RGS top students find the right balance between studies and other interests Page 2
International students have returned to RGS and are navigating a new environment Page 10
A leading Australian designer is tasked with leading the RGS school uniform review Page 19
See all events, full details and upto-date information at RGS Parent Lounge
In Term 4, Year 2 students were learning about persuasive writing. Students were asked to create an advertising poster for the RGS Year 1 students informing them of what they can expect in Year 2. Students were treated to an in-house guest speaker to help them with their posters. Mrs Rachel Trump from the RGS Marketing team visited the Year 2 students and discussed topics including different layouts, deciding what colours to include on their posters and what type of messaging they wanted to include for the audience.
Overnight stay
Year 4 students started their overnight outdoor education programmes at RGS. The programmes follow a sequential process year-on-year, building on new experiences and challenges.
Year 4 students participated in the low ropes course, which has many scaled down elements identical to the high ropes course they will do later in their journey at RGS, navigation involving problem solving and team work, a hike to Ritamada’s lookout, beach and environmental activities, swimming and nature play, dancing to music and sleeping in the main hall. Next year, the students progress to a three-day, two-night camp at North Keppel Environmental Education Centre and then progress through the sequenced programme right the way through to Year 12.
Waste audit
RGS Year 5 students worked on their annual waste audit with staff from Rockhampton Regional Council to ensure RGS Primary staff and students are disposing of their rubbish correctly. The students visited Primary classrooms and the eating areas to collect all the bins before the rubbish was sorted into green waste, recycling and general waste. Students also presented their work to the Primary Assembly where the 5R RGS Recycling Warriors, Alex and Liam, reminded their fellow students how to recycle correctly. Items that could be placed in the recycling bin included non-glossy card and flattened cardboard (removing the sticky tape), but the students advised not to place food wrappers in your recycling bin. Great work team!
Student teachers
Year 7 students stepped into the shoes of teachers in Term 4, with an end of year project focusing on weather. After their project was finalised they demonstrated their experiments to RGS Primary students. The weather project was a focus across Mathematics, Science, English and Geography subjects. In Mathematics, the students calculated rainfall data and looked at problem solving and modelling; in Science the students delved into the scientific phenomena that drives our weather; in English the students explored weather in literature; while in Geography they used their understanding of weather and climatic phenomena developed in Science and Geography to investigate the nature and impacts of a number of Tropical Cyclone case studies.
Tamagawa Academy
RGS students in Year
8 Japanese joined an online video chat session to communicate with seven Year 8 students at Tamagawa Academy in Tokyo, Japan, during Term 4. Tamagawa Academy is one of the established partner schools that send their students to study at RGS, although Covid-19 has hindered the exchange in recent years. The session aimed to provide an opportunity for Year 8 students, in both countries, to use the languages they are studying for an authentic communicative purpose while comparing the lives of Year 8 students between the two countries.
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 cocurricular activity please contact Todd Wells, Director of Co-Curricular on 0488 778 300 or email twells@rgs.qld.edu.au
A Rockhampton Grammar School education is about students developing their skills so that they can be the best possible version of themselves each day – continually striving to grow in character and scholarship. This occurs through academic pursuits, co-curricular activities, service to the community and the ongoing development of attitudes, behaviours, and actions.
We want all students to develop strong moral values, and a contemporary understanding of the relationship between leadership and service. We want them to appreciate that gratitude must accompany opportunity and for them to engage fully in their own lives, including their physical, social and emotional wellbeing. Finally, we want them to be well prepared to make a positive difference in the life that lies ahead of them.
In reflecting on the year that was, I am proud to see strong evidence of this occurring across every part of our School. The benchmarked ATAR, VET and NAPLAN academic results from the past twelve months reflect the excellent academic efforts of our students and their teachers. Further measure of the quality of the outcomes has been demonstrated throughout 2022 by RGS students winning Queensland Student Prizes and Vocational Education Student Prizes, gaining University places in the most sought-after courses nationally, and vocational education students being very keenly sought after for apprenticeships and employment opportunities.
Similarly, throughout 2022 we saw outstanding results obtained by individuals and teams across a huge range of co-curricular activities on the local, state, national and international stage.
Importantly, I am immensely proud of the commitment to service shown by our students and the impact they are making on our communities. Whether it be at the Early Learning Centre where families supported the provision of Christmas hampers to support those in need, students using their weekend to clean up the local environment on World Clean Up Day or supporting one of the countless student led activities which raised tens of thousands of dollars for a broad range of charities – commitment to service runs across our School and through our veins.
As we look forward, 2023 is set to be another great year at RGS as we prepare to welcome new families to our Grammar community and all students take the next exciting leap on their educational journey.
I wish everyone an enjoyable summer break and thank you for your support and commitment to our wonderful school.
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
1300 GRAMMAR
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
SCHOLARSHIP
3 School is out
RGS graduates receive final results
COMMUNITY
5 National honour
Boarding service recognised
PAST STUDENTS
7 Fast Lane
David Casey’s racing ahead
COMMUNITY
7 Conversation Star ter
Students lead discussions
SCHOLARSHIP
9 STEM Calling
Young students get creative
SCHOLARSHIP
14 My Restaurant Rules
Students real-life challenge
SPORTS
17 Off-Season
Preparing for 2023 co-curricular
18 RGS photo gallery
THE FINAL WORD
20 Community of Practice
Staff unite to lead
On the cover: RGS Year 6 students celebrated the end of their RGS Primary School days at the traditional walkthrough where they were farewelled by Primary students from Prep to Year 5, and RGS Primary staff and their families.
Millicent Rayner and Hollie Richmond capped off their years with respective RGS Internal Dux of Secondary School and Primary School Dux awards. They both found the right balance between studies and other interests.
Topping the class doesn’t mean studies have to sacrifice other interests in life.
Millicent Rayner was announced the James Vandeleur Internal Dux of the School at the RGS Secondary School Speech Day. Millicent has been first in year since Year 9.
A student at The Rockhampton Grammar School since her RGS Early Learning Centre days, Millicent hopes to study medicine in 2023.
Millicent, who was a fan of Physics and Specialist Mathematics in her Senior studies, said the studies stepped up in Year 11.
“I had to start putting more work into my studies outside of school and working harder,’’ Millicent said.
However, another key component for Millicent was using her class time wisely.
“Put in all the effort you can in class and then you might not have to do as much outside of school and you can still do what you enjoy outside of school,” Millicent said.
Millicent was still able to continue her love of music outside of school.
“I hope to continue with music next year and join some community bands,’’ Millicent said.
Millicent said she was grateful to RGS for providing a variety of opportunities across co-curricular and academics.
The RGS Primary School Dux of Year 6 Hollie Richmond is following the mantra that “you go through school once and it’s important to enjoy every moment”.
“Dux is an awesome award, and I was super fortunate to receive it,’’ Hollie said.
“Obviously, The Rockhampton Grammar School is well known for its great academic success and there are so many smart and talented kids here, so it was really exciting.”
In class Hollie enjoys Mathematics and English, particularly writing.
“I’ve just enjoyed spending time with my friends and learning new things this year,’’ Hollie said.
“I’ve also still played lots of sport including netball, softball and athletics, and I play the cello in both class and private lessons.
“You don’t need to sacrifice fun to get good grades. I find that studying hard and double checking your work is really the most important thing.”
RGS School Dux Millicent Rayner received an impressive ATAR ranking of 99.90, placing Millicent in the top 60 out of 27,245 ATAR eligible students in the State. An ATAR is just one element of an education at RGS,with each Year 12 graduate following their own path in their life after school.
Millicent Rayner was a “bit surprised” with her ATAR result, but was pleased all the hard work had paid off.
“It makes it harder to decide what course I’ll do because I now have so many options,’’ Millicent said.
“I still haven’t locked in what I want to do, but if I get into medicine I’ll probably do that. I was also looking at law and dentistry. There are many varied career options within medicine, it’s a stable job and it’s meaningful for society.” After completing Year 12 each student has their own journey.
India Iwers received an ATAR ranking of 99.20. After receiving an early entry offer at the Australian National University in Canberra to study a Bachelor of Art History and Curatorship, India decided to defer the offer until 2024.
“Next year I will spend time at home working and then hopefully move overseas at the end of June to work as an Au Pair in the UK. I am hoping my degree can lead to a path as an art director,’’ India said.
George Plumb and Lacey Robertson are both hoping to study medicine at James Cook University in Townsville.
George said he was passionate about helping people.
Wanting to help others was also the reason Lacey hopes to pursue medicine studies.
“I’ve seen the impact cancer can have on people so hopefully I can study oncology so I can help others,’’ Lacey said.
Lily Roopnarinesingh is also pursuing medicine studies, looking at inter-state options with a dream of studying at Monash University in Melbourne.
“Medicine is something I’ve always wanted to do because it combines science and helping people,’’ Lily said.
Twins Dominique and Jacqueline Sleaford are following their own paths, with Dominique planning on studying engineering, majoring in civil engineering, at CQUniversity while Jacqueline plans to study occupational therapy at the University of Queensland in Brisbane.
Early offers to university were popular in 2022. Claire Moulds knew where she was going before receiving an ATAR ranking. Claire will study a Bachelor of Music and then a Masters of Primary Teaching at the University of Queensland.
Benedict Wright also had his studies locked in before the ATAR results. He will move to Melbourne to study a Bachelor of Fine Arts (Musical Theatre) at the Victorian College of Arts.
“I knew that I’d have to travel far from home if I wanted to achieve my dream so I began researching the top schools and universities through the country,’’ Benedict said . Dusty Stumer has already joined the workforce, securing a job as an apprentice truck mechanic at RGM Maintenance.
“I’m learning more about trucks and motor vehicles. Completing a School Based Apprenticeship at RGM Maintenance in Years 11 and 12 at RGS has put me a year ahead in my apprenticeship,’’ Dusty said.
RGS Most Outstanding VET student for 2022 Liezl Kruger hopes to start her career path as a teacher aide.
Rockhampton Grammar School Headmaster Dr Phillip Moulds commended the students, staff and families for their collaborative work in achieving these results and wished the Year 12 graduates all the best in pursuing careers.
“A Grammar education is about our students completing their time at RGS as the best version of themselves, having grown in character and scholarship,’’ Dr Moulds said. Dr Moulds said scores are only one measure of student success.
“I am just as proud about the excellent achievements in the VET space as I am about the outstanding achievements in the ATAR stream. For example, the 11 school based apprenticeships and the myriad of Certificate III in Agriculture that our students completed are a powerful set of results that provide important pathways for these students’ futures.”
RGS Head of Secondary School Academics Ms Reniece Carter said this was a powerful example of the students’ commitment to learning.
“The 2022 graduates were a cohesive year group, who exemplified the School’s values of respect, honesty, integrity, endeavour and community, whether that be across academics, global awareness, cultural, sporting, charity or giving to the community. As an educator, it was a privilege to work with them,” Ms Carter said.
Stewart Norford worked in boarding at RGS for 25 years and has been a tireless advocate for boarding, particularly in regional areas. The Australian Boarding Schools Association has honoured Mr Norford’s dedication with a Premier Leadership Award.
Mr Stewart Norford worked in boarding for 35 years, with 25 of those years being a leader in boarding at RGS.
The award recognises an individual who has made an extraordinary contribution to the excellence, advancement and success of boarding schools, both current and in the past, and acknowledges a person showing passion for their work and who has made a remarkable contribution to boarding schools in Australia.
Mr Norford said RGS Boarding is better for the School’s professional and kindred association with ABSA and other connected Schools.
“It has been gratifying to be involved with ABSA since its inception, and lead RGS Boarding as a foundation ABSA member School, and subsequently serve on the Board of the Queensland Chapter alongside wonderful peers for many years,’’ Mr Norford said.
Mr Norford said that 34 continuous years living in residence and caring for boarders at All Souls’ St Gabriel’s School and subsequently RGS had been a rewarding journey, connecting with countless families who put their faith in the education and care at those Schools.
“Assisting parents to come to terms with the preference of their children to live away from home for their education is certainly a challenging journey, with affirmative outcomes time after time,’’ Mr Norford said.
Mr Norford also thanksed the countless “loyal and devoted” staff who have shared the journey, together with his family.
“I pay tribute universally to boarding staff who day by day commit themselves to the care and support of boarders - and promising futures for them - especially including those who continue to contribute to the 140-year legacy of RGS Boarding, unto a time beyond our own.”
The leadership, support and commitment
Mr Norford has provided to RGS boarders throughout his career, not only to students but to parents and to staff is immeasurable.
ABSA Chief Executive Officer Mr Richard Stokes said Stewart had been a great source of inspiration and motivation for so many groups of students and staff members.
The connection Mr Norford has to the RGS boarding community did not cease when a student graduated. He, and his wife, RGS teacher Mrs Tania Norford, maintain a strong connection with many past students and their parents. This lifelong connection is a testament to the appreciation, friendship and esteem which boarding families hold ‘Norf’.
In June 2022, Stewart stepped down from his boarding role at the School, but remains a highly regarded staff member at RGS in his new roles.
Every student has their own journey at RGS. For 2023 School Captains Max Morrison and Molly Cottam, they each have their own RGS story. Max arrived at RGS in Year 7 while Molly started at RGS in Prep. Now preparing for Year 12, Max and Molly are united to lead a School they are both proud of.
Max’s Story:
I’m a Rocky boy and love living in this regional city where I’m close to the mountain bike tracks, the islands, and of course, Five Rocks; a fantastic spot for 4WD adventures. I’ve been a Grammarian since Year 7 having attended Frenchville for my primary education. Family is important to me. I have a family of four as well as a large extended family living in Rockhampton. My father (Brett) is a past student, being Wheatley House Captain back in 1985; my mother works at Frenchville State School; and Lily, my sister, graduated from RGS in 2021. Mum has always said that it takes a village to raise a child and I believe the same. Each one of my family adds something unique to my growth and development. And then there’s Domino, our sheepdog star. You may have seen him in the television advertisements for Inspirations. He’s a pretty special part of our family too.
Music plays a major role in my life. I have studied piano since pre-school and I am currently preparing for an Associate in Music
(AMusA). I teach piano at Major Player Music School and find this extremely rewarding. Trombone is my second instrument and you’ll often see me performing in School ensembles. I also don’t mind a game of basketball and riding the First Turkey tracks at Mt Archer. Being elected School Captain for 2023 is an honour and privilege and I am excited to share this leadership journey with Molly. Arthur Wood’s view on leadership resonates strongly with me. He states, “Leadership is based on inspiration not domination; on cooperation, not intimidation. Great leaders uplift others to build a strong, cohesive team.” This will be my mission in 2023.
As I am going into my 13th year here at Grammar, I am incredibly excited to start my Senior year with the privilege of being School Captain for 2023.
I am so happy to be doing this with my good friends for the upcoming year. I live in a family
of five here in Rockhampton with two siblings also having gone through Grammar. Lily graduated in 2021 and Max, is in Year 7 in 2023.
I am heavily involved with the School through many aspects, mainly through the sporting curriculum, but also by spending time with the younger grades to help strengthen my bond with the whole School.
My happiness truly blooms when those around me are happy, by allowing students to be their own selves and to try their best as much as possible is what lifts us up together.
Having this opportunity to be one of the School Captains for 2023 will allow me to share my love for this School, all its individuals and be able to create an encouraging and supportive environment for many years to come. It is my goal for our cohort leave a lasting legacy to make the School a better place for all.
RGS past students continue to reunite after they leave the School gates. Whether they are attending a past student breakfast or a reunion, there are always plenty of school stories to share. We also welcome the rebranding of the RGS Alumni.
RGS Headmaster Dr Phillip Moulds hosted RGS past students at Canberra’s Hotel Realm for breakfast. The cool morning did not stop everyone from getting into conversations about life at School over the years and also what they have been up to since leaving school. There were past students from the 1960’s through to a graduate from 2021. The annual breakfast has become a popular annual catch-up for RGS past students now based in the nation’s capital city.
The RGS All Years Reunion in September hosted almost 80 past students from the 1960s to 2020. The afternoon started with School tours, with Mr Bruce Saxby (RGS 1973), Mr Stewart Norford and Mrs Rachel Trump (nee Milnes, RGS 1995) hosting the past students. Guests then headed to the RGS Rowing Club for a relaxing catch-up while enjoying the views over the Fitzroy River, a grazing table and entertainment provided by our own School musician, Year 12 graduate Ben Wright. The School plans to make this an annual event, so keep your eye out for 2023 reunion details.
Welcome to the RGS Alumni. This is the new branding for the previous RGS Past Students’ Association, with the new name and logo unanimously accepted at a special meeting in November. The new branding provides a distinct identity for RGS Alumni, while still welcoming its ongoing association with The Rockhampton Grammar School. Read more about RGS alumni in The Grammarian publication – www.rgs.qld.edu.au/community/ alumni
CQ: Have you always been interested in motor racing?
DC: From a very young age, I just loved anything with wheels or a motor. Growing up I had motorbikes, buggies and paddock bashers which is how I learnt to drive. Then when I was old enough to get a licence I started 4 wheel driving and then got into competitive winch truck racing.
CQ: How did you end up in the SuperUte Series?
DC: After racing the Stadium Super Trucks in 2021 I got a taste of how good the Supercars scene is. When the trucks went back to USA, I was offered the drive in the Superute series by Sieders Racing, which I grabbed with open arms.
CQ: How did you find your first season of racing?
DC: The first season was great with plenty of learning curves. One great thing about this category is you get your own team for the year, mechanics/ engineers etc so once you start to gel and work as a team, you really start to improve. The series was a whole lot better than I expected, it runs like clockwork and is very professional with some big partners and factory backing coming onboard for next year. So I am very grateful to be apart of it.
CQ: What do you love most about the racing?
DC: Everything! The crowds, the fans, the places it takes me, the adrenaline you get from flying around the tracks, continually improving – ultimately I just love driving!
CQ: Did you have a favourite race track?
DC: Gold Coast – I just love the street circuit, racing in between the big sky scrapers and on the beach front. It’s just such a cool track, atmosphere and it’s very busy (continually changing gears, braking, handling chicanes).
CQ: What are some of the technical aspects of racing you and your crew have to work on?
DC: Grip, car set up is super critical, but most of all driver tune up. After every run or race, we download the data and video out the car and almost every time there are areas and aspects of driving the car where you can be faster in the next race. The data engineers are really the unsung heroes of motorsport. They can make up time for you just by looking at a graph on a screen.
CQ: Now the series is finished what do you do during the off-season? ?
DC: Train hard and simulator work. My coach Leigh wants to work with me in the gym in the off season and on simulators to make us stronger and faster.
CQ: When does the 2023 season start and what are your racing goals?
DC: The racing season starts March 2023. I’d like to podium and finish higher in the championship. We finished 6th in 2022 which is pretty good for our first year, however we still have a lot more in us so we will be pushing a lot harder next year in the brand new Isuzu D-max Superute!
“The crowds, the fans, the places it takes me, the adrenaline you get from flying around the tracks, continually improving – ultimately I just love driving!”
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.’
Chiristian Lane-Krebs SUN STUDENT
Toowoomba-based lawyer Adair Donaldson is the creator of the acclaimed preventative law resource Putting Youth in the Picture, and the more recent Fall Out resource. These resources educate young people on the legal consequences of areas including consent, social media and the illegal use of technology. Adair asked RGS students to join the conversation.
RGS students have engaged in interactive sessions to start “real conversations” about social issues surrounding young people.
“If we’ve sparked a conversation or if someone has felt confident enough to talk to somebody about that wouldn’t that be wonderful,’’ said Adair Donaldson, Director at Donaldson Law in Toowoomba.
“It might be an awkward conversation, but if we can get that conversation happening at home we are winning.”
Mr Donaldson helped start conversations when he talked with RGS Year 9, 10 and 11 students during the term.
Each group worked through a different focus discussion with Year 9s looking at underage parties, Year 10s talking about safe parties and sexual harassment, particularly as they start part-time jobs, and the Year 11s discussed consent.
Mr Donaldson said his lane was talking about the legal consequences of actions and helping students understand the laws.
He said there were people you could always rely on to make the right decision, then there’s the “heat seekers”, the ones that if there’s a poor decision to be made they will make it, and then there’s the majority that will sometimes push the envelope but it’s about making sure they know where that line is.
“I’m showing real case examples and not sugar-coating it,’’ Mr Donaldson said.
An area of discussion was mobile phones.
“People think they know what the law is. Then we break it down and they realise that wasn’t the case,’’ Mr Donaldson said.
“Through sheer ignorance anyone can make a poor decision. You can see their thought process going on as we’re talking about it.”
Mr Donald said during these sessions he is challenging the students to make a decision, to make a choice.
“Then we discover if that is the right decision based on the law. A highlight was seeing them make those decisions and being prepared to verbalise why they made that decision,’’ Mr Donaldson said.
“It’s about friends looking after friends, ethical bystanders and addressing the big issue that anyone who is attending the School is governed by the School’s code of conduct. The School’s code of conduct says that you will make sure your conduct both during and outside of school hours is not in breach of the ethos of the School. That’s not an uncommon code of conduct to have.
“Most employers have a code of conduct. It’s about preparing students for life after school.”
Since 2007, Mr Donaldson has worked with young people, including students and the NRL.
Mr Donaldson said there had been a generational shift since that time (in 2007).
“There is a wonderful sense of hope when the students engage with me in these talks. In the past we’ve been treating them (young people) as a problem to be solved rather than treating them as the solution,’’ Mr Donaldson said.
“If you show them the issues and then challenge them to come up with solutions themselves they will do that. You can see the degree of empathy and kindness they show to each other.”
With everyone hoping for a return to a pre-COVID time, it was with great joy that RGS welcomed the School’s first international students back on campus since 2020. RGS International Student Co-ordinator Ms Karen Lindeque shares her journey assisting the students transition into RGS.
“I can clearly remember meeting Rex Choi at the Brisbane airport and followed soon after by Michael Wong, with the final arrival of Sunny Chan. These boys have embraced everything Australia and RGS has to offer. It has been a delight to see their growth and to experience School life through their eyes.
In our discussion, I asked each of them some questions about their time here at RGS and their respective experiences. When asked what they like most about living in boarding, their answers varied from being able to live with their friends, to having quick access to the basketball court. Another positive about life in boarding was not having to deal with travelling to School.
A stand-out answer from Rex was when I asked him what he was most proud of, and he replied that he was most proud of being the first international student since Covid-19 travel restrictions. This confirms the value of this programme, not only for our international students, but also for our local community. The value of having international students being a part of our community is priceless. Students not only learn about different cultures but they are also able to grow in character. Through this programme we are enabling the students at RGS to become world citizens, experiencing the world through the eyes of an international student.
I am very proud of the way these students have put themselves out there and how they have immersed themselves in opportunities presented to them. Co-curricular is a major part of RGS and one aspect that Michael in particular is very proud of is that he was in the position to learn to play rugby league. This is an opportunity that may not have been presented to Michael before coming to RGS and is another area where our international students have excelled.
The Rockhampton English Language Academy (RELA) is an integral part of our international students’ journey at RGS. Based on the student’s individual language skills, they participate in a programme aimed at assisting them in gaining the necessary language
skills to be part of mainstream classes. This programme affords the students the opportunity to learn English skills in a small group, to grow in confidence and to feel successful in an environment that is, at times, very overwhelming. We are lucky at RGS to have passionate staff to help and guide our international students along this journey.
I have loved the opportunity to be part of these students’ lives and to help them navigate the sometimes daunting task of being in School with the added stresses of not being native to the country. I look forward to 2023 and welcoming even more international students to RGS. I know that Rex, Michael and Sunny will wear the badge of honour and will help guide our new students in finding their own piece of RGS in the coming years.”
“The value of having international students being a part of our community is priceless.”Ms Karen Lindeque
Harshitha Peddireddy, Lilly Keleher, Molly Cottam, Bella Wass, Aniq Pannila and Medha Koduri were the RGS representatives at the Round Square International Conference in the UK from 19-25 September. Medha was also selected as one of eight roving reporters for the event and shares just some of her amazing memories from the overseas trip.
“We walked to a courtyard in the middle of St. Annes. There were people from all over the world already making connections. Two of the Round Square crew members, Sabrine and Louise from Latymer Upper School, welcomed us over to join a group of students doing icebreakers. We met Suma, Samantha, Sophia and Hayden from Tampa, Florida, and also met Lizzy, Patrick, Angus and Lara from the Gold Coast. We then toured the campus, meeting Mei from California, Fannette from France and Brian from Kenya.
The next morning it was 9 degrees outside but I reluctantly got dressed into my RGS formal uniform, excited to meet even more delegates at the Oxford New Theatre. We walked through the cobblestone streets to the Theatre, which seated hundreds of kids, if not a thousand, and sat next to Emma and Charlotte from Canada. We were entertained by a group who danced and sang a mashup of songs from different musicals. Then all the different schools from around the world were introduced. The camera panned onto each specific school in the
audience and their home country was shown on the screen. There were kids from India, Bangladesh, South Africa, Denmark, Germany, Japan and many more countries.
Later that day, we listened to seven keynote speakers talking about their experiences about the conference theme: “Take Less: Be More”. My personal favourite was Elliot from The Noah Initiative, which helps young men who are at a high risk of engaging in negative behaviour.
We then prepared for the cultural evening. Everyone looked great in their formal clothes, and I remember the Denmark boys arriving in tuxedos. The cultural evening was one of the most amazing experiences of my life with so much diversity in the performances, not to mention everyone cheering and clapping for all of the people who were on stage.
The next day we heard from Professor Sir Dieter Helm, who spoke about energy and the environment, and Emily Penn, who spoke about preserving the environment and how
microplastics are a huge issue. We then joined our Baraza (group) to speak about the keynote speakers. I was in the Saunders group, with kids from India, Miami, Bangladesh and Canada. We later heard from TV presenter Ben Fogue, who talked about sailing the Atlantic Ocean, climbing Mt Everest and the importance of perseverance. We then prepared for Scottish Cèilidh dancing. The energy in the room was prevalent and we had the time of our lives on the dance floor.
We then arrived at Latymer Upper School. We were treated to an amazing talent show by some of the students. Also during our stay we did service in the parks of Eastern London, cutting down the invasive brambles preventing wildlife and biodiversity in the area. I fell victim to many different bramble thorns but it was definitely worth it in the end. Back in the classrooms, we shared some of the items we brought from Australia. It was really cool to learn about the differences between Australian and English schools. Latymer hosted us on a River Thames cruise for a tour of the London city centre and we later did a treasure hunt around the School before preparing for the gala evening.
We walked over to the School for the last time. It was bittersweet because we knew it was the last time we would all see each other. Following the British street food themed dinner, we danced in the theatre and then said our goodbyes. I truly made some friends for life at this conference. It was a once in a lifetime experience, and I will never forget the memories I made. Aniq, Bella, Molly, Harshitha and Lilly, thank you for an amazing time together.
STEM is fast becoming more engrained in workplaces at varying levels. There is a growing push to help younger students become more comfortable at using technology rather than being scared that it’s not for them. Pavle Jeric is the Central Queensland driving force behind the Young Engineers programme and he is hoping to bust some myths along the journey.
Young Engineers is hoping to change young people’s mindsets before misconceptions of STEM become engrained in their growth.
Pavle Jeric is a computer engineer, learning scientist, educator at CQUniversity and father of a RGS Prep student. He is also the driving force behind Young Engineers, a programme hosted at RGS during Term 4 for Primary students.
Young Engineers was developed more than 10 years ago overseas. It now operates in over 30 countries and in most Australian metropolitan areas. Young Engineers Central Queensland is the first and only branch operating in a regional area of Australia.
The young Primary STEM enthusiasts, each Thursday afternoon after School, delved into the world of STEM with projects including building an all-terrain vehicle. This allowed the students to discover what allows wheels to turn corners, bringing to life a real-world practical explanation for something they see every day. They then looked at programming and coding.
Mr Jeric said busting the many perceptions about STEM was core to this programme. He said most children will lose interest in STEM if they are not immersed in it before Year 5. “Common misconceptions such as ‘you need to be very technical to do STEM’ or ‘STEM is a thing for boys’ need to be addressed before it gets baked into young people’s minds,’’ Mr Jeric said.
“STEM accommodates a varied range of skills and interests and invariably people work in teams where individuals complement each other. There is no reason to fear STEM thinking you need to be good at everything. Rather, focus on those parts that drive your passion and you will find your niche.
“Just think of the many things people do today with drones. There are those who write and design the code that make them fly, there are those who love nature and use it to monitor endangered habitats, there are engineers who support mining and agriculture with surveying drones, technicians who maintain hardware and artists who design drone flying shows and choreographies.”
Mr Jeric said STEM was increasingly embedded in current and emerging careers.
“According to the National Skills Commission, STEM occupations will grow by 13% compared to 8% on average for all occupations, and by 2030 Australians will spend 77% more time making use of science and math in their work. STEM is important to address the challenges of the future from climate change, inequity, healthcare and generally our quality of life and it is children who today are in school that will be facing them,’’ Mr Jeric said.
For the young students participating in the workshop, each gained something different from attending the workshops.
Shubham Karthikeyan, Year 2, doesn’t have Lego at home so he was enjoying making things after school.
“We made a sushi train, a railway barrier, a car with kinetic energy and we also got to make whatever we wanted to,’’ Shubham said. Year 1 student Hanishka Bhardwaj was also having fun making different things.
“We made a sushi train following instructions on the iPad. First you have to get the iPad and then the tray and we start making things,’’ she said.
“It’s wonderful when I see something finished. I like to play with it after and look at it. Sometimes I break it up and just make it again.”
Hanishka said it was good to try something new.
Sisters Daisy and Piper Kitchen, Year 4, also loved the chance to make something from scratch.
Piper said she had always loved building things and thought it would be fun and something new to learn.
“It makes me feel very proud when I finish something,’’ Piper said.
Daisy said she found the coding easy with the steps in the app helping break it down more easily.
“I’d never really built anything with Lego but when I found out you could use these technical things it was really cool, and like robotics,’’ Daisy said.
“STEM is impor tant to address the challenges of the future... and it is children who today are in school that will be facing them”
A real-life restaurant experience was complimented by rave reviews for the RGS Year 10 Home Economics students as they hosted staff, family and friends for a six-course restaurant experience at the School. The students owned this experience, from the planning, preparation, cooking, plating and serving.
A sense of calm is replaced by anticipation and excitement before the pressures of hosting real-life restaurants begins.
Two restaurants, “Shokolade” and “Seasons” hosted almost 100 guests collectively across two nights, as parents, friends and staff were treated to an apéritif before indulging in a sixcourse dining experience at the School.
The menus:
Shokolade: Goat Cheese (bread halo, crumble, chili fig jam and sticky blueberry rollup); Arancini (blueberry balsamic infusion, dark chocolate, prosciutto); Lamb Cutlet (ruby chocolate crumble, carrot purée, pomegranate gastrique); Eye Fillet (expresso rub, chocolate gravy, mash, bubble cheese); Cheesecake (blueberry wafer, vanilla quenelle, caramel crumble); and Tart (cookie crumble, vanilla mousse, caramel fudge, golden ticket).
Seasons: Sorbet (watermelon ginger, mango curd); Gin Cured Salmon (homemade cracker, pickled qukes); Mushroom Ravioli (parmesan cream, crisp sage); Beef Cheeks (apple and pear purée, wine jus, fruit and nut crumble); Sticky Date Pudding (butterscotch sauce, glazed pears); and Strawberry Jelly (lemonade and strawberry liqueur, panna cotta).
Home Economics teacher Mrs Nyree Malone said it was beautiful seeing the students so happy during this experience.
“To see their happy smiling faces when the restaurants finished and how much joy and pleasure they got from the service of others was amazing,’’ Mrs Malone said.
“It was stressful at times, but life’s not easy all the time and if it is then we’re not challenging ourselves to be the best human we can be. It was beautiful to see them having success and seeing their hard work pay off.”
The restaurants were the Year 10s last cooking unit on campus before starting Senior studies. It was also a further progression from the Pop Up Café in Year 9, where each group prepared 20 meals for RGS students and staff.
Mrs Malone said the students started working through mind maps and focus groups before discussing what their restaurant themes meant to them.
She said the week leading up to the restaurant included food preparation and service planning.
“We teach them about all safe food handling and what you can do as far in advance for it still to be fresh and lovely on the plate,’’ Mrs Malone said.
“It’s teaching them time management, with loads of backward planning. If we need the meal out at this time when do you start. You are constantly backward planning as an adult and it’s a good skill for students to learn. They also learn about group management. It’s good for them to step outside their comfort zones and talk to people they usually don’t talk to, and to also show they have leadership skills.
And a final word from Mrs Malone, both as a teacher and guest diner – “I loved it.”
“To see their happy smiling faces when the restaurants finished and how much joy and pleasure they got from the service of others was amazing”
Prep and Year 5 Buddy partnerships allow children at RGS to experience a connection between classes. The children are given the opportunity to experience being kind, considerate, caring and a valued member of The Rockhampton Grammar School. Buddy partnerships support children in experiencing a welcome from the very beginning, particularly during times of transition, play and navigating their new School’s physical and emotional environment.
Throughout the year, RGS Year 5 students provided a further helping hand for the School’s Prep students to help find their feet at School.
From helping with School routines to reading books, helping with literacy and numeracy tasks and sharing science experiments, the programme is a learning journey for both the Prep and Year 5 students.
Year 5 student Harper Mazzer and her Prep buddies Adelaide Farmer and Lanah Bishop caught up at the end of the School year to see what they each thought of the Buddy programme:
Harper’s questions for Adelaide and Lanah:
What have you liked about having a buddy this year? I was nervous at first – you were so tall, and I didn’t know what a buddy was or what was going to happen. I was so nervous, but you were so kind, so then I didn’t feel nervous.
How has having a buddy helped you this year? You’re so nice and friendly, and you helped us to get back from the eating area. That was really scary at first because it was so noisy, but we sat with you and then you helped us back to our classroom. You helped us feel safe. You didn’t let us be silly when we got excited. You tried to calm us down.
What’s the best things you get to do when your buddy visits? I loved making our PowerPoints about us because we got to know what everyone liked. We have a lot in common. What do you think Year 1 will be like? I am excited. We met our new teacher and classmates. I don’t have to worry about it now. You’ll be in Year 6 next year, and they are at the same eating area as us. If I feel scared or worried, I can find you to help me because you’re already my friend.
Adelaide and Lanah’s questions for Harper:
What’s your favourite part about being a buddy? I liked looking after my Preps. I liked making the PowerPoint because I got to know what they liked and didn’t like. When I was going to different classes you would see me and run up for a hug. It made me feel special. Did you have a favourite buddy activity? I liked making the PowerPoint and teaching you how to use Word, but the best part was sharing hot chips with my Preps each term. Do you remember what it was like when you were in Prep? Not really. It seems a long time ago. When I am watching you it helps me remember what I did at Prep.
Will I see you when I’m in Year 1? Yes, because Year 6 are buddies with Year 1, but it doesn’t mean I will be your buddy. I am always there for you though because both you and I were the first buddies together. You will always be very special to me.
Rockhampton Regional Council’s Drew Wickerson was in the spotlight during his visit with RGS Year 4 students in Term 4. Cr Wickerson gave the students a further insight into their Local Government studies, and he even survived question time from the floor. Here are some of the questions the students had for the Division 6 councillor.
Cr Wickerson provided an overview of his role in Council before Year 4 students ran the information session with their Local Government questions. Here are just some of the 27 questions
Cr Wickerson answered: What’s your favourite part of being a councillor? That opportunity to talk and listen to people. Being a Councilor gives me license to do that. When I was running for Council the first time we had a very long-standing councillor said as long as you do more listening than talking you’ll be right. Councillors want to work out what’s on the community’s mind and then do our very best to try and make that happen. Do you ever feel under pressure?
Yes. Only because we take our job very seriously. Not because we’re anxious about it but because we always want to do a good job. We don’t know all the answers all the time. We have to make sure we
do our homework and research to make sure we make informed decisions. The pressure is on to make sure we do the best and have all the information we need to make the right decisions. It’s productive pressure.
As a councillor, what kind of assistance do you provide to community organisations? My portfolio is communities, culture and heritage. We have programmes to make funding available to help community groups for non-commercial things. Funding programmes include CAP (Community Assistance Programme) and RADF (Rockhampton Arts Development Fund) which helps arts programmes. Each councillor also gets $5000 a year for Councillor discretionary funds which means it’s our choice, our discretion, what we fund. I try to give 10 lots of $500 away to worthwhile places each year, that are noncommercial.
Adapting to changing times while at the same time honouring a long school tradition are some of the exciting challenges ahead as The Rockhampton Grammar School embarks on its first uniform review in over 30 years.
Tasked with the challenge of reviewing the RGS uniform, across both Primary and Secondary schools, is leading Australian designer, Sydney-based Jonathan Ward. The former executive designer at R.M. Williams, Mr Ward has extensive school wear design experience over the past 25 years, and is highly sought after by leading independent schools.
In Term 4, Mr Ward and his team met with the RGS Uniform Review Committee, which consists of both RGS staff and parents, to look at initial concepts and ideas.
“It’s about taking inspiration from the strong history and heritage of the School, and carrying this forward in the new uniform design. It’s 30 years since the current uniform was introduced and it’s ready for change,’’ Mr Ward said.
“It’s important to understand the future needs of students and make it fresh, contemporary, serviceable, durable, affordable and respectful of what the School stands for.
“A school uniform has to be fit for purpose and age appropriate. It has to tick a lot of boxes.
“If a uniform is comfortable for students and worn with pride it will aways look great.”
Mr Ward said it’s about understanding that the needs of students are vastly different today and that it was also his job to challenge the School community and to work with them to ensure the new design meets needs and expectations.
“It’s about options for boys and girls to wear and feel comfortable in their body imaging, and choice.
“It’s about feeling comfortable to wear different parts of the uniform as they grow and develop. We look at the cut of the garments and it’s important the fabrics are improved.”
Mr Ward said it was also important for students to understand “how to wear clothes”.
“It’s an education. A lot of people hide behind their clothes. Clothes can make you feel really comfortable and confident,’’ Mr Ward said.
Mr Ward said he enjoys the challenge of designing new school uniforms.
“I want to give the uniform a lift and sensitivity that’s respectful to Rockhampton’s location and what the School stands for. I want to make the uniform simple, strong and contemporary and look to the future so it doesn’t date.”
In November, the School sought feedback from parents and received over 220 responses, which will feed into the design process. Design concepts for the academic uniform are expected to be completed by mid 2023, with the new uniform available for the start of the 2025 school year. A transition period will be put in place ensure ample time for the new uniform to be introduced.
“If a uniform is comfortable for students and worn with pride it will always look great.”
RGS netballers, rugby players and rowers engaged in off-season training to further develop their skills and team work before the 2023 season starts.
The buzz of co-curricular sporting activities fills the RGS school grounds after the 3.10pm school bell signals the end of the school day.
Joining the mix of regular Term 4 co-curricular sports were netballers, rugby players and rowers, in off-season training programmes.
Rugby players worked on both field and gym sessions, netballers pushed through a variety of training sessions focusing on courtwork, speed and agility and building strength in the gym, while the rowers continued to fine-tune their technical skills, while building on their fitness levels, as they hit the Fitzroy River or kept busy with their gym programmes.
RGS Director of Co-curricular Mr Todd Wells said the sessions were designed to provide students with the opportunity to continue to develop their sport specific skills and to provide a foundation for physical preparation in 2023.
“The students worked hard amongst their peers and created a positive team environment across multiple age groups,’’ Mr Wells said.
“Students involved in summer sports were encouraged to continue to participate in those sports but for others this provided an opportunity to stay active during Term 4.”
Mr Wells welcomed the solid numbers in the first year of this off-season programme.
“In the past we’ve worked with our Senior teams through this period but providing that opportunity across the whole Secondary School was a positive step forward. Being able to provide these opportunities for our students doesn’t happen without the support of staff,’’ Mr Wells said.
WATER POLO
RGS won Junior Mixed, Senior Girls and Senior Boys titles in the Rockhampton Secondary Schools Water Polo Term 4 competition. The Junior Mixed and Senior Girls teams both won their grand finals in penalty shoot-outs. Inter-School water polo resumes at the RGS Pool in Term 1, 2023.
RUGBY
RGS boys and girls rugby players attended a skills session with Onè Mata’uiau from Rugby Skills Academy. The students worked on fine tuning some of the basic skills of the game with Onè looking for good intensity during each session.
SWIMMING
Taryn Roberts (Year 11) represented the Queensland swimming team at the Japan Invitational and Japan Open, in Tokyo, in November and December. Earlier this year
Taryn won five gold, two silver and one bronze medal a the 2022 National Schools Swimming Championships.
“...creating a positive team environment across multiple age groups.”
6 Years Girls Ella Collins
6 Years Boys Nicholas Winslade
7 Years Girls Holly Bradshaw
7 Years Boys Shubham Karthikeyan
8 Years Girls Indiana Winslade
8 Years Boys Xavier Pittman
9 Years Girls Emma Hansen
9 Years Boys Oliver Lau
10 Years Girls Evie Francis
10 Years Boys Alexander Winslade
11 Years Girls Sienna Caton
11 Years Boys Jordan Hodgetts/ Jake Hodgetts
12 Years Girls Gabrielle Stewart
12 Years Boys Max Cottam
100m freestyle Gabrielle Stewart/ Olivier Lau
12 Years Girls Grace Francis
12 Years Boys William Goudie
13 Years Girls Lauren Moody
13 Years Boys Ty Lynch
14 Years Girls Layne Hodgetts
14 Years Boys Henry Lau
15 Years Girls Ava Mann
15 Years Boys Oscar Wemmerslager
16 Years Girls Taryn Roberts
16 Years Boys Jack Lynch
Open Years Girls Molly Cottam
Open Years Boys Jamie Rodgers
100m freestyle Taryn Roberts/ Jack Lynch
CLOCKWISE FROM TOP LEFT: Year 6 students band together after the Year 6 Walkthrough; Year 11 students Jonte Beasley and Molly Cottam enjoy a Halloween Bake Sale; Year 3 student Lachlan Rocha prepares for cooking; Year 5 students Alexander Winslade and Liam Cross sort through RGS recycling; RGS rowers celebrate the end of the 2022 rowing season; Year 11 students jump into yLead teamwork activities; Year 5 student Janya Dave joins the percussionists at the Year 5 Music Concert; Year 10’s Kai Williams in action at All Schools Touch; Nate James prepares for the ropes course at Year 7 Form Camp.
Year 9’s Cal Canniffe lines up a goal at water polo; Boarders Allie Olive, Year 6, and Polly White, Year 7, in the renovated girls boarding dorms; Arlo Cotter-Crouch enjoys a Year 1 Christmas feast; fossicking for gems on the Year 6 Western Trip; Sam Perry and Nic Hopgood prepare for their Year 10 restaurant challenge; Year 4’s Kate Wilson and Aadi Rana prepare their puppets to present a news report; Will Patrick, Year 11, and Heidi Silvester, Year 8, chat with RGS Director of Boarding Donna Grant; Year 8 Japanese
students Jason Maveza and Kale Crompton talk online with students in Tokyo; Year 9’s Summer Norway-Hardy and Jeriah Cannon proudly display their finished workshop creations; Lily Cooling, Year 9, takes to the stage at the DMTA Cabaret; Year 8’s Lila Patterson brings some love to her gingerbread house project; Year 3’s Anthony Davis is a picture of focus at a STEM workshop.
Leadership opportunities are presented in many forms. RGS Secondary School teacher Mr Ben Waddell has a vision and is helping fellow staff join his journey through the Community of Practice: Leadership programme. The aim, to create a respectful climate of self-reflection and development for all staff.
This term I was pleased to initiate the Rockhampton Grammar School Community of Practice: Leadership.
A Community of Practice is a group of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. I was exposed to the concept through the Master of Educational Leadership, run by CQUniversity at RGS.
Ben Waddell RGS SECONDARY SCHOOL TEACHER
The first benefit of a Community of Practice is that it provides social capital to both the individuals involved, and to the organisation. The second benefit is it takes tacit knowledge within the community and formalises it, making it a body of explicit knowledge. After attending the RGS Leadership Programme, run by Stephen Scott, it occurred to me that a Community of Practice focused on leadership as a body of knowledge and a skill set would be beneficial to staff at the school, and to the school itself.
Brene’ Brown wrote in her 2018 book, Dare to Lead, that a leader is ‘anyone who takes responsibility for finding the potential in people and processes, and who has the courage to develop that potential.’ With that thought in mind, I hoped to facilitate the bringing together of interested individuals, who voluntarily gave up their time to work on something that we believe to be of the utmost importance: leadership.
My hope is that staff who are involved will reflect on their practice of leadership as a concept, take away lessons from the material presented, and apply it to their future practice.
I was quite nervous running the first workshop in front of my peers; talking to people from across the School about a concept that, at first blush, I felt I did not have the right to discuss. I hold no position within the School other than that of a classroom teacher. But, as they say, leadership is not about a position or a title; it is about caring; about relationships; and about what you do.
The general discussions we had were what staff hoped to gain from the Community. These ranged from furthering our leadership skills, to belonging to something and feeling a sense of community and ownership within the School. We discussed what we are grateful for at The Rockhampton Grammar School: the opportunity to teach students; to interact with like-minded individuals; to see young people grow in strength and character. From this we could see that working at RGS is more than just a job – it is a passion.
We discussed our values as the Community of Practice: to be open, honest, and frank in our discussions, to be supportive and encouraging, and to be respectful. We broke down what those values look like when we engage with one another, so we can embody them in our actions. In doing so, we sought to create an environment where we could stage productive conflict and engage in challenging conversations.
One interesting topic was that of ‘the worst leader.’ Staff reflected on how they would appear if they were the worst version of themselves and responsible for leading others. While some would be arrogant, others would be distant, and some would be insecure. An important concept to understand is not just what good leadership looks like, as we strive towards it, but what poor leadership looks like as we struggle away from it.
Kyle Langman (RGS teacher and Head of Year 12 Boys Boarding) enthusiastically gave a presentation on collective efficacy, how as a community we have the power to improve exponentially, by being vulnerable, allowing others to observe our practice, and to provide us with honest feedback. This was one of two recurrent themes: vulnerability and courage. No act of courage comes without first, an act of vulnerability.
As we strive forward, I hope the Community becomes one characterised by courage and its willingness to be vulnerable: to admit when we do not have the answers; to acknowledge when times are tough; but to strive forward nobly, regardless.
“...leadership is not about a position or a title; it is about caring; about relationships; and about what you do.”
