Indigenous Art

Community: Creating as one

RGS Indigenous Student Co-Ordinator Mr David Faiumu suggested the school engage talented Iman and Gangalu artist Mr James Waterton for a collaborative project for National Reconciliation Week 2022 with Rosie Akers as part of her Clinical Psychology Masters studies with CQUniversity. Rosie Akers writes about this memorable experience.

RGS indigenous students, and their support team, came together as one to create a magnificent artwork.

“Over seven weeks, Year 7 - 12 Indigenous students collaborated with James in Form and morning tea each week before in the final weeks, the entire school community, including staff and primary students, were invited to contribute.

James’ expertise was invaluable, engaging a large group of students to collaboratively design an artwork which was completed to such a high standard. Year 9 student Jeriah Cannon noted working with James was invaluable as “he shared his experiences, stories and meaning behind the artwork.” Brothers Robert and Tyler McIvor, in Year 8, valued working with James “as he was always smiling, shared his stories, and knows his Culture.”

It was truly special to witness how engaged the students were listening to James speak. He is softly spoken, but you could hear a pin drop as he described the artistic elements, the meaning and symbolism. To coordinate 30 young peoples’ ideas and integrate them into a final piece of art was a privilege to witness. The artwork depicts Tunuba, the Fitzroy River flowing across Darumbal Country. The small circles gradually increasing in size represent Years Prep to 12 at RGS, the footsteps alongside signify students growing in Character and Scholarship. Each circle is connected to the large yarning circle, which represents RGS. Surrounding the yarning circles are totems of RGS students. Indigenous students from the primary school placed their hands along the banks of Tunuba, representing their connection to Country and the School. Year 11 student Brooklyn Busch felt the project was important as it “helped everyone embrace their culture. You can see that through how proud they were.” Lisiate Fa’Aoso, Year 8, felt it enriched his experience and connection with RGS noting “it means that they really care about us Indigenous kids and they want a better future for us.” Fellow Year 8 student Hanako McIvor noted “We got to express our Culture, felt included, and we don’t feel ashamed of who we are.” The artwork will be installed in the foyer of the Islay Lee Centre.”

The importance of spelling and punctuation

In times where declining literacy standards are commonly reported on, it is important to explicitly continue efforts in improving both spelling and punctuation in student writing. In the Secondary School, Writing Boost has been implemented to help build writing skills. The focus for this year has been improving vocabulary, spelling and now punctuation, writes RGS Dean of Studies Mrs Debbie Moulds.

The control of spelling, punctuation and grammar is central to conveying an author’s intended meaning. Therefore, it should come as no shock that incorrect spelling, grammar or punctuation can make sentences challenging to understand. The importance of using correct spelling, grammar and punctuation is not merely the application of many rules; rather, the rules are critical to effective communication. Moreover, spelling, punctuation and grammar are crucial components of the communication criterion in assessment items for every learning area. Hence, it is vital that control of spelling, punctuation and grammar is mastered. The English language is widely regarded as one of the most difficult to master because of its unpredictable spelling and challenging grammar rules. It appears that every spelling rule has an exception. One rule commonly taught is “i before e, except after c”. However, there are many exceptions to this rule! Tips for avoiding misspelt words Being aware that some words are troublesome is the first step in avoiding them. That is, knowing to check them when producing written work. Other strategies include: • For some of the commonly misspelt words, they just need to be learnt.

Creating a visual image or a saying can help. • Keep a personal list of words that are often misspelt and refer to it when writing. • Use a dictionary, or check words that are commonly misspelt. • Use spell checker on a piece of writing.

But beware! Spell checker will not pick up homophones. Read Ode to a Spell

Checker; it would have passed the spell checker test. (Hint: read it aloud to get the best effect.) Punctuation The placement of punctuation marks has an enormous impact on the meaning of a sentence. The apostrophe before the s makes brother’s own the smelly things rather than being the smelly things! There are many such examples, presented in a funny way in Eats, shoots and leaves series written by Lynne Truss and illustrated by Bonnie Timmons. Term 3 has seen the production of posters used for Writing Boost to assist students with their application of punctuation. The focus has been – The tricky ones! The ones that are often wrong/misused (by some), and those that are just hard to understand. The initial focus has been on the apostrophe. Following this highly important punctuation mark, this focus will expand to the exclamation mark, the slash, dashes, square brackets and parentheses and punctuating in bullet points. The more challenging group of semicolons, colons and commas are still to come.

COMMONLY MISSPELT WORDS:

a lot acceptable beautiful believe definitely embarrass environment experience February immediately occasion occurrence particularly receive referred relevant separate thorough twelfth unnecessary

WHY ARE WORDS MISSPELT?

1. Homophones – words that sound the same but have different meanings. There, they’re and their is one that regularly causes confusion. Accept and except again have totally different meanings but are pronounced the same way. 2. Silent letters – Some examples show how easy this mistake is to make: design, character and crumb. 3. Double consonants – when to double and when not to!

For example, title has a single ‘t’ whereas little has a double ‘tt’.

Even when the base word is the same, this can be an issue.

Written and writing is one such case! 4. Endings – It can be hard to know whether to use -ant or -ent,- ible or -able, -se or -ce or -tion or -sion? There are many rules around the use of the suffixes. Unfortunately, there are also many exceptions to these rules.

5. Words that are difficult to pronounce or often mispronounced –

If it is difficult to pronounce, it is often harder to spell. Library, municipal, paradigm and quinoa are examples.

ODE TO A SPELL CHECKER

By Jerrold H Zar (read this slowly and out aloud!)

Eye halve a spelling check her, It came with my pea sea. It plane lee marks four my revue Miss steaks aye kin knot sea.

Eye ran this poem threw it, Your sure reel glad two no. Its vary polished in it’s weigh, My checker tolled me sew.

A check her is a bless sing; It freeze yew lodes of thyme. It helps me right awl stiles two reed, And aides me when aye rime.

Each frays come posed up on my screen, Eye trussed too bee a joule; The checker pours o’er every word To cheque sum spelling rule.

Bee fore wee rote with checkers Hour spelling was inn deck line, Butt now when wee dew have a laps, Wee are knot maid too wine. Butt now bee cause my spelling Is checked with such grate flare, There are know faults with in my cite, Of nun eye am a wear.

Now spelling does knot phase me, It does knot bring a tier; My pay purrs awl due glad den With wrapped words fare as hear.

To rite with care is quite a feet

Of witch won should be proud; ICON HEREAnd we mussed dew the best wee can Sew flaws are knot aloud.

That’s why eye brake in two averse Cuz eye dew want too please. Sow glad eye yam that aye did bye This soft wear four pea seas.

BOARDING

BUILDING RELATIONSHIPS

RGS Director of Boarding Mrs Donna Grant discovered early in her teaching career that she enjoyed building relationships with students and their families. When Mrs Grant started teaching at a boarding school she was amazed at those young people who were so far from home and managed to thrive in their environment. Mrs Grant shares her education journey.

“In my early career I found that I thoroughly enjoyed teaching, and building relationships with students and their families. I moved to roles in sports management, Year Level Coordination and Pastoral Care. I thoroughly enjoyed creating opportunities for students, families and schools within the community. My second teaching position was at a boarding school which had primary students as young as 6-years-old living in boarding. It amazed me that these young people were so far from home and managed to thrive in this environment.

Working as a sports coordinator at The Toowoomba Preparatory School I was in the boarding houses daily working to organise events and coaching teams. It was in this environment I learned about the importance of keeping young people engaged in a quality enrichment programme. The difference that boarding made to a school context was also very obvious and I thoroughly enjoyed being part of a village. The independence and growth of students was also very apparent, and I could see how the boarding environment was conducive to this. My last two schools I have worked in executive leadership positions as an Assistant Principal, Head of Boarding, Director of Wellbeing and Acting Deputy Principal. Each of these roles revolved around the care of students and enhancing student’s wellbeing. The roles the boarding staff play in mentoring and guiding students while they are living away from home are essential. People don’t work in boarding unless they are passionate about it. When people ask me what boarding is like I explain it by referencing the biggest, most energetic and loudest family imaginable. It is an environment like no other and we experience ups and downs, learn tolerance and celebrate together. People who have boarded make lifelong friends and cherish the relationships that they make while boarding.

When parents ask for tips around boarding I always highlight that we are working in partnership with them while guiding their child through adolescence. Communication and trust are the most important ingredients to make this work. We will spend time with the family so we understand their values and can support them in a way they find comfortable. Open and honest conversations are the way we build these deep connections and staff understand that it is hard for parents coping with the different situations that arise while being so far away. While I have only been at The Rockhampton Grammar School a few short months the students have already made a great impression on me. I enjoy talking with them and hearing their ideas. I have come to delight in some of their stories and adventures, learning and laughing with them. The staff team I am working alongside are exceptional and I think the future is bright for all in our community.”

“People don’t work in boarding unless they are passionate about it.”

Kyle Langman, Donna Grant and Andrew Thompson have been welcomed to RGS in Term 3.

RGS BOARDING NEW FACES

Andrew Thompson (Head of Boys Boarding) and Kyle Langman (Head of Year 12 Boys) also joined Mrs Grant at RGS in Term 3. Andrew Thompson started teaching in 1989. His other interests have included being a trainer with the North Queensland Cowboys from 1995 to 2001 and operating two cafes in Townsville before arriving at RGS from Townsville Grammar School.

“My time in business gave me a real growth and experiences in goal setting, planning, communication, strategic thinking, team building, problem solving and relationship building. Such skills and strengths have held me in good stead as I ventured into the realm of Boarding. I look forward to learning from, growing in and developing the culture at RGS,’’ Mr Thompson said. Mr Langman grew up in South Africa before moving to the UK for the past six years. “I am a passionate, enthusiastic, and positive person who seeks to offer the highest level of pastoral care, focused on building independent, resilient, and curious students. A highlight in my career was completing a Masters in Educational Leadership (MEd) back in 2020, where the focus was on leading cultural change in boarding, by developing a collaborative, happy and family-focused environment where students develop more responsibility, interdependence and a sense of belonging. I believe that having a purpose and sense of meaning plays such a key role in students’ overall happiness and success, and it is to that end that I seek to provide the best boarding experience,’’ Mr Langman said.