Quarterly Capricornus
VOL 36. No.2. Jul 2020
NEW DEPUTY HEADMASTER
REMOTE LEARNING @ RGS
A WORLD WITH NO SPORT
RGS welcomes Mr Bill Weigall Page 3
RGS community rallies around remote learning Page 8
Mr Wells reflects on a time like no other Page 16
The Rockhampton Grammar School Grow in Character and Scholarship
www.rgs.qld.edu.au
Bugs on parade The Bug Ball is a highly anticipated event on the RGS Year 1 calendar, being the final celebration after a term of investigating insects in their Science unit. The children become mini-entomologists and learn a wide range of amazing facts about these incredible Arthropods.
Clockwise from above: Tate Casey was a happy firefly; Lara Pearce works her way through the bug obstacle course; Sloane Bridges spreads her wings during her Term 2 Science studies; Madelyn Duffy was a ladybug at the Bug Ball; Samuel Esdale kept warm in his fluffy bee costume; and a highlight of the morning was the Bug Parade.
Thank you RGS Sports 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 join in as a sponsor of RGS Sports or any cocurricular activity please contact Todd Wells, Director of Co-Curricular on 0488 778 300.
DR PHILLIP MOULDS HEADMASTER
Inside Five elements underpin our approach to learning at RGS and our goal to develop our students into independent learners who have the skills and internal motivation to become lifelong learners. • • • • •
COMMUNITY
2 News
Positive attitudes and perceptions Acquisition and integration of knowledge Extension and refinement of knowledge Meaningful use of knowledge Productive habits of mind
Remote Learning by numbers
COMMUNITY
3 N ew Deputy Headmaster RGS welcomes Mr Bill Weigall
LEADERSHIP
This year has provided us all with an unprecedented opportunity to further develop and test these attributes, and reinforce their importance. The pandemic is far from over; however, I am energised about the future and having the opportunity to take some of the positive learnings and new understandings we have acquired from this difficult time and applying them as we move forward. I have been encouraging our students and staff to do the same. Even with the great deal of uncertainty that still surrounds us, it’s important to continue supporting one another and keep aspiring to reach our goals in 2020 and beyond. It is also important to think about what can be taken from the experiences of the past term. Some areas to reflect on include: Innovation – When there is an imperative to get things done, anything is possible. While we don’t always want to move at speed, rapidly changing times fosters innovative thinking and solutions.
4 Follow your Passion
Cattle is where the heart is
PAST STUDENTS
om Barwick follows his T sporting dreams
REMOTE LEARNING
he RGS community reflects T on a time like no other
6 Past students
8 Rising to the Challenge SCHOLARSHIP
14 Finding Inspiration
Mrs Heilbuth unearths writing talent
Connectedness – Time apart made us rethink the importance of being connected and who we connect with. We found new ways to connect with friends and family, and the conversations we had with them were different.
SPORTS
Reimaging education – Through our Remote Learning experience, we found new ways of doing things. Our experiences and your feedback throughout that time will help us “reimagine” new ways of delivering our high quality RGS education.
18 RGS photo gallery
Valuing science – As a Science teacher, I may be biased, but these times have shown just how important science is to our global society. Whether it be researching for a vaccine, forecasting the potential impact of the virus, or the health workers who have selflessly been at the front line, science has been critical.
16 A world with no sport
A changed co-curricular landscape
THE FINAL WORD
GS School Captains look to R the future
20 2020 is not over
Stay healthy and keep supporting each other.
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 ©2020 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 1300 GRAMMAR or 07 4936 0700 Fax 07 4936 0701 Registrar@rgs.qld.edu.au
Editorial & Advertising Ms Sue Moloney, Director Development and Communications 07 4936 0668 smoloney@rgs.qld.edu.au
On the cover: Year 1 student Danica Delport dressed as a caterpillar for the annual RGS Year 1 Bug Ball.
Mrs Rachael McDonald 07 4936 0776 rmcdonald@rgs.qld.edu.au Mrs Ashleigh Harvey 07 4936 0667 aharvey@rgs.qld.edu.au THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 1
COMMUNITY IT:
Number crunching
4,484 135,421
Staff across The Rockhampton Grammar School did everything they could to help our students, and their fellow staff members, push through the remote learning period. Here are some statistics which shaped our school during this time.
Online Meetings
537
Read more on remote learning, from page 8.
Teams Deployed (number of different Teams groups set up)
Posts and Replies
30,222
Reactions (ie: thumbs up, hearts, smilies, etc)
SPORT: SCHOOL VIRTUAL CROSS COUNTRY
2,681km Total Kilometres
294
hrs Total Hours of Running
SPORT: PUSH UP AND STANDING LONG JUMP CHALLENGE
Online music recital RGS Music Recitals annually grace the historic surrounds of the School’s Memorial Assembly Hall. The arrival of COVID-19 in 2020 still meant the show must go on, just on a different stage. The School’s inaugural Online Musical Recital Series was held on 18, 19 and 20 May, featuring students from both Primary and Secondary schools. RGS Head of Music Ms Jessica Marrinan said in the midst of school closures, the Music Department wanted to provide their students with an avenue to showcase their skills.
“The series was a huge success with 57 students from Prep through to Year 12 performing over the three nights,’’ Ms Marrinan said. “The online platform enabled family and friends to view the recitals both locally and internationally and the performances were also shared in many classrooms throughout the school. “The series also provided students with a wonderful opportunity to review their own performances, which is invaluable for their learning.”
18,862 Total Push Ups
840
m Total Metres Jumped
CLEANING:
Ms Marrinan said it was important that this could be shared with our entire school community, which includes our boarding and international families. Hand Sanitiser and Hygiene (1 March – 18 June) 2 / THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY
761 units of hand sanitiser/ soap (equates to 1,226 litres)
COMMUNITY
RGS New Deputy: Mr Bill Weigall The Rockhampton Grammar School welcomes Mr Bill Weigall to the role of Deputy Headmaster starting in Term 3. Arriving from Radford College, in Canberra, Mr Weigall is looking forward to reconnecting with many parts of school life.
Education needs to be “broad, flexible and agile”, a philosophy The Rockhampton Grammar School’s new Deputy Headmaster Mr Bill Weigall is looking to continue at the School. Mr Weigall arrives at RGS from Radford College in Canberra, where he held the position of Assistant Principal: Curriculum, Assessment and Reporting. Arriving in Central Queensland expands on Mr Weigall’s education journey which started as an English teacher at Toowoomba Grammar School before spending three years as a Boarding Housemaster at Strathallan School in Scotland and then heading to Canberra Girls Grammar School – during that time he was Head of Glebe House, Head of English, ESL and Media, Head of Student Engagement and coached a three time Australian Champion Dragon Boat Team. Mr Weigall also has a passion for coaching cricket and rugby, and ran the navy section of a cadet corps, teaching scuba diving. “I’ve enjoyed all my previous roles for different reasons and I’m looking forward to reconnecting with those parts of school life,’’ Mr Weigall said. “At RGS I have the opportunity to pull the strings of my various school roles back together and further refine my skills, learning from expert practitioners at RGS.” “It’s a wonderful opportunity to work at a school that extends from Kindy to Year 12, has a strong academic programme, strong co-curricular programme, strong boarding programme and a strong agriculture programme.” Mr Weigall said schools must be responsive to the needs of people, and context is everything. “Schools need to provide solid education foundations and adapt to challenges of the future,’’ Mr Weigall said. “It’s about preparing people for life beyond school and schools need to identify what
universities and employers are looking for now as well as what they will require in the future. “Your role (in education) is similar to that of a parent: it’s to become redundant. You want your students to be able to thrive in a world beyond school when that time comes. “RGS has students with a range of needs and goals in life which requires a broad, flexible and agile approach to education.” The arrival at The Rockhampton Grammar School also provides a welcome return to boarding schools for Mr Weigall. “The life of a boarding school is so rich and valuable to the development of young people, said Mr Weigall, who himself boarded in Year 11 and Year 12 at Toowoomba Grammar School.
“ Schools need to provide solid education foundations and adapt to challenges of the future.” “Working in boarding was like being a parent rather than just a teacher. Making a contribution to all facets of the lives of young people is really important work.” Growing up on cattle properties at Charleville, Texas and then Proserpine, Mr Weigall still remembers starting his boarding experience. “I was old enough to appreciate the difference being offered in education, but it was still a challenge establishing new friendships with so many already established from starting boarding at a younger age,’’ Mr Weigall said. “However, I was fortunate to reconnect with many family connections from the Toowoomba region.
Mr Weigall also understands the importance of striking the right balance between boarding and day school communities. Education has long struck a chord with Mr Weigall whose mum was an early childhood teacher and he remembers his English teacher at Toowoomba Grammar School as providing a great influence on his chosen career. “He (English teacher) was a great classroom practitioner, head of a boarding house, coached a rugby team and led the Cadet Corps,’’ Mr Weigall said. “Education allows you to have a wonderful variety of work tasks and to engage with people in a powerful way.” Engagement with families has been further highlighted this year as schools adapt to a new world of education during COVID-19. “It’s been demanding on teachers, no doubt, but it has also demonstrated teachers’ remarkable capacity to evolve and adapt to a different challenge,’’ Mr Weigall said. “Both RGS and Radford College have demonstrated that ability and have demonstrated that their strategic intent is heading in the right direction during this unseen challenge. By that I mean that both had laid solid platforms for that evolution, which enabled them to evolve quickly and effectively. “COVID has also helped us be more confident in our ability to provide a quality education. It will eventually be seen to have provided positive opportunities for school communities with foresight” Mr Weigall said his initial days at The Rockhampton Grammar School will involve familiarising himself with his new school and the community. “I’m here to listen and learn.”
“It was at Toowoomba Grammar School that I developed an interest and enthusiasm for boarding and I’ve worked in boarding for a lot of my life.” THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 3
LEADERSHIP
Cattle is where the heart is “ To me, cattle judging is not only a wonderful way to connect with beautiful creatures but my passion.”
It is this love of the industry that helped Year 7 boarder Charli White, from “Wilangi”, St Lawrence, win the Junior Division of the Target Livestock and Marketing Virtual Junior Judging Competition earlier this year. With the district show circuit halted by COVID-19 virtual opportunities have been the next best thing. Charli, 12, had to submit an oral presentation video outlining her selections with the Junior class open to 10-12 year-olds. Charli has grown up around cattle.
“I love working and breaking them in as well as keeping them healthy and maintaining a great life,’’ Charli said. “I enjoy the journey of learning and becoming even better than I was the first time.” Charli admits she has had “ups and downs” in the judging arena. “One minute you go from getting a third to nothing, then a nothing to something that surprises you,’’ Charli said. “My dad usually says to me “Don’t get upset because you didn’t get anything, you should be happy that you tried your best, and you gave it your all.”
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Charli welcomes opportunities to improve her skills and knowledge and has found it different being in boarding and not being able to interact with the animals she has regularly competed with. “However, I have had the privilege to be allowed to go to the school farm and continue working with the animals I love. Although I miss home “absence makes the heart grow fonder”. RGS past student Mackenzie Leeson (RGS 2019), from “Maloney’s” near Moura, won the Senior Division which was open to 18 to 25-year-olds.
NEWS
In the news The quiet campus from the start of Term 2 was transformed into a busy world mid-term with a host of activities across classrooms and curriculum.
Family games STEAM ahead RGS Year 4 students transformed their recycling studies into a STEAM project this term. Challenge: Students spend too much time on electronic devices.
Picking a great cause RGS Certificate III in Agriculture students harvested 500 kilograms of oranges at the School’s Port Curtis Farm to donate to the Rockhampton Food Bank. The Food Bank supports 150 families in the local community each year and has seen an increased demand due to COVID-19.
ROCKHAMPTON GLADSTONE YEPPOON
4921 0399
RGS Head of Agriculture Mr Hardy Manser said they were happy to support a local community organisation during these tough times.
Solution: The students had to design and create a game or toy which uses only recyclable or reusable materials and it had to be designed in a way to include family members to play together. Pictured: Edward Roche
Pictured: Mal, from Rockhampton Food Bank, welcomes the donation from Year 11 students Kaitlyn Donges, Daniel Hill, Sophie Keune and Hayden Hanson.
CREATING CONFIDENT SMILES
FOR PATIENTS OF ALL AGES
www.luptonstewart.com.au
THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 5
PAST STUDENTS
Tom Barwick RGS 2008
Tom Barwick had dreams of being a professional sportsperson. While that did not transpire he is still living the dream, at Cricket Tasmania.
CQ: What have been some of your most memorable opportunities during your time at Cricket Tasmania? TB: I’d love to say that it was celebrating a Sheffield Shield, One-Day Cup or Big Bash premiership but unfortunately we’ve missed out on a couple of occasions in my time. I’ve met a lot of great people both within Tasmanian Cricket and across Australian Cricket. I had the opportunity to support a series in Darwin which was great (held in July so got to escape winter), be team manager with Australian Under 16’s, Australia A and Hobart Hurricanes teams. CQ: Any top level cricketers you have met over the past years who you particularly admire, and why? TB: I have been fortunate to meet a few, especially the Tasmanian players like George Bailey, Xavier Doherty and Tim Paine who are all good quality, genuine people. Tim’s story is quite remarkable. To go from being on the verge of retirement to the Australian Test Captain, it’s admirable how he has held himself through all the trials and tribulations. We were also fortunate to have Drew Ginn (of the ‘Oarsome Foursome” Australian rowing crew) as a manager at CT. Drew’s a very inspiring person. CQ: Were you always a fan of cricket and did you play a lot of cricket at school? TB: I’ve always been a fan of cricket and most other sports for as long as I can remember and sport played a big part of my life growing up in Middlemount. I played cricket through school, potentially one of the worst cricketers to have ever graced the bottom oval at RGS. I have been very mindful to not embarrass myself at CT despite many opportunities to play. Not sure I could show up for work if people knew how bad a cricketer I actually am! CQ: After you finished school at RGS, what was your career aspirations at that time?
CQ: How did you find yourself working for Cricket Tasmania? TB: I went to study a double degree at Griffith University, majoring in Sport Management and International Business. One of the course requirements for the Sport Management degree was 250 hours work experience in the field. At the time, I remember thinking what a chore but on reflection it was one of the most valuable components of the degree. I completed voluntary work with numerous organisations and events including Brisbane Broncos, University Sport and Valley District Cricket Club, a premier cricket club in Brisbane. I applied for so many jobs following graduation and had almost forgotten I’d applied with Cricket Tasmania (CT) despite it probably being the role that I was best suited to. The degrees helped get an interview but the work experience, particularly with Valley’s, was what gave me the ability to get the job. I started with CT in June 2013, survived the winter and have been here ever since. CQ: What does your role involve with the organisation? TB: I’ve been fortunate to have a number of roles within CT over the last almost 7 years. These days I am responsible for managing the strategy and operations of the Cricket Tasmania Premier League competition and support development of Premier Cricket clubs (Premier Cricket is the competition in each state that feeds players into the state teams); manage the Match Officials team responsible for developing officials across Tasmania and; manage Team Operations which coordinate all the requirements (travel, apparel, scheduling etc) for the state teams (Tasmanian Tigers/Hobart Hurricanes). I also support delivery of events such as Big Bash matches and Cricket Australia National Underage Championships. 6 / THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY
TB: My passion for sport was always driving me to be involved in sport. I wanted to be a professional athlete as a kid but it became very obvious that wasn’t an option. I was considering physiotherapy but ultimately wanted to be an athlete manager/agent when I left school. Business, finance and economics were always points of interest as well. As I progressed through uni I shifted to be more sports administration, ideally within a professional, state or national sporting organisation. CQ: Working in a sporting field is always a dream for students who enjoy their sport at school. What’s the key to breaking into that industry? TB: Gaining as much experience as possible in the off-field side of sport and it doesn’t have to be at an NRL or AFL club. Your local club, or through the school is equally if not more valuable. Learning how organisations run at the grassroots will hold you in good stead as ultimately through the varying levels of sport, the principles are similar, it’s the scale that changes. I still wish I’d done more of this. CQ: Where do you see the future of cricket in Tasmania heading in the next few years? Any rising stars who might be the next Tasmanian wearing the Baggy Green? TB: We’re really committed to growing and refining female participation and it’s an area of real opportunity for us in Tasmania. We want to grow the female game but we want to make sure we’re growing it sustainably with equal focus on quality and quantity, which is also the case with male participation. In sport in general, we’re seeing a shift to more casual participation as opposed to organised sport. I think there will always be a place for clubs and organised sport as people want to join a club for the many social benefits that are derived from club membership but clubs will also need to become more flexible to accommodate people increasingly juggling time commitments. As for future Australian stars, Riley Meredith’s name has been thrown around by better judges than me (ie Shane Warne) and for good reason. On a longer time frame, young female player Amy Smith in Tassie is doing very well.
PAST STUDENTS
Abel Tasman tragedy “Lives lost too young”
At a commemorative ceremony, The Rockhampton Grammar School honoured the memory of nine past students who lost their lives in a plane crash off Mackay 60 years ago.
On 10 June 1960 the students excitedly boarded the Fokker Friendship “Abel Tasman” Flight 538 at the Rockhampton Airport bound for Mackay. The students, all boarders, were going home for the Queen’s Birthday long weekend. Taking a flight rather than the train or drive was an exciting adventure. In fact, it was the first time the Mackay boarders had chosen to fly home for weekend leave. While at Rockhampton, the plane’s crew received the weather forecast for Mackay, predicting shallow fog patches. The RGS boys and nine adult passengers joined nine other passengers on board. The flight departed from Rockhampton at 7:52 pm. At 8:17 pm, Mackay air traffic control reported that fog had rolled in and temporarily closed Mackay Airport. A few minutes later, having come to the spot where he would start descending, the Captain told the tower controller he would hold over Mackay in case visibility improved. At 8:40 pm, only 48 minutes after leaving Rockhampton, he reported they were over
the airport. By all accounts, it was a bright moonlit night with a completely calm sea. Two approaches were aborted due to a low layer of cloud on the coastline obscuring the sight of the strip on final approach. By 10 pm, the fog at Mackay was thinning. Air traffic control reported this to the flight and Captain Pollard said they would begin an approach to the airport. Several communications continued between the pilot and air traffic control regarding airport conditions. At 10:05pm, air traffic control lost contact with the Captain. Five hours after contact was lost, at about 3 am on the morning of Saturday, 11 June 1960, items of wreckage, including damaged passenger seats, clothing and cabin furnishings, were found floating on the ocean five nautical miles east of Mackay Airport. RGS Headmaster Dr Phillip Moulds said as a Headmaster he could not begin to imagine the impact and grief that then Headmaster Mr Jardine would have felt when, on the day following the crash, he personally visited each of the of the families in Mackay.
M.J.Barclay
D.F.Brown
B.F.Burnell
E.L.Dowse
F.J.Graham
S.D.Jackson
A.J.Morrow
D.A.Patterson
T.Patterson
Ready today for tomorrow
Source: 2020 Good Universities Guide. CRICOS Provider Code 00117J
There’s a place for you at JCU
Full-time Employment Student Support Skills Development
jcu.edu.au THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 7
COMMUNITY
“ I feel it had some great attributes that enhanced learning overall.” Ben Scott (Year 12)
8 / THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY
COMMUNITY
Remote learning Students, teachers and parents have all played their role during the unfolding drama of COVID-19 and remote learning. Our RGS community rose to the challenge to make the best of a different situation.
Remote Learning Appreciation Geoff Hadwen & Reniece Carter RGS staff across the School worked tirelessly leading into the remote learning period in order to provide the best ongoing education for students. RGS Head of Primary, Geoff Hadwen was both relieved to see students return to the classroom and grateful to staff for their efforts.
My Remote Experience Peter Delley Looking back to the end of Term 1 when we first heard we would have to teach remotely seems like such a long time ago. In many ways it felt like a cyclone that we were watching, hoping it wasn’t going to hit us, but fully aware that the chances weren’t looking great. Like most change, some people thrive, and others need the support of those around them. All teachers prepared the best they could for the unknown. It was that comradery that stood out during the remote learning experience. Within the Mathematics department, I felt like we were in this together and we would get through it together. Some were comfortable with the new technology and others weren’t, just like the students when we started teaching in Term 2. Despite this we worked together, we planned, we created resources and we did everything we could to try and make remote learning effective. During the five weeks of remote learning, I sometimes I felt like I was just talking to myself in an empty room, waiting for a voice from the deep to ask me a question or seek clarification. One of the key things I learnt during this process was how important visual feedback is to teachers. As educators, we learn to see the signs of our students when they don’t understand. It is the interpreting of these looks that often guides a lesson, that allows a teacher to know you need to do another example, or explain the concept differently. The whole experience was one of learning for both teachers and students. As teachers, we had to adjust and improvise constantly to ensure we were providing the best lesson we could. The students had their own challenges. It reminded me that as teachers we are always learning, and I hope that is something that the students saw as well. At times we face challenges and are forced out of our comfort zone, and what determines how well we get through that challenge is our attitude.
“I’m very proud of what our teachers delivered to the students who were at school and via remote learning,’’ Mr Hadwen said. “It was not an easy job juggling two classrooms at the same time.” Mr Hadwen said that during remote learning, he believed the general public gained a greater appreciation of teachers. A statement the Head of Secondary School (Academics), Ms Reniece Carter fully agrees with. Members of the RGS Leadership Team each made phone calls to every RGS family during remote learning to check in and see how they were faring with the RGS remote learning programme. “In my many phone calls to parents the overwhelming appreciation of what teachers do was always at the forefront of conversations,’’ Mr Hadwen said. “I have always felt that face-to-face contact with students is the best method of education and the Prime Minister’s comment ‘If online and distance learning was a better way of delivering education then that’s what we’d do all the time,’ was so satisfying to hear.”
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COMMUNITY
Remote learning Ms Reniece Carter said Secondary School teachers were fully committed to ensuring that no child’s education was negatively impacted by the change in delivery mode. The School developed a suite of resources for parents and students, from How to Guides, to Remote Learning Expectations and Etiquette documents to welfare information. Ms Carter said it was also important to incorporate Independent Study sessions for all students in the Secondary School. “This ensured that students could contact teachers if further clarification of work was required,’’ Ms Carter said. “It also recognised the challenging times many families faced and meant students would have time at night to engage with their family members.”
Ben Scott (Year 12) on remote learning When it comes to remote learning, I think it’s a reasonably mixed reception. I feel it had some great attributes that enhanced learning overall. Learning in a more casual and flexible environment was one of the best things about online education. During independent learning, there was no obligation to spend a full 40 or 80 minutes on just one subject. I could chop and change what I was working on freely. I also think it’s good practice to be able to take short, intermittent breaks. Maybe work for 20, break for a bit and then get back into the work. Working like this kept my brain fresh and functioning better, stopping it from constantly concentrating on something, which wears it out more. Of course, taking breaks while being taught new content would have been detrimental, but it was during independent learning time where breaking was viable. I think remote learning also gave a practical insight for what university study would be like, allowing us all to have the opportunity to practice self-motivated education. I also appreciated the amount of effort the teachers and IT department put into ensuring our education remained at a high standard.
“ We approached the first day of remote learning excitedly and a little nervously…..” Leading into remote learning the Year 5 teachers collectively mapped out a pathway that they thought would best suit their students, both learning from home and at school.
Learning partnership RGS Year 5 teacher Mr Owen Kelland has welcomed “the best of both worlds” since his students returned to the classroom. Mr Kelland welcomed the smiling faces back to the classroom mid-term. “Since then we have continued to teach the curriculum as we have always done, but have also adopted some of the techniques that were helpful in remote learning,’’ Mr Kelland said. “I guess you could say we now have the best of both worlds.”
“This involved familiarising ourselves with many teaching tools we hadn’t previously used, such as Microsoft Teams, One Note and Spelling City, to name a few,’’ Mr Kelland said. “We approached the first day of remote learning excitedly and a little nervously hoping to provide quality learning experiences as we had always done, but in a different way. “As we anticipated there might be, we experienced some teething problems in the early days. However, with the help of the RGS IT department and by supporting each other as a cohort, both students and staff, we eventually settled in to a daily routine.” Mr Kelland said by the end of Week 5 in Term 2, students and staff alike had become quite proficient at remote learning and there were many new skills picked up along the way.
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“Overall, it certainly was a challenging but very rewarding experience and I’m most thankful for the support that was provided to me by my Year 5 cohort teachers, teacher aides, parents and students who shared the journey with me.” One of Mr Kelland’s students, Jamaal Loomans, enjoyed his mixed week of remote learning and learning from school. “I actually really liked it (remote learning), especially when my mum made me some yum lunches and also talking to my teacher,’’ Jamaal said. “I finished work a lot quicker than what I would at school but I really missed playing sport on the oval with my friends.” Jamaal welcomed the opportunity to return to school with his friends. “I enjoy having the teachers there to help us and your friends are there to support you. And I can do PE again,’’ Jamaal said. Jamaal also picked up some handy skills during remote learning like improving on the computer and becoming more organised.
COMMUNITY
as opposed to considering what is currently working for us and what we are thankful to have in our own lives. Truth be told, looking from the outside in is not a helpful or accurate perspective for comparison- we never really know what is going on in someone else’s life. We tend to have a negative bias when viewing our own circumstances and look at others’ lives through a rose-coloured lens. Gratitude enables us to connect to something bigger than ourselves, which also helps us put our own lives in perspective. What would you like to be able to hold onto as life (inevitably) returns to the break-neck pace of pre-COVID-19; rushing from one activity to the next after school, weekends full of sport, sleepovers and social events? What have you truly missed that you don’t think you appreciated enough before it was taken away? What has been an unexpected ‘silver-lining’ of the COVID-19 restrictions and dramatic change in your way of life? I put this same question to our Year 4 students. Common themes were that the restrictions gave them a chance to relax, slow down, learn new skills, become more independent and spend time with their family. It was refreshing to hear a 9-yearold’s perspective on what they saw as the ‘bright side’ of such a challenging situation. Interestingly, this appeared to be an echo of what I have heard many adults express. How can we make sure we protect time as a family, slow down, and really connect with each other as our lives speed up once more?
Being thankful during COVID: A time to reflect Rosie Akers At the time of writing this, students are just returning to school; it feels like a time for reflection, nevertheless, COVID-19 doesn’t really seem all that ‘over’ just quite yet. Many of us will be feeling relief at the lack of the frantic searches for documents on Microsoft Teams, no longer having to coax, bribe, cajole, or otherwise incentivise our children to get their schoolwork completed; all the while wondering how the teachers manage to do this day in, day out with 25 children! Some may have been tempted to throw in a casual comment about what Mr Hadwen or Mrs Wright might say if they saw their child’s behaviour at any given moment. For many, this period has brought into sharp focus how privileged our lives truly are, living in an age of peace, liberty, choice, and volition; many things we have taken for granted until they were denied us in the last few months. How can we savour that sense of appreciation as our ‘freedoms’ are gradually returned to us, before they are absorbed back
into our everyday existence? Some people use reminders, a photo or a symbol so when they see it, it triggers pause and reflection. Others use a routine element of their day, switching on a kettle, driving a particular route to work as a prompt to reflect and count their blessings.
“ …many things we have taken for granted until they were denied us in the last few months.”
If we can use this as an opportunity to take stock, gain insight into how we run our dayto-day lives and make a conscious effort to change our lives for the better; this might help bring some sense of purpose and meaning to a situation that has caused many of us so much uncertainty, anxiety and angst. So, I pose these questions to you: What was the silver lining or unexpected surprise out of this recent challenge? What are you looking forward to letting go of as we re-gain ‘normality’? What would you like to hold on to moving forward?
A regular practice of gratitude is a simple way to improve our wellbeing; enabling us an opportunity to stop and consider what it is that we truly appreciate about that moment, the past day, or our lives as a whole. So much discontent stems from looking ‘over the fence’ at what (we think) our neighbours or friends have. Motivating us to strive for this,
THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 11
COMMUNITY
Remote learning “I feel that RGS is one large family that I help like my own family,’’ Mr Libke said. “I do not think twice about helping my family or RGS family and when I receive these tokens (thanks letters), it strengthens my view about how close the RGS community is. Thank you.” The Thanksgiving Club noticed two main themes in the messages received – one of thanking people for the work they have done, especially around remote learning, and the second area was thanking staff for going out of their way to help people. “Staff who have made resources to help everyone during this time, or have been forerunners in learning the new technology so that they can help their fellow staff. It is so wonderful to see that there are so many staff out there happy to help and work together to make this place as great as it is. “I just hope staff keep embracing the idea and we see it grow.”
A little bit of thanks goes a long way When your world starts spinning in a completely different direction it’s nice to pause and thank someone for all the hard work they are doing to help make your life that little bit better. The RGS Thanksgiving Club was born during COVID-19. Our anonymous Thanksgiving Club spokesperson said “bits and pieces” of the idea floated around in their head for a long time before COVID-19 started changing our lives.
Giving thanks is not just something that should be reserved for tough times. “I believe it is always important to be thankful and to show others that we are thankful. I would hope that this situation has taught many the importance of being grateful for what we have, however, I do not for a moment think that that gratefulness should only exist during times of difficulty. “Building each other up and making them feel good about themselves is important for us to thrive and I hope that this little project helps to do that in some small way.”
“However, it was in Term 1 when I received a note from a student thanking me, coupled with the random acts of kindness day, that were catalysts to get this project going.” We have seen many acts of kindness during COVID-19 and it would be great to see this support when the “new normal” resumes. RGS English/Social Science teacher Ms Amy Davies said it was lovely to receive the note amongst all the busyness. “In the challenging times that we are all in, these acts of kindness really mean a lot,”said Ms Davies. RGS Primary School teacher Mr Lachlan Libke said he appreciated the people who wanted to thank him for the work he did leading into remote learning.
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Messages from the heart Messages jumped out of the pages of a novel for Year 11 English students during COVID-19. Students were studying, The Messager, and in that text the main character, Ed, receives cards in the mail with instructions on it. The tasks are always about helping people, building relationships and instilling hope. RGS English teachers Mrs Meg Kerr and Mrs Melissa McCosker were inspired to printout a playing card from the novel and wrote messages on the back to their students. “This was just our way of letting them know that we were thinking of them and were very proud of how they were handling remote learning,’’ Mrs McCosker said. “One student said that they loved getting actual mail, rather than an email, because this rarely happens these days. It was special to have something with my name on it.” Mrs McCosker said it was also nice receiving feedback from parents on how they valued the meaningful gesture and how a simple card further nurtured a parent-teacher relationship which was already valued. Year 11 student Olivia Old said receiving the personalised cards in the mail was really nice to know they were thinking of them. “Having the constant support helped us all through this experience,’’ Olivia said.
Pictured above: (from back left clockwise) Mrs McCosker, Hannah Boyce, Olivia Old, Matariki Kibblewhite-Claus, Mrs Kerr and Ruby Burnham.
COMMUNITY
Parents gain a classroom insight I loved the RGS remote learning from home! Having all our children under the one roof and the opportunity to enjoy their company for a longer period was a bonus and the presentation of actual online classes by RGS provided structured learning. Piper, our Year 11 student organised herself and her classes and the only downside may have been that she finally realised that some academic queries were above her mum’s paygrade – Maths Methods anyone?? Our Year 7’er Mackenzie moved himself into my ‘work from home’ office so we cohabitated for the five weeks of home learning. It was enlightening to be able to sit in on his classes and I confess I have not laughed so much in a long time! They never shut up and all his teachers have the patience of saints! I was in tears one afternoon as their teacher took them through their paces of what should have been a simple exercise of writing some information inside a drawing of a hand – some information in each finger and some in the palm. The ensuing 20 minutes was taken up with questions and instructions of how to draw their own hand, which hand to actually draw ‘if you are left handed, draw your right, if you are right handed, draw your left’, what to write in what finger, where to write the rest of the information for one student with a small hand. “But Miss, what do I write inside the hand and what do I write outside the hand?” I lost it then and from then on, my 12 year-old instructed me that I had to wear headphones and listen to music whilst his classes were on! A very heartfelt thank you to the entire staff of RGS for ensuring the five weeks of home learning was productive and that students were engaged. And for the opportunity to be involved in our student’s learning …and a few laughs along the way! Bronwyn Christensen
“ A very heartfelt thankyou to the entire staff of RGS for ensuring the five weeks of home learning was productive and that students were engaged.” Bronwyn Christensen
Dear RGS team, As parents of children in primary and high school, the remote learning period was filled with a range of experiences. The remote learning format was slightly different in the primary and high schools, but the delivery of the remote learning by RGS and the acceptance by the families at home was something that all should be proud of. As with most we had to deal with initial technical difficulties, settle in to the new normal and then rely on our children to become self-sufficient and complete all the work required, but overall the experience was unique and enjoyable. I could only imagine that the change required by teachers, support staff and the whole RGS team would have been very challenging. I’m sure going from an organised classroom to having to rapidly transition into the remote learning environment would have been a huge task and a steep learning curve for all involved. Congratulations and thank you to all the RGS staff and students on their stellar efforts. I’m sure it’s something that we will all look back on in the future and smile about whilst giving ourselves a pat on the back. Clayton and Cathy Rowland
Take a look at our latest Digital Parenting magazine for our Headmaster’s insights into remote learning
THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 13
SCHOLARSHIP
Finding Inspiration For years, people have been jotting their thoughts and ideas down on paper. The Writer’s Notebook programme continues to engage us in the simple art of putting pen to paper and writing. RGS Head of English (Year 7 – 10), Mrs Louise Heilbuth was inspired after attending a professional development course featuring Notebook Know How, by Aimee Buckner, and has since integrated the programme fundamentals into RGS classrooms.
demonstrating a strong ownership of their work. Some students simply do not like to write – and they are often told by teachers what to write and how long the writing needs to be. Often, the physical act of writing is uncomfortable for some, and others struggle to know what to write about. The premise of our Writers’ Notebooks is to offer choice. And this is what we did! Using Aimee Buckner’s ideas, students wrote about a host of subjects from a number of engaging stimuli, starting with their own names. Mrs Louise Heilbuth RGS Head of English (Year 7-10)
Last year I was fortunate enough to attend professional development that focussed on reading and writing in the English curriculum. The professional development was delivered by the Queensland Institute of Educational Leadership. QELi is an innovative, not-forprofit organisation committed to delivering excellence in leadership by supporting education leaders to establish a strong vision, improve student outcomes and lead change in their school context and wider school communities. As part of the workshop, participants were introduced to a wide range of innovative and inspiring texts one of which was called Notebook Know How by Aimee Buckner. This little book is brimful of fabulous ideas to help young people to write. I decided to use some of the ideas in my Year 8 English classroom to see if students would indeed start writing with more enthusiasm. I launched my own Writers’ Notebooks. Students were all given an exercise book, and many decorated the cover with personal embellishments,
Students explored where their names originated and whether their names suited their personality. Interestingly, one student wrote that her name stemmed from being born so close to Christmas. Another idea was to write using a word as a stimulus. Our word was ‘dangerous’ and this was closely related to the novel being studied. What I discovered was that not only were students writing animatedly about their thoughts surrounding our word, they wanted to discuss their ideas as well. A spin off from writing has been robust and engaged discussion around the work they are penning in their notebooks.
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FUN FACT
Our linguistic abilities are so fluent in their origins, that every two hours another new word is added to our dictionary. Unsurprisingly, the latest words to be added to the Oxford English Dictionary include: selfisolate, elbow-bump and infodemic!
SCHOLARSHIP
Year 8 students are tapping into their inner creativeness to enhance their writing skills.
We have used our novel as writing inspiration which has really deepened students’ understanding of the themes and messages as well as setting and characters within the story. Students wrote from the point of view of a character, they changed the setting of the novel and wrote using specific sentence structures, which added a language conventions dimension to what they were doing. We have also learned how to punctuate different sorts of writing for example, scripts. Students have been encouraged to write their own lists of topics, around a topic, such as ‘things that are most important to me’. It was heart-warming to see so many students writing about their family as their top priority. Some students have loved writing in their notebooks. I have been able to determine which students need more assistance with the mechanics of writing, which students could use more sophisticated vocabulary, and which students simply need to be able to expand their ideas.
Writing regularly is as important as reading regularly and there are many ways in which young people can be prompted to write at home. One person chooses a word of the week and all write around that word. It works best if adults join in too. Writing about old photographs of when family members were younger can stimulate some lovely writing about memories. Writing notes to other family members is another way to stimulate a short piece of meaningful writing for a specific audience and purpose. Using the humble shopping list as a starting point can be easily managed if the writer imagines the shopping list of a character from a book or a movie. The best way for anyone to become a better writer is to write a lot!
5 TIPS TO HELP STUDENTS ENJOY WRITING 1. P rovide a choice of topic; students love to choose their own. 2. H ave fun focus areas that students need to insert into their writing like alliteration or a simile. 3. C hoose to write intensively for a minute or two maximum, to encourage impromptu thinking – use an exciting stimulus, like an unusual object to get the creative writing flowing. 4. H ave students publish and share their writing and continue to expose them to examples of great writing. 5. D raw inspiration from their own lives and from literature is an approach that enriches student writing.
THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 15
SPORT
A world with no sport
Todd Wells, Director of Co-Curriculum
Written by Todd Wells, Director of Co-Curriculum
There is no doubt that 2020 will be a year that no one in the world will ever forget. Our School year started with news of a virus impacting Wuhan, China, and by the end of Term 1 we couldn’t finish our term sports and activities, we had postponed the cross country and moved into lockdown across Australia.
The annual school cross country is arguably the best day of the year as we have our whole School community assembling at RGS Rugby Park to participate and cheer on their house mates, sons and daughters from Prep through to Year 12. While I missed watching our top runners push themselves to the limit, it’s the Prep race that I missed the most. Young and excited Preppies running 200m with the older student lining the track supporting and encouraging. That single moment each year inspires me to continue to provide opportunities for students to participate in our co-curricular programme. There wasn’t a sea of house colours at the cross country this year. Sport had all stopped. During the Easter holidays, Queensland
moved to remote learning and school sport was cancelled until 30 June. All the activities and sports that are so popular at the school and our regular routines of enjoying sport, recreational and cultural activities on weekends was not possible. A significant part of our Australian culture had been taken away from us. It was quite daunting knowing we had no sport or activities for Term 2. We tried to redirect our focus online, but it’s very different not having students on campus and not being able to spend as much time with the Grammar community at different events. I’ve been in this job for 10 years and the reason is that I love the job and being able to get out there and support the students in their endeavours.
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Not having that has been pretty challenging. My typical week was always doing school related activities during the day and after school coaching or planning co-curricular, along with the exciting part of planning trips (like Confraternity and QISSN) and excursions for the students to gain more experience and see them grow. Co-curricular also offer the opportunity to catch up with Grammar families and working with them to get the best outcome for the students. It reaffirms we are all doing the same thing and trying to provide opportunities for students.
“ I certainly missed the joy around the campus watching the students challenge themselves…..”
SPORT
We have missed out on the life skills that are learnt through our co-curricular programme, things like resilience, respect and fundamentally finishing a match or practice with a smile on your face. I certainly missed the joy around the campus watching students challenge themselves at training and in games as they proudly wear their red and black. Not to mention the lack of social interaction for students at training or rehearsals or parents and staff catching up on the sideline or waiting at pick up was all stopped so abruptly.
What have you missed about sport? The rush of getting to games and training on time came to an abrupt halt for students. The Capricornus Quarterly caught up with some RGS students who are keen to return to sport.
Ben McAlister YEAR 5
Our students’ academic pursuits continued with remote learning, but we had to find creative solutions to enable our students to remain physically active. My role of Director of Co-Curriculum changed immediately from assisting Teachers-in-Charge (TICs) plan and organise training, rehearsals, excursions to exploring ways to keep our RGS community connected during remote learning. The virtual Twenty Twenty Ready Challenge was initiated with body weight workouts and over 60 video demonstrations of exercises. Glenn Hansen, from Vector Health, a development partner of the School’s Co-Curricular programme, was instrumental in developing this programme. The push up and standing long jump challenge attracted over 600 participants while the School’s Virtual Cross Country, for Preps to Year 12s along with staff and parents, had participants walk or jog over 2800kms over four weeks.
Not able to catch up with my friends at school and my sporting teams and not being able to get better at the sport.
Within our community it was evident that families were able to spend more time together. The normal hustle and bustle of running children around Rockhampton after school or having to work late in the office seemed to stop.
Taine Wedel
While professional sports slowly comes back and community sport and recreational activities return, with restrictions, it will be interesting to see how individuals and families react and what we take from our COVID-19 experience. There will be significant impacts for many years to come but maybe it will also provide us with a different aspect on life. There’s still a lot of unknowns at the moment, but hopefully we can soon get back to some form of normality.
Kasey Frame YEAR 12
During COVID-19, I have missed the team aspect of sport. Working together to achieve and meet a goal with a group of people you necessarily wouldn’t talk to during the school day is something I think we have all taken for granted. Hopefully we are able to return to sport at the beginning of Term 3.
Esther Bourke YEAR 10
Sport’s a good way to be able to be with your friends but I’ve also missed the competitive side of netball and going to the games knowing Grammar will always support you at those games.
YEAR 12
I have missed the RGS Rugby community and the great game that we all enjoy playing. The competitive nature of the sport as well as being able to run around the field with all the boys is something that I always look forward to when I’m at school. Covid-19 has seen the cancellation of the Ballymore Cup and the Confraternity Shield, which are always highlights of the rugby season. I have been talking to some of the boys and they are all looking forward to the chance of having an Aaron Payne Cup qualifier game in Mackay against St Pat’s next term.
Sophie Wright YEAR 6
I miss seeing my friends at sport. It’s disappointing that the athletics and cross country was cancelled. I’ll be more unfit when I go back.
Riley Wessling YEAR 12
I guess the most I missed about my final year playing school sport was playing with my mates and being able to just have fun and laugh even if we weren’t winning. Although that’s (winning’s) good as well, having a good time playing is the best part. It would have been sad not being able to play school basketball in my last year.
THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 17
GALLERY
CLOCKWISE FROM TOP LEFT: Year 9’s Josh Smoorenburg is back on the drum kit; Year 11 Agriculture students Darcie Allen and Meg Ingram with one of the Port Curtis Farm lambs; Year 9’s Max McCartney gets creative in Workshop; Drama costume decisions for Year 7 student Renae Palmer; Sensei Yokoyama with Year 11 Japanese students Connor Chen and Sumeet Prasad; Enjoying some outdoors reading time in English are Year 10 students Eve Clancy, India Iwers and Fynn Moran; Year 9 students (from left) Tom Brown, Ben Howard, Ryan Adams and Cooper Mackenzie test out the dragsters they made in Workshop; Prep’s Jocelyn Nguyen joins RGS Headmaster Dr Phillip Moulds at a magical Chemistry lesson.
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GALLERY
CLOCKWISE FROM TOP LEFT: Year 10’s Dominique Sleaford hits the touch field during Health & Physical Education; Year 10’s Giselle Mirosch pieces together her Science experiment; Prep’s Ishika Rathi is all smiles being back at RGS in Term 2; Jim Shannon returns his daughter Annie Shannon, Year 10, back to boarding; RGS Head of Primary Mr Geoff Hadwen receives some heartfelt words of thanks from Year 1 students Penelope Moore and Harrie Hansen; the RGS school mascot goat lends some words of encouragement to Year 12 student Max Norris-Kvikne during the Seniors Push Up Challenge on the School’s top oval;
Year 11 students Lachlan McCauley lowers himself down the side of the Birkbeck Building for the Outdoor Recreation course; Social distancing in the RGS dining room are Year 12 boarders Kimberley Weier and Matilda Donaldson; Welcoming “Milton” to the RGS Port Curtis Farm are Year 12 students Maddix Lovett and Jack Barsby.
THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 19
Q&A
The final word This year has been one that many of us will remember for the rest of our lives. On reflection we realise just how lucky our Seniors were to experience their formal just weeks before coronavirus caused the closure of schools in week 9.
For many, an extra week of holidays was more than exciting, however, as social distancing restrictions and remote learning practices were put into place for the beginning of Term 2, many of us came to the realisation of how important school life is for our sense of belonging and routine.
Natalie Marks School Captain
Nicholas Storey School Captain
Despite the uncertainty and fear that surrounded and still surrounds COVID-19, we saw many positives come from this period. For the first time, we were all forced to slow down and appreciate the many recreational and basic activities that we once took for granted. At the beginning of Term 2 all students returned to school online through Teams, whether that be at home or on campus. This dramatic change was a learning curve for everyone. It was an opportunity for many of us to challenge ourselves at home, improving our self-discipline and organisational skills. It cannot go without notice the work completed behind the scenes by the school to have Teams up and running as an accessible resource for students and teachers. IT staff and parents also played a massive role in supporting students in their learning during this period, and for that we thank you. As boarders, we are both so grateful for the extended time we were able to spend with our families and time at home on our properties. We both thoroughly enjoyed the remote learning experience; however we know for some, self-motivation and maintaining study in a home environment was difficult. Students demonstrated resilience and adaptability during these times, doing their absolute best to keep on top of content and for some, completing assessment with limited to no face to face help from teachers. Socially isolating for many weeks on end was also a task in itself. As a school community that prides itself on social interaction and integration between students of all year levels, removing face to face contact was difficult for everyone. At the beginning of Term 2 week 4, students in Prep, Year 1, 11 and 12 returned to school for face to face learning. We know this was a difficult decision for many families, specifically boarders leaving small communities, weighing up the risk associated with having to return home if an outbreak were to occur within
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the school community. We recognise that during these uncertain times, families of day school students and boarding parents still feel anxious. The generosity and kindness of Grammar families has played a contributing role in allowing boarders to experience a home away from home with restrictions still applying within the boarding houses and not being able to operate at full capacity. The support and kindness shown by everyone within the Grammar community has significantly influenced the smooth transition back into a normal school routine and for that we give our sincere thanks.
“ There is still an opportunity to make this year everything we had imagined, and more.” 2020 is not over yet! There is still the opportunity to make this year everything we had imagined, and more. With restrictions lifting we look forward to soon returning to co-curricular and remaining school sporting events. We challenge you, as Grammarians, to not dwell on what has been lost but instead, make the very most of what can be offered both in and around the school. With the extra time we now have on our hands, we ask you to consider your values and what you can do to make this year as memorable and fulfilling as you had hoped. Whether that be through spending time with friends or family, offering your time to others, or participating in recreational activities, let’s make the most of it. With our newfound gratitude for the freedom we have to learn in a school environment alongside our friends, with face to face teacher help available, we believe there is a lot to look forward to for the remainder of the year and it’s up to us to make every moment count!
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