11 minute read
YEAR WORKSHOP
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Taking your own path leads to achievements
RGS students each year continue to succeed in a range of study areas, whether that be pursuing the ATAR stream with hopes of continuing their studies at university or taking the VET pathway to help them step in the right direction towards their future career ambitions.
In 2021, graduating Year 12 students Margil Rajaji and Jack Koerner were respectively awarded the Internal Dux of the School and the Most Outstanding VET student while Year 6 student Kitty Flenady was named Primary School Dux. The students reflected on their achievements and study pathways. Margil said Year 12 was a “challenging year – a time full of ups and downs” but he was pleasantly surprised at receiving the internal dux honour. “Alongside being extremely grateful to have received this honour, this award also gave me a sense of accomplishment as it showed that all my hard work and persistence since coming to RGS in Year 8 ultimately paid off,’’ said Margil, who hopes to study medicine in 2022. Margil was also grateful to his parents’ support over the past 17 years to help him grow into “a well-rounded individual” and to the support and guidance from his teachers. Margil’s advice to students beyond 2021 included: actively asking questions to teachers; dream big in making short and long term goals; stay healthy and pursue hobbies outside of the classroom; and not to compare yourself to others but to look at “you”. Jack Koerner is also hoping to continue his studies after secondary school. Jack completed the following studies at RGS: Certificate 1 in Information, Digital Media and Technology; Certificate IV in Work Health and Safety; and Diploma in Work Health and Safety. Jack now hopes to study a Bachelor of Aviation while also continuing to work towards gaining his commercial pilot licence. “I originally chose to study a Certificate IV in Work Health and Safety because it is something that can be applied across all industries and is relevant to every role in the workplace. After completing my certificate, I decided that I might as well continue on to the Diploma while I was in that mindset,’’ Jack said. Jack said his Work Health and Safety studies were easy to relate to.
Jack Koerner
“I could see how its application would assist people in real life,’’ Jack said. RGS Primary School students are still making their way through their school journey. Year 6 student Kitty Flenady was speechless on being announced the RGS Primary Dux. “I was surprised and proud, but mostly surprised. My goal wasn’t really to get dux but to just try my hardest. I guess I did that,’’ Kitty said. Kitty received pennants for English, Science, Japanese, Art and Technology, but said her favourite subject was HASS (Humanities and Social Sciences). “In HASS I enjoyed learning about history and things that have happened over the years.’’
Secondary Internal Dux
MARGIL RAJAJI
Primary Dux
KITTY FLENADY
Secondary VET Award
JACK KOERNER
Tech Girls Delving into real issues
Alexandra Spalding is the first to admit she is a creative person at heart, but she also realises the importance of having technology knowledge moving into the careers of today and in the future. Now an Ambassador for the Tech Girls Movement Foundation, Alexandra is now helping girls understand how technology can help their community and where technology sits in career choices.
Blending technology with real life creative thinking was the challenge at the Tech Girls Movement Foundation workshop for RGS Primary and Secondary girls. A short-course in entrepreneurship, students had to brainstorm a community issue and build from an initial idea to a real-life solution.
The Foundation has partnered with the Academy of Enterprising Girls to introduce young girls to how STEM can work beyond the classroom and develop into career aspirations. “You can be really creative with STEM and with computers,’’ Alex said. “This is a challenging programme for them but at the end of the day they have created an app concept for a real issue. “They also learn so many soft skills like learning how to work in a group and learning how to problem solve. It’s different things that are sometimes harder to teach in school.”
After taking a year off university, Alex plans to return to studies at the University of Queensland in 2022 to pursue Science and Arts degrees. “I always loved Science when I was younger, but definitely not computer science. I really want to work in the technology industry but in a more creative position,’’ Alex said. Alex hopes these workshops give the girls a sense of autonomy by taking a big issue and finding and building their own solution with it. “It gives them a lot of self-confidence and opens up their minds to what technology and STEM can offer,’’ Alex said.
can offer” Alex Spalding
While still at school, Alex first-hand saw the opportunities in the world of STEM when she won a trip to Silicon Valley in the USA, visiting offices including Google, Facebook and Apple. “I remember an employee at Google told us – ‘The key to doing anything is computer science, plus your passion’,’’ Alex said. Alex said the workshops are often a concept that requires students to think outside the classroom walls, taking information learnt in
Tech fans
Heads were spinning after a whirlwind one-day tech workshop, but each student took something away from the experience.
KATE KERNKE Year 4
“I thought she (Alex) did really well to explain everything and gave us the opportunity to let our mind create what needed to be done to help other people. There are so many different things out there that need to be done to help other people in our community.”
GRACIE RAMSAY Year 4
“I really enjoyed presenting and creating all the facts about our topic. When we were researching I found out lots of information I didn’t know about.”
DARCY MALONE Year 7
“I think I mostly enjoyed the designing part of the workshop and how the app we created was going to look. I like the creative parts of these types of activities.”
SCARLETT CHEVIOT Year 9
“It was really fun and I enjoyed learning about the problem I did which was domestic violence and how it affects society. I really enjoyed doing all the research to help create our app.”
many different subjects at school and applying that to something in real life. “I think students often struggle in the classroom to understand why what they are learning is relevant. Why do I have to learn trigonometry? “Everything we learn at school is a way of training our brain to think in different ways. When they are given a big problem to solve they can tap into that, even if they don’t realise that. It helps them understand how important their education is across all areas. “There are so many opportunities for girls. It’s almost come to a point where it’s almost hit the reverse with companies trying to employ more women. It’s a great time to be going into those fields.”
WORKSHOP PHASES – CREATIVE WHIRLWIND
1. Ideation
Groups think of a problem and the whole workshop brainstorms that as a group. Then they narrow it down to one issue hey are really passionate about.
2. Research
The groups conduct thorough research about their topic and get to know the problem really well and who’s affected by it.
3. Prototype and building phase
Groups start making paper prototypes of the app (Teaching everyone to code in one day is difficult). Groups draw up phone screens showing what the apps will look like and what they will do.
4. Pitch to class t’s an elevator style pitch with three minutes per team to prove to us why their app will be helpful.
RGS students are growing into their leadership roles, whether that is working in a small group or in a large collective group to achieve a common goal or individually helping where they can to make a difference to others.
Journey of hope on leadership path
Leadership is a word we regularly hear, but what does it really mean and how can RGS students and staff put the word “leadership” into action to benefit our School community. RGS students have explored what leadership looks like and how everyone has a place in being a leader, explains RGS Head of Year 11 Mrs Amy Challacombe.
“Fasten your shades, our RGS 2022 cohort makes the future of leadership look very bright. What makes leadership so special at RGS? The simple answer is hope. Leadership by definition is the ability of an individual, group or organisation to ‘lead’, influence or guide… or more simply put, leadership comes in all shapes and sizes. It is a term that seems to be fraught with negative connotation or misused as a catchphrase. We would like to shine a light on what leadership at The Rockhampton Grammar School really is and challenge the connotations or misuse of the term. Our journey of hope has inspired an amalgamation of community, school and self for our leaders. Within each student is a flickering flame of hope the RGS community seeks to stoke and fan as they grow to become the change making generation of tomorrow. Leaders make their passions a reality, spreading their own hopes of a better tomorrow to the people around them. How do leaders do this? There are some non-negotiable skills that leaders need to have, which are developed in all facets of school life at The Rockhampton Grammar School, these are:
Communication skills
We can all agree the loudest voice does not equate to the best leader, all voices deserve airtime. Classrooms focus on developing the skills necessary for effective communication and listening – which are highlighted as essential skills for not only careers and employees but for people pushing for change and leading their own campaigns for hope.
Ben Wright
Planning and organising
The schooling environment presents as a fantastic opportunity for young people to find what sparks joy and evokes emotion within – between all the academic and cocurricular activities offered, students can decide where they are in their lives to plan out where they want to be and how to get there. The Rockhampton Grammar School offers many opportunities for students to practice this essential skill without the fear of failure. As Ted Lasso said ‘… the harder you work, the luckier you get’; by that our students are some of the luckiest young people going – their dedication to growing their passions and plans is awe inspiring.
Relationships
Whether it be to support others, to know the strengths and weaknesses of those around yourself or to share your own hopes and dreams – relationships are the quintessential key to success for our aspiring leaders. When we know the people we surround ourselves with, we can ignite our flames and the flames of those around us. It is when we choose to snuff flames through disconnection that we essentially starve our own flickers of leadership – we need to be curious, not judgemental. Build those around us up so high that any attempt to dampen their spirits or passions will be met with defeat. While we need students to step up and take on leadership roles that are acknowledged, we more importantly need students to take on the leadership roles that have no title or badge. It is our most simple hope that our young men and women become those of great character and do the right thing when no one is watching, when there is no promise of praise or recognition for their actions. Earlier this year, I was thrilled to watch one student step up while no one was watching and offer help to a peer who needed assistance. It would have been easier for the student to leave their peer to struggle alone but chose that moment to stoke the flame within not only himself, but the flame of his peer. When asked what leadership meant to them, many young people offered their own version of what leadership is, one exceedingly insightful take on leadership was offered by Ben Wright of Year 11 – “Leadership doesn’t mean being the smartest, loudest, or fastest. Sometimes it means supporting others and allowing those around you to flourish.” Ben in his wisdom has captured the spirit of leadership at The Rockhampton Grammar School, our hope that students are able to lead, influence or guide those around them. If Ben is any indicator of the future, I will surely be needing my shades.”
