RGS Capricornus Quarterly Term 1 2020

Quarterly Capricornus

VOL 36. No.1. Apr 2020

COVER: A PASSION FOR TEACHING RGS Primary is fortunate to have “balanced” classrooms which benefits fellow staff and our families. PAGE 12

CONQUER YOUR MOUNTAIN

HELPING ONE ANOTHER BUILD RESILIENCE

RGS past student Natalie Raborn has found a new lifestyle in her most recent sporting success. PAGE 6

Andrew Fuller encourages students and parents to find a network of support to build resilience. PAGE 10

The Rockhampton Grammar School Grow in Character and Scholarship

www.rgs.qld.edu.au

Primary Art snapshot

Year 2 Year 3 Year 4 Year 2 and 3 Watercolour painting about Rockhampton – Mt Archer, Fitzroy River or Tanuba/ Toonooba, Barramundi.

Students explored water colour and incorporated oil crayon to see how oil and water resist each other. The lesson also looked at the structure and drawing of trees along with perspective - looking at the foreground, middleground and background, and how size varies from large to small.

Year 2 – tree drawn in oil crayon with watercolour over the top.

Year 3 – tree outlined in oil crayon then painted in opaque or solid paint with texture scratched back through.

Year 4 Koalas – simple shapes to draw koala Using opaque paint, two colours were applied and dabbed onto the painting, mixing the colours as they dabbed. Students used tonal and colour variation (light/ dark, cool/warm) to create contrast allowing shapes of the koala and background forms to stand out.

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 Keep searching for hope

COMMUNITY

There has understandably been an abundance of negativity, fear and uncertainty in the world recently. At times like this it is easy to focus on the wrong things: what kids don’t know, what I can’t get at the supermarket, strains caused by the unknown; and by doing so we diminish ourselves, our hope with the world, and our engagement with the world.

2 News

This causes me to think more deeply about the concept of hope. Hope is not just a feel-good emotion, but the basis of dynamic cognitive motivation. Without hope, people tend to develop a sense of helplessness - lack of control over their environment; they begin to doubt their capacity to build a positive future. Hope facilitates the will and determination to achieve goals, and insight into strategies to achieve them.

Hope and engagement work independently and interdependently to produce the positive outcomes of wellbeing and academic success. Hopeful students see the future as better than the present, and believe they have the power to make it so.

Engaged students are actively involved in and enthusiastic about school. Based on a longitudinal study of hope and engagement by Gallup, it appears that a person’s thoughts about the future and the conditions in a climate work by themselves and together to foster academic success. Specifically, hope and engagement, account for unique variance in student learning.

People with high wellbeing have more success than people with low wellbeing.

Wellbeing drives success. Wellbeing, how we think about and experience our lives, tells us how our students are doing today and predicts their success in the future.

In fact, in an examination of evaluative wellbeing, high school students with high wellbeing earned better academic results than their peers with low wellbeing and of the same academic ability.

Therefore, while we should certainly acknowledge and be mindful of current challenges, it is not in anyone’s best interest to dwell on it. I ask all Grammarians to hold on to hope that better days are coming.

The Governor of Queensland visits RGS

SCHOLARSHIP

3 OP era ends on top note

ear 12 students celebrate the end Y of the OP era i

SCHOLARSHIP

5 Aspiring Leaders

RGS Primary elects Student Leaders

PAST STUDENTS

Conquering new mountains

6 Natalie Raborn SCHOLARSHIP

8 Elevate your studies

Getting that bit extra from your study

COMMUNITY

10 Resilience

A supportive network can go a long way

COMMUNITY

12 For the love of teaching

Getting the right balance

SPORTS

16 Jardine tops house points 18 RGS photo album

THE LAST WORD

Mr Latham farewells RGS

20 40 years of teaching

Dr Phillip Moulds Headmaster 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

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 ISSN 1839-4663 Fax 07 4936 0701 ©2019 The Rockhampton Grammar School Registrar@rgs.qld.edu.au

Editorial & Advertising Ms Sue Moloney, Acting Director Development and Communications 07 4936 0668 smoloney@rgs.qld.edu.au Mrs Rachael McDonald 07 4936 0776 rmcdonald@rgs.qld.edu.au Mrs Ashleigh Harvey 07 4936 0667 aharvey@rgs.qld.edu.au

On the cover: RGS Year 1 teacher Mr Nick Berry with his 1B class.

THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 1

COMMUNITY

Governor visits RGS His Excellency the Honourable Paul de Jersey AC Governor of Queensland, visited RGS on 25 February, attending the Foundation Day and Induction of Schools Officers Ceremony in Duggan Hall before meeting with RGS Year 5 and 6 students. We share the speech His Excellency presented at the assembly in Duggan Hall with you below.

Chair, Mr Brad Beasley; Headmaster, Dr Moulds; teachers; students and supporters of The Rockhampton Grammar School. It is my great pleasure to be visiting here, one of the oldest and most distinguished schools in Queensland.

I too acknowledge the traditional owners of the lands around Rockhampton and extend respectful greetings to Elders and emerging leaders.

It is my first official visit here, but I am honoured to be following in the footsteps of several vice-regal visitors.[1] Like others before me, I am greatly impressed with the facilities, the heritagelisted buildings and the extraordinary range of opportunities that are available to you as students of The Rockhampton Grammar School.

You are part of a very long and distinguished tradition of scholarship, dating back to a time when students arrived in carriages and wrote using ink wells.

The way you travel and the way you study may have changed beyond recognition, but the ideals of the school remain eternally valid.

Your motto, Grow in Character and Scholarship, is as pertinent now as it was back in 1881.

I noted with great interest last week when the top Queensland students of 2019 were awarded that the very top student in the State, James Vandeleur, is a graduate of The Rockhampton Grammar School. He excelled both academically and musically, and his success is a testament not only to Mr Vandeleur himself but to the school and the opportunities that are provided here.

Mr Vandeleur joins other distinguished alumni of The Rockhampton Grammar School, amongst whose ranks may be found politicians, actors, Olympians, and sportspeople of renown.

Like them, each of you here today has the ability within you to do or create something of great significance.

I encourage you to use your time here to discover what that ‘something’ may be.

For those who are near the beginning of your journey through the school: learn from those ahead of you, recognise the opportunities that come your way, and take fullest advantage of them.

For those who are nearing the end of your school journey: enjoy every moment of your remaining time, acknowledge your fortune in being educated here, and when you leave put to great use the lessons that you have learned here.

I look forward to shortly presenting the incoming school leaders with their badges.

They continue to uphold the highest traditions of the school. Congratulations to those office bearers, and to the school body as a whole.

You have a school to be proud of, and your school takes pride in you. Thank you.

[1] Most recently the former GovernorGeneral, Sir Peter Cosgrove in 2015, and my predecessor, Governor Wensley, in 2009.

Watch the Governor’s speech

2 / THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY

SCHOLARSHIP

End of an OP era RGS continues the highest standard of education for CQ families 2019 marked the final year of the OP system as Queensland education continue its transition to the new ATAR system. RGS results from 2019 continued a strong tradition cemeting the School’s reputation as CQ’s top performing school.

The Rockhampton Grammar School has continued to be a leader in Central Queensland education following the release of the 2019 OP data – the final year of OP data.

Vocational Education and Training (VET) and Queensland Certificate of Education (QCE) achieved by The Rockhampton Grammar School Year 12, 2019 graduates.

In 2019, RGS congratulated seven students on receiving an OP1 score while 30 students, or 31.58% of OP eligible students, received an OP 1-5.

60 students, or 63.16%, received an OP 1-10.

Ms Carter said it was also important to remember that RGS educational outcomes are only one component of the quality education provided to all students.

All RGS results exceed state averages by wide margins.

In addition, 100% of RGS students attained a Queensland Certificate of Education.

RGS Headmaster Dr Phillip Moulds said as impressive as these results are, we are equally as proud of the type of people that leave RGS at the end of the Secondary School students.

“Their character and values are equally as important,’’ Dr Moulds said.

“We want good scholars, but we also need excellent human beings.”

Head of Secondary School – Academics, Ms Reniece Carter said she was extremely proud of the Overall Position (OP),

“RGS staff worked together to ensure all students achieved their academic potential while also and importantly developing in character and contributing to the community,’’ Ms Carter said.

In 2019, this was also a time of working through two educational systems at the same time. The new Queensland Senior Assessment and Tertiary Entrance (SATE) system commenced in 2019 for Year 11 students, while the Year 12 cohort remained on the OP ranking system.

“It was imperative that appropriate measures were in place and resources devoted to the Year 12 cohort, who exited under the OP system,’’ Ms Carter said.

“The outstanding QCE, OP and VET data released yesterday highlight the importance of all stakeholders – parents, students and staff – working together.”

James tops the class....of Queensland!

RGS 2019 graduate James Vandeleur excelled in his Secondary School studies, receiving dux of his grade from Year 8 through to being named Dux of the School in Year 12.

Board courses.

The science enthusiast would soon realise how remarkable his final results were when James was announced the Outstanding Academic Achiever in Queensland at the Queensland Certificate of Education (QCE) Achievement Awards in February.

•

a QCE

•

an OP1

•

an A on the Queensland Core Skills Test

•

20 or more semesters of Authority subjects at VHA standard.

This result placed James ahead of more than 37,700 students across Queensland.

James achieved the highest standards in eight school subjects and the Queensland Core Skills Test. He also completed a VET course and three Australian Musical Examinations

Distinguished Academic Achievers were initially shortlisted because they achieved all of the following:

RGS Headmaster Dr Phillip Moulds said this was not only an award for James, but also recognition for a great culture of learning and the relationship of students, teachers and their parents.

THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 3

COMMUNITY

Glamour at Year 12 Formal A new time of year, a new point of arrival and the annual RGS Year 12 Formal yet again delivered a glamourous evening for both the students and their families and friends. Formal cars cruised around the RGS roundabout, with the School’s historic fig tree providing an iconic backdrop, before 154 Year 12 students and their guests mingled in front of School House while musicians entertained from the building’s balcony. The traditional Spaceframe red carpet event then took centre stage in front of almost 1000 guests before the evening moved to the Rockhampton Thanks to everyone, including students, staff and families, who helped make the 2020 Formal a memorable event.

View our photo gallery

Finding your tribe In February, nine students from RGS Year 11 Agricultural Science attended a Regional Women’s Networking function, sponsored by Beef Australia 2021.

Hosted by CQLX, the guest speaker was Georgie Connor, Marketing and Sales Representative for GDL and SBB Rockhampton, and previously known for her freelance photography for private agricultural marketing.

Georgie’s story outlined the struggle and challenges associated with making a success of herself within an industry dominated by males. She spoke about the importance of ‘fighting’ and having mentors in life, not only to give you advice, but to

4 4 / THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY

encourage and support the decisions you make, whether they lead to failure or success.

As an agricultural teacher it was humbling to hear how these students were motivated by her hard work and determination, especially in situations where it seems easier to quit.

This event was a great opportunity for our students to find a new pocket of aspiration and belief in themselves, that you really can succeed at anything in life.

- Sammy Cobon, RGS Agriculture Teacher

LEADERSHIP

Young Leaders The RGS 2020 Primary School Leaders have their opportunity to both development their own leadership skills and represent their fellow Primary School students.

RGS Primary Student Leaders (from left) Darcy Malone, Patrick Robertson, Abby Yang, Tosi Adegbija, Layne Hodgetts, George Pentecost, Madeleine Green and Libby McDonald.

The RGS Primary Student Leaders have been elected for 2020 so let’s meet these inspiring Year 6 students: George Pentecost started at RGS in Prep and has wanted to be a Student Leader since he was in Year 3.

“I love being at RGS because all the teachers are fantastic, and we have a great co-curricular programme,” said George, who outside of school enjoys “sport, sport and more sport”.

Dance enthusiast Patrick Robertson also started at RGS in Prep.

“Everyone at RGS is so nice and friendly.

ROCKHAMPTON GLADSTONE YEPPOON

4921 0399

It’s a nice place to be,’’ Patrick said.

Darcy Malone arrived at RGS in Year 1 and said it was a “special” opportunity being elected a Student Leader and provided her with many opportunities around the school.

Libby McDonald, who started at RGS in Prep, said RGS was a really friendly environment and had great opportunities for everyone who comes here.

Prep was also the starting point for Layne Hodgetts at RGS who said she liked the supportive teachers at RGS. Since arriving at RGS in Year 4, Tosi

Adegbija has made the most of the opportunities and said being a Student Leader means that he can represent the School in a positive way and people can look up to him in a good way.

Abby Yang, who started at RGS in Term 4 last year (Year 5), said this role allows her to encourage others to work on their goals and always be creative and positive.

Madeleine Green is one of four members of her family that started at RGS in Prep.

“Being a Student Leader means I get to help people and get involved in lots of activities,’’ Madeleine said.

CREATING CONFIDENT SMILES

FOR PATIENTS OF ALL AGES

www.luptonstewart.com.au

THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 5

PAST STUDENTS

Pedal power: Natalie conquers a new mountain Natalie Raborn (nee Ryan, RGS 1994) moved to the USA in 1995 to start a basketball scholarship in Arizona before finishing at the University of Denver in 2000. Colarado is now home for Natalie, but instead of pounding the boards on a basketball court, the mountainous Colorado countryside is her new sports arena.

How did you get involved in mountain biking?

I spent 5 years in university in the USA utilising both a basketball scholarship and a track and field scholarship.

After I finished undergrad I was offered a position at Illinois State University doing Marketing for the athletic department as a Grad Assistant and I was able to get my MBA. After I was finished with all my schooling I returned to Colorado because I loved the outdoor activities that were at my doorstep. My knee was in bad shape after 5 years of basketball and running, so I started riding a bike to fuel my competitive spirit and because it was fun.

You’re a USA national champion?

In 2019 I was the USA Marathon Mountain Bike National Champion (40+). The race was held in Texas and it was 80km. (below is Natalie’s Instagram post after the event)

“I am beyond stoked to share I am officially the 40+ USA Marathon (50miles/80km) Mountain Bike National Champion. I did not come by it easy. I went out hard, but felt good. I had had a very hard crash at the end of lap one in a big mud pile which landed me in a Cactus.

Thankfully bike and body was fine to continue. I lead the race for about 3h and 40 min and then heard the old ‘on your left...’ My competitor went by me and then it was ON. We raced HARD for about the last 25 minutes. She was local and knew the lines and was trying to attack where she could.

I still felt surprisingly strong and believed If could stay with her now, I could take her in a sprint finish. With about 150m to go I saw my opportunity and took off. It was a very hard way to end the day, but it allowed me to win by roughly 3 seconds.”

What’s the appeal of mountain bike competitions for you?

I love mountain biking because it more than just a test of

6 / THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY

physical fitness, you also have to have skill. Mountain biking can take you to some of the most spectacular places in the world scenery wise and that is a large part of why I love it.

I also get scared riding on the road with cars and we have first class mountain bike trails here in Evergreen, Colorado that I have easy access to.

What’s next on the mountain bike competition schedule?

As I type this they are all being cancelled, but hopefully a 50 mile race in Dakota will still happen at the end of August What makes you still want to compete at a high level in sport?

Last year a meme went around the internet showing a young kid being very serious at sport

while at primary school - and the caption was ‘We all had that one person in school that thought everyday was the Olympics’ sadly upon reflection I was that person. I still have that competitive streak but now it is also heavily focused on enjoyment, personal goals and it is something that I get to do with my husband, so it is just a way of life for us.

I now own and run www.

HighRoadCoaching.com. Our mission is to help people (of all abilities, ages, fitness levels) achieve their health and fitness goals (both cycling and non cycling). I even have Australian clients, and because my business is 99% online I get to return home to Australia on a regular basis which is fantastic. natalie@ highroadcoaching.com

CHARACTER & SCHOLARSHIP

m1 r e T GS R @

Tasty treats!

Crocodile sliders with picked samphire was just one of the treats on offer at the Year 9 Home Economic assessment in Term 1.

Students were required to cook and prepare 20 identical servings of a recipe that highlighted indigenous ingredients.

The students developed a flavour profile of native indigenous foods and developed their own recipes which included native ingredients.

Staff and students tasting the treats were impressed.

The offerings also included: Quandong Tarts, Lemon Aspen Tarts, Lilly Pilly Cheesecakes with finger lime and macadamia, and Lemon Myrtle Lamingtons (pictured right).

RACQ delivers safety tips

RGS Primary students once again welcomed the visit from the RACQ Streets ahead programme to learn more about road safety. Year 1 students Rachael, Mackenna, Lucy and Samuel practice crossing the road.

Messages of hope RGS Year 12 students Sansuka De Silva and Najwa Adams delivered messages of hope to impress the judges in the first round of the Lions Youth of the Year public speaking competition.

Sansuka won the overall competition following his speech on “A Journey of Hope” while Najwa was the best Public Speaker with her presentation of “The Future is in Good Hands”.

Ready today for tomorrow

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Full-time Employment Student Support Skills Development

jcu.edu.au

THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 7

SCHOLARSHIP

Elevate your studies

STUDY TIPS: • Take notes • Most student just try to get through school, but how do you approach the little things to help give you the edge to achieve your goals both at school and after school.

Rachael McDonald asked Elevate’s Lillian Horneman-Wren.

If Lillian Horneman-Wren knew what she knows now her secondary school studies could have been much easier.

Use small words to help you better understand the content and extract key information;

The Elevate presenter addressed RGS secondary students during Term 1, providing them with study tips and new thought processes to help them better manage their study journey.

• Find tips for memorising notes and use mind maps.

“Our goal is to give students tips that help them get better marks without them being chained to their desk,’’ Lillian said.

“We all have to be here (at school) so how do we get the most out of it?

“Students are going through what everyone else in Australia is going through. We aim to give you some skills that will make your life easier and relieve the stress so you can enjoy school more.”

Elevate asked some of Australia’s top performing students on their study tips.

Feedback included: • Breaking down notes and re-reading them (eg: initial review, followed by a week and month later). The concept is for students to “remind’’ themselves of information, not “re-learning” details; • Putting notes into your own words.

During Elevate’s visit to RGS, Year 7 – 9 students focused on time management. Students looked at extracting key pieces of information from lengthy texts; how to break down assignments into little pieces; how working in groups can save you time; creating a network of friends to help with study; and how to beat procrastination.

Year 10 – 12 students discussed “Study Sensei”, how to best format notes and review notes. They also received tips on how to get those extra marks and “Ace Your Exams”.

This included identifying time allocation during exam preparation and how to manage time pressure in exams.

Elevate discussed the “Zone of Demand”. Students in this zone work through set work and work with a deadline - the same as most other students. It’s the “non-required” work that helps students gain the edge which includes completing practice papers, making notes during term and extra

8 / THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY

Use your own words

• Use trigger words • Use colour (highlight key information)

reading.

Elevate explained working in study groups, where people have different tasks, can help breakdown workloads and how writing a list can help beat procrastination.

Lillian said a lot of information on study tips was available to students.

“It’s much easier to implement one thing at a time rather than 10 new things,’’ Lillian said.

Families share the study journey during school.

“At sports practice you train so you can improve in that sport. Practice for an exam. Parents can help with quizzes and help follow up on revision sheets,’’ Lillian said.

“Parents can have a sense of hopelessness sometimes. They know their kids are stressed but they don’t know how to help because they (parents) are also stressed.

“Talk about relationships and being there in a supportive role.”

Students received access to Elevate’s Student Portal - https://au.elevateeducation.com/

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Academic Capricornia: A History of the University of Central Queensland. 1992.

THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 9

COMMUNITY

Self-belief: Resilience = Teamwork Andrew Fuller is a clinical psychologist by training who is now discovering a world of untapped possibilities in the education system, which includes a supportive network. Andrew Fuller spoke with Rachael McDonald.

Having originally worked in crisis teams, Andrew Fuller was intrigued how he could stop people reaching that point of no return.

Andrew started examining a then unknown concept of “resilience”. It was “cutting edge” work that looked at the intersection between neuroscience and education.

Andrew surveyed 193,000 Australian students as part of his research which identified three major mindsets: 1. Anxious – worrying about what’s going to happen; 2. Avoidant – don’t feel appreciated; 3. Resilient – Engaged in life and wanting to learn.

“I had a curious finding,’’ Andrew said.

“The way to promote resilience wasn’t by teaching kids more and more about resilience.

That has its place, but more about the relationships we form, particularly with adults.

It was also about having kids know they are smart and how to get smarter. Once they know how they are smart, a lot of things start falling into place.

“People say ‘you need to be more resilient’.

That’s the problem. We are all in the care of one another.

“Resilience isn’t something that occurs for one person, it occurs between people.

“It’s about I need to help you to feel connected enough, protected enough and respected enough. You can be in that zone (the resilience band) and be resilient with me. There is a responsibility of teachers, parents and adults to create that for one another as much as for their kids. All the research on positive education we have done tells us people are happiest when people are doing things that are meaningful for them and contributing to someone else.”

Andrew identified a starting point to helping build resilience – yourself.

“The person to connect with is the person you speak to most of all - and that is you (inside your own head),’’ Andrew said.

“This can be incredibly helpful or destructive.

For most of us it’s a mixture of both. Learning to shape that conversation to become your own inner supporter. Then others can help

contribute to you. Partly it’s by learning you have learning strengths, partly its learning you have attributes and assets and partly it’s getting over yourself.

“Everyone in a school has a contribution to make. Kids will say I’m no good at that. You say I’m not interested in that opinion about you.

“If I can get kids behaving in a way where they are making a positive contribution to friends, society, community and the world then suddenly they see themselves as powerful people. They are already, but they don’t see it.”

Andrew’s insightful visit to RGS in Term 1 involved discussions with students in Year 5, 6, 11 and 12, while he also hosted sessions for Primary and Secondary parents.

No matter what the students ages, there are similar parallels.

The Primary students jumped ahead lightyears in their studies to learn more about “neurochemistry” – looking at what areas of the brain provide strength to each individual and which areas of the brain are still developing.

Andrew said for students in Year 5 to Year 8 it was their peak Neuroplasticity time.

“It’s a time when brains are growing incredibly fast and restructuring for more sophisticated thinking. Traditionally it’s a time for malaise in learning, a time when kids switch off which is such a lost opportunity,’’ Andrew said.

“If we can get kids excited about learning we can make a major contribution to their lives.

Kids are smart. It’s a great time to help expand and stretch brains.

“Who you are now is not what you’re capable of. There’s much more than meets the eye.”

“Resilience is the happy knack of being able to bungy jump through the pitfalls of life. When you have tough moments, as we all do, how you rise above them.”

Andrew identified three key areas to assist with this growth: Be flexible within yourself – “The first part is to know yourself and the second part to connect with other people. Broadening that to the edges, not just to your special best friend but special best acquaintances as you expand your world.”

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Protection – “Helping people know they can rely on you as a person. It’s what people look for in one another. Can I rely on you as a person? Are you who you say you are and will do you what you say you’ll do? This is true of friends, parenting and business.

Respect – “We are all human beings. We all have rights. Have the right to be treated well.

Treat others as you yourself would like to be treated. Respect reinforces the integrity. You’re not a shifting chameleon.”

Andrew’s focus on the Year 11 and 12 students was on completing the system (school) and achieving high results at the end.

“Clearly there is a system to completing Year 12 well. Once you learn that system it’s much less stressful,’’ Andrew said.

“If I add a little bit in every day it will make a big difference then trying to cram in the day before. They will choose what ideas suit them.”

Andrew spoke about how you learn about your learning strengths and how to use that to gain success.

“What happens quite often for kids is they don’t think they’re smart or if they think they’re smart they think they’re smart in one particular area and often disparage everything else. Good at maths. Number smart but think they are rubbish at English,’’ Andrew said.

“On the surface that’s what it looks like. We need to teach them how to use what’s strong to help them lift what’s not so strong. You like Maths and want to improve essay writing. Think of writing an essay like a mathematic formula.

You have a title. A title equals 3 paragraphs – 3 counterarguments plus a return argument equals a conclusion. You’re not having to write an essay but map it out like a mathematical formula. Then you have a persuasive argument essay.

“Apply what you’re good at to other areas.

That limits people. The job is using those smarts to lift those other smarts.”

To find out more about Andrew Fuller’s Learning Strengths philosophy visit - https:// mylearningstrengths.com/ You can also “kickstart your thinking with Andrew Fuller” at https://andrewfuller.com.au/#

COMMUNITY

It’s a team effort:

WORDS OF RESILIENCE

Whether you are the adult or the child, we all share life’s journey together, whether that’s taking the same road or meeting at the crossroads. Andrew Fuller looks at how parents can help their children become more resilient.

“Recognise we all have dud days, but they won’t last forever. Show kids that life is worth living. As an adult you need to model how to live life well.”

- Andrew Fuller

“An optimist sees a half full glass.

A pessimist sees a half empty glass. An opportunist drinks the water.”

“Never let a bad day overwhelm you.”

“If there are too many things on the go, we do none of them. What’s the most important thing to do right now?”

“People are awesome.”

“We don’t need to do everything ourselves. Call upon the skills of others. As a group we are much more capable.”

“It’s cool knowing others who can do things you can’t.”

“We all have days where challenges are greater than our skills.”

“We are all smart in different ways.”

While parents and their children often see their roles as completely different in life, by coming together for a common cause can help ease the journey for everyone.

“Don’t take everything as a personal attack.

You don’t want to wreck yourself. It would be nice to make Year 12 carefree, but if it’s carefree often you’ll do it twice – and that means both of you,’’ Andrew Fuller said.

Andrew said for parents it was more about teaching them the system. The systems for helping kids to be successful are remarkably different from what some parents think they are.

A 20 minute sprint of study, followed by a break, and then another 20 minute sprint is replacing the marathon learning days.

“When we arrange study sprints so those different subject areas are dissimilar rather than similar we get an effect called inter-leaving which means your brain will retain much more because you’re freshening up the parts of the brain that are being used,’’ Andrew said.

The art of learning continues to change over the years and each person is different – even in families.

“There is an assumption by parents that learning strengths as a parent will be the same as your child and your learning vulnerabilities will be the same as your child. I wasn’t good at mathematics and you won’t be either,’’ Andrew said.

“That’s not always the case. Parents doing their own analysis of learning strengths and then getting their child to do theirs. They can realise they are completely different.”

HOW CAN PARENTS HELP? Recognise we all have dud days, but they won’t last forever. Show kids that life is worth living. As an adult you need to model how to live life well.

It’s easy as a parent, and we all have times when things are going against us, the risk these days is to share too much of that with our kids.

A couple of years ago I asked 1,000 Year 5 and Year 6 kids, what were their top five worries. Featuring among those responses was rising interest rates and mortgage payments.

Kids are sensitive and pick up what their parents are worried about. There’s a need to protect the innocence of childhood but also to model that life’s worth living.

It’s also realising that you as a parent, and as a family, can sit down and talk things through as a family.

Google can’t give it to you. It’s not on Facebook. It’s not on Instagram. They don’t have the answer.

As children move into their later years of school parents still have an important role in their lives.

“A lot of their role is the organisational one.

Helping kids manage their energy, sleep, good diet, how to memorise and organise notes,’’ Andrew said.

“Year 12 is hard enough. The people who are managers of year 12 aren’t the kids, it’s the parents. If they have to work out when they want to eat, sleep, play, I as a parent need to do the engineering of that part for them. Later on they can learn that.

“You can feel guilty but just do something about it. My child is lethargic in the morning. I say cook them breakfast and give that to them.

“There will be a chorus of parents about pandering to that child. It’s a big gig Year 12.”

Andrew surveyed 193,000 students. Those results showed 59% of Year 11/12 young women and 46% of Year 11/12 young men had clinical levels of anxieity.

“The biggest barrier to them doing well is not their brains, it’s their level of anxiety. People who can help manage that are teachers and parents.

“Parents can realise there will be times when your kid freaks out. That sweet hearted lovely kid. And it’s going to be nothing to do with you.

Don’t take it personally.”

KEY TAKEAWAYS FOR PARENTS: Secondary School – “Help your child realise they are not alone. We are all managing this thing together. If you have a family member doing Year 12 then you are doing Year 12.

That’s how it goes. It’s hard. You have already done it once. You decided to have kids and here you are again. None of us will get it right 100% of the time.”

Primary – “There’s an enormous amount of potential. We live in a world that focuses on what’s missing, what’s not working, what’s going wrong, what we should be developing further.

“The most powerful role for parents is to notice something a child is good at, has a learning strength in, and make more of it and develop from that area into other areas.

“Even a child who says school is boring. Their (parent) job is not to become a quasi-teacher, but that parent doesn’t want their child to lose interest in learning.

“Find an area that child is passionate about.

Prioritise learning about that together, and that can be out of school. Lets just learn about it.

Could be playing guitar.

“That then has a springboard affect into other areas of your life. It’s about trying to keep that light of learning alive.

What we do to learning is a tragedy. Little kids are like roosters. They wake up early in the morning and ask lots of “why” questions. Why aren’t clouds pink and why aren’t frogs purple.

Adults say stop asking those questions and then they stop asking those questions. We turn learning into a job. Turn something kids love to do into something they don’t want to do.

We want school to be good and exciting but the other part is learning can occur at home.

Andrew said it had taken him 35 years to get to this point when the research of resilience and neuroscience came together.

“Working through life’s challenges, and just life in general, doesn’t have to be all placed on one person’s shoulders – it’s a team effort.”

TEAM WORK - Some “powerful” ways parents and their children can help increase their marks at school:

• • • •

Help them know their learning strengths Ask for help when they need it Take notes, make them visual or what works best for you Have a weekly revision test

• • • • • •

Eat a powerful breakfast Get enough sleep Focus – don’t multi-task Lessen social media use Look for similarities and differences Develop a system and stick to it.

THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 11

COMMUNITY

A “balanced” education The teaching profession across Australia is dominated by female staff members, particularly in Primary Schools. However, RGS Primary has worked hard to ensure it maintains diversity and balance in its staffroom.

The Rockhampton Grammar School’s Primary School is beating a growing trend in Australian primary schools.

Various research, including that from Macquarie University academics Ken McGrath and Penny Van Bergen (“Male teachers are an endangered species in Australia”) reported that male teachers faced extinction in Australian primary schools by the year 2067 unless changes were made at a policy level. They reported a decline to 18.3% male teachers in primary schools from 1977. Other research shows that less than 10% of teachers in primary schools are males.

RGS has eight male classroom teachers, with additional male teacher aide support. The School is fortunate to have found the “right balance” in our Primary School – both in gender and teaching experience.

RGS Head of Primary Geoff Hadwen himself always wanted to be a Physical Education teacher. He didn’t get into that job so he tried classroom teaching.

“From day one working in the classroom I really enjoyed teaching the kids,’’ Mr Hadwen said.

“I was the only male on staff at Miles State School so I was lucky enough to get involved in district sport on the fourth day of school.

“I find that students themselves enjoy having both male and female teachers. It gives them a perspective on different role models on a daily basis. And we (men and women) are different and it’s good to have that variety at school.”

However, Mr Hadwen said it was more than just having a mix of male and female teachers on staff.

“It’s about getting the right balance for the school – whether that be male and female teachers or having teachers of different ages and backgrounds who have skills that can cover a multitude of what we require at school each day,’’ Mr Hadwen said.

“The staffroom is also a happy, vibrant place with people talking about a multitude of things.

RGS Assistant Head of Primary Janet Spark agrees the gender balance is just a part of having a more versatile school.

“At RGS Primary we are so very fortunate to have such a mix of dedicated professionals working together to provide the very best of their knowledge and skills for our students,’’ Mrs Spark said.

“Most that I have spoken to, enjoyed a positive experience with their own education and they bring that joy and their individual talents to

Nick Berry Year 1

Capricornus Quarterly caught up with RGS Primary male classroom teachers: Why did you pursue a teaching career?

Why is it important having male teachers in Primary School?

What do you love about teaching at RGS?

“I chose teaching in the final years of high school after coaching junior soccer teams and volunteering at my Mum’s local kindergarten. After studying education and working in different schools as a teacher aide, I found working with young children and being a part of their progress and success very rewarding.”

“It provides a nice balance, in terms of ideas, teaching styles and preferences. All

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RGS staff support each other in all areas of work and, of course the students. As a teacher early in my career, I have enjoyed speaking with both male and female staff when seeking assistance or guidance.”

“There are a number of reasons – the staff, the students, the families and the opportunities.

There is a strong sense of community and support, from coaching sporting teams to dressing up for the Bug Ball, we do it all!”

the classrooms. I include our Teacher Aides in this group as they too assist with the many opportunities both inside the classrooms and the co-curricular programs we offer.

“It’s not just the mix of gender, but also the expertise in a variety of areas that these people bring to the school. There are teachers who have played top level sport and now enjoy coaching, others who have a background in music and conduct choirs and bands. There are teachers with a background in theatre and still others who will learn a skill if students show a particular interest.

“Our workplace truly mimics the balance in society.”

“We have never had a stereotypical staff. We have Female PE staff, male staff who coach netball, female staff who coach football, both male and female conductors of bands and choirs, male and female robotics coordinators, male and female Teacher Aides and the list continues.

“Our staff will always be encouraged to pursue their interests, share their knowledge and skills and enjoy working with their students each and every day.”

Riley Hunt Year 3 “I chose teaching as a career because I wish to create opportunities for people to experience success. I believe that teaching is one of the most interesting and rewarding experiences you do.”

“I believe that it is crucial for males to be working in the primary sector.

This allows children to recognise that they can work hard to achieve their goals no matter

what the gender stereotype might be. We all learn different life skills and lessons from both of our parents when growing up. It is crucial to ensure that students experience these life lessons from both male and female teachers throughout their schooling life.”

“I love that all students are valued, supported and given opportunities to be the best people they can be.”

COMMUNITY Jamie Scott Year 4

Lachlan Libke Year 3 I’ve always known that I’d be a teacher from a young age. When I was a child I found myself in mentoring roles within the clubs of which I was a member. In both the fishing and martial arts clubs, I helped children with different skills and I believe these skills guided me towards teaching from an early age.

Male teachers provide a unique dynamic to the Primary setting. I believe males work to complement the characteristics of the female teachers. This works for some students and having the mix of females and males in a school caters for all the students.

The best thing about RGS is the students. They are cheerful, courteous and motivated. I enjoy seeing these young minds in action. Across the different year levels I’ve taught, I’ve enjoyed seeing students have the love of learning that sparks them to create engaging pieces of work. Taking sporting teams away, I’ve seen the humble nature and sportsmanship of our students, regardless of win, lose or draw.

Jason Milburn Year 5

Owen Kelland Year 5 “I had a role assisting Year 8 students as a Year 12 student in a country town school. This experience was really positive for me and inspired me to pursue teaching as a career.”

“I think it is important to have a balance of male and female staff in our Primary Department, not just to provide variety for the students but also to have that variety in the staff dynamics.”

“It is a pleasure to teach at RGS because the students are well behaved and genuinely interested in learning. I enjoy teaching middle and upper primary and love having the opportunity to work with secondary students through my netball coaching.”

“I had family who were part of the teaching profession and I witnessed first-hand the satisfaction and enjoyment they got out of their work, which had a large bearing on my career choice.”

“I believe its vitally important to have male teachers in primary school to provide positive male role models for children in their early years of learning. We are blessed to have such a wealth of talent of male staff here at RGS primary, but I have taught at other schools where there was only myself or one other male colleague, which I feel was a real shame for those students.”

“It’s fantastic to work with such a dedicated group of staff members who are so passionate about children and education. I especially enjoy working with the students here at RGS. It is immensely satisfying to see the effort they put in and just how proud they are of all of the accomplishments they achieve.”

Gareth Saunders Year 6

Jason Rooks Year 6 “Growing up I loved participating in many different sports. During training sessions, I would work with and mentor others to help improve their skills and technique. Doing this gave me a lot of self-satisfaction.

Towards the end of High School, I found myself teaching and coaching children and young athletes as a part-time job and I quite enjoyed it. I then decided I wanted to be a PE teacher.”

“Having male teachers is very important in Primary Schools.

All students, (particularly boys) need male role models to help them understand how to behave and interact with the world around them so that they can become the best version of themselves.”

“RGS is a wonderful place to come to work each day.

The students are respectful and well behaved, enthusiastic and eager to learn.

The staff are friendly and helpful.

The school has amazing resources and facilities which allow for quality teaching and learning to occur.”

“I am the oldest of all the children in my extended family and so I spent a lot of time at family gatherings looking after my younger cousins during my adolescent years. I think I’ve always known that I wanted to be a teacher. Kids are honest, fun and full of life.”

“It’s great to have good male role models for both boys and girls.”

“The kids, my amazing colleagues and the opportunities to make a difference to a child’s life.”

“I became a teacher because I want kids to feel good about themselves and to help them want to be valued members of society.”

“I think it is important to have an even spread of male and female teachers in any school.

Unfortunately, today there are more and more students who come from single parent families. Generally, the child spends most time with their mothers. It is important for kids to have strong male and female role models in their lives.”

“There are many things I love about teaching at RGS. Mostly though, it’s because we have great kids. I have the privilege of taking the year 6’s to Canberra and every time we go, we are complimented on the behaviour and conduct of the students.

They really are a pleasure to teach but this is because of all the hard work of the teachers throughout Primary and the support we get from their families.”

THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 13

SCHOLARSHIP

Looking to the future RGS Head of Business/Japanese Mrs Emma Pershouse and Business Studies/English teacher Ms Kelsey Hutchings share a common drive, to support our current teachers and help teachers staff in this profession for many years to come.

FUTURE VISION: RGS teachers Kelsey Hutchings and Emma Pershouse have a common goal to support both current and future teachers.

A Master stroke: Teaching knowledge and life skills RGS teacher Emma Pershouse stepped back into life as a student when she commenced her Griffith University Masters degree. For Mrs Pershouse, who has been teaching for 11 years, this study opportunity provided her with fresh insights into the students in her classroom each day and how new teachers are adapting to today’s education system.

I have always been the type of person who likes to challenge myself personally and professionally. When presented with the opportunity to continue my study and undertake a Masters programme I considered this a new challenge to pursue. My new challenge was to research the retention of early career teachers – how can we keep more teachers in education during the first five years of their careers. This was not only a study project for me, but an opportunity to help engage and retain more quality young teachers at RGS. I was very fortunate to be able to commence my study in 2018, as I was about to embark on maternity leave with my second child. I am currently undertaking two subjects via the online learning pathway at Griffith University.

This presents challenges as a full time Head of

Department not to mention having two children, RJ in Year 1 and Ella almost 2 years old.

Education is a fascinating field. As teachers we aim to educate young people to not only gain knowledge in our subject areas but become incredible human beings. My study has engrained in me the difference between the twenty-odd faces that sit in front of me every day. Backgrounds, career aspirations, health and wellbeing are all factors that I have explored during some of my assignments while studying.

Even before my intensive study I have always known and prepared lessons for students and their variety of learning styles. However, throughout my Masters studies I have read many articles and incorporated a range of teaching strategies to cater for all students in my classes; the quiet ones, the loud ones and

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the ones who need that bit of extra help.

The biggest benefit in addressing individual needs is the rapport that is built and made stronger. Students can see that their individual learning is valued and are more likely to challenge themselves. If they can see results that these needs are being met they can see their teacher cares about their learning and progress.

One recent assignment required me to choose a current educational issue and explore the ramifications on education if this issue was to continue. The issue I selected was retention of early career teachers. As I was completing the assignment it became very clear that a number of factors influenced whether teachers remain in the industry after 5 years. A lot of these factors can be controlled.

Fellow business teacher Miss Angie

SCHOLARSHIP

MASTERS KEY FINDINGS

1. Attracting and retaing Early career teachers is vital to RGS. 2. Professional development and the opportunities offered to early career teachers and new staff are imperative for them to remain in the education industry 3. Teachers should interact with those outside their staffroom to create a positive school culture 4. All staff should be provided with opportunities to lead 5. Well-rounded young people are just as important as their knowledge gained in objects. * 12 RGS teachers have already graduated from the Griffith University Masters programme since it first started in 2015.

Balderston agreed to assist with my Masters studies.

Angie was a focus in a unique way. I have worked with a number of early career teachers in my time at RGS, including Angie and Miss Alana Barnes. They gave me a focus of ensuring that as a school we retain them as teachers, and not lose them to other professions.

Most early career teachers are sponges and soak up any knowledge that is provided.

However, matching that closely with the multitude of tasks they already complete is a challenge within itself.

In 2020, The Rockhampton Grammar School expanded existing programmes for early career teachers. Under the guidance of Kelsey Hutchings, herself an early career teacher,

her fellow early career teachers (in their first 5 years of teaching) attend professional development sessions. Studies show that for early career teachers to feel valued by their organisation such practices need to exist. Also new staff at RGS are provided a mentor to assist them in their initial year at the school.

This year new staff have a mentor from outside their subject area.

This ensures that staff are not segregated or confined to their own individual staffrooms. As a school by ensuring these practices occur it will hopefully see the decline in staff turnover and early career teachers leaving the field.

RGS Masters

and Graduate Certificate of Education

- Emma Pershouse

A new career: Learning new lessons RGS teacher Kelsy Hutchings looks at the excitement and challenges of entering the education workforce and how The Rockhampton Grammar School “Early Career Teacher Community” is lending a helping hand to new staff.

Starting a career as a teacher can be daunting. Having spent four years at university, you have the content knowledge, you know the theory and you’ve had experience in a classroom on placement.

But, having your own class and being truly independent in a classroom is unlike anything you have experienced. Suddenly, you are responsible for the learning and well-being of 25 young people.

If you are like me, starting your career in an unknown environment and are terrible at remembering names, then the first few weeks are a struggle. But, it’s all worth it to have your own classes build relationships with students and work with some phenomenal colleagues. The learning curve is also steep.

Not only do you have to plan lessons, mark assignments, write reports, you also have to learn and follow the numerous policies of a school, communicate with a range of

different people, keep records of everything (from attendance, to homework, to meetings) and then you have to learn to adapt when things don’t go to plan and work out how to deal with the various moods, attitudes and emotions of the young people you teach. It can be exhausting. And that’s just in term one!

That is why it is so important to mentor teachers in the early stages of their career.

The Rockhampton Grammar School has always seen the value in mentoring its early career teachers and this is a concept I hope to continue and develop in 2020.

Throughout the year those teachers in the early stages of their career will meet to collaborate, support each other and create a community of like-minded individuals. This is one of the most important things we can do to support our new teachers because no one understands what you are going through,

more than someone who is going through the same thing. In our meetings we work together to problem-solve difficult situations we can find ourselves in and share ways that we can develop our teaching repertoire.

Doing this gives early career teachers a chance to learn from each other and grow as educators (and people) and this is what we want for our profession. We want people who aren’t afraid to adapt, to admit mistakes and learn from them.

People who want to help others and people who embrace learning and growth. When we nurture those skills and qualities, we ensure that teachers at our school (and across the country) are continually striving to be the best and do the best for the students. And hopefully, can instil those same values in the minds of the young people that we teach.

- Kelsey Hutchings

THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 15

SPORTS

Jardine tops house honours

POOL CHAMPIONS: Jardine House Captains (from left) Zac Buchanan, Thomazine Cumner and Paige Willett with Headmaster Dr Phillip Moulds; 100m open freestyle champions for 2020 were Year 9’s Taryn Roberts and Year 12’s Tim Cookson.

Jardine added another RGS secondary school swimming title to their recent impressive collection of inter-house sporting honours, winning from Wheatley, Kellow and Wheatcroft.

New Swimming Records There were 4 records broken at the swimming carnival. Congratulations to Taryn Roberts 14yrs Girls 200IM and 14yrs Breaststroke as well as Taylor Brock in 13yrs Girls Freestyle.

Jardine were successful in breaking the Girls 15yrs Freestyle record.

Age Champions 12 Years Girls – Kyra Kent 12 Years Boys – Oliver Cugola and Sam Gassman 13 Years Girls – Marlee Chopping 13 Years Boys – Koda Crear 14 Years Girls – Taryn Roberts 14 Years Boys – Lee Mauger 15 Years Girls – Molly Cottam 15 Years Boys – Jamie Rodgers

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16 Years Girls – Lily Cottam 16 Years Boys – Riley Denham Open Girls – Kourtney Draper Open Boys – Tim Cookson Open Boys 100m freestyle: Tim Cookson Open Girls 100m freestyle: Taryn Roberts

SPORTS

Teams unite at RGS Rugby Park Regional schools across Queensland had the opportunity to fine-tune their skills at the annual Regional Rugby Championships at Rockhampton’s Rugby Park on 7-8 March.

Toowoomba’s Downlands College went one better in 2020, reversing last year’s final result against The Rockhampton Grammar School to take out the open schoolboys championship, 31-14.

In the play-off games St Brendan’s College defeated the Sunshine Coast’s Matthew Flinders College 21-12 in the play-off for third while Townsville’s Ignatius Park edged out Emerald’s Marist College in the play-off for fifth.

Rockhampton Grammar School Director of Co-Curriculum, and 1st XV rugby coach, Todd Wells said the primary objective of this competition was to provide regional schools with an opportunity to play more rugby union at the 1st XV level.

“The competition is also designed to provide players with an opportunity to experience the challenges of playing in a carnival and the ability to interact with players from others schools to create bonds and friendships which is a cornerstone of rugby union in regional areas,’’ Mr Wells said.

The inaugural Regional Rugby Championship

was contested at Rugby Park last year.

“In 2020, we had the same six schools competing in the competition as well as girls 7s rugby between RGS and The Cathedral College on Saturday afternoon,’’ Mr Wells said.

“We aim to create a festival of school rugby for this region with the support of the travelling and local schools.”

Each team received a player’s player award for the carnival.

Rockhampton Grammar School prop Zach Sypher was awarded the best player for RGS.

RUGBY: Digging deep for their respective RGS rugby union First XV and Girls sevens teams were Year 12’s Zach Sypher and Year 11’s Tessa Conaghan.

RGS crowned Club Champs The Rockhampton Cricket Association 2019/20 cricket season did not finish according to plan with the cancellation of the season with only a few weeks remaining.

This included the season deciding grand finals.

In a testament to strong form throughout the season, RGS had two teams finish on top of their respective age divisions resulting in both teams receiving the Minor Premiership.

Congratulations to the Under-16 Red and Under-14 Red teams.

With the Grand Finals not going ahead, the Rockhampton Cricket board later confirmed that these two teams were awarded their respective premierships for the 2019/20 season.

RGS Teacher in Charge of Cricket Mr Jason Wells said it was a wonderful outcome for both sides based on their excellent efforts all season.

“In line with these announcements, we are very pleased that our club was also awarded the Club Championship after our combined efforts from all of our teams in the regular season were superior to any other club,’’ Mr Wells said.

“The Rockhampton Grammar School club prides ourselves on our high participation numbers and the multiple teams we have in each age group.

“Winning the Club Championship is an award for all of our players and coaches involved with all of our teams. It’s an achievement we should all be extremely proud of.”

Inter-school T20 cricket was also scheduled for Term 1. The Year 7-9 team qualified for the Rockhampton final while the Open division was unable to take the field before cricket fixtures were sidelined.

Right: Year 9’s Luke Sanderson playing in the T20 competition.

THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 17

PHOTOS

Clockwise from top left: The RGS Eight boat on the Fitzroy River; Alex Macdonald tests his water life saving skills during Year 5 PE; Georgia Howard and Lana Horwell, both Year 11, serve guests at Meet the Teachers function in Duggan Hall; Year 7’s Billy Blachford guides Cal Canniffe at the Lorin Nicholson session; Bonnie Tweed on the Year 2 visit to the Capricorn Caves; Jackson Cheesman, Year 11, finds room to move in the RGS rugby league win over Shalom College at Rugby Park; Year 9’s Amelie Tripet takes to the Drama stage; Year9 Agriculture students Lee Mauger and Tom Brown visit the CQLX Saleyards at Gracemere.

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PHOTOS

Clockwise from top left: Year 12 formal: Georgiana Russell and Riley Wessling; Davis White and Eden Henderson; Logan Stumer and Jack Barsby; Mikealy Ryan and Darcy Turner; Kasey Frame (Year 12) and brother Luke (Year 7) at the Year 7/8 Boarders Dinner; Prep’s Natalia Knowles; Year 12’s Kimberley Weier looks for a pass in the Senior Girls Basketball against TCC; Maddison Acton challenges herself at the RGS Specialty Netball Camp at Ritamada; Matilda Marxsen and Lily Young support the Year 12 Valentine’s Day fundraiser.

THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 19

Q&A

The final word Mr Steve Latham started teaching at RGS on 11 February 1980. In 2020 he farewells RGS after 40 years of teaching. Here are some of Mr Latham’s memories:

NOW and THEN: Mr Steve Latham has decades of memories to take into his well deserved retirement.

Mr Steve Latham

Head of Technologies CQ: What subjects did you teach at RGS? I started on 11 February 1980, and on probation for 3 months, teaching Geometrical Drawing and Perspective under the wing of a teacher, Mr Anderson. I remember my interview with Mr Arthur Butler (Headmaster), I wore my suit and tie on a very hot and humid day. Back then, I was very impressed with the facilities as Mr Butler led me on a tour around the School. I also taught 11 Physics, 10 Science and Junior Maths (Years 8-10). I have also taught Workshop under the old canteen beside the 25m pool (where the Islay Lee Learning Centre now is), Senior subjects of Maths A, B & C (Maths in Society, Maths I & II). It was not until the mid 1990’s that I majored in Graphics.

CQ: What are your memories of teaching in those first few years at RGS? There was a small teaching staff of about 30-40 whose staff room was in the present photocopier and pigeon hole room. It was tough being a young teacher in a School culture comprising of rugby crazy staff and more senior staff, and trying to introduce a new sport (volleyball) with my close friend and teacher Mr Lieu Johnson (now retired). Mistakes were not easily forgiven in the early 1980’s.

Mr Johnson and I took on ISCF (Interschool Christian Fellowship under the banner of Scripture Union). The aim of ISCF was to cater for the spiritual need of students through studies, activities and camps. In the first year, there arose a situation where a student became enraged to the point of clenching his fist to punch me. I remarked that “you had better walk away before you do something you will regret”. He did. Through further conversation and reasoning (a starting over), the relationship grew (and so did his results) to the point that he returned at the end of the year to exchange that clenched fist for a hearty hand shake to thank me for the year. That was a special start and motivation for the rest of my teaching career.

CQ: How has the technology changed over the years, both from a teaching perspective and for students?

It was very hot without air-conditioning in the 80’s. Ceiling fans at full speed, did not abate the sweaty arms and dripping forehead from soaking into the drawing paper (in Geometrical Drawing and Perspective later to become Technical Drawing, then Graphics).

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Q&A The basic technology equipment was clutch pencil, eraser, set squares (45o and 30-60o or an adjustable set square (if affordable), compass set, drawing board and tee-square and talcum powder. Talcum powder was equivalent to the present alcohol hand wash for every drawing class in the summer months. Of course we cannot forget the chalk and talk technology (chalk and blackboard). Overhead projectors projected print and graphics from a printed clear plastic “Of course we cannot forget the sheet to a large screen.

The first computers came chalk and talk techonology (chalk in the late 1990’s with and blackboard).” - Mr Latham. the BBC computers that used 5 ½” and 3 ½“ floppy discs (1.2MB and 1.44 MB). Now-days it would be very difficult to fit one image from your iPhone on the data storage device. The development of CAD systems and the introduction of the Roland pen plotters in the early 2000’s, was giant leap forward in technology. Student motivation skyrocketed in Graphics. The replacement of plotters with the modern printers has improved the production quality immensely.

CQ: What will you miss about teaching?

The thing I will miss most about the teaching is the excitement when a student experiences success in his /her learning – that moment the lightbulb comes on.

Interacting with students keeps you young and opportunities are created to both adopt new teaching strategies and learn yourself. Many long hours were spent with very keen students who wanted to excel in the presentations of their design especially from 2000 to 2017 during the development of CADD software. It was so satisfying to hang out with these students to eventually see such sophisticated and detailed presentations for the students designs. The suspicion is that some of my enthusiasm for Graphical representations and Design has brushed off on my students (I hope so). It has been very satisfying to see that our Graphics students have been in demand in the local associated industries e.g. engineering and architecture.

Over the last 20 years, I have taught along side some passionate and amazing teachers at RGS. Another very meaningful experience was to actually teach all three of my children, one of whom will not forgive me for giving her a detention in Year 12 for not doing her homework. Whilst I looked at and was involved with other schools over the years, I have found that the grass is not greener on the other side. This School has been a huge part of my life and I will miss it (teaching the students, colleagues, routines, events, basketball and even the buildings). I will not miss the “paper” trail.

CQ: What advice do you have for your current teaching colleagues and those considering a career in teaching?

The days are long, but the years are short. Enjoy the journey. Care for others. Rather than devoting all your energy to work, take the moments with your family, even when those deadlines may dictate otherwise. You are unique, but you are not irreplaceable.

Yes, someone else can do your job. When dealing with students, always remember, especially during the difficult parts of a student’s time with you, they are someone’s child and deserve our respect when moulding part of their lives as educators. How would you like your child to be treated? .

CQ: We can’t forget basketball! It’s been a passion of yours coaching basketball at RGS. Why do you love the sport so much?

Basketball was a sport I was good at in my school and university days. Basketball involves teamwork, skills and strategies that can be used to gain a quick conquering of challenges that produces great satisfaction when successfully scoring or winning against the opponents. Then there is the teamwork and relationships formed. We had a very enthusiastic coach who imparted his skills and strategies for teamwork to the team in a very dynamic and enthusiastic way. My aim was to enthuse, train and inspire students to taste the same successes whist enjoying the sport. (Editor’s note: Mr Latham we will miss your detailed basketball match reports, play by play).

THE ROCKHAMPTON GRAMMAR SCHOOL CAPRICORNUS QUARTERLY / 21

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