RGS Capricornus Quarterly - Term 3 2023

Around the Classrooms at RGS Highlights

See all events, full details and upto-date information at RGS Parent Lounge

YEAR 1 PICNIC

Fairy Tales

In Term 3, Year 1 immersed themselves in the magical world of fairytales. The students enjoyed listening to numerous tales and learning about the elements of fairytales. They also wrote their own fairytales. Celebrating the end of another term, the students attended the annual Teddy Bear’s Picnic, hosted by the Year 12 Teddy Bear’s Picnic Committee, which aligned with the popular fairytale, Goldilocks and the Three Bears. A vast array of teddies, and other soft toys including dinosaurs, ducks, puppies, kittens and a fish, descended on the Beasley Building, as the students participated in different activities.

Thank you RGS sponsors for sharing with us our mission of developing whole people through a balance of academic, sporting, co-curricular and social activities.

If you would like to become a sponsor of RGS Sports or any co-curricular activity please contact Todd Wells, Director of Co-Curricular on 0488 778 300 or email twells@rgs.qld.edu.au

YEAR 3 SCIENCE

Busy Bees

Class 3W placed third in a national Schools Plant Science Competition, “The buzz about BEES”. Students discovered the crucial role bees play in the viability of agricultural and horticultural industries and in supporting our very survival on this planet. Groups looked at: creating an interactive model of the bee anatomy; experiments observing pollination and the type of weather bees like; writing a bee storybook and creating a bee biosecurity alert poster; discovering bees valuable contributions to people and the environment; and presening a scientific report incorporating data from their experiments. Hermitage Research Facility hosted the competition.

YEAR 9 CAFÉS

Cultural Cooking

RGS Year 9 Food Technology and Textile students investigated the medicinal and flavour profiles of native Australian ingredients, with the students designing a menu item that would be suitable for a café. The students named their cafés – Tunuba Teahouse and Dreamtime Delight, and were inundated by their fellow students, and staff, during morning tea breaks. Among the tasty treats on the menus were lemon myrtle baklava, bara sushi, croc springrolls and strawberry gum cheesecake.

YEAR 10 OUTDOORS

Outdoor Recreation

The Year 10 students joined trips to Vietnam, New Zealand, Tamania, Whitsundays, K’gari, Carnarvon Gorge and Great Keppel Island for this year’s RGS Outdoor Education programme. These experiences included at their heart, a sense of adventure, challenge, leadership, teamwork, service, and personal growth. From helping build roads for villages in Vietnam to sailing the Whitsundays, participating in conservation activities in New Zealand and base camping at Carnarvon Gorge, the new experiences for students were endless.

YEAR 12 LIFE SKILLS

Life Lessons

RGS Year 12 students are learning life skills for after school. In Form classes, the students engaged in activities involving learning about rentals, bank accounts and superannuation. The Year 12 students also continued their cooking classes, getting creative in the kitchen cooking some handy recipes, and commenced a basic car maintenance session with Mr Hunt. These sessions provided knowledge on how to change a tyre, the difference between oils for a variety of car types and performance, how to change windscreen wipers and more!

Feedback helps deliver great schools

Great schools, whatever their current reputation and performance, will only continue to improve if they are attentive and responsive to what is happening in both education and their communities. An essential element in The Rockhampton Grammar School’s beliefs is the continuing need to seek feedback from our students, staff, parents and broader community and feed this information into our planning. A critical feature of much of this feedback is that it is obtained and analysed by highly credible, independent external researchers.

Feedback from educational authorities, which are also published in the media, regarding students’ academic results in Queensland forms one part of this feedback. It is pleasing to benchmark the performance of RGS students with other students throughout the State and celebrate the excellent performance of all student cohorts at RGS. However, such satisfaction comes with an important qualifier. While the results are most affirming, the School does not consider that an ATAR score represents the sole measure of success of an individual or an institution or that the ATAR pathway is valued above the vocational pathway. The School believes its commitment to developing students’ scholarship and character will critically underpin their learning futures. RGS remains equally committed to the balanced development of the whole child – moral, social, physical and artistic.

Another way that we receive feedback is through the School’s Parent Survey. The survey is a vehicle to provide a voice for our parent community to reflect on what aspects of their child’s education they most value, areas where we are performing well, and identify areas where they would like further improvement.

I am pleased to report that the most recent Parent Survey results were very positive. Parents were particularly satisfied with ATAR preparation, technology integration into the classroom, opportunities for global education and the range of sporting and cultural activities offered. However, there were also some areas where parents suggested we could improve. For example, some parents felt the school could do more to ensure fairness and consistency in dealing with behavioural issues.

Such data and comments breed no complacency but provide vital targets to focus or direction. We are committed to taking all of the feedback from our school community seriously and using it to inform our focus.

I thank all of the parents who took the time to complete the Parent Survey. Your feedback is essential to ensuring that RGS remains a great school.

With your continued support and partnership, I am confident that RGS will continue to improve and thrive. (Read more, page 13)

The Rockhampton Grammar School takes seriously the challenge of preparing students for today’s world. We treat each student as a whole person through a balance of academic, sporting, co-curricular and social activities. Our School motto is Macte Virtute et Litteris or Grow in Character and Scholarship.

Capricornus Quarterly is published by:

The Rockhampton Grammar School

Archer Street, Rockhampton

QLD 4700, Australia www.rgs.qld.edu.au

(+61) 07 4936 0600

ISSN 1839-4663

©2022 The Rockhampton Grammar School

Dr Phillip Moulds, Headmaster 07 4936 0615

Headmaster@rgs.qld.edu.au

Enrolment enquiries

The Registrar, Mrs Marissa Holloway 07 4936 0700

Registrar@rgs.qld.edu.au

Editorial & Advertising

Ms Sue Moloney, Director

Development and Communications

07 4936 0668 smoloney@rgs.qld.edu.au

Mrs Rachael McDonald 07 4936 0776 rmcdonald@rgs.qld.edu.au

• General painting

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Ritamada Lunch

Celebration by the Sea

On Saturday 29 July, RGS welcomed current parents, staff, alumni and friends to Ritamada for the second ‘Celebration by the Sea’ Long Lunch. Over 200 guests gathered to enjoy warm conversation, good wine and beautiful food at the School’s beachside campus, nar Emu Park. The Celebration raised over $15,000 for the 1881 Endowment – the School’s bursary fund. Thank you to all those who supported the Lunch, particularly the event sponsors – Higgins Coatings, Ray White Rockhampton, RGS Alumni, Lilly & Lotus and Pac Plus.

IN THE NEWS

Geography Prize

Ziran Lekha (Year 9) placed equal first in the Australian Geography Competition. Hosted by the Royal Geographical Society of Queensland and the Australian Geography Teachers’ Association, the competition encourages student interest in geography. The multiple-choice online test composed of 40 questions. Almost 73,000 students from over 600 schools across Australia entered the competition in 2023. Geography brings together the physical and human dimensions of our environment, helping students to develop a deeper understanding and the challenges our environment faces.

Opti-MINDS

RGS Opti-MINDS teams competed at the OptiMINDS Rockhampton Regional Challenge. RGS was recognised for being the school in the region with the longest record of participation, competing in 30 of the past 35 years. Students participated in Language Literature, Science Engineering, and Social Science categories, using creativity and ingenuity to explore this year’s theme of giving a voice to the voiceless. Four secondary teams competed, resulting in three wins and one honourable mention. For the first time in several years, three RGS Primary teams also participated, with each winning their respective category.

Japanese Study Tour

RGS hosted 20 students from Sugamo Boys High School from Tokyo, Japan, The Year 9 and Year 10 students visited RGS classes and explored the Rockhampton and Capricorn Coast region. The two-week tour included visits to Great Keppel Island, Ritamada, Emu Park, the CQU Village Festival, Mount Hay, Port Curtis Farm, CQLX, the Heritage Village, the Crocodile Farm and Cooberrie Park. A highlight of the tour was interacting with RGS students and having a taste of life as a student at RGS.

Science Week

National Science Week went off with a bang at RGS during Term 3. Students and staff participated in a range of activities including Fun in the Science Labs, tested their knowledge at a trivia night, visited the Science-themed Escape Room and RGS Secondary students also visited Primary to share their passion for Science with the younger students at the School.

DMTA in the Spotlight

The RGS Dance and Musical Theatre Academy (DMTA) had a fantastic time preparing for and “In The Spotlight featuring 42nd Street Youth Edition” at the Pilbeam Theatre on 2 September. 100 performers, ranging in age from four to 17 years, took to the stage. Act 1 featured 27 dance items that zoomed the audience across the world of moves and grooves before landing in New York for 42nd Street Youth Edition in Act 2. The musical theatre performance featured 30 talented DMTA students. The cast rehearsed over 11 weeks to learn, perfect, and grow in their characters. The DMTA community thanks everyone who supported the production.

NAIDOC Celebrations

RGS welcomed LeLarnie Hatfield, Walali Hatfield, Kobe Watts, Kristina Hatfield, and Darumbal Elder Nhaya Nicky Hatfield to teach the students Darumbal dances to help celebrate NAIDOC Week. This followed a term-long programme where RGS students discovered more about Darumbal culture, language, and dance. Over 20 RGS students performed the Darumbal dances to Primary and Secondary students across two assemblies, celebrating this year’s NAIDOC theme “For Our Elders”. RGS Indigenous students come from all over Queensland – from Saibai, Masig and Boigu Islands in the Torres Strait to Wangkangurru country on the South Australian border and Bundjalung country in the southeast corner.

Day of Notables Finalists

SOPHIA BENTON

Susan B. Anthony

Congratulations to our winner:

ELIZABETH WRIGHT

Arnold Schwarzenegger

An actor, businessman, filmmaker, politician and former professional body builder, Arnold Schwarzenegger has held many high-profile roles.

Elizabeth Wright was awarded the 2023 RGS Primary Day of Notables winner with her portrayal of the Austrian-born star.

Elizabeth said she selected Arnold Schwarzenegger because she enjoyed his life story and thought it would be a fun, unique character for her to perform.

“Something that I found interesting while doing my research was, how he had such a tough childhood, and had to compete against his brother,’’ Elizabeth said.

“The part I enjoyed the most was definitely performing as Arnold Schwarzenegger and getting into character, with the accent and actions.”

RGS Primary and Secondary students, along with RGS staff, family and friends had the opportunity to watch all the Year 6 students deliver their Day of Notables presentations at the School.

A champion of temperance, abolition, the rights of labor, and equal pay for equal work, Susan Brownell Anthony became one of the most visible leaders of the women’s suffrage movement. Anthony died in 1906, 14 years before women were given the right to vote with the passage of the 19th Amendment in 1920.

SASHA DURGA SHAJI

Maya Angelou

Maya Angelou was an acclaimed American poet, storyteller, activist, and autobiographer. Angelou was also Hollywood’s first female black director, but became most famous as a writer, editor, essayist, playwright, and poet. As a civil rights activist, Angelou worked for Dr. Martin Luther King Jr. and Malcolm X.

ZACHARY HOLTZMAN

Archimedes

Archimedes of Syracuse was an Ancient Greek mathematician, physicist, engineer, astronomer, and inventor. He is regarded as one of the leading scientists in classical antiquity. He was considered one of the greatest mathematicians in the world, his greatest theories including the value of pi and calculating volumes.

J. K. Rowling

Joanne Rowling, best known by her pen name J. K. Rowling, is a British author and philanthropist. She wrote Harry Potter, a seven-volume fantasy series published from 1997 to 2007. The series has sold over 600 million copies and been translated into 84 languages.

ROBERT MULLER

Leonardo Da Vinci

Marie Curie was a Polishborn French physicist, famous for her work on radioactivity and twice a winner of the Nobel Prize – a shared honour in Physics (1903) and outright winner in Chemistry (1911). She is best known as the discoverer of the radioactive elements polonium and radium.

DAVID POINTING

Ip Kai-Man

Leonardo da Vinci was an Italian painter, draftsman, sculptor, and architect. A renowned painter in the Renaissance era, his Last Supper (1495–98) and Mona Lisa (c. 1503–19) paintings are among the most widely popular and influential paintings of that era.

Ip Kai-Man, also known as Yip Man, was a Hong Kong-based martial artist and a grandmaster of the martial art of Wing Chun when he was 20. He had several students who later became martial arts masters in their own right, the most famous among them being Bruce Lee.

GRACE RAMSAY

Julie Andrews

Dame Julie Andrews is an English actress, singer, and author who received many accolades over seven decades, including an Academy Award, a BAFTA Award, two Emmy Awards, three Grammy Awards and six Golden Globe Awards as well as nominations for three Tony Awards.

ZARA KUMMERFELD

ELSA LI

Marie Curie

Learning together

We can all learn something from each other. Students from RGS and the Rockhampton North Special School have been discovering more about each other’s worlds during visits to both schools. This strengthening partnership is helping break down barriers.

What initially started as a RGS Beyond Boarders programme visit with Year 11 and Year 12 boarders, more RGS students are welcoming the opportunity to embrace learning opportunities with the Rockhampton North Special School students.

Rockhampton North Special School Acting Deputy Principal Samantha Wearne said the visit to RGS was highly anticipated by her students.

The students engaged with Science experiments, hosted by the RGS Science Ambassador students, before heading to the School’s Band Room for a percussion session. RGS Year 12 students joined the visitors as they rocked out the song “We Will Rock You”.

The RGS campus visit further strengthened the bond between the two schools.

Mrs Wearne said her students loved to learn, play and interact with the visiting RGS students when they arrived at Rockhampton North Special School.

“Our students learn sports and reading and many other activities during the visits from the RGS students,’’ Mrs Wearne said.

RGS Secondary School teacher, and Head of Year 12 Boys Boarding, Mr Kyle Langman helped establish the connection between the

students, initially through the RGS Beyond Boarders programme.

“It was amazing to see the smiles on the faces of the Rockhampton North Special School students as they interacted with our students, played various musical instruments, and watched some epic experiments,’’ Mr Langman said.

“The benefits of getting out of one’s comfort zone to lend a helping hand, and give others an opportunity to do something they may have never done before, is both humbling and inspiring to see.

“I look forward to this partnership continuing and hope for more opportunities where students can learn to lead with others and change their world.”

Giving at Grammar

Volunteering your time can make a big difference in the lives of others.

Throughout the year many RGS students and staff have done their bit to help a range of organisations.

At the end of Term 2, the School’s First XIII rugby league team shaved their heads in their annual Shave for a Cure fundraiser.

This was followed in Term 3, with Year 11 students participating in the Cancer Council’s Relay for Life and the Year 12 girls “rockin’ the chop” to raise funds for the Cancer Council’s Ponytail Project.

The RGS Leadership Team also braved the cold to raise funds for Motor Neurone Disease research with their Ice Bucket Challenge.

These events combined to raise almost $41,000.

Many other students and staff have also supported various activities across the Primary and Secondary schools.

RGS Headmaster Dr Phillip Moulds, who himself participated in the Ice Bucket Challenge, said the School’s Leadership Team was proud of the incredible School spirit at the Ice Bucket Challenge event, along with the amount of service happening across the School throughout the year.

“This little bit of discomfort in the Ice Bucket Challenge was just a twinkle in time and a rewarding experience to know we have done something small to help others battle bigger challenges,’’ Dr Moulds said.

Ponytail Project participant, Year 12 student Alice Saunders (pictured below) cut off seven plaits, each 44cm in length.

“I just think that it’s for such an amazing cause because cancer can damage the lives of so many,’’ Alice said.

“When I found out the School participated in the Project a few years ago, I knew I wanted to participate when I was in Year 12.

“The benefits of getting out of one’s comfort zone to lend a helping hand, and give others an opportunity to do something they may have never done before, is both humbling and inspiring to see.”

Ryan and Annelise work together at their music workshop.

RGS Alumni

2023 RGS Distinguished Past Student Award Winners

Read more about their stories, and further RGS Alumni news, in The Grammarian www.rgs.qld.edu. au/community/ publications

(RGS 1913 – 1914)

Distinguished Past Student

Les was a pupil teacher with the Department of Instruction, Rockhampton and then taught across Queensland. He became a Head Teacher in 1925. In 1953, Les entered politics with the Australian Labor Party. In 1956, Les was appointed Minister for Public Instruction (now Minister for Education).

(RGS 1983 – 1986)

Distinguished Past Student

Jason joined the Canterbury Bulldogs in 1994, playing in their 1995 premiership side. Jason played eight games for Queensland in State of Origin from 1998 to 2000. He also played two Tests for Australia in 1998 and 2000. Retiring after playing for the London Broncos, Jason later coached the Queensland State of Origin women’s team.

RICHARD VAGG (RGS 1988 – 1990)

Outstanding Achiever Award

Richard was promoted to Major General this year, the third Grammarian to reach this rank, but the first in the Australian Defence Force. Richard started engineering studies after school before switching to officer training at the Royal Military College Duntroon. Richard already has distinguished service in is young military career.

ARTHUR KELLY

(RGS 1984 – 2019)

AILEEN KELLY

(RGS 1986 – 2019)

Honourary Life Membership

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DUNCAN STEWART

(RGS 1954 – 1957)

CQ Community Contribution Award

Duncan pursued a pharmaceutical career, working in Yeppoon from 1970 – 1990. His life was also full of community service, including his involvement with the Yeppoon Choral Society, Yeppoon Junior Soccer, Yeppoon State High School and Capricorn Coast Blue Care.

ROBERT

(RGS 1964 – 1968)

CQ Community Contribution Award

Robert has volunteered with the Queensland Rural Fire Service for 51 years. Robert also has a long association with rowing while also volunteering with the Rockhampton Cattle Club, Beef Expo 2000, Rats of Tobruk Association, Talbot Estate Committee and Marlborough & District Pony Club.

Arriving from South Africa, Mr and Mrs Kelly were both long serving staff at RGS, both starting as mathematics teachers at the School. Mr Kelly was later appointed Master of the Lower School and a member of the School’s Leadership Team before being appointed Head of the Middle School and Head of Year 9. In 1999, Mr Kelly was promoted to Deputy Headmaster. Mrs Kelly introduced mathematics intervention classes to the School, which provided opportunities to boost the confidence of Year 7, 8, 9 and 10 students who struggled with the subject. Years later, Mrs Kelly encouraged her Senior students to assist with the intervention classes.

LESLIE DIPLOCK

LANG

JASON HETHERINGTON

My story

Jett Grundy (RGS 2022)

Jett Grundy impressed on the athletics track during his schooldays at RGS. Modelling was never in the picture. In a short period time Jett has found himself in runway shows at Australian Fashion Week and Milan Fashion Week in Italy.

Jett Grundy never modelled at school.

“I started modelling after I left school just for something to do while I was preparing to go to the US on my athletics scholarship in August,’’ Jett said.

His Sydney-based modelling agency quickly landed Jett three runway shows at Australian Fashion Week in Sydney.

“I was able to walk the main shows and do some photoshoots on the side, where I appeared in the likes of Vogue and the Daily Mail. This experience really motivated me to want to take modelling further as part of my career,’’ Jett said.

“With Milan Fashion Week coming up in the June, I was quickly signed to an Italian agency and flown over to Italy in a bit of a whirlwind. It was such an inspiring experience to be able to work alongside the best in the business, with me ending up walking in a couple of shows. I had such a great time living in Milan for a few weeks, where I met so many people from all over the world and had a quick immersion into Italian culture.”

After this unexpected whirlwind experience, Jett said he was still modelling and looking forward to continuing with this new opportunity in the future.

Only last year, Jett was looking at opportunities to further pursue his athletics talents. Jett was a multiple champion at both Australian and Queensland All-Schools Championships in both the 400m and 200m events and won gold in the 400m at the 2022 Oceania U18 Championships in Mackay.

Jett was fortunate to secure an athletics scholarship at Montana State University to study Engineering and compete in the Division

1 NCAA (National College Athletics Association) competitions for the 400m event.

“I am really looking forward to experiencing US college life,’’ Jett said.

“The athletics facilities and support at the University are impressive and I believe this will help me achieve my goal of being an elite athlete.”

Jett is also looking forward to pursuing Engineering studies, but also has his athletics goals.

“Like many Queensland athletes, it would be a dream to represent Australia at the 2032 Brisbane Olympic Games,’’ Jett said. A whole new world is presenting itself to Jett after graduating in November last year.

“At the start of the year (2022) I was just like any other Senior focusing on finishing school with no real idea of what I would be doing in the future,’’ Jett said.

“Year 12 was a pivotal point in my life as I started having national and international success with my athletics. It felt rewarding that my hard work was paying off and that I could achieve what I put my mind to. While getting an athletics scholarship has opened a door to moving overseas, the last 12 months have shown me if I want it then I can.

“I have always wanted to live an interesting life and am grateful for the opportunities, support and encouragement that I have received from the people around me.”

“I have always wanted to live an interesting life and am grateful for the opportunities, support and encouragement that I have received from the people around me.”

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100 Days: Beginning and End

School is a journey - there is a starting point and an end. In Term 3, Paxon and his fellow Prep students celebrated 100 days of School while Lilly, and her fellow Year 12 cohort, celebrated 100 days left of School.

Paxon Kissock was interviewed by his teacher Mrs Nicole Kennedy:

Mrs Kennedy: Paxon, you’ve now been at Prep for 100 days, can you believe it?

“Yay! 100 days at Prep … we’ve been very busy, haven’t we? Do you know what my favourite thing is Mrs Kennedy? I LOVE free play in the sandpit with the other Preppies!”

Mrs Kennedy: That’s great Paxon, you have made lots of really nice friends in Prep.

“Yes, I love the Preppie playground too. Sometimes with the big Year 6 kids we play “the floor is lava” and “freeze tag”.”

Mrs Kennedy: It’s definitely lots of fun during play time. What about in the classroom?

“I really like learning about Australian animals. You know … what they can do, what body parts they have, where they live, what they eat. I like learning to read and write too. Oh … and we learn to do numbers!”

Mrs Kennedy: Are there any excursions you have enjoyed in your first 100 days?

“Going to Ritamada is fun. We get to play in the water and play the games with Mr Boicos. We have to be careful not to run inside though.”

Mrs Kennedy: We need to be careful and follow the rules so everyone stays safe. “Yeah … we even learn lots about safety at Prep too!”

Lilly Fraser has attended RGS since Prep. Here are her reflections:

When you realised you had only 100 days of school remaining:

“It is bitter sweet. I’m excited for the future, and I’m excited to see where my cohort goes, but it’s also really sad because it’s been my routine to come here every single day for the last 13 years and leaving will be a big change. I’m really trying make the most of every single day this year and enjoy it. I just want to spend as much time with my friends as possible. We still have a few things left like the Valedictory Dinner and assemblies. It will be sad when it’s all over.”

School memories:

“I definitely remember Prep. I could tell you my whole daily routine. It was so much different to how it is now. I had Mrs Thomson, and she was amazing. I still have the same friends from Prep here which is really special that we got to go all the way through together. I can remember events that happened in every single grade and my connection with the teacher and who was in my class. I just love school.”

“This school just made me love school. There’s so many opportunities here and people can really be themselves and do what they enjoy. I’ve been so accepted every single year by all my teachers. Obviously, school will never be perfect, and there will always be hard days, but it’s important to just be yourself and make the most of every opportunity.”

Advice:

“Enjoy it. I understand that you get exhausted from school and there can be a lot of pressure, but just enjoy it because before you know it, it’ll be all over”.

“This school just made me love school.”

Lilly

Paxon and Lilly are at different ends of their school journey, but both love being at school.

Empowering literacy through play

The art of word games for families. Parents play a pivotal role in their children’s educational journey offering invaluable support for literacy development. By creating a literacy-rich environment, parents provide a strong foundation for lifelong learning. RGS Dean of Studies Debbie Moulds uncovers a world of learning in the home.

Reading together, engaging in storytelling and playing games bolsters critical thinking, communication skills and boosts social abilities. Board games and card games offer a fantastic opportunity for parents to enhance their child’s literacy skills in a fun and interactive way.

In a world reliant on literacy, game manuals offer hidden learning opportunities. Encouraging children to read and understand rules enhances literacy by presenting complex information in an engaging manner. Word games foster vocabulary expansion and comprehension as young players encounter new words while having assistance from parents or older siblings. Problem solving, strategic thinking and decision making can be an important part of some games. These skills are invaluable to students of all ages. Multiplayer word games promote

communication and teamwork, fostering social interactions that enhance verbal expression and active listening.

To help children, take the time to explain new words, ask open-ended questions that inspire critical thinking, encourage collaboration and teamwork to solve problems and explore the rules and offer positive reinforcement and encouragement for your child’s efforts.

Gathering with family and friends to enjoy word games creates strong bonds and cherished memories, providing a break from digital distractions. Roll the dice, shuffle cards, and watch literacy develop but the joy of laughter and quality time together is even more precious. And if you’re seeking suggestions, a plethora of games suitable for various ages are readily available.

Family fun playing games, and learning at the same time.

Zingo Sight Words (5+) – Simply slide the Zinger to dispense the words, make a match on the sight word cards and Zingo once your card is filled. For 2 or more players.

Zingo Word Builder (5+) – Just slide the Zinger and claim tiles to fill your Zingo card with three letter words. For 2 or more players

Boggle First Words (3+) – The find and match level is a fun activity that helps kids explore letters and words by matching the coloured letter cubes to the coloured letters on the card. The roll and spell level has kids rolling the dice to match a die with each letter on their card. When each letter has been matched, they say each letter out loud, spelling the image they see on the card. For 2-4 players

Scrabble Junior (5+) – Players collect chips for completing words. When all of the tiles have been placed on the board, the player with the most chips wins! For 2-4 players

Lexicon Go (5+) – Get rid of all your playing cord tiles as quickly as possible in this fast and fun word game! Make full words, attack other player’s words, swap letters and remember to shout LEXICON! when you use all your letters up – but beware misspelt or invalid words, as your opponents can challenge you for the win!

Guess Who (6+) – Each player chooses a mystery character card and then using yes or no questions, then try to figure out the other player’s mystery person. For 2 players

Articulate for Kids (6+) – Played in teams, the idea is to describe as many card entries as possible to your teammates in 30 seconds without giving “begins with” or “sounds like” clues. For 4-20 players

Bananagrams (7+) – The aim is to use all of the letters to build a word grid in a race to the finish. The first players to use all of their tiles is crowned ‘Top Banana’. For 2-6 players

Boggle Slam (8+) – The aim of the game is to be the first to play all of your cards through using your hand to change the four-letter word on the table, one card at a time. SLAM – SLAP – SLIP.

For 2-6 players

Pictionary (8+) – The object of the game is to sketch your way from Start to Finish. The first team to reach the Finish Square and guess a final sketch correctly is the winner. For 3-16 players

Hedbanz (8+) – Play by asking questions with ‘yes’ and ‘no’ answers as you try to guess what’s on your card. It’s a race against the clock to be the first player to get three scoring badges to win. For 2-6 players

Quiddler (8+) – The goal is to arrange all the cards in your hand into one or more words. The number of cards dealt increases each round –starting with three cards and ending with 10 cards. High score wins, so use your high point letters and Quiddler’s unique double letter cards.

For 2-8 players

Upwords (8+) – Players place tile letters onto the game board to create new words, or stack and build on top to change existing words. Earn points for words a single tile high and points for letters underneath – the higher you stack, the higher you score! If you form two or more words in a single turn, you’ll earn even more points. For 2-4 players

5 Second Rule (10+) – It should be easy to name three breeds of dog – but can you do it under the pressure of 5 seconds twisting down?

For 3 or more players

Articulate (12+) – Players describe words from six different categories to their team as quickly as possible. The teams move round the board based on the number of words correctly guessed and occasional spinner bonuses. For 4-20 players

Scrabble (12+) – Each player has seven tiles with each tile corresponding to a letter from the alphabet. Players must place words on the board to achieve points, but each word must be linked to tiles that have been previously placed down.

For 2-4 players

Scattegories (12+) – Players roll the letter die, flip the sand timer and race against the clock to come up with answers to each category on the category list. For 2-6 players

Pass the Bomb (12+) – A card is drawn bearing two or more letters and the variable length fuse is set and the ticking Bomb is passed to the first player. In turn players must shout out a word that contains the letters on the card and pass on the Bomb before it goes off! It is amazing how hard it is to think of words while the bomb is ticking. Any number of players can play.

Cranium (16+) – Players can show off their talents, moving around the board completing activities in four fun categories. There is word play, sketching, sleuthing, acting, and more! Play in teams with 4+ players.

Meet the Team

The RGS Leadership Team wears many hats in the busy life of a School. The Capricornus Quarterly will introduce Leadership Team members over the coming editions. In this edition we discover more about Mr Todd Wells and Ms Reniece Carter.

What does your job involve? My job is to lead and assist in the running of the Co-Curricular programme at the School. Our programme’s goal is to provide opportunities for students to find something they are passionate about and to support them in competing or participating to the highest level they can in that chosen sport or activity. RGS staff provide excellent support across the 18 sports and 16 activities on offer at RGS. The programme incorporates over 350 coaches, managers and supervisors who are made up mostly of school staff as well as past students, parents and friends. Individuals committing their valuable time to ensure students have these opportunities is the soul of the programme.

Why do you love working in education? Education provides wonderful opportunities to work with students and like-minded people to challenge and support students as they develop inside and outside the classroom. We work hard to guide and support students during their time here at RGS to ensure they leave the School as well-rounded individuals that will contribute positively to the wider community. I hope that the programme plays a role in this development of the whole person while demonstrating that giving back to your community through coaching or supporting organisations is something that is very powerful.

What excites you about the future of education? Education is always at the cutting edge of changes in society, but it feels like it’s never been changing at a faster pace than it is now. When we look at things like AI, the challenges we face as a society are rapid, and they have far-reaching effects. Sometimes it feels like we’re racing to catch up, but we also have the opportunity to shape society’s response. Preparing the next generation to take on an evolving array of challenges is exciting.

What do you do on the weekend? Most weekends will involve a balance between supporting or assisting our students in whatever sports or activities they are involved in and spending time with the family. I still have a solid connection with mates that I went to school with here at RGS and other mates that I’ve been connected with through playing and coaching sports, so when we can, we catch up on the golf course or at a family BBQ to enjoy whatever sport is on that afternoon or evening.

What does your job involve? I oversee all the academic programmes from Year 7 to Year 12. All Heads of Department report to me along with the Dean of Studies and Dean of Academic Administration and Staffing. A key focus for departments at present is planning for version 9 of the new Australian Curriculum. My portfolio also reviews assessment tasks and the best way to effectively prepare students for assessment, particularly for Year 11 and 12. The Studies Directorate also ensures the School meets compliance and regulation requirements set by the government, including NAPLAN (online) and QCAA requirements especially for Year 11 and 12.

I teach the Preparation for Senior class which Year 11 and 12 students undertake and this helps students prepare for their subjects (General, and Applied), understand and complete their QTAC and job applications. Additionally, we ensure all students are well prepared for the external examinations in Term 4 of Year 12. Another key role I fulfil is overseeing all Secondary School staffing. Why do you love working in education? I think all young people deserve staff who are committed to giving them the best possible chance they can in life. I had some wonderful teachers who helped and guided me, and I thought teaching would be a wonderful career, and it is. I enjoy helping students realise what it is they want to do and assisting to get them there.

What excites you about the future of education? Preparing students for what is largely an unknown world. Particularly now with AI, you wonder where our world is headed. There are so many careers that have not been developed yet and many others that will change significantly. I enjoy learning and I think it keeps me young to wonder what potential is ahead.

What do you do on the weekend? I love to run and go to the gym. That is my downtime. I am currently training for a 50km ultra run which takes up a bit of time. I also love spending time with Sophia (Year 5) and have a miniature dachshund (Queen Cinnamon) who I love taking for walks and playing with. I must admit I do also like to watch trashy TV shows. Finally, I love to bake and it is always sweets like cakes, fudges and slices.

Mr Todd Wells DIRECTOR OF CO-CURRICULAR

Ms Reniece Carter HEAD OF SECONDARY SCHOOL – ACADEMICS

Reflecting on survey feedback

In 2023, the School has continued its established practice of seeking feedback from the School community on its activities, outcomes and general operations. At the beginning of Term 2, an independent research organisation was commissioned to apply a survey questionnaire to parents of the School.

RGS Headmaster Dr Phillip Moulds provides an overview of the survey results.

The results and analysis of the survey have proved useful. While there is a myriad of information to consider, it is instructive and affirming to consider that using the aggregate satisfaction index (calculated using the average scores for importance and performance across various dimensions of the School’s operation), parents’ satisfaction comes in at 93.65 (out of 100).

As the satisfaction score indicates, the overall impression of the School reflected in the survey data is very positive.

The areas with which parents were most satisfied included ATAR preparation, grounds and facilities, the range of sporting and cultural activities offered, integration of information technology into classroom practice and opportunities available to students for a global education.

In reviewing the survey Headmaster, Dr Phillip Moulds, reflected on three parent comments in the report that stood out for him:

• “Our kids have an enormous opportunity by attending this school. They always look wellpresented and have endless opportunity.

We all just need to ensure they remember what they are receiving and stay grounded and don’t ever take it for granted”;

• “Every student is valued, and I feel that the teachers really care about my child and their education”;

• “I have thoroughly enjoyed each teacher that we have had in the past three years; each one has shown genuine care and compassion for my child in both personal development and education”.

The survey data was also helpful in supporting some new initiatives and highlighting issues that can be strengthened. First, the parents gave strong encouragement to the School’s Global Education programme and preparation for the implementation of the ATAR system. Second, the following three areas were the issues of least satisfaction: Fairness/ consistency dealing with behavioural issues (79.06 (71.14 in 2018)); Avenues for students to voice concerns regarding bullying (80.98 (73.16 in 2018)); and implementation of anti-harassment/bullying policy (81.80 (74.79 in 2018)). While transparently recording legitimate concerns in these areas, it is

appropriate to note that their average scores were 80.61. These three areas are being analysed by the relevant members of the Leadership Team and will be included in the Critical Projects for 2024.

In the Boarding area, parents were most satisfied with care at the health centre, the processes for helping their child/ren settle into boarding life, communication between boarding staff and parents and the care shown by boarding staff and parents. Areas for further improvement included the quality of food provided, boarding facilities and opportunities for leadership roles. Combining the various feedback methods and being responsive and attentive to developments in education and to our community will be important in formulating the School’s Critical Projects and facilities development for 2024. The School’s Master Planning is one such example of an activity being undertaken to plan for the future educational needs of RGS students.

Thank you to all parents who took the time to provide their feedback via the survey.

Breaking new ground in community project

The Fitzroy Community Hospice is under construction for the Central Queensland Community. RGS students had the opportunity to get hands-on construction experience at the Hospice site during this year’s Try-A-Trade programme.

Getting their hands dirty with training on-site, RGS students had the opportunity to learn construction skills at the Fitzroy Community Hospice last term.

Participating in Rockhampton’s Try A Trade event, organised by Construction Skills Queensland (CSQ) and WorldSkills Australia, students worked with trainers from CQUniversity to learn skills in plumbing, carpentry and bricklaying.

RGS Head of Vocational Education and Training

Mrs Cindy Murray said with only two schools given the opportunity to attend the Paynters hosted event, students were able to talk with tradespeople and learn more about the industry as they enjoyed a full site tour.

“It was terrific for the students to see so many aspects of the industry in one place, and work experience opportunities with Paynters are available for any students who may wish to learn more about construction,’’ Mrs Murray said.

The invitation to this year’s Try-A-Trade programme is just one of the many connections RGS has with the Hospice project.

The Fitzroy Community Hospice is a not-forprofit charitable organisation establishing a hospice in Rockhampton to provide much needed palliative care and support services for Central Queenslanders with an incurable illness. The Hospice is expected to open in 2024.

Hospice Board Member Steve Richards is an RGS past student (RGS 1976) and past parent (Ben, RGS 2004) and Megan, (RGS 2005).

Mr Richards has welcomed the support of RGS students, whether that has been assisting at a garden party fundraiser or having the opportunity to visit the construction site and see the vision first-hand for this important community project.

“A big part of the School when I attended was your engagement in the community; you weren’t isolated in the community. We used to do a lot of fundraising and doorknocking,’’ Mr Richards said.

Mr Richards continued this sense of community following his school years at RGS.

“I’ve always been involved in community organisations and the opportunity for a hospice presented itself after a conversation with my neighbour, and current RGS parent, Dr Vicki Richmond,’’ Mr Richards said.

The Fitzroy Community Hospice is the first hospice outside of south-east Queensland.

“We made the decision that we were going to make this happen,’’ Mr Richards said about the concept that first started in late 2020 and the drive since that time to find the right people with skills, resources and availability, on top of vital fundraising efforts.

“Health facilities in regions are very limited and end of life care is one of those.

“It’s not exciting medicine. It tends to get limited support. This will fill that gap, not only for Rockhampton but for all of Central Queensland.” Mr Richards said construction is due for completion in November and the service will hopefully be open for patients in March next year.

Discover more about the Fitzroy Community Hospice at fitzroyhospice.org.au/

“It was terrific for the students to see so many aspects of the industry in one place”

Mrs Cindy Murray

Real life Try A Trade at the Fitzroy Community Hospice.

Building success

Former Wallaby and RGS Alumni, Stephen Moore returned to RGS to host coaching clinics and speak at the RGS Rugby Club’s Red & Black Rugby Dinner. He is an advocate for structure and also trying different things to get the best out of the sports coaching landscape.

Stephen Moore (RGS 1993 –1996, Year 5-Year 8) played 129 Tests for the Australian rugby team, playing 26 Tests as captain.

Moore has seen the highs and the tough times for rugby, and believes many factors can change a sporting landscape including the constantly changing demographics of schools and the availability of development programmes and resources.

He identifies several attributes to help build a solid programme.

“A good programme around coaching is important. I got to where I was through a lot of hard work, but I also had some wonderful coaches in my career,’’ Moore said.

Moore strongly believes in teaching the game’s basic skills – catch and pass, tackle, clean outs, line-out throwing and kicking.

“The basic fundamental skills taught well can get you a long way,’’ Moore said.

“You need to give kids a framework and scaffolding to be successful. They are impressionable and will go in whatever direction they feel inspired and rewarded by and where they think they can improve. It’s important to continue providing the platform and environment for kids to thrive in whatever sport that might be.”

Moore said it was always important to re-engage kids through opportunities to bring different people into the training programme that might inspire, whether that’s speaking or coaching sessions.

“Keep trying different things. There’s no one formula. Have really good standards around turning up for training, being present, wearing the right gear. Those standards and habits are infectious and become a habit you carry into everything you do.

“Kids need that structure to be successful,’’ Moore said.

“It’s important to continue providing the platform and environment for kids to thrive”

Stephen Moore

RGS rowers in the medals

Hitting the water – from the State’s south to the north

The RGS rowing season wrapped up over the school holidays following a committed effort from students and coaches across Term 3. From the South Queensland Schools Championships at Lake Wyaralong to the North Queensland regatta in Townsville, with local schools regattas in between, it was a busy term. At the South and North Queensland Schools Championships RGS won 25 medals in total (13 gold, 6 silver and 6 bronze). This followed the Central Queensland Schools Championships on Rockhampton’s Fitzroy River at the end of Term 2 where RGS rowers won 14 medals (4 gold, 4 silver and 6 bronze). Over the holidays, the rowers had their final major regatta of the season with the Queensland Schools Rowing Championships at Bucca Weir, near Bundaberg.

Netball v Rugby

RGS Year 12 students continued the annual tradition of the netball versus rugby in a game of netball in the Spaceframe. Playing netball rules, but playing a half with a rugby ball and another half with a netball, the netball girls scored a 10 goal win this year. Year 12 students on court this year were:

(Netball) Eliza Acton, Molly Cottam, Tayla Childs, Holly Thomas, Gayle Parker, Xenia Allen, Ella Marshall, Eden Hetherington; (Rugby) Sam Young, Mac Philp, Fletcher Hewitt, Lachlan McArthur, Harrison Becker, Zavier Wedel, Grady Wight, Cooper Mackenzie.

AROUND THE GROUNDS

CHESS

RGS Primary and Secondary students competed in the Gardner Chess Interschool Tournament. Primary had two teams qualify for the State Finals in October. In the Secondary division, RGS placed second to also gain entry into the State Finals.

NETBALL

RGS netball teams supported association carnivals in Term 3, including the Capricorn Coast Junior Cup with Meteors winning the 16-19 years division and Stars finishing runners-up in the 12 years division. Stars also competed in the Gay Fraser Cup in Biloela.

ROBOTICS

Primary and Secondary students represented the School at the CQ Junior Robotics Competition at CQUniversity. RGS won a Lightweight Soccer division and also scored placings in Lightweight Soccer, Primary Rescue and Open Rescue events.

Sports Grand Finals

RGS Primary and Secondary teams in Term 3 grand final action

RGS students again proudly wore the red and black on the sporting fields during Term 3.

In Primary School Friday Sport, the Junior A netball team scored a 23-6 win over Frenchville State School in their final. The MVP (Most Valuable Player) of the final was Matilda Page. At the Victoria Park Tennis Complex, RGS had a clean sweep in their finals at the Tennis. RGS 1 defeated RGS 3, 25-8 in the A Grade competition while RGS 6 defeated St Pauls Gracemere 97-73. Primary teams will next play basketball, oztag and cricket in Term 4.

The Rockhampton Netball Association grand finals featured five RGS teams, across Primary and Secondary, with RGS Magic winning the Senior A Reserve Division 1 grand final while runners-up were Stars, Suns, Storm and Celtics.

In the Secondary School, RDSS rugby league, the RGS team lost a tight 9C division grand final against St Brendan’s College, 10-6. Ben Gribble was RGS player of the final. In RDSS girls football, RGS lost 2-1 in extra time to Emmaus College in the Junior A Girls division grand final. Neve Gassman was RGS player of the final.

RUGBY LEAGUE

The RGS First XIII rugby league team wrapped up its Dolphins Cup season in Term 3. While the team didn’t make the finals the 2024 squad now looks ahead to next year’s qualifying rounds. RGS will also field a team in the Challenge division qualifying rounds.

SHOW CATTLE TEAM

TENNIS

RGS Primary School students continued the long tradition of the Minniecon & Burke Tennis Championship on the last day of Term 3. In the girls final, Ruchika Mamadigi (Year 6) defeated Evelyn (Evie) Varrall (Year 4) while in the boys final, Avi Neupane (Year 4) defeated Liam Cross (Year 6). Well done to all the students who played in the earlier knockout rounds before the finals at the RGS Tennis Courts.

The RGS Show Cattle Team wrapped up the 2023 show circuit competing in the Moura Coal & Country Festival and some students also represented the School at the Ekka in Brisbane.

THE ROCKHAMPTON GRAMMAR

CLOCKWISE FROM TOP LEFT:

Year 3 staff Mrs Hancock, Mrs Heazlewood, Mrs Whitehead and Mrs Williams dress up for Book Week; Saxon Hume (Year 7) gets some tips from Japanese students from Sugamo Boys High School in Tokyo; Trinity Hutt (Year 11) at girls football; Grace Paine (Year 11) and Lila Atkinson (Year 10) return to cricket training; Year 6 students Evie Francis, Gillian Hick, Hazel Hovey, Elizabeth Wright, Indigo Morris and Jazmyn Palmer have fun at Book Week; Hockey players Liam Cross, Valentino Cook, Maximilian Wilson, Robert Muller and Luke Gibbs at Primary Friday Sport; Year 1 students James Crowson and Lanah Bishop have fun at Science Week; Seniors netball versus rugby netball game in the Spaceframe; Ben Brown (Year 8) prepares to test the waters with his solar boat creation.

CLOCKWISE FROM TOP LEFT:

Year 9 students Sophie Norway-Hardy and Taylah Tebbatt work on their textiles project; Jessica Bate (Year 11) at the Ritamada Cadets camp; Year 6 student Dulein Somarantha enjoys his chess game; Primary Friday Sport tennis players Azealia St John, Jovian Ng, Mikayla Close and Karryn Surendrakumar; Year 9 students Quaid Blyton, George Tucker and Bhavik Bhardwaj at their BEAM Trade Display presentation; RGS Year 9 rowers Henry Lau and Jackson Taylor; Year 7 students Charlie Hull and Isaac Vogan learn to use

chopsticks with the Sugamo Boys High School visitors from Tokyo; Year 12 girls celebrate successfully “rockin’ the chop” in this year’s Ponytail Project; RGS Primary and Secondary students unite to support the Ice Bucket Challenge; Science Week provides a hair-raising opportunity for Caroline Sparks (Year 11); Seth Challacombe (Year 9) hits the line at rugby league.

The final word

In 2012, Melissa and Peter McGuinness’ son, Jordan, caused the deaths of four innocent young people in a car crash, in which he also died. He was speeding and under the influence of alcohol and marijuana. In 2017, Melissa was invited by the Queensland Police Service to address a SAVE Day Road Safety event. YOU CHOOSE was developed as an educational programme which is engaged by schools, councils, police and community organisations around Australia to uplift young people as makers and as social advocates of good choices.

Melissa addressed RGS Year 11 and 12 students in Term 3 and shares her story across Australia to help young community members move into action to help prevent further road safety tragedies.

“YOU CHOOSE Road Safety is a culture change mission. We are hoping to activate these teens into action around being the custodians of culture inside their own community.

“We have this generation that is so impassioned about all these social projects –climate change, diversity and equality; nobody has made road safety a social project.

“It’s really about listening to the teens about what motivates them to move into action. We look to the teens for those actions.”

Becoming a road safety advocate was not a position Melissa ever thought she would be in:

“When you stand in these shoes, you will do anything you can do to prevent another family from joining this club. It’s a harsh thing for a mother to say, but my son behaved so irresponsibly.

“Those other teens did not deserve to die. All that was preventable, and all as a result of Jordan’s choices.

“If we can inspire just one teen to think about that passive and impulsive behaviour, be accountable and recognise it, and activate it and circuit-break that behaviour.

“YOU CHOOSE isn’t about shaming anyone it’s about uplifting their mates.”

A haunting memory:

“It’s something I will never forget. That day still haunts me all these years later.

“It’s important when I’m talking about myself and my own feelings, it’s important to know I’m not seeking people’s sympathy. That sympathy is reserved for Jordan’s victims and their families. And them only.

“I still think about the police turning up on my doorstep. When I hear on the news about another road trauma, it takes me back to that day and the long road those families have. It’s definitely a feeling of shock, disbelief, and instant grief. My world was at odds with itself. It’s hard to process that, to hear that your child who was alive is now dead.“

The importance of friendship in helping prevent road trauma:

“Leadership can happen between two people in those moments that matter. People will forget what you said, forget what you did, but will never forget how you feel.

“I hope these teens can walk out these doors and have a feeling they can draw on down the track in those moments that matter. And think about breaking that passive and impulsive cycle and speak up in those moments that matter.

“I see my role as getting the teens to feel something. It’s hard to engage this generation, but I have the worst scenario to share with them. Make that a relatable thread between themselves and Jordan. As they sit there in reflection, thinking about their choices, thinking about that through the context of their own loved ones. Deep reflection about their own choices.

“Think about protection and leadership. Get those hearts and minds right before they get behind the wheel, and those decision-making processes will help you to recognise passive and impulsive moments.”

The young generations are custodians of road safety:

“We try to get the teens to do a community approach and be the custodians of the mission. Remove us and our story and shine a light on those teens.

“This is about what they do. It’s about their feelings and flexing that leadership muscle to protect the people they love and get together as a community. Have those conversations about the choices we make.”

Melissa McGuinness YOU CHOOSE FOUNDER

“Get those hearts and minds right before they get behind the wheel, and those decision-making processes will help you to recognise passive and impulsive moments.”