Millie joins State’s top students Page 2
We rise by lifting others Page 10
Finding the correct manner before matter Page 12
See all events, full details and upto-date information at RGS Parent Lounge
Colourful Learning
The rainbow is providing a colourful learning tool for Year 1 students as they learn about Rainbow Facts. During Term 1, the students engaged in a range of activities including counting on with concrete materials, listening to the Friends of Ten song and finding the missing number in a sum. A highlight of the Rainbow Facts study area was painting a rainbow and then writing their Rainbow Facts under their colourful artwork.
Creative Thinking
Year 4 students put their creative thinking to the test during Term 1. After watching a fictional video about School supplies disappearing, the students had to “explore” different animals to design a magical creature that was stealthy and capable of taking the supplies. The students then had to “develop” their creature, starting with a sketch and a name. It was then time to “develop and deliver” their concept. Students designed a modeal of the creature using reusable or recyclable parts. The model had to fit in a box and they had to make it “magnatron” (contained metal to make it magnetic). Students then “delivered” a short video of their creature and had to make models of their unique magical creature.
Year 5 students have started their classroom instrumental music programme, and were excited to receive their instruments and books to begin making music. In the first few weeks, the students learned correct posture while playing, how to put their instruments together and how to hold their instruments. A lot of squeaks, honks, hoots and clunks emanated from the classrooms as they eagerly put bows to strings, mouths to mouthpieces and mallets to metal. Year 6 students continued their instrumental music journey with improved sounds produced. Practise techniques and challenges have been provided by teachers which is making a difference with the students’ progress and impressing the teachers.
This term in Year 8 Science, students discovered more about energy. To further develop understanding, students constructed Rube Goldberg Machines. A Rube Goldberg Machine is a series of energy transfers and transformations that achieve a simple end goal. The machines were required to have six transfers and three simple machines with end goals ranging from popping a balloon, getting an object in a cup or turning the page of a book. Along the way students were challenged with experiments not always going to plan and machines were evaluated and redesigned to be more effective.
In the Year 12 unit Art as Knowledge, students have visually and intellectually engaged the audience by provoking conversation, inspiring action or challenging expectations. They are encouraged to connect to knowledge in other subject disciplines to enrich and extend their intellectual inquiry beyond the world of art. Year 12 Art student Jamie Rodgers has experimented in art with smoke, fire and charcoal and is now working with clay and hot wax. “When I remove the clay it will just be the outline of a hand left, representing a loss of identity,’’ Jamie said. “This is something new to me and I can continue to learn about the different mediums and how they interact with each other.”
Thank you RGS sponsors for sharing with us our mission of developing whole people through a balance of academic, sporting, co-curricular and social activities.
If you would like to become a sponsor of RGS Sports or any co-curricular activity please contact Todd Wells, Director of Co-Curricular on 0488 778 300 or email twells@rgs.qld.edu.au
Throughout this issue of CQ you will read about the opportunities and programmes our students receive that focus on the power of kindness and community. Whilst it’s easy to get caught up in the seemingly big things in life – finding a career path, achieving good grades, winning the rugby final, being awarded a leadership position - sometimes it’s important to take a step back and remember the fundamentals that govern us as humans. Kindness is one of the most powerful forces in the world - its impact cannot be overstated. It has the ability to change lives, transform relationships, and make the world, and RGS, a better place.
Kindness creates a sense of community and belonging, and it can help to break down barriers and prejudices. When we are kind to others, we create a ripple effect of positivity that can spread far and wide. Kindness is not only important for the people who receive it, but it’s also beneficial for the people who practise it. Research has shown that performing acts of kindness can boost our own happiness and well-being. It can increase feelings of gratitude, empathy and compassion, and it can even reduce stress and anxiety.
In our fast-paced world, it’s easy to get caught up in our own personal goals and responsibilities, but it’s important to remember that our actions and words can have a profound effect on others. Whether it’s our family, friends, classmates, or even strangers, we all have the power to make a positive difference in someone’s life. Small acts of kindness, such as smiling at someone, holding the door open for someone, or giving a compliment, may seem insignificant, but they can have a profound impact on a person’s day. These small acts can brighten someone’s mood, boost their confidence, and make them feel valued and appreciated.
I encourage you to think about the impact you want to have on the people around you. What kind of legacy do you want to leave behind? What kind of person do you want to be remembered as? By being mindful of our actions and their effects on others, we can all make a positive impact on the world around us. Remember, kindness is contagious. When we show kindness to others, we inspire them to do the same. Let’s all strive to be a positive influence on those around us and make a difference in our community.
The Rockhampton Grammar School takes seriously the challenge of preparing students for today’s world. We treat each student as a whole person through a balance of academic, sporting, co-curricular and social activities. Our School motto is Macte Virtute et Litteris or Grow in Character and Scholarship.
Capricornus Quarterly
is published by:
The Rockhampton Grammar School
Archer Street, Rockhampton
QLD 4700, Australia
www.rgs.qld.edu.au
(+61) 07 4936 0600
ISSN 1839-4663
©2022 The Rockhampton Grammar School
Dr Phillip Moulds, Headmaster
07 4936 0615
Headmaster@rgs.qld.edu.au
Enrolment enquiries
The Registrar, Mrs Marissa Holloway 07 4936 0700
Registrar@rgs.qld.edu.au
Editorial & Advertising
Ms Sue Moloney, Director
Development and Communications 07 4936 0668 smoloney@rgs.qld.edu.au
Mrs Rachael McDonald 07 4936 0776 rmcdonald@rgs.qld.edu.au
The inaugural RGS Generations Breakfast hosted 60 current and past students in the Memorial Assembly Hall on 8 February.
Brett Morrison (RGS 1985) said as an RGS old boy, the opportunity to visit the School was always rewarding and to do so with his son Max made it so much better.
“The breakfast gave us the opportunity to reminisce on my time at Grammar. I was Wheatley House Captain and I recounted the ways Niki Fry (the other Wheatley House Captain) filled every event with keen Wheatley students so we would take out the MacKenzie Shield in 1985! The breakfast was a great opportunity to hear stories from past students and families. The Grammarian pride was palpable. I was also able to catch up with some past students that I had not seen for years which was fantastic,’’ Brett said.
Max Morrison, RGS School Captain, said the breakfast was a worthwhile event that he enjoyed being apart of.
“It was interesting to hear the stories from our parents and to compare their experiences at Grammar to our own,’’ Max said.
Michael Thomas (RGS 1991) very much enjoyed the event and the opportunity to share this with this daughter Holly (Year 12).
Michael’s children Holly and Mitchell (RGS 2021) are third generation Grammarians.
“The breakfast idea is a wonderful way to strengthen bonds that will forever connect us from our time at Grammar,’’ Michael said.
Holly said the event was a great experience to get a taste of what RGS life was like all those years ago, as guests talked about their favourite memories.
The Rockhampton Grammar School 2022 Dux Millicent Rayner was honoured with a Queensland Certificate of Education Distinguished Academic Achiever Award. This year’s award recognised the top 0.08% of all Queensland 2022 graduates who demonstrated exceptionally high achievement across a diverse range of learning options. Of the 43 graduates to receive awards, Millicent was the only 2022 graduate from outside of south-east Queensland to receive a QCE Achievement Award.
In accepting the award, Millicent thanked her mum, dad and her Year 12 teachers for their support.
Millicent has started studying a Bachelor of Science at the University of Melbourne, followed by a degree in the medical field. She said her career goal was to become a doctor so that she could provide meaningful service to the community while continuing to explore her interest in science.
RGS Year 6 students are learning that leadership means more than a badge. For those fortunate students who are elected Primary Student Leaders they are already looking beyond the badge and are well aware that they are role models for the younger Primary students. Let’s meet out 2023 Primary Student Leaders:
Oscar Muller
Oscar arrived at RGS in Prep and enjoys helping the younger students and playing basketball in Duggan Hall with his friends.
“As a little Preppie I always looked up to Student Leaders and now I am one. I will work hard to make sure everything gets done with pride and integrity throughout my role. I always love encouraging my peers to keep working hard and not to quit.”
Kate Kernke
Kate arrived at RGS in Year 4 and enjoys dancing and art because they make her happy and relaxed.
“It means a lot to be a role model and to make sure the School environment is happy and healthy for everyone each day.”
Olivia Rumford
Olivia started at RGS in Year 2 and loves netball, dancing (DMTA), playing in the Primary Rock Band and hanging out with friends.
“I have noticed how kind and selfless our previous Leaders were and I would like to live up to that expectation. Leadership means
to listen to everyone’s ideas, at home and School.”
Presley Acton
Presley started at RGS in Prep and enjoys playing with his friends, horse riding, campdrafting, rugby league, touch football and many other activities.
“Being a Student Leader is about leading the School to the best of my ability and always doing the right thing.”
Rob Muller
Rob started at RGS in Year 3 and enjoys cricket, playing piano and saxophone, and playing with his 13 pet chickens.
“I’m looking forward to representing my peers and classmates, listening to peoples ideas and working together with them to make our great School even better.”
Zara Kummerfeld
Zara has been a part of the RGS community since her days at the RGS Early Learning Centre. Zara is interested in writing her own books and one day aspires to be an author.
“I have always upheld the RGS values and have always made sure I wear my uniform with pride. I don’t treat myself as being better than everyone. I make sure to always keep my behaviours the same. I promise to work as hard as I can to make RGS proud and continue making this School awesome.”
Elsa Li
Elsa has been at RGS since Year 3 and enjoys horse riding, dancing, reading, kite surfing, chess, cooking and drawing.
“Being a Student Leader means to be a good role model to the younger kids, being respectful towards other people and including everyone.”
Xavier Khandaker
Xavier started at RGS in Year 3 and enjoys music (guitar, flute, piano).
“It is an honour to be a Leader, because I know that smaller children will look up to us as a role model. It is also an honour to know that we are representing the School and making it a better place for academic and extra curricular learning.”
IN THE NEWS
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ROCKHAMPTON GLADSTONE YEPPOON www.luptonstewart.com.au
A rousing applause follows another polished RGS musical, but how often do we think about the full process leading to that magical moment.
RGS Audio Visual Manager Tony Kennedy, the son of musical director Jan Kennedy, is working on his 13th RGS musical this year. The process starts 10 months before the performance when the School gets the rights to perform a musical. Mr Kennedy is working on an even tighter timeframe with Peter Pan with last year’s musical finishing in August and this year working with a May performance.
“My first thoughts are normally about the set design and how do we make Jan and Michael Kennedy’s (Tony’s brother) ideas work,’’ Mr Kennedy said
“Next I think about scene transitions, who do I have working backstage and what surprises will I have during bump-in week that need solving.”
Singing, acting and dancing in a musical is always a challenge for students. Throw in the ability to do all this while flying at the same time adds a new dimension. RGS Secondary School musical director Jan Kennedy is ready to challenge both herself and the cast in Peter Pan.
RGS Year 11 student Charlie King is ready to soar into his role as Peter Pan.
The Secondary School musical, Peter Pan, hits the Pilbeam Theatre stage on 26, 27 and 28 May.
“I’ve never flown in a musical production before, but I have done some indoor skydiving,’’ Charlie said.
“I’m looking forward to it. I’m both excited and a bit nervous, but I’m looking forward to learning the new skills.
“I have a lot to learn about becoming more aware of where my body is in the air and work on ways to flip and do tricks in the harness. And I have to sing at the same time so I’ll need to build up my strength for that.”
It’s an ambitious plan from RGS musical director Mrs Jan Kennedy, but being a seasoned musical director she is ready for the challenge.
Mrs Kennedy contacted local riggers, aeriform, and the business was up for the challenge.
“I want to fly four people in one go,’’ said Mrs Kennedy, who has plans for Charlie, Wendy
(Kalani Williams), Michael (Toby Janes) and John (Noah Vella) flying through the air holding hands.
“I’m super excited at the prospect to fly Peter Pan and having him bursting through windows.”
“We’ll spend most of the Sunday before the show at the Theatre working on how they can all fly together. I’m both excited and nervous.”
Aeriform director Matt Conway is also up for the challenge, and said it’s all straight forward even though it does look difficult from the front of stage.
“The first day is all about doing a harness fitting and suspending everyone in the air to make sure they are comfortable,’’ Matt said.
“Moving forward closer to the show we look at characterisation, flipping and movements. Once we’re in the Theatre we just make everyone bigger and let the magic happen. It’s about doing all the little things at the School to get ready for the next stage.”
Matt said it was also important to meet everyone first, get to know their personalities and make sure people understand each other’s responsibilities.
Construction of the main set, with the help of Ross James Set Construction, starts taking shape and in the past few years fellow RGS staff member Matt Davis has come on board with painting the set.
In previous years Mr Kennedy, and his family, constructed the 42nd Street set, he constructed a two-story revolving set for Strictly Ballroom and made puppets for Little Shop of Horrors
The often unseen backstage performance requires a vast skill set.
“You need a mechanical understanding, being able to use tools, good timing, along with good people management and communication skills. It’s also a huge advantage having an audio visual and IT background,’’ Mr Kennedy said.
The lead-up is busy and stressful and Mr Kennedy admits he is also “very nervous” before the show starts.
“During the show, it’s nothing but the show and making the calls on time. At the end of the show, it’s relief, happiness and accomplishment,’’ Mr Kennedy said.
Zali Burr (RGS 2017) has continued her dancing pursuits since leaving school.
After leaving RGS, Zali landed at the Queensland National Ballet and studied to become a qualified teacher with the Australian Conservatoire of Ballet.
She has performed in ballets including, Carabosse (Maleficent) in the Ballet Sleeping Beauty, Dew Drop Fairy in the Nutcracker Ballet and the Fairy Godmother in the Ballet Cinderella Starting off her professional career Zali performed in a sold out season of Tchaikovsky by Candlelight at St John’s Cathedral in Brisbane, where she performed various ballet solos along with live string quartet Paradiso Strings.
In 2022, Zali performed a season with Ballet International Gala as a Corps de Ballet member and had the opportunity to meet some superstars of the ballet world.
In February, Zalie attended invite only auditions throughout Europe – dancing in Croatia, Italy, Netherlands and the Czech Republic.
“These auditions host up to 30 artistic directors from various European Ballet Companies. They all attend with a view to contracting dancers. It is an achievement to be invited to these and an incredible opportunity to perform for any of the companies around Europe,’’ Zali said.
Theo Fourie (RGS 2017) discovered an early passion for rugby union when he was growing up in South Africa.
“Rugby has always been a part of my life for as long as I can remember, but my first memories playing as a 5-year-old is where it all started,’’ Theo said.
Fast forward to 2023 and Theo is now a squad member with the Melbourne Rebels Super Rugby franchise.
“We have really ambitious goals for this season and being in the top four competing for the title is our main focus,’’ Theo said. “Individually, I just want to contribute as much as I can to the squad to help achieve that and compete each week to be a part of the team.” Theo said, as with any career, his ultimate goal with rugby was to reach the highest level possible.
“To be able to represent my country one day in a Wallabies jersey would be an absolute dream come true, but there are a lot of things to work towards and achieve before that, so I try to just focus on just the next step in the journey,’’ Theo said.
“What I love most about rugby is the mateship.”
Raine arrived at RGS in Year 8 from the Northern Territory and now calls the Territory home again. Raine loves her life on the land and living in regional Australia, but she is also aware of the challenges it presents. Raine shares her struggles of starting a family and helping others beat isolation obstacles.
Raine and her husband Tristram live in a town called Timber Creek, 250kms west of Katherine in the Northern Territory. They lease 30,000 acres of land where they run cattle and horses, and have a contract mustering business. They operate three stockcamps and employ 22 people who travel and muster across the NT, and Kimberley region of WA.
Raine is also a mum of two, Hallie (2 years) and Stirling (5 months). Life is busy.
“Tristram and I met in 2011 and were married in 2016. Our plans were to immediately start a family after we were married. We always discussed wanting 2 or 3 kids. However with no success after 16 months of trying we began our IVF journey,” Raine said.
“When initially trying to fall pregnant, it was very disheartening to continually get negative pregnancy tests every month. When we first began IVF we thought that having a baby was guaranteed, it might just take a little longer than most. But now we know that is so far from the truth and that some people never get their little miracles.
“Doing IVF whilst living in the bush is hard too. There is extra travel, which then leads to extra expenses. Not to mention the difficulties of locating, storing and transporting all the medications requried to undergo the IVF cycles.
“When Hallie arrived in November of 2020 we felt a huge relief that she was healthy and finally in our arms. She was the most perfect and easy baby and has brought us both so much love and laughter.”
Their second baby Stirling was “a suprise”, with Raine falling pregnant naturally.
“Our cause of infertility requires me to be on a heavy immune protocol which includes a blood
infusion (which can only be accessed in Sydney or Melbourne), fortnightly Intralipid infusions and other daily medications including injections (blood thinners, steroids, progesterone support etc).
“For my first pregnancy I was on these until 14 weeks, but for my second pregnancy my doctor recommended I stay on them until 26 weeks.”
This experience has ignited a passion in Raine to help others.
“Travelling 2 hours for a simple blood test or 1000’s of kilometres interstate to see our specialist has made me realise what a challenge it is for those living on the land to access these services,’’ Raine said.
“I have a Instagram page: barren_old_cow and I created it to share my story and offer a shoulder or an ear for those who want to know where to start, what shortcuts to take and to listen to them when it all goes downhill.
“Physically, mentally, emotionally and financially, IVF is a real fight and it helps to have others supporting you when you need it most.”
It’s one of the many challenges Raine has been determined to overcome. It was this same resilience that helps her battle the daily challenges of life on the land.
Last year they lost the majority of the feed in their paddocks to three seperate fires and then on Christmas Eve, 2022, Cyclone Ellie tracked inland, dropping 260mm of rain in one night, and destroying 90% of their fencing.
“We were very fortunate in that all of our stock (cattle and horses) were safe.”
Follow Raine on Instagram - barren_old_cow
“...made me realise what a challenge it is for those living on the land to access these services.”
Kickstart your degree with Start Uni Now (SUN), a CQUniversity initiative that allows you to study university-level units while in Years 10*, 11 and 12.
You’ll get an insight into the expectations of university study, and successful completion of SUN study may make you eligible for direct entry^ into your chosen course and credit towards your degree.
Find out more
www.cqu.edu.au/sun
‘SUN has really given me a good all-round understanding of what I want to do going into the future.’
Christian Lane-Krebs
SUN GRADUATE
A little bit of kindness can go a long way. When Desanya Stanley, Founder and Director of Destiny Designed, spoke with the RGS Year 8 students the message was simple - “be kind”. Desanya’s husband, Dave Dow was also a hit singing and playing guitar. Desanya highlighted the importance of learning about other peoples cultures and traditions.
“You just need an open heart and an open mind,’’ Desanya said.
“We don’t realise the impact we have on people. Sometimes you may never know the lives you can change but know that you have the power to change your life and the people around you by being respectful and the words that we use.”
RGS Head of Year 8 Mrs Aleisha Tuaine said Desanya’s message for the Year 8’s was so timely, and so important to hear.
“Sometimes it is all too easy to focus on what makes us different, but that’s never an excuse not to be kind,’’ Mrs Tuaine said.
“We are so lucky at RGS to have such a rich cultural heritage. I hope that what students took from this presentation is that this is something to be celebrated and shared! They will be better people for it.”
Sharing her story with the students and staff, Desanya is a descendant of the Iman and Bidjara nations and was born on Darumbal country. Her grandmother was taken to
Woorabinda as a young child before getting an exemption to move away when she was 14 years old. She was taken to a property on the other side of Rockhampton to work as a domestic hand for a “good family”.
“They were different times, but not so long ago,’’ Desanya said.
Like years gone by, life is still about having more knowledge and an open mind to understand other cultures.
Desanya said we act upon our knowledge.
“Do you know cultural traditions of fellow students at the school? I encourage you to make an effort to understand someone who’s different from you and understand their family,’’ Desanya said.
“Open up and share. We all have culture and traditions.”
An important message to the group was to be “kind” and “use your words wisely”.
“There were times in my life where it was evident that I was being treated different
because of my nationality, and colour of skin, but I didn’t let that determine who I wanted to become and who I am today. Because all throughout my life I’ve had people who showed kindness to me,’’ Desanya said.
“Do you all have somebody there for you at school?
“We can all get caught up on what we do on a daily basis but it will mean nothing if you are not kind. It’s so important for you all to shine from the inside out.”
Desanya remembers the times when she didn’t think she was good enough because of the negative words directed at her.
“I decided to take hold of the positive words,’’ Desanya said.
“You can be a person of value by valuing people around you. It doesn’t matter what colour we are or where we come from. I encourage you also to think about what you’re saying.
“Be mindful of what you are taking into your minds and what is coming out of your mouths. Be mindful of how you speak to your neighbour, your friends, your family, your teachers.”
Desanya encouraged the students to be “respectfully curious in life,” about the people you surround yourself with.
“Get to know them,’’ Desanya said. “Even as adults we have to learn.”
“You can be a person of value by valuing other people around you.”
RGS Year 6 students are expanding on their Primary School leadership opportunities in 2023. A daylong workshop combined with new service opportunities are all helping shape the School’s Primary leaders into more confident and thoughtful leaders of the future.
We rise by lifting others.
This was a key message during the day-long RGS Year 6 Leadership workshop in Term 1 which was enthusiastically facilitated by Quinton Gill from the UPP (Unleashing Personal Power) team.
Quinton’s energetic, fast paced guidance was also mixed with thoughtful stories that helped the Year 6 students think about all the little things that happen around them and how they can make a difference to make someone else’s experience more positive.
RGS Deputy Head of Primary - Academics, Ms Hayley Duggan said one of the big messages for the students was that you don’t have to wear a badge to be a leader.
“We can all lead through our choices and behaviours,’’ Ms Duggan said.
“The workshop was engaging, interactive and unifying.”
Working in groups or working with their “BFFT” (Best Friend Forever Today), the students were both inspired and challenged during the various sessions.
The first session focused on “leading with or without the badge,” before team work was required in the second session of “the epic race” and students wrapped up the day with “knowing me, growing me”, a session that helped them understand their own strengths and those of others.
Ms Duggan said a lot of team building work was about having persistence.
“Some activities were quite challenging, learning how do we stay calm and friendly and encourage and work together, rather than just working for me,’’ Ms Duggan said.
Ms Duggan said they also looked at having an influence on others, in a positive way.
“Everyone around you is learning from you,’’ Ms Duggan said.
“We are talking with them as the leaders in our Primary School. The Preppies and Year 2s are seeing them. They are influencing in the way they behave and decisions that they make.
“It’s often little things like if you pick up a bit of rubbish. You see it and you do it, even if it’s not yours.”
The Year 6 team, both students and teachers, will reflect back on the workshop throughout the year.
“Everyone around you is learning from you.”
Year 6 students reflect on their workshop experience.
“I enjoyed all the group activities we did and it made me start to think about me as a leader and how I can help little kids and be a role model to all other kids. I realised that I should just be myself and not try to be other people. Quinton helped me realise that working in a group is easier than trying to work on your own. Also, when we did our group activities, we were quicker with the more people we had. We were all encouraging each other to do our best.”
“ The UPP programme helped me reflect and learn more about being a leader, with or without a badge. I found the activities and A.S.P.I.R.E challenges helped me a lot in the teamwork factor because we all had to work together within our team to solve problems and answer questions. Quinton, the representative for UPP, told us interesting stories like, Imbali, the elephant, and his friend Dave and these stories linked into what we were learning about within those three different sessions. Overall, I really enjoyed the day and think that the Year 6 cohort for next year would definitely benefit from this experience.”
“I found the group activities like ping pong ball, relay and the dice roll challenging but I found other activities like the riddles very easy and fun. I also found it difficult to do the standing up with a partner activity but it was still fun. I originally felt like it would be boring and we would just be sitting and talking about leadership all day but it turned out that we were playing exciting games all day.”
Higher was a very new, different challenging and fun learning experience. We all worked well together.”
Take ACTION, have a go
SERVE, be kind and give others a go
PERSIST through struggles and setbacks
INFLUENCE others and set the example
RESPECT for people, group and equipment
ENCOURAGE others
“Congratulations to our Year 6 Student Leaders and House Captains on their selection to these positions of Office. This year we are encouraging all Year 6 students to continue developing their own leadership skills and strategies by volunteering in a selection of school activities.
Leadership is about service and the students will have an opportunity to assist younger students through being a Community Leader, Cultural Leader, Sporting Leader or an Environmental Leader.
Students can sign up for opportunities during either Term 2 or Term 3, and provide evidence of attendance commitment to receive a Service Award at the end of Term 3. Opportunities include; Art Club assistant, Before School Reading assistant, Oval Games assistant, and many more. Students may even come up with other suggestions during the term.
We value their enthusiasm and excitement as new leaders and we are looking forward to coaching and mentoring them in their leadership journey this year.”
RGS has embarked on a comprehensive programme called Class Act Schools which involves our staff, students and parents. This programme, designed by Queensland based Coach Communication Pty Ltd in partnership with South Australian based Youth Partnerships, sets the goal of creating an emotionally safe, supportive, positive, bullying free school culture – for all members of the School community.
Class Act Schools, a part of the School’s Bully Zero School of Excellent journey, is helping people remember that the “manner” always comes before the “matter”. Courteous communication, even in those difficult times, is helping students, staff and parents thrive together to unite a community.
RGS has started its journey with Class Act Schools. Staff are already working through the programme, a parent module has also opened until early next term and in Term 2, students will work through the Thrive Together component of the programme.
The Thrive Together module, for students in Years 5 to 12, introduces students to the concept of ‘stars and black holes’. This symbolism draws on the basics of brain science to help students understand the impacts on ourselves and others of the positive (star) and negative (black hole)
behaviours we choose to convey. It empowers students with an understanding that our own self-image grows or diminishes depending not only on the number of stars or black holes which we receive but also the number we send.
The end result – a RGS Communication Charter which provides rules, regulations and advice to hold people to account.
RGS Headmaster Dr Phillip Moulds believes Class Act Schools, in conjunction with other programmes already in place including Safeguarding Children and Stymie, will help continue to create an environment that is the safest and best place for people to learn and work.
“This can only make the School better than what we already are, and allows us to have the conversations that come back to the values and communication charter,’’ Dr Moulds said.
Dr Phillip Moulds OAM RGS HEADMASTER
“As a community we need to work together to continue making this a great place.
“I’ve always had the view that this is another way as a School we can be better. Equipping people with a language and expectations that allow us to grow and learn. This is fundamentally what education is about.”
He said a starting point of Class Act Schools is looking at manner before matter.
“If someone is speaking to you in a disrespectful manner, stop talking about the subject and start talking about the way it is discussed,’’ Mr Weigall said.
“We do not move forward to an outcome on the matter until we have the manner in a fashion we are comfortable with. One would hope, that once people had their manner pointed out as a problem, they will quickly learn that to get the outcome they want in the conversation they need to do it in a respectful way.
“It’s easy to forget being nice in the heat of the moment. We can get caught up in our own goals and expectations. It’s the same with parents when they advocate for their child in an environment they may not feel comfortable.”
Mr Weigall said working with Class Act Schools is about community, respect and passion.
In most organisations, the thing we talk about least is how we talk to each other.
Within around one-eightieth of a second, a threatening signal—say a condescending look or a negative retort—will travel from the limbic brain to the pre-frontal cortex: shrinking our oxygen and glucose supply, slowing our response times, making us feel foggier, more uncertain, less confident.
Repeated negative communication behaviours are the enemy of good decision-making, ideasharing, creativity, problem-solving, listening and reasoning—all processes needed for learning to flourish.
However, when team members feel safe and free from threat, their higher order executive functions thrive—maximising short-term memory, motivation, creativity, learning, planning, information processing and strategic thinking.
A key principle of the Class Act Schools programme is manner before matter meaning, in a nutshell, that when a matter is being discussed and someone introduces bad manner, we need to stop talking about the matter and talk about the manner instead.
RGS Deputy Headmaster Mr Bill Weigall said working with Class Act Schools was not about fixing a problem.
• hurtful teasing remains the most prevalent of all bullying behaviours experienced by students and that around 84% of students who are bullied online are also bullied in person.
• the role adults (staff and parents) play in cultivating and modelling behaviour is very important.
Class Act Schools is also anchored in neuroscience, it equips participants to keep their conversations at a level where people can maintain a trust, rather than a threat response.
Mr Weigall said this was not a “band aid” for next term, but something that would be involved in incremental improvements over the next decade.
• school staff are dealing with a lot of challenging behaviours from parents, and from students, and are exposed to significant bullying in their workplaces as well.
“As a community we need to work together to continue making this a great place”
Dr Phillip Moulds OAMThe RGS community is working together on a journey to respect one another.
The RGS Boarding community is becoming a more connected family. Boarders are this year being introduced to the concept of vertical boarding – providing an opportunity for boarders across all year levels to engage. RGS Director of Boarding Mrs Donna Grant provides an insight into creating change and providing new opportunities.
People can live together but at the same time still be strangers. The introduction of Boarding Formal House Dinners, where boarders from Year 6 to Year 12 dined together in their RGS House – Wheatcroft, Wheatley, Kellow and Jardine - filled the School’s Memorial Assembly Hall during Term 1.
Each table introduced the students, a mix of students from different year levels, to their House “family” and they met their “table parent” – a Year 12 student given a leadership role for the younger students. Each dinner also provided a valuable history lesson on their House namesakes, as they delved into the backgrounds of the School’s first four Headmasters - Mr John Wheatcroft, Mr Frederick Wheatley, Mr Henry Kellow and Mr Fitzroy Jardine.
RGS Director of Boarding Donna Grant said the concept arrived from the horizontal boarding risk of students not knowing other students across the different cohorts.
“We put the pastoral care in place with the vertical structure to not only build House spirit, but also to make this care more accessible within their little families, with the Year 12’s taking on additional responsibilities,’’ Mrs Grant said.
“It’s also about teaching the older students about being role models and being more community orientated. It’s important for the younger students to have older role models as sometimes they will talk to their older peers more readily than they would talk to staff.”
Mrs Grant said as the year progresses, further opportunities will allow the older students to work alongside the younger boarders and check in with them.
The concept is also about “challenging their comfort zone” when they socialise outside of their cohort group.
“It’s about understanding it’s important to know the students in the younger grades. This is a shift in their thinking with this formal dining experience, moving away from their cohort dinners, but they also see the value in it.”
Mrs Grant said it was “essential” the Year 11s and Year 12s were inducted into this process to gain an understanding of what their role at the School is and it helps make them more community orientated.
“They are looking out for others. Sometimes in the Senior years there’s such a demand with the curriculum, and things like the ATAR system. The students tend to get a little bit inwards focused,’’ Mrs Grant said.
“It’s nice for them to have an outlet to be a role model for the younger students. They have been surprised at the little connections they are
already making with the younger students at their Formal Dinner table. They might not have known these children through any other way.”
Mrs Grant said sometimes the Year 12s were unaware that these younger students are watching everything they do.
“It’s the subtle things, the little things they pick up on. The older kids didn’t realise that.”
RGS has a horizontal boarding model in place with students living with their year cohort. Other schools work with the vertical option.
Mrs Grant said the decision around which structure schools take widely comes down to the accommodation and facilities.
“It’s such an important decision to make,’’ Mrs Grant said.
“I really enjoy the horizontal model to create good relationships within the cohort, routines that you can instil and staffing you can roster on. It works well in accommodation context, but can still provide vertical opportunities to build relationships that way.
“If you put an older student in the same accommodation as a Year 7 student it doesn’t always work. There are different bed times, study times, different interests and the older students are dealing with bigger concepts. With the horizontal structure, you have students in an age appropriate environment but can also offer vertical boarding in an intentional way to display pride in their School.”
Mrs Grant hopes the Senior students can continue to grow as role models and take that into the next Orientation sessions with the new students and their families.
“They will be ready and understand the concept and bring in the new people to their family table,’’ Mrs Grant said.
“I hope it gives them a strong, clear idea of how to look after the little ones.”
“We put the pastoral care in place with the vertical structure to not only build House spirit, but also to make this care more accessible within their little families.”
Sharni Norder and Peter Ryan speak from the heart
The RGS community had the opportunity to hear from Sharni Norder (nee Layton, former Australian netballer) and Peter Ryan (former Qld State of Origin player) in Term 1. The message was to take a chance and make the most of those opportunities when they are presented to you. Peter attended the Regional Rugby Championships at Rugby Park and later reflected on his own career and the differences of playing both high level rugby league and rugby union. Sharni ran coaching clinics with RGS Primary and Secondary students in Duggan Hall before speaking at a function with students and parents. Her message was, “have a crack”. “Put your hand up and ask that question, go to that trial. Otherwise you won’t learn if you stay in your comfort zone. You might feel unsure about it, you will always feel that way in life when you do something new,’’ said Sharni, who encouraged the audience to “know your why and what you want from something”.
12 Years Girls Lylia Bidgood
12 Years Boys Archie Becker
13 Years Girls Hannah Davis
13 Years Boys William Goudie
14 Years Girls Lauren Moody
14 Years Boys Ty Lynch
15 Years Girls Hattie Dingle
15 Years Boys Henry Lau
16 Years Girls Greta Smith
16 Years Boys Oscar Wemmerslager
Open Years Girls Taryn Roberts
Open Years Boys Jamie Rodgers
Champion House Jardine
The RGS girls cricket team won the Rockhampton Cricket Association Women’s A Grade T20 final against Gracemere. The opening partnership of 101 runs by captain Gabby Macrae (61) and Darcie Moore (49) helped RGS post 159 runs. In reply Gracemere made 3-93.
The RGS Red boys team was runners-up in Junior Division 2.
RGS won both the Open and Year 7 - 9 Rockhampton Secondary Schools T20 cricket finals in Term 1. In the Open division, RGS defeated TCC while in the Year 7 - 9 division RGS defeated Emmaus College.
The RGS U15 girls won their RDSS grand final over Emmaus. RGS finished runners-up in U15 boys, Open Girls and Open Boys grand finals. Players of the finals were: (U15 girls) Ofiliah Chippendale, (U15 boys) Malcolm Frame; (Open Girls) Brooklyn Busch; (First XV Boys) Grady Wight.
6 Years Girls Piper Conway
6 Years Boys Riley O’Hanlon
7 Years Girls Aria Delaney
7 Years Boys Thomas O’Sullivan
8 Years Girls Molly Garland
8 Years Boys Beckett McMillan
9 Years Girls Lara Pearce
9 Years Boys Henry Houghton
10 Years Girls Aria Caton
10 Years Boys Chase Tippett
11 Years Girls Grace Evans
11 Years Boys Max Wilson
12 Years Girls Lylia Bidgood
12 Years Boys Nate Turner
13 Years Girls Grace Francis
13 Years Boys Blake Kraatz
14 Years Girls Sophie Wright
14 Years Boys Tanner Munro
15 Years Girls Chloe Hutson
15 Years Boys Caden Mahon
16 Years Girls Darcie Moore
16 Years Boys Alex Kraatz
Open Years Girls Ella McCauley
Open Years Boys George Rayner
Champion House Jardine
Rugby Union
RGS hosted the Regional Rugby Championships at Rugby Park with both the RGS First XV and U15 teams finishing runners-up to Toowoomba’s Downlands College. RGS players of the Championships were Sam Young (First XV) and Dylan O’Donnell (U15s). Teams from Ignatius Park, Marist Emerald and St Brendan’s also played.
Chess
The RGS Primary School team placed first in the Gardiner Chess Central Queensland North Inter-school tournament. In the Secondary competition, RGS Team Boland placed second overall - just two points behind the winning team. Around 150 students from schools across the region competed in the event.
Water Polo
RGS won the Senior Boys division in the Rockhampton Schools Water Polo competition. The RGS Senior Girls team were runners-up. In inter-house water polo, Jardine House won a fifth consecutive Etherington & Kele Families Shield. Jardine won the Senior grand final with Wheatley winning the Junior grand final.
Friday Sport
RGS Primary students kicked off the 2023 Friday Sport season in Term 1 playing Australian Rules Football, Football (soccer) and Teeball. The sports finish in early Term 2, before students select their sports for Term 2 which include rugby league, netball, hockey and tennis.
CLOCKWISE FROM TOP LEFT:
Year 3 students Chael Sonter, Euan Macnaughtan and Ben Gibbs relax in the School Library; Year 12’s Alain Li leads the supporters at Rugby Park; Darcie Moore (Year 11) and Gabby Macrae (Year 12) prepare to open the batting in their cricket final; Prep’s Ilisha Jain prepares for the annual Prep Easter Egg Hunt in the RGS Library; Year 8 students Felicity Donovan and Hayley McCamley; Celebrating all things Harry Potter are Year 4 students Xander Olive and Luke Mosby; Year 8’s Harry McCosker and Spencer Besch help serve at the Meet the Teachers function in Duggan Hall; Year 12 Prefect inductees Sam Young and Lucie Taylor; Year 4’s Edward White works on his creative creature; Year 11’s Gabby Langlois and Year 3’s Jocelyn Nguyen work on their Easter craft.
CLOCKWISE FROM TOP LEFT:
Year 1’s Amelia Esdale and Josephine Wright; Year 10 student Hayley McDonald makes her return to the rugby field; Year 8’s Lily Thomasson places trust in her team mates at the RGS Netball Camp at Ritamada; RGS Year 12 public speakers Charlotte Offord, Mahjuba Kohinoor and Ella McCauley; Archie Matheson (Year 8) and Tom Wass (Year 9) prepare to bat in their inter-school T20 cricket match at the Rockhampton Cricket Grounds; Prep’s Lily Milkota and Adeline Coonan; Preparing to share some treats on
Valentine’s Day are Year 12 students Charli Thorley and Jessica Cook; Peter Pan musical cast members fine tune their dance moves at rehearsals in the RGS Theatre; Joining the glamorous Year 12 Formal were: Lara SwafferSelff and Hugh Farmer; Isabelle Cook and Mac Philp; and Sophie Driscoll and Clem Boston
Accomplished Australian operatic baritone Jason Barry-Smith has worked with Opera Queensland, the Queensland Symphony Orchestra, and the Queensland Youth Choir, and now RGS students. In Term 1 at RGS, Jason helped RGS singing enthusiasts find their voice and bring their stories to life.
Singing for Jason Barry-Smith is about him helping other people find their voices.
“Not necessarily their singing voices but communicating what they have on the inside,’’ Jason said.
“I always felt that when I sang I could really be heard, in a personal way as well as outer way.”
Jason is an accomplished Australian operatic baritone, vocal coach, composer, and arranger, who taught RGS teacher Eric Yates when he was a student at the Queensland Conservatorium of Music.
JasonDuring an Opera Queensland regional workshop tour to Gladstone and Rockhampton, Jason jumped at the opportunity to work with RGS students.
“Every day is a great joy to pass on everything that I have learnt and start to feed that flame inside each of those young people, something they have a passion for but giving them structure that can help them find better ways of engaging with singing,’’ said Jason, who was raised in a family that loved music and he was also very talented on the violin.
“Every one of us can sing,’’ Jason said, “Some people just weren’t singing at the time when the coordination was learnt to keep range going.
“What happens is if we don’t do that as a child, we can certainly do that as an adult.
“That’s why it’s so important that children sing from the time they are born through to when their voices change. They will always be able to sing for the rest of their lives.
“It’s all coordination. It’s exactly like starting to walk.”
Jason’s main advice for any student he teaches is, “always tell the story”.
“Know what you’re talking (singing) about, know who you’re talking to, and why, especially when in an ensemble,’’ Jason said.
“Ensembles are not about being homogeneous, it’s actually being groups of individuals who sing together. Every human experience is different and that’s what makes it colourful and beautiful.”
“They love telling stories, they don’t know they are allowed to sometimes. As soon as we’re given a page of music it puts us into a “work” mindset.
“A page of music is a way to another world. We have to tell the story, find the feel and the groove.”
Jason said one of the hardest things being a singer, was that you can’t know what your voice sounds like.
“Most of what you hear on the inside is what you hear from the bones resonating. The bone resonating, about 10 percent of it goes through the air which is what everyone else hears,’’ Jason said.
“Even the great Pavarotti said if I had a pair of ears up the back of the theatre, I would know I’m singing well. We never know whether we are singing well or not. That’s why it’s important as a singer not to listen too much but to learn to feel what it is.”
After countless performances himself, Jason cannot single out one performance that is a standout.
“It’s always when you feel that all the people that have worked on a performance have come together, as a whole, and brought that thing to life. That’s our job, otherwise it would be sitting in a book somewhere,’’ Jason said.
“It’s the orchestra, conductor, director, set designer, performers on stage, costume designer, techs. It’s when people work together and make something happen and the audience reacts to it. That’s the greatest joy in the world.”
“A page of music is a way to another world. We have to tell the story, find the feel and the groove.”
