Around the Classrooms at RGS Highlights
YEAR 3 Cooking
Burger Creations
In the “Build a Burger Unit,” students explored food production, delving into the farming processes behind essential ingredients such as beef, dairy, spices, lettuce, and sweet potatoes. Working collaboratively, students prepared various components for their burgers. They made fresh dough, flavourful san choy bow, creamy mayonnaise for Caesar salad, and hearty potato salad. Student honed their cooking techniques and understanding the farm-to-table journey of their ingredients. The unit culminated in a challenge of designing and preparing their own burgers, blending creativity with practical skills, deepening their appreciation for the origins of their food and the intricacies of sustainable farming.
YEAR 4/5 Gardens
Study Adventure Year 4 and Year 5 classes visited the Rockhampton Zoo and Botanic Gardens with tour guide Phil Hoare, from Time Safaris Walking Tours. The excursion supported the Biological Sciences units about food chains for Year 4 and adaptations for Year 5. Students discovered more about the zombie plant, a fascinating member of the palm family, and investigated native and introduced plants, learning about the importance of plants in an ecosystem. At the zoo, students explored the variety of animals, discussing their unique adaptations and roles within different food chains. Students had to find similarities and differences between crocodiles and dingoes, and discussed the purpose of different physical features of the animals of the past.
YEAR 7 Showcase
10 Years of Showcase Showcase is about celebrating the RGS Year 7 community and allows students and teachers to display Semester 1 work. RGS Head of Year 7 Michelle Rundle said she was a big believer that if you feel okay in yourself your academic work will take care of itself. “Of course you need hard work and study, but if your wellbeing is taken care of you can better focus on working hard and studying. When the students finish Primary School it is a rite of passage and as parents we feel a sense of loss. At Showcase we invite our families back, not just to show them the work but to reconnect them with their School and what their child has been doing at school.” There was a buzz at this year’s event and Showcase once again provided a wonderful way to end the Semester and celebrate Year 7.
Year 8 Art
Lino Prints
The lino printing unit had students reflect on a profound question – what defines their identity? Lino printing is a process requiring careful planning and attention to detail, mirroring the nuances of how we construct our sense of self. Students examined works by a range of printmakers, who employed line and pattern to create images and convey deeper meanings. The students then engaged in self-reflection exercises like personal identity maps, listing out all the different elements that shape who they are. They then moved on to planning their lino prints. Each design incorporated visual metaphors and symbols representing different facets of their personalities and experiences.
YEAR 9 Workshop
CO2 Dragster Unit
This study unit not only ignites the students passion for competitive racing but also imparts crucial engineering principles within the physics of motion. Students explored concepts such as aerodynamics, drag, frontal area, tribology, friction, and rear suction of a shape as it moves within the medium of air. Students documented their design journey with final drawings and a structured safe production plan before drafting their dragsters with lightweight balsa wood to meet stringent race specifications. Racing on a specially constructed 20-metre track in the Design Technologies department, this year’s top honour went to Kobe Hickey with 1.104 seconds ahead of Lara Farmer (1.105) and Ashton Rodgers (1.110).
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
Values prepare students for life after school
Throughout 2024, our community has been actively emphasising our school values by spotlighting two complementary principles each term. Building on our emphasis on respect and care in Term 1, Term 2 has centered around courage and resilience. These qualities are not just virtues; they serve as fundamental pillars that uphold the essence of our educational environment, laying the groundwork for both personal growth and academic achievement. In this edition of the Capricornus Quarterly, on pages 10 -11, you’ll discover inspiring stories from our school community that illustrate the embodiment of courage and resilience this term.
Courage and resilience are evident when we are prepared to take responsible risks to advance our learning and support others, and we have good coping strategies for when things go wrong.
Courage, often defined as the ability to confront fear, adversity, and uncertainty, is indispensable in a school setting. It empowers our students to step outside their comfort zones, embrace challenges, and pursue their aspirations with unwavering determination. Whether it’s raising a hand to ask a question in class, standing up for a classmate, or striving to achieve personal bests, courage is the catalyst that propels growth and learning.
Equally crucial is resilience—the ability to bounce back stronger from setbacks. Resilience teaches our students that failure is not final but a stepping stone towards growth and improvement. When a student encounters a setback—a disappointing test result or a sports outcome that did not go as hoped —it is resilience that encourages them to dust themselves off and try again, armed with newfound knowledge and determination.
Beyond academic success, the development of courage and resilience prepares our students for the challenges of the real world. In their future careers and personal lives, they will encounter situations that demand these qualities—whether it’s advocating for themselves in a competitive job market, navigating personal relationships, or contributing positively to their communities. By nurturing these attributes now, we equip our students with the tools they need to thrive in an increasingly complex and interconnected world.
As Headmaster, I am committed to ensuring that our school continues to be a place where courage and resilience are not just taught, but lived daily. As we embark on another semester filled with possibilities and opportunities, let us reaffirm our commitment to fostering these values in every student. Let us celebrate every small act of bravery, every instance of perseverance, and every triumph over adversity. Together, we can empower our students to embrace challenges with confidence, navigate life’s uncertainties with resilience, and emerge as compassionate leaders of tomorrow.
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
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
or Grow in Character and Scholarship.
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
Litteris
Beef 2024
The Rockhampton Grammar School was once again a strong supporter of the triennial Beef event in Rockhampton.
The Rockhampton Showgrounds was buzzing with RGS connections during the May week-long event that attracted ticket sales of 119,324 over the five days. Whether it was the RGS Show Cattle team in centre ring, the masses of Primary and Secondary students visiting the Showgrounds with their classes, RGS Alumni, or the many past and present families dropping into visit the RGS Trade Display in the Walter
Pierce Pavilion – the event provided an opportunity to learn more about the beef industry, for both experienced beef producers and those new to learning about the industry. RGS now looks forward to Beef 2027.
Reading creates new confidence
The school bell has not sounded for the day, but a group of RGS students and staff are already in a Primary classroom bright and early, all in the name of reading improvement.
Throughout Term 2 at The Rockhampton Grammar School, Primary’s Before School Reading Programme was held in the mornings for young students to help both improve their reading and assist them in becoming more comfortable with reading.
Guiding and supporting the young readers were a committed group of Primary staff and Secondary students, with the Year 11 students volunteering their time.
Maia Saunders was just one of the Year 11 student volunteers.
“I love seeing the reading improvement, and the programme is a great opportunity to meet some of the younger students at the School,’’ Maia said.
Before School Reading has been held in the RGS Primary School for over 20 years. It’s an opportunity during Term 2 for Primary students to access further assistance with their reading through the help of RGS Year 11 students and RGS staff.
RGS Deputy Head of Primary Students and Operations, Mrs Janet Spark, said the programme provided an opportunity to give the young students regularity in their reading while they received extra support.
“Quite often the staff are busy preparing their own classrooms for the day, so it’s a huge help to have the Year 11 students there to support them,’’ Mrs Spark said.
“Many of our current Secondary students will remember how worthwhile the programme was for them when they were in Primary School.”
“We see true success all the way through, but the students who attend regularly grow in leaps and bounds.
“Many of our current Secondary students still remember how worthwhile the programme was for them when they were in Primary School.”
One of those Secondary students is Year 12’s Matthew Shen (pictured left)
Matthew arrived at RGS in Year 3 with no English speaking skills. He is now preparing to graduate with his final studies including the subjects of Biology, Physics, Mathematical Methods, English, Accounting, and Geography.
“I had no English when I started at The Rockhampton Grammar School in Year 3. I had to start from scratch,’’ Matthew said.
Matthew was born in China and arrived in Rockhampton as an eight-year-old.
“It was difficult, but because I was so young I didn’t understand how difficult it would be,’’ Matthew said.
“I was really fortunate because I had a lot of support from Mr and Mrs Moodie, Mr Hadwen, Mrs Spark, and all the teacher aides, to help me learn English as quickly as possible.
“I did not know what the future would have been when I first moved here. I’m really happy with how it turned out.
“I learned English quite quickly, I had great support throughout my whole time at Grammar, made some great friends, and I have really enjoyed it.”
Farming Frenzy creates industry understanding
Year 4/5R students this term gained a greater understanding about the long-term success of agriculture in our region, by both venturing outside of the classroom and welcoming guests into their classroom.
Many RGS students come from farming backgrounds, providing opportunities for students to connect and learn from these families.
The students journey started with a visit to Beef 2024, visiting the Tech Yards where they interviewed staff at the ‘Smart Paddock’ and farmers and the innovators of ‘Air-Agri’. Students learned about the importance of modern technology and how it is keeping farm workers and their livestock safe in remote areas and how it contributes to the sustainability of the farm. The Beef class programme included presentations such as
‘What is Animal Agriculture?’ and ‘Breed Plan’. The students also discovered more about the RGS agriculture programme and opportunities it provides for students.
Class 4/5R also welcomed special guests to the classroom – Krystal and Paul Caton, Al Tippett and Anna Hick – all RGS farming families. Year 4 students asked about identity and belonging while the Year 5’s focused on natural, human and capital resources, how they are used by farmers to satisfy their needs and wants. The students then compiled the information to complete their assessment task on farming.
FARMING LESSONS:
Munroe: “At Beef I met a farmer from Air-Agri. I was intrigued by their technology. My favourite one was the trackers on the farmer’s jeans.”
Tresor: “My highlight of Beef was the presentation with Darren at Smart Paddock where we got to interview him with questions about agriculture, sustainability, productivity and safety.”
Makenzie: “Staff and water are very important for farming. Staff pick the fruit and help watch animals. Water keeps animals alive, helps water plants and trees so that farms can continue harvesting and growing. The plants and animals keep farms open.”
Richie: “ Lush Lychees uses the technology of netting to protect their lychees from different types of animals such as the macadamia insect. It harms their fruit by laying eggs in the lychees and when they hatch it eats all the fruit.”
IN THE NEWS
There was no shortage of events and fundraising efforts from RGS students, staff, and families throughout Term 2. Here is just a snapshot of some of those events.
Music Festival
The RGS Music Festival at the Pilbeam Theatre once again produced impressive performances from Primary and Secondary students, and staff. Throughout the evening, the audience was entertained by 34 performances ranging from music ensembles and solos, to verse and prose, and an energetic number from the RGS Dance and Musical Theatre Academy (DMTA).
Sports Clinics
RGS boarding and co-curricular staff travelled to Springsure and Dingo during Term 2. In Springsure, the School hosted separate netball and rugby league clinics. Thank you to the families in the Springsure district for supporting the clinics. The RGS team was next welcomed by Dingo State School where they ran a series of rotational activities, focusing on netball, rugby and cricket skills, providing a mini PE lesson.
Rockhampton Special School Visit
Students and staff from Rockhampton Special School visited RGS in Term 2. In the continuation of a growing relationship between the two schools, students participated in Science experiments with assistance from RGS Year 11 students before tapping into their musical talents in the School’s Band Room. The visitors also enjoyed a school tour of RGS.
Rural Support
RGS students and staff supported the School’s annual Farmer’s Challenge in Term 2. This year’s four-person relay required team members to complete a potato sack hop to one end, eat a dry Weet-Bix and potato sack hop back to the team, followed by a ratchet strap roll, the swag roll and the hay bale carry. This year’s event raised almost $1500 with all proceeds donated to Rural Aid Australia.
Community Support
RGS students provided a helping hand in the lead up to the official opening of the Fitzroy Community Hospice on Agnes Street, Rockhampton. Students volunteered their time leading into the opening, painting fences and helping prepare the grounds. At the official opening on 20 May, RGS students both helped with setting up the function and also guided guests to their seats.
Cancer Fundraisers
The Year 12 Cancer Awareness Committee raised over $1800 for the Cancer Council at their annual High Team in Term 2. Committee Chairs Maddison Argus, Maggie Clifford, Caitlin Girdler, and Alice McDonald hosted the event at the Great Western Hotel (picture courtesy of Great Western Hotel). Guest speakers were Alice Bakss, Frazer Baker, and Debbie Richards who all shared their own story of their association with cancer. The RGS Confraternity rugby league team also raised over $7000 in their annual Shave for a Cure event.
Alumni connect with RGS
RGS Alumni connections remain strong for many. Whether that is celebrating our rural industry at Beef 2024 or uniting to remember those gone too soon.
Judging Champion
The Datamars Livestock Young Judges Competition at Beef 2024 was won by 18-yearold Alexandra Olive (RGS 2023, pictured centre), in what was a competitive line-up of beef industry young guns. A fifth-generation beef producer and third generation of the Apis Creek Brahman Stud, Alexandra first took out the 18 and under 25 years class, under the watchful eye of renowned international judge, PJ Budler. Alexandra said it was an amazing feeling to be named Champion Young Judge. “It’s a pinch-me moment,” she said. “I just feel so grateful for this opportunity to showcase what I love doing and get to have my say in front of such a beautiful, big audience.” The win was the icing on the cake of a successful outing at Beef2024 for the Yamala-based commercial and stud breeder, having shown her first stud animal earlier in the week. “I purchased NCC Ellie at the NCC sale last year and broke her in with the aspirations of competing in Paraders and implementing her into my herd,” Alex said.
RGS Remembers
The Rockhampton Grammar School community gathered in June to honour the nine alumni who tragically lost their lives on the Fokker Friendship “Abel Tasman” Flight 538 on 10 June, 1960. The plane was on route from Rockhampton to Mackay. It was the first time the boarders had the opportunity to fly home to visit their families. RGS School Captains Martha Dingle and Riley Sullivan laid a wreath at the School’s Memorial Fountain on behalf of RGS students. RGS current parents Mark and Katrina Brown, whose uncle Donald Brown was among the boys who died, laid a wreath on behalf of the families. Mark and Katrina’s daughter Ava is a current Year 8 boarder at RGS. The Abel Tasman had 29 passengers and crew on-board. There were no survivors. On 26 June 1960, RGS students and staff joined 5000 people to pay their respects at a memorial site in Mackay. Their memory lives on—they are Grammarians forever.
ANZAC Day
Commodore Heath Robertson, CSC, RAN (RGS 1983) visited RGS to attend the School’s Secondary and Primary School ANZAC services, and speak with students interested in a career in the Australian Defence Force. At both services, Heath spoke about the spirit of the ANZACs and by living our RGS values we honour our fallen diggers. Heath said it was always important to look after your mates and to always try your best. Heath has enjoyed a long career in the Navy since enlisting in 1987. “I’ve been on a maritime adventure for 37 years. I don’t know what I’m going to do any one day. I don’t know what tomorrow is going to be. You can be frightened or excited by that. I choose to be excited by that. It’s the adventure. Sometimes I struggle on ANZAC Day. A lot of veterans do. My experiences aren’t anywhere as significant as others. It’s a day of reflection.”
Ben O’Regan (RGS 2006)
My story
Ben worked as a charter pilot for the Rockhampton Aero Club, flying scenic flights at the start of 2008. The previous year he went through the selection process for the Qantas Cadet programme. Ben was accepted by Qantas in March 2008 and after graduation, he became a Second Officer at Qantas and began flying in 2009.
“It is hard to beat the everchanging views out of the window. Watching the sun rise over the snowy Hindu Kush mountains on the way home from London was always a personal favourite.”
“I had a great time over my five years at RGS! Athletics and cross country were my main activities, and Mr Kelly’s morning training runs to the Gardens were always a good start to the school day. In my last three years I joined the backstage crew for the school musicals – a busy two weeks!
Ms Zantiotis set up a weekly afternoon class to study Basic Aeronautical Knowledge during my Year 10 and I thought it would be interesting to try. At the end of the year we were taken for a short flight in a light aircraft, and over the Christmas break I decided I wanted to start flying lessons. Throughout Year 11 and 12, I did fortnightly lessons with the Rockhampton Aero Club, and was flying solo before I had my driver licence! Initially I’d been interested in a medical career like my Dad, but in Year 12, flying became my focus. I completed my Private Pilot Licence after finishing at RGS, and continued to train further for my Commercial Pilot Licence over the next year.
No day at work is ever the same! It is hard to beat the ever-changing views out the window. Watching the sun rise over the snowy Hindu Kush mountains on the way home from London was always a personal favourite. You also will usually not do more than a few flights in a row with the same crew, so you’re often working with someone you haven’t met before – there’s always something new to talk about.
I completed my First Officer training on the Airbus A330 in March, after five years as a Second Officer on the A380, and 10 previously on the A330. On the A380 I often
flew to London, while the A330 is more regional. My first roster out has taken me to Singapore, Manila, Jakarta, Bangalore, Denpasar, Auckland, and Christchurch. During my training I did some domestic flying between Brisbane, Sydney, Melbourne, and Perth.
My first landing in a jet aircraft in February will stick with me! And I got to do it into Brisbane! Tied first would be when my parents were travelling to Singapore in 2015, and I had been trying to bid for one of their flights for a while. This time I finally got one! I didn’t tell them, and with the help of the crew it was kept a secret until we were in the air and I made the public announcement. The cabin crew said they were very surprised and happy to hear my voice! I had taken them flying many times in Cessnas, but it was great to finally have them aboard the 330. I’ve also had a number of friends and other extended family members on board over the years, with almost all of them being lucky coincidences.
If you’re interested in flying, head out to a local flying school and go for a short trial flight! For other aviation jobs, check out if there’s any work experience opportunities at the airport. It can be a small industry, so it may be surprising where a brief contact could get you! It’s important to note though, that it is a 24/7 industry, and depending on the particular job, there could be long stretches away from home, and it is not uncommon to miss significant dates. The study also never stops! But I think it is all worth it!”
MEET THE TEAM
RGS Leadership Team
Karryn Johnson
BUSINESS MANAGER AND SECRETARY TO THE BOARD OF TRUSTEES
What are your job responsibilities? My job has two functions. As the Secretary to the Board of Trustees I am responsible for supporting the Board of Trustees to carry out their governance and statutory functions. This involves preparing reports for Board and Sub-Committee Meetings, ensuring that compliance obligations such as the Annual Report to the Minister for Education, census and other data collection returns are submitted. When a Board election occurs, every four years, I act as the Returning Officer. As the Business Manager I am responsible for non-teaching functions of the School, including finance and administration, human resources, compliance, facilities, IT, food services, transport, and the Red and Black Shop. I work with a wonderful team of Education Support Personnel across the School, who I think do all of the hard work.
What draws you to a career in education? I started my career as an Accountant. In 2004 I was working at CQUniversity when I noticed RGS recruiting for an Accountant and I thought that joining RGS would allow me to help support today’s youth for tomorrow’s future. I love knowing that my work has a positive impact on people, enabling the carers and educators to do what they do best, albeit indirectly. Fun fact – when I was entering Year 11 I wanted to be a secretary because I was good at typing and shorthand. My Principal told me I had the ability to do something more, like an accountant – now I find myself having been an Accountant and a Secretary (of sorts) in an education setting!
What intrigues you about the future of education? Recent technological advancements, particularly artificial intelligence, create an extremely exciting and challenging future for education. Technology and AI are sure to have a positive impact for education itself, and also the functions that support education. I also envisage changing needs and desires of students and parents in the education journey, which will be interesting to support.
How do you spend your weekends? Trying to find a balance between work and relaxation! I love being outside, walking my two Border Collies on the beach watching the sunrise, and watching the sunset at the end of the day. I don’t love winter, so a fire pit is an essential part of watching the sunset! I have been around the beach and boats all of my life and finally learned to sail dinghy boats a short while ago. There is nothing like being out on the water with family and friends, or just watching the amazing colours of the sky.
Donna Grant DEPUTY TO THE HEADMASTER
What are your job responsibilities? I take pleasure in working at a large co-educational school, engaging with individuals in a role that I find highly fulfilling. The dynamic and ever-changing environment keeps me constantly engaged, presenting new learning opportunities. There’s a unique privilege in being part of the journey with families as their children learn and develop. I am there for both the highs and lows, cultivating strong relationships within a trusting setting.
What draws you to a career in education? My passion lies in connecting with people and fostering a sense of community. The education sector allows me to contribute to the growth and development of young minds. I particularly relish working with young people, appreciating their sense of humour and fun.
What intrigues you about the future of education? The innovative trends in education excite me, as they provide space for individual creativity and invention, catering to a broader range of learners.
How do you spend your weekends? During my downtime, I savour moments with my family and the calmness of the ocean. I take pleasure in preparing family dinners and reconnecting with relatives. For quiet moments, I indulge in a cup of tea and immerse myself in a great novel, preferably with a view of the ocean.
“Their journeys served as inspiring examples to their peers, showing that success is often a result of persistent effort and unwavering
determination.”
Courage and Resilience: valuing others
Courage and Resilience are evident when we are prepared to take responsible risks to advance our learning and support others, and we have good coping strategies for when things go wrong. RGS Deputy to the Headmaster Mrs Donna Grant reflects on the School’s values of Courage and Resilience.
“This term, the School’s focus on courage and resilience commenced with our participation in ANZAC Day services. This important event served as a poignant reminder to students of the immense bravery and sacrifice of those who left their homes and families to serve their country.
The stories of these individuals highlighted the true essence of courage, reinforcing the value of resilience in the face of adversity.
Throughout the term, our assemblies continued to be platforms to celebrate and recognise these virtues within our own school community. Students who ventured into new activities, whether academic, artistic, or athletic, were applauded for their willingness to step out of their comfort zones. Their efforts in representing our community in various capacities demonstrated a commendable spirit of courage.
Moreover, we celebrated students who embodied resilience by persevering through challenges. Awards were given to those who, despite initial setbacks or failures, continued to strive towards their goals.
These students exemplified the powerful lesson that resilience is about maintaining effort and enthusiasm despite difficulties. Their journeys served as inspiring examples to their peers, showing that success is often a result of persistent effort and unwavering determination.
In addition to these recognitions, we incorporated stories, discussions, and activities that further emphasised the importance of courage and resilience.
Classrooms became spaces where students could share their experiences, learn from each other, and find encouragement in their collective strength. By creating an environment that nurtures these qualities, we aimed to empower our students to face their own challenges with confidence and tenacity.
Overall, the focus on courage and resilience this term has been an enriching experience for our school community.
It has not only honoured the memory of those who have shown extraordinary bravery but also encouraged our students to cultivate these essential qualities in their own lives.
As we move forward, we hope that the lessons learned this term will continue to inspire our students to approach life’s challenges with courage and resilience.”
Adventurous Challenges
Year 7 Form Camps provided opportunities for students to work on courage and resilience, both important and lifelong skills. Whether it was being released on a rope to begin a free fall swing from 10 metres, climbing the Giants ladder helping two other team mates to get to the highest rung, getting as high as they could during the crate stack, paddling a canoe for the first time up Byfield’s Water Park Creek, surfing, sea kayaking or sailing at Ritamada, getting to know the whole class, their teachers Form Seniors and Gap staff better through team building, or just being away from home on overnight experiences, there were many moments where courage and resilience were required. The School’s Outdoor Education programme seeks to amplify leadership attribute growth and development for all of our students and staff.
Athletics Carnival
The annual Athletics Carnival, in both Primary and Secondary schools, allows students to not only compete for themselves but also their House. Teachers, House Captains, friends and parents regularly encourage reluctant competitors to have a go for points for their House and join in celebrations as a team. Even when an event did not quite go to plan, students would pick themselves up and push ahead to finish the event, sometimes with the help of others. Coaching young children through scenarios about not winning may lead to discussions about extra training or joining a club, or they might also come to the conclusion that it is not ‘their thing’ and they are still happy to bring some points to their House. The early years are tough for understanding that others may win a shield or trophy or medal. Disappointment and perhaps jealousy are feelings that come to light during these events and they are valuable learning experiences that parents and teachers can use to teach social and emotional lessons that will stand the students in good stead for life.
Taking Centre Stage
RGS Primary and Secondary students pushed aside any nerves, with some assistance and encouragement from experienced RGS staff, to bravely perform in the annual Rockhampton Eisteddfod and the RGS Music Festival during Term 2. At the Rockhampton Eisteddfod, watching students receive placings or Highly Commended awards, and smiling even when they didn’t win demonstrated resilience. Being genuinely happy for other’s success is a tough concept and you can tell these children have had conversations with parents and teachers about winning humbly and not winning gracefully.
• Respect and Care
• Courage and Resilience
• Integrity and Honour
• Endeavour and Responsibility
H2GP racing: start your engines
The Hydrogen Grand Prix (H2GP) programme challenges tomorrow’s innovators to design, engineer, build, and race their own hydrogen-powered cars. Throughout the programme, students developed the creativity, ingenuity, and real-world problem-solving skills needed to tackle tomorrow’s energy challenges. RGS students are thriving on the challenge.
The STEAM education initiative includes three phases – with RGS Secondary students challenging themselves in the H2GP Pro programme, which aims to provide a comprehensive understanding of the engineering principles behind the future renewable energy society.
RGS students worked in teams to design, engineer and build their own fuel cell-powered RC (remote control) car and compete in a 4-hour race in Gladstone during May.
RGS Head of Science Mrs Karen Girdler said RGS was thrilled to provide the students with an opportunity to begin mastering next generation renewable energy technology and compete in the largest hydrogen competition in the world.
“Throughout the H2GP programme students are developing creativity, ingenuity, and critical thinking skills that will benefit them wherever their future leads them,’’ Mrs Girdler said.
“The programme also provides fantastic opportunities to partner with local industries, including Stanwell Power Station, and the mentoring and exposure to a variety of careers that can happen through this community engagement is very exciting.”
WORLD RECORD PIT STOP!
RGS set a new world pit stop record of 4.3 seconds. The previous Australian record was 32 seconds. The world record was 5.5 seconds. RGS pit crew members relive the record:
Daniel Spiryagin – “We went with 1 fuel stick, rather than 2. This meant more fuel stops. We also designed a special 3D printed system that used a spring loaded metal connector. We only took 1.5 to 2 seconds for the stick change but the biggest issue was getting the car back to the track through the crowded pit stop.”
Krish Anthony – “We had three people, and split the jobs. We had to take the car off the track, and were timed as soon as it hit the table. One person put the car onto table. Daniel held the shell up. Oliver (Cugola) and myself were in charge to insert the fuel stick. I pulled out the used fuel stick and Oliver put a fresh fuel stick into the system. All that in 4.3 seconds and we put the car back on the track.”
The programme provided both memorable and challenging moments, for the RGS students. Here are some reflections on the exciting programme:
Jaxon Price (Year 11) – “The event is about using hydrogen cells in the form of fuel sticks to basically power a battery and drive an RC car. The concept of driving RC cars, racing games, has always been fun for me. Hydrogen is a good way to power things. It’s a concept that’s been tested and tried for the future. If that can work that would be exceptional.”
Kathleen Nguyen (Year 11) – “I found out about the programme through the teachers at RGS. It was first offered to Year 10s and Year 11s last year. We watched a video about the programme and found out the winning team got to go to Las Vegas. A team in Gladstone, a regional school just like RGS, managed to win and qualify, so we thought if they can do it we can also have a go.”
Caden Mahon (Year 11) – “We had to build, modify, test and race a car. The cars are about 30cm long, 10cm wide. There were certain restrictions on how large we could make them and how heavy they could be. 2kg was the maximum weight for each car.”
Krish Anthony (Year 11) – “We had some big challenges on race day. For example, the battery wasn’t producing the right voltage and we had to fix some wire connections.
It was challenge but it was helpful for our skills. During the race we had to improve our teamwork, communication and problem solving skills. All three of them were crucial for the race and we all had to step up.”
Daniel Spiryagin (Year 11) – “There were 20 teams in the four hour endurance race. During the race, teachers were not allowed in the pit stop so it was all up to us. The day started with technical checks to make sure our car met specifications and then we started racing. The aim was to do as many laps as possible in four hours. Our car had a crash, so we only managed two and a half hours, falling behind from 2nd to 8th place. A bit unlucky.”
Josh Filby (Year 11) – “This was the second time the competition was held in Australia. It was a great atmosphere and getting to see the other cars was really cool. It was great to see what the other teams had done and see how we could improve our own cars. We hoping to deviate away from the stock kits next time and going forward make a full custom, full hydrogen powered car. We hope to talk with some younger students in the coming months and help with them with their journey.”
Alexander Connell (Year 11) – “I learned a lot about how hydrogen energy works and how it is usable with our current infrastructure. It will definitely be a good thing in the future.”
The H2GP Grand Prix allowed the students to not only race their car but also allowed the students to grow their knowledge by working alongside industry representatives, including Stanwell staff, leading into the event.
“During the race we had to improve our teamwork, communication, and problem solving skills.”
Krish Anthony
“So important to the success of a boarder’s experience is the network of care placed around each boarder.”
National Boarding Week: The RGS family
Much is made of the wonderful opportunities that a boarding school experience can deliver to students. RGS Director of Boarding Mike Silcock reflects on an action-packed National Boarding Week at RGS in May.
“The school day, in a boarding school, does not finish at the final bell. The myriad of extra-curricular activities, the academic extensions, the opportunities that both the school and local community can offer, enrich the lives of boarders. This does not even shine a light on the very best aspects of boarding, which are the friendships made, the growth of the whole person to excel beyond the school gates and the capacity of each boarder to live as part of a community, placing others needs at least on par with their own. When boarding delivers all of this, it is truly special. Boarding is not a “one-way street”. Boarding schools are fortunate to have the extraordinary qualities of boarders and what they bring to the school and local community they are a part of. Quite simply, it is a mutually rewarding relationship.
So, with all this considered, what better way to “celebrate” and recognise the boarding “world” than National Boarding Week. A week designed to place a national spotlight on the lives of boarders, boarding families, boarding staff, all who contribute to a boarder’s journey. National Boarding Week showcases the brilliance of a boarder’s experience, whilst also importantly educating all on the challenges that boarders face, living away from home, away from so much familiarity. National Boarding Week can also serve to provide a lovely moment for families when they see their child’s journey given “centre stage” and can be reassurance of the significant decision to send their child to boarding school. National Boarding Week serves so many purposes.
Here at The Rockhampton Grammar School we are a boarding school. We are truly fortunate to exist within a broader community that understands the lives, and the needs that our boarders bring to the school. National Boarding Week for us was a week long celebration of all the amazing opportunities provided to our RGS Boarders. I will not regale you with the whole week’s activities, however I do want to capture the highlights. The week commenced with a “first”. All Central Queensland Boarding Schools were invited to attend a special day of activities at our incredible Ritamada campus to mark the commencement of National Boarding Week. Almost 400 boarders were
in attendance, for an opportunity to connect and reconnect with friends and fellow boarders. A special moment was captured on the beach front, when we all came together to spell out the letters “CQ”. I would publicly thank our RGS team and boarders who being the consummate hosts. One of our key goals for the week was to bring our boarders and day students together. Several events were designed to achieve this, which included our “Pancake Treat”, which welcomed all students to school on the Monday morning, “Just Dance” in the Space Frame at lunchtime, bringing a palpable energy to the School and our inaugural “Bring A Friend To Boarding” event, where our boarders invited a day school student to “be a boarder” for an afternoon. There was so much more in the week, both as a whole cohort and individually in dorms. It was a great week to be a part of.
Boarding is a journey and National Boarding Week is just one week each year that showcases the experience. Boarding does present its challenges. Boarding requires patience, resilience and compassion. It is an experience that is not always the “fun and frills” reflected in National Boarding Week. So important to the success of a boarders’ experience is the network of care placed around each boarder. This is individual and unique to each boarder, but imperative to the success of the boarding programme. Our boarding staff inevitably feature heavily in providing that support to our boarders. Their warmth and genuine care is evident each day. Our boarders must have someone to turn to, when life provides those challenges and to celebrate the successes. This is what is at the heart of boarding at RGS. National Boarding Week is a wonderful celebration, however it only highlights what is done by our boarding staff, experienced by our boarders and appreciated by our boarding families from the commencement of their journey to the point of graduation. We are grateful to have an incredibly supportive boarding community and do not take this for granted. We will always strive to provide the best possible boarding experience and, for 2025, ensure that National Boarding Week is bigger still.”
Here’s what our RGS Boarding family thought of National Boarding Week!
“It has always felt very special to be a Boarder, however this week was just a really wonderful way to celebrate the great opportunity we are presented as a Boarder at The Rockhampton Grammar School.”
Year 12 Boarder
“
A great opportunity for the boarders to show how close our relationships are…and good to involve the day students with lots of activities, which was lots of fun.”
Year 11 Boarder
“
National Boarding Week for me was something totally new, coming from Fiji, I learned a lot. Bringing together Boarders from CQ was wonderful to see. Boarders from so many homes, coming together as one. In our school (RGS) it really showed me about family and how we make this our Boarders “home away from home”
RGS Boarding Staff Member
“
So grateful to the whole Boarding Community for making this such as special week for my daughter. It is not an easy decision to make to send your child to boarding school, however when being a Boarder is celebrated in such a way, it becomes that much easier. Thank you RGS Boarding.”
RGS Boarding Parent
“It was good to have lots of activities with the day school and with my boarding mates – this is what Boarding is all about.”
Year 8 Boarder
“Our Boarders embraced everything on offer. What a special week of activities – what a special week of Boarders.”
RGS Boarding Staff Member
“There were activities everywhere and it was great to see so many Boarders, out and about, enjoying the activities and the time spent with one another.”
GAP Assistant
Cricket development
Congratulations to RGS students Abbey Harvey (Year 12), Sam Gassman (Year 11) and Lila Atkinson (Year 11) on their selection in the Queensland Cricket Youth Pre-season Development Programme. Each programme focuses on holistic player development, integrating strength and conditioning with specific skill development. The girls programme runs from 11 June to 18 July and the boys programme from 2 July to 22 August.
Netball Magic
The RGS Magic First VII netball team qualified to represent the region in the Vicki Wilson Cup State Finals in Brisbane during August. Magic won the regional final against TCC. RGS Storm and RGS Meteors teams also competed at the regional trials. In Rockhampton District School Sport Secondary Schoolgirls Netball in Term 2, RGS Spurs won the Open E division while Magic, Meteors, Sparks, Storm, Mystics and, Blazers finished runners-up in their respective divisions.
Rugby League opportunities
NRL clubs are providing pathway opportunities for RGS rugby league players.
Year 12 student Mason Broadhurst and Year 10 student Cormack Werner have been selected to participate in the North Queensland Cowboys Academy camp during December in Townsville. This will assist both students in preparing for the 2025 season.
In the girls rugby league programme, Year 12’s Gracie Finger, Year 11’s Marnie Whitehead, and Year 10’s Alex Kulla Kulla were selected in the Dolphins Academy programme to participate in training sessions during Semester 2 with other identified athletes from across this region.
The girls can attend one session per month, from July to October.
Players were selected from local competition games, in particular the Rockhampton District School Sport competition for girls and the Dolphins Cup for boys.
AROUND THE GROUNDS
Chess
RGS Primary and Secondary School students joined 221 students in the Central Qld Interschool Chess tournament at Heights College. In the teams competition, Primary placed 2nd in the Premier Division and won Division A. In Secondary, RGS won the A division.
Football
RGS played in three of the four RDSS Secondary Schoolboys Football Grand Finals in Term 2. RGS defeated Heights College 2-1 in the Open B final, lost 1-0 to St Brendan’s College in the Open A, and lost on a penalty shootout to Emmaus College in the Middle A decider. RGS players of the final: (Open B) Darcy Snaidero, (Open A) Oliver Bennett), (Middle A) Rylan Reynolds.
Show Cattle Team
The RGS Show Cattle Team won the School Challenge trophy at the Rockhampton Show in Term 2. RGS students also featured in individual honours. Year 10 student Kate Preston won the Senior School Aggregate Award (the highest points for an individual school participant) and won a steer for the school. Fellow Year 10 student Annaka Hanson was named Champion All Rounder.
Alex Kulla Kulla Marnie Whitehead Gracie Finger
Cormack Werner Mason Broadhurst
Lila Atkinson Sam Gassman
Abbey Harvey
Primary Athletics
Champions
6
12
Sprint
Sprint
Secondary
CLOCKWISE FROM TOP LEFT:
Students perform at the RGS Music Festival at the Pilbeam Theatre; Taj Marshall, Year 8, hits the basketball court; Jared Godwin, Year 12, races to the finish line at the Farmer’s Challenge; Primary and Secondary students participated in the Rockhampton ANZAC Day March; Just Dance during National Boarding Week was a hit with both the Primary and Secondary students; RGS Primary and Secondary students leaders had the opportunity to meet during Term 2; Willow Money, Year 2, practices her netball goal shooting at Jardine Park; Jay Tappeta joined a procession of bugs at the annual Year 1 Bug Ball.
CLOCKWISE FROM TOP LEFT:
Katherine Wieland, Year 12, joins the RGS fans at the schoolgirls netball finals; Jaxon Beezley, Year 2, explores the Book Fair at the RGS Library; Year 8 students Sophie Dendle and Chelsea Collins at schoolgirls Karyn Murphy Cup games; joining the RGS band at the Rockhampton ANZAC Day March were Year 6 students Emma Hansen, Robert Wallace, and Grace Killion-Fisher; Year 11’s Xavier Nott has his head shaved by RGS First XIII rugby league team mate Tumanako Hatley, Year 11; delving into Year 7 Science were
Jacob Brown, Jenul Menikpura and Cameron Bell; Year 9’s Lillian Becker prepares her drag racing car in workshop; the choirs perform at the RGS Music Festival; Chase Tippett makes a break in his Year 5 rugby league game; crate stacking challenges at the Year 7 Form Camp at Ritamada; Year 9’s Miguel Sithole hits the field in the Bill Turner Cup football; brother and sister Reggie Heppell (Year 4) and Gwen Heppell (Year 2) perform at the RGS Music Festival; Xavier Tan, Year 5, warms up for Primary Friday Sport teeball.
The final word
Gold Coast Titans Pathway Coordinator Matthew Keating and Titans Future Titans Northern Pathway and Junior Recruitment Coordinator Lane Bird have one thing in common with a group of RGS rugby league players who joined them for coaching clinics this term – they all love rugby league.
A partnership between The Rockhampton Grammar School and NRL club the Gold Coast Titans was established in November last year. The sharing of resources has been a key aspect of the connection. During Term 2, some students had the opportunity to visit the Titans headquarters on the Gold Coast while back in Rockhampton, RGS Secondary School boys and girls rugby league players had the opportunity to be coached by Titans Pathway coaching staff at the school. The Capricornus Quarterly caught up with Matthew and Lane after they hosted four coaching clinics across two days.
What was the aim of the coaching clinics?
Lane – “This was about just getting on the field and working on some core basic skills of rugby league. It was short and sharp, and touching on the key things like catch and pass, tackle techniques, line running and it was all specific to the age groups for each of the boys and girls. We also always try to finish with a game for a bit of fun as well.”
“At the end of the session we hope to see some improvement, but hopefully an understanding of what we’re doing. Rugby league isn’t rocket science. It needs to be repetitious. Tweaking the way they grip the ball when they pass or their body position and posture defensively, or improving their marker defence techniques.”
What’s your message for the young rugby league players?
Matt – “It’s a work in progress for any player whether you’re playing in the NRL or a junior rugby league player. I try to deliver a strong message that a simple catch and pass drill or a marker drill is something the NRL and the Australian and New Zealand teams are working on most sessions in a week. They can’t come back to junior footy with their club and school coaches and think it’s another boring drill. It’s important all the time to get better and understand a good catch and a good pass will better the player and better the team.”
“As rugby league coaches working in pathways, we’re not solely focused on rugby league. We want to teach good people good habits. What they can do on a footy field they can do off a footy field. It’s important that they put every little effort into everything they do whether that’s in the classroom or out of the classroom, or on the training field, it’s important all the time.”
“It’s a work in progress for any player, whether you’re playing in the NRL or a junior rugby league player.”
Why do you love visiting schools and working with junior rugby league players, and coaches?
Lane – “We’re rugby league people. We love footy and love being on the field with the kids. This is a different venue, different kids, different colour jerseys but it’s still the same message for us across the board. One thing I’ll say about regional kids in particular is they love it. They are super grateful for what we deliver and they are sponges. The improvement in some of these kids has been really good. We try give a simple message and improve them. Improve one percent today, every day. Get on the field and try to be a bit better in certain things.”
Matt – “It’s also been great seeing the coaches attend the coaching clinics at RGS. In the past six months on the Gold Coast, and in our south-east Queensland area, a lot of people in higher roles have asked for rugby league coach education. We don’t want to just teach the junior rugby league players some basic fundamentals, but also the coaches. Then that’s about coaching the coaches who are coaching the kids. Our delivery will be greater to more kids if we can also help coaching staff.”
