the lifelong learning lies.

FIRST Launceston, Tasmania can proudly claim that it is a ‘city of firsts’ within Australia. Numerous noteworthy achievements can be celebrated on a local, national and global scale. Launceston is the first city in the country to be lit by a publicly owned hydro electricity supply. The Duck Reach Power Station was commissioned on 11 December 1895. The first medical practitioner in Australia to use an anaesthetic was Launceston-based doctor William Russ Pugh. Using equipment he had designed from a magazine article, Dr Pugh performed the first successful operations with the use of anaesthesia. Launceston also features Australia’s oldest underground sewer. The Silver City Writing Tablet, now known as the notepad, was invented by JA Birchall of Birchalls stationery shop, and the first flag to resemble the current Australian flag was designed by Rev John West, here in Launceston. Launceston is also the hometown of Australia’s oldest continuously running independent school, Launceston Grammar, which will be celebrating 175 years in 2021. The School first opened on 15 June 1846 within a rented house on the corner of George and Elizabeth Street to 24 students. The School did not at first have an official name and was referred to as either Church Grammar School or as Launceston Grammar School.

Did you also know? The School’s first Headmaster, Kane almost drowned in June 1847. He and his wife and sister in-law were boating when a strong current caused the waterman to upset the boat. The ladies clung on whilst Kane struggled with the current. Fortunately, a rescue boat was able to save the ladies and a dingy pulled Kane out of the water as he started to sink for the third time. George Leggett was the School’s first prefect. Prefect positions, which allowed older students to punish and ensure good behaviour from younger students, were initiated by Headmaster Wilkinson. In the 1880s the senior boys created the Peach Tree Committee to stop the younger boys from knocking down half ripened peaches from ‘Old Sav’s Peach Tree’. The year 1846: Latin was compulsory, as was Greek, Mathematics, English Language, Composition, Elocution, Geography and the Use of Globes and Astronomy. French, Drawing and Perspectives were optional. The School crest was to have two owls on it to signify wisdom, however bees were chosen instead as the School was to be a busy hive of activity and industry – something it has stayed true to over its 174 years to date.

calling for connections

As part of our 175-year celebrations in 2021, we will be launching 175 Stories! Inviting past and current parents, students, teachers, alumni and community members to be a part of this special project. Soon we will be asking you to submit a memorable memory or a favourite recollection or anecdote for consideration of being included on the 175-year website. Look for details soon on our social media channels and School website on how you can tell us about your connection and help celebrate 175 years next year.

Nobel

laureate AWARDED

41 Over/ Professor Elizabeth Blackburn receiving her Nobel Prize from His Majesty King Carl XVI Gustaf of Sweden at the Stockholm Concert Hall, 10 December 2009 Copyright © The Nobel Foundation 2009 Photographer: Frida Westholm

Professor Elizabeth Blackburn PhD, DSc, MSc was the recipient of the 2019 Peter Sculthorpe Alumnus Award. Named for eminent Australian composer and Old Launcestonian Peter Sculthorpe, the award was created in 2015 to honour a member of the Launceston Grammar community who has made a significant achievement within their field of endeavour. Professor Blackburn was represented, at an award ceremony in October 2019 at the Launceston Grammar Senior Campus, by her two sisters, Katherine Marsden and Barbara Loh. Professor of Biochemistry and Biophysics at the University of California in San Francisco, the Broadland House alumna (’65) is a recipient of numerous prestigious scientific awards including the US National

Academy of Sciences Award and the Benjamin Franklin Medal. In 2009, Elizabeth and her US-based colleagues Carol Greider and Jack Szostak were jointly awarded the 100th Nobel Prize for Medicine in recognition of their work. Professor Blackburn is also the first female of Australia’s handful of Nobel laureates. Professor Blackburn was born in Hobart in 1948. The family moved to Launceston where she attended Broadland House from 1953–1964. Whilst there she was awarded dux of every class from Grades 2 to 12. She gained her BSc in 1970 and MSc in 1972 from the University of Melbourne and her PhD at Cambridge, England in 1975, and then went on to do her postdoctoral work in Molecular and Cellular Biology at Yale. In 1978, Elizabeth joined the faculty at the University of California (Berkeley)

breaking NEWS

in the Department of Molecular Biology and in 1990 joined the Department of Biochemistry and Biophysics at the University of California. Elizabeth’s most recent work has been in studying the ageing of cells and the propagation of cancer cells. In this work she is recognised as the co-discoverer of Telomerase, the enzyme that makes and repairs telomeres, the DNA caps that protect the ends of the chromosomes, which also allowed her to describe the key enzyme necessary for chromosomes to make copies of themselves. The discovery gives hope for a deeper understanding of growth, ageing and disease. Professor Blackburn is the fifth recipient of the award.

We are pleased to announce the 2020 Peter Sculthorpe Alumnus Award recipient is Australian classical composer, Don Kay AM. His sterling career as an award-winning composer includes the composition of over 200 works publicly performed in Australia, the United Kingdom, United States of America, Switzerland and Italy from a symphony to operas, orchestral and choral works to chamber and solo works. Look for the full story within the News from Launceston Grammar 2021 edition.

Leaders

REFLECT K I N D N E S S | C O N S I D E R AT I O N | C O M M U N I T Y

News from Launceston Grammar asked our Junior and Senior Campus House Leaders to reflect on ‘community’ and what it means to their House for 2020. Gillett is a family-orientated House with an extremely close bond between the Grades. High levels of participation within activities creates a supportive environment with care and compassion amongst the students. Even with the transition to remote learning, Gillett was able to stay connected through online platforms and check up on each other throughout the week. Lily Faulkner and Thomas Ferrall, Gillett House Fraser is a kind-hearted, considerate House within and hopefully beyond the Launceston Grammar community. We have continued our support of 'Just Like Jack' by raising awareness of their cause. We have also remained positive this year with what nobody expected and tried to think outside the box to come up with a safe way for everyone in Fraser to be involved in fundraising efforts to support Tasmanian Guide Dogs. By doing so it has been great to see everyone helping out in any way they can. It has been incredibly rewarding as leaders to see everyone stick together in such trying times. Chelsea Savage and Jessica Johnston, Fraser House Community means to be part of a team in which every member feels valued and appreciated. Being a House that operates both in and outside of school time, it is important that Hawkes House provides a safe and comfortable environment for everyone within the House. There is genuine compassion and care and we can depend on each other. A community is a group of people that live in the same area getting to know each other. Everyone in this community needs to feel they are on the same level and valued. Kiara Fisher and Warwick Hall, Hawkes House

Meliora Sequimur. Seek better things. As the roller-coaster year that is 2020 continues to unfold around us, Roff House has continued to focus on being a community. Through all challenges that we have faced this year as a House, we have pushed ourselves and those around us to seek out the best in the situation, and to be considerate about those less fortunate than ourselves in our local and global communities. Lucy Alexander and Brad McGee, Roff House Savigny is a happy, close-knit house. During COVID-19, the House banded together to help and support each other during the hard times. It is great as House Leaders to see students displaying empathy and compassion not only within the School community but also the greater community with Savigny House voting to support the 'Strike It Out' homeless charity. It will be a joy to return to House meetings and the activities we love doing as a House. Maggie Ralph and Alec Pitt, Savigny House In Wilkinson House we follow and demonstrate our motto; ‘Without fear without approach’. We include, challenge, and inspire one another to do our best, on the sporting field, in the classroom and when participating in other community activities. As a House, we are proud of our successes, but we are just as proud of the endeavour the whole House exhibits. Sarah Adkins and Jack Colgrave, Wilkinson House

During the swimming carnival we all showed great sportsmanship and courage because we pushed through all our challenges and did not let fear get in our way. As a House community we are courageous when we make mistakes, we are creative not just in Art but with our thinking and we are always curious. Maxey-Middleton House Compassion within the Buesnell-Rooney House is all about empathy and being able to place yourself in someone else’s shoes. We have a strong sense of House Spirit days and comaraderie. This year, our focus has been on including all grades at our Junior Campus. We are looking forward to House Spirit days and carnivals later in the year. Good players inspire themselves; great players inspire others. Buesnell-Rooney House Lyttleton-Hewton is a House of courage, compassion and pride. The red symbolises our good hearts and the green represents the growth of our House community. We compete with effort and sportsmanship. As members of Lyttleton-Hewton we are always creatively thinking of ways to build community in these globally challenging times. Lyttleton-Hewton House

Alumni

NEWS I was recently reminded of the sense of community we all share as former students of Launceston Grammar as parents of students, both past and present. During the last school holidays my family and I enjoyed a week at St Helens. We planned to spend time together reading, bike riding and simply relaxing, but what we encountered that week was so much more!

Over 100 years ago the world looked very different. What has changed, what has remained the same and what have we learnt from the past to take into the future? We have faced many epidemics and now COVID-19. Through all these epidemics Broadland House and Launceston Grammar, now one great combined school, has survived. Broadland House’s first pupils attended the School in 1845 and celebrated 137 years ending in 1982. Launceston Grammar started a year later in 1846 and will celebrate 175 years in 2021.

Mr Geoffrey Adams Mr Desmond A Boxhall Mrs Susan Breen Mr Thomas M Busby Mrs R Bobbie Childs Mr Robin Clark Mrs Judith A Courtnage Mr Ross A Cutts Mrs Ruth Eschmann Mr John A Ferrall Mrs J M Fitzgibbon Ms Penney S Furmage Miss Catherine Gibson Mrs Beatrice R Headlam Mrs Margaret J Innis

1949 1962 1958 1952 1945 1966 1959 1959 1954 1949 1967 1966 1947 1939 1947

While we wrestled with our caravan’s awning on the first day, I heard a Launceston Grammar parent shout, ‘Hey Woody!’ Later that day two more school families turned up, and it’s no surprise we found ourselves enjoying an impromptu gathering that evening. This pretty much set the tone for the rest of the holiday. Later in the week, another School family invited the increasing School posse to their property to enjoy a magnificent feast, complete with a humungous bonfire. While we enjoyed great conversations,

The generations of students who have excelled at the two schools and later in life, the history, and richly steeped traditions, values and honour, continue to this day. The Broadland House Archives continues at the Junior Campus and we have a wonderful collection of items from our old school kindly donated over the years by our alumni including school uniform and other precious objects. The 1920s are known as the Jazz Age; women began wearing trousers, shorter skirts and sportswear. Men’s fashion also changed from the long formal coats to the shorter jackets, top hats faded away and bowlers and straw boaters came into fashion. In both the Launceston Grammar and Broadland House archives we have

Mrs Diane J Kozak Mrs Peggy Langdon Miss Janet Letcher Mrs Robin Lumley Mrs Julie A MacGregor Mrs Jennifer P McIntosh Mrs Jillian McMillan Ms Margaret J Medwin Her Honour Judge H J Morgan Miss Manika Naidoo Mrs Margaret Nelson Mrs Elizabeth Orr Mrs Jacqueline M Pike Mrs Janet A Roberts Mrs Helen Roberts

the kids had fun playing numerous games of spotlight and eating toasted marshmallows. While all the kids knew each other, not all the parents were acquainted. However, by the end of the week, many strong friendships had been made. The common bond that we all share – Launceston Grammar, is as strong as ever and remains special and unique.

Simon Wood, Old Launcestonians' Association President

wonderful photographs of the different changes of the school uniform. This year, we celebrated an inspiring milestone with our oldest Broadland House student, Peggy Grieg (nee Hewitt) marking her 100th birthday. Peggy attended Broadland House in 1935. As for me, I look forward to the New Year where once again the School’s community and harmonious spirit will be enjoyed by students, teachers and parents coming together at the School.

Rosemary Stobart, Broadland House Old Girls Association President

In Memoriam 1963 1948 1951 1959 1966 1946 1966 1953 1955 1988 1950 1955 1946 1942 1951

Mrs Evelyn C Sadler Miss Susan Salier

Mrs Claire W Saul

1940 1959

1936

Mr John A Seaton MBE

1944

Mr Ka Sham

1970

Mr Philip A Selth OAM 1967 Mrs Miriam M Stackhouse

1953

Mrs Patricia L Webb

1954

Mrs Judith L B Wickham

1967

Mr Roger Tregaskis

Mr Trevor W D Whitchurch Mrs V J Williams

1955

1947 1941

Year listed refers to alumni year

How they all fitted together is a mystery whose answers have long since been lost.

anecdotes A R C H I VA L

COMMUNITY CARVING

The original site of Launceston Church Grammar School was on Elizabeth Street, today the Hotel Colonial. The old School at Elizabeth Street was home to boys, masters, matrons and domestic staff. How they all fitted together is a mystery, whose answers have long since been lost. The oldest part of the building is the central section containing the front door. A wing was added on the St Johns' side to house the School’s first Headmaster, Rev Plow Kane, and then a dining room was added to the George Street end of the building which had a second storey added at a later date.

Over/ Many of the boarders at Elizabeth Street left their mark on the building

Boarding numbers were initially low, only 24, and they most likely slept in the dormitory above the dining room. As the number of boarders grew, more space was required and they slept on a verandah adjacent to the dormitory. Its doorway is still visible today. Ted Pickett, who came from Ulverstone to board at Elizabeth Street in 1922, vividly remembered both the verandah and the extension as being bitterly cold in winter. The verandah was left open, with only a canvas blind to ‘protect’ the boys and their beds from the weather.

Many of the boarders at Elizabeth Street left their mark on the building. Doors and window architraves are adorned to this day with dozens of names and initials carved into the cedar. Fortunately, the current owners of the building have saved these for posterity, an unusual record of the past.

reunions

We wish to advise that School-co-ordinated reunions scheduled in the later-half of 2020 have been postponed due to COVID-19 restrictions. For anyone co-ordinating reunions themselves who require additional support, please contact Launceston Grammar Events Officer, ZoŃ&#x2018; Vandervelde at zvandervelde@lcgs.tas.edu.au

There is no power for change greater than a community discovering what it cares about. MARGARET J WHEATLEY

Tasmania, Australia lcgs.tas.edu.au CRICOS Number 00650K