Quarterly
AWARDS
CULTURE International Visitors Page 10 SPORT Primary Swimming Page 17 VOL 40. No.4. DECEMBER 2024
Top of the Class Page 2
Around the Classrooms at RGS Highlights
YEAR 3 EXPLORERS
Mt Hay Excursion
During Term 4, RGS Year 3 students studied the Earth’s natural resources. As part of their studies they ventured outside of the classroom and visited the Mt Hay Gemstone Tourist Park, west of Rockhampton. The mission – the hunt for thundereggs. Mt Hay is the remains of an extinct ancient volcano, which was last active about 120 million years ago. Thundereggs are formed from the gas trapped in the lava. Students had a great day fossicking the remains of the old volcano looking for the thundereggs. Each student then had the chance to have four thundereggs cut open to take home. Let’s just say their School bags carried a bit more weight on the bus trip home.
YEAR 6 CANBERRA
Capital Visit
RGS Year 6 students enjoyed another action-packed trip to Canberra in Term 4. The trip included visits to Old Parliament House, the Royal Australian Mint, National Museum of Australia, the High Court, Deep Space Complex, National Zoo and Aquarium, and the National Film and Sound Archives, the Australian Institute of Sport, Australian War Memorial, Mount Stromlo Observatory, ANZAC Parade, and Questacon. During their visit to the Australian War Memorial, one of their tour guides was RGS Alumni Luke Whalan (RGS 2021). The Year 6 students also met another RGS Alumni during their stopover at Brisbane Airport, Captain Andrew Elliott (RGS 1988) who is now a pilot with Virgin Australia.
YEAR 9 SCIENCE
Boat Builders
RGS Year 9 Marine Studies students tried their hand at being boat builders last term. The boat construction project required the students to design and build a model boat using balsa wood and then testing their construction work with a race across the RGS Pool later in the term. The light weight of the balsa wood was the perfect material for assisting with the floatation requirements of the design project. Many students also added some of their artistic flair to the construction during the painting process. It’s been a busy year for the Year 9 students in Marine Studies. Earlier in the year, the students studied lifesaving followed by learning about freshwater ecologies in the Fitzroy River and Murray Lagoon before conducting redclaw investigations.
YEAR 10 AGRICULTURE
Industry Insights
Year 10 Introduction to Senior Agriculture students visited the CQLX Saleyards in Gracemere, gaining valuable insights into the livestock industry. During the excursion, students participated in a guided tour of the saleyards, exploring the design and functionality of the facilities. Students observed the selling ring, holding pens and drafting yards, paying close attention to features that promoted both animal welfare and employee safety. They learned how elements like curved races, non-slip flooring, and safety walkways and panels play essential roles in reducing stress for livestock and minimising risks for handlers. The hands-on experience provided a unique perspective on the practical application of animal welfare principles and occupational safety in real-world agricultural environments.
YEAR 11 BIOLOGY
Island Explorers
RGS Year 11 Biology students embarked on an exciting adventure to Great Keppel Island, where they dived into hands-on ecology studies. Students had the incredible chance to snorkel on the Great Barrier Reef, encountering a vibrant array of marine life, from stingrays and turtles to clams, sea cucumbers, and countless colourful fish species. Working in teams, they conducted fieldwork along Monkey Beach, gathering data on the abundance and percentage cover of plant species along a belt transect. They also created a gradient profile and measured key abiotic factors, making realworld connections to their classroom learning!
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
Helping shape young minds
As Headmaster, I am privileged to witness the daily growth and achievements of our students, who are guided not only by academic aspirations but also by the values we hold dear. This term, our school community has been focusing on upholding the values of Integrity and Honour. These principles play a pivotal role in shaping young minds into responsible, compassionate individuals who will one day contribute meaningfully to society.
Integrity is the foundation of trust, and trust is the bedrock of all meaningful relationships. In a school environment, integrity fosters an atmosphere where students feel safe to express themselves, admit mistakes, and grow from them. Whether it’s acknowledging when help is needed or owning up to an error, integrity teaches accountability and resilience. It reminds us that our true character is revealed not in moments of comfort but in how we act during challenges.
Similarly, honour complements integrity by encouraging respect – for ourselves, for others, and for the rules and traditions that bind us together. Honour is demonstrated in the student who upholds fairness during competition, the teacher who inspires through example, and the parent who reinforces these values at home. Together, integrity and honour create a culture where every individual is valued, and every success is celebrated collectively.
As educators, we have the unique responsibility of modelling these values, not just through words but through our actions. We strive to guide our students in understanding that the choices they make today lay the foundation for their future. A simple act of honesty, a kind gesture, or a commitment to fairness may seem small, but each contributes to the larger tapestry of a life well-lived.
This year, we’ve witnessed countless moments of integrity and honour in our School community: students supporting each other through challenges, collaborating on innovative projects, and committing to service initiatives that have made a meaningful difference. Such acts reflect the heart of who we are as a school, and they fill me with immense pride.
During this holiday season, I want to extend my heartfelt gratitude to the entire RGS School community. Your unwavering support, dedication, and belief in our shared mission have made this year remarkable. Together, we have nurtured a place where our School values are lived, and learning thrives.
I wish you a restful and rejuvenating holiday season. May it be filled with joy, reflection, and the company of loved ones. Thank you for making this year so memorable, I look forward to another year of growth and achievement in 2025.
The Rockhampton Grammar School takes seriously the challenge of preparing students for today’s world. We treat each student as a whole person through a balance of academic, sporting, co-curricular and social activities. Our School motto is Macte Virtute et Litteris or Grow in Character and Scholarship.
Capricornus Quarterly is published by:
The Rockhampton Grammar School
Archer Street, Rockhampton QLD 4700, Australia
www.rgs.qld.edu.au
(+61) 07 4936 0600
ISSN 1839-4663
©2022 The Rockhampton Grammar School
Dr Phillip Moulds, Headmaster 07 4936 0615
Headmaster@rgs.qld.edu.au
Enrolment enquiries
The Registrar, Mrs Marissa Holloway 07 4936 0700
Registrar@rgs.qld.edu.au
Editorial & Advertising
Ms Sue Moloney, Director Development and Communications 07 4936 0668 smoloney@rgs.qld.edu.au
Mrs Rachael McDonald 07 4936 0776 rmcdonald@rgs.qld.edu.au
Speech Day: Topping the class
A love of learning, combined with hard work and dedication, helped both Year 12 student Lachlan Wilson be named the Dux of the School and Joshua Attokaran announced Dux of Primary, at this year’s RGS Speech Day ceremonies.
Lachlan Wilson set himself a goal a few years back, to be announced RGS Dux.
“I worked extremely hard and consistently throughout the past few years, and it really is a special feeling to see all that effort has paid off,’’ Lachlan said.
“However, I couldn’t have done it without the support of my teachers, parents, and friends. I am immensely grateful to them.”
Growing up on a property, and boarding at RGS, Lachlan was also proud to prove the stereotype wrong that rural people don’t always do as well in school.
“I’ve seen with my own eyes people who have felt discouraged from trying new things due to the belief that they are disadvantaged because of where they grew up. Being named internal dux has given me the ability to truly prove that idea wrong, and I love that,’’ Lachlan said.
Lachlan credits his academic success to asking “lots” of questions.
“When evaluating my own work or preparing for exams, I always tried to put myself in the shoes of my teachers, and eventually I got quite good at guessing questions, which was always helpful!
“I always made sure to read widely on my subjects as well: the syllabus, the subject reports, essays on our literature texts, and papers on the math topics we studied.
“But most of all, the secret to success was always making sure I was having fun and enjoying my study. I chose subjects that I was immensely passionate about, and I always made sure to take breaks when I was feeling tired of studying.”
Despite the pressures of Year 12 studies, Lachlan is also grateful he made time for his friends and created lasting memories.
Lachlan also valued his study groups, allowing collaboration with his fellow students.
“Although you may hear it a lot, there is so much value in forming good study habits and a solid work ethic in the years before Year 12,’’ Lachlan said.
Year 6 student Joshua Attokaran was excited about being announced Primary Dux.
“It was a really special moment as I really wanted to get this award,’’ Joshua said.
“I really enjoy working with my friends and all the teachers.”
Joshua, who particularly enjoyed Maths and Science studies, has this advice for his fellow students: “Work hard and put your mind to it. Even if you are good at it keep working hard.”
Academic Honours: (top) Lachlan Wilson; (above) Joshua Attokaran
A new beginning
While RGS Year 12 students eagerly awaited their ATAR results, their minds were already pondering their future study journey - for some that includes university study pathways of medicine, science, engineering, arts, and business. Congratulations to RGS Dux Lachlan Wilson on receiving an ATAR of 99.85 while Martha Dingle scored an ATAR of 99.80. The Capricornus Quarterly spoke with some RGS Year 12 graduates following the release of ATAR results.
Lachlan Wilson - “I’m planning studying Engineering and Maths at the University of Queensland. I absolutely love maths, problemsolving, and the potential to better people’s lives. Engineering combines these passions into a meaningful pathway for me”
Martha Dingle - “I received early entry into the Australian National University (ANU) in Canberra where I’ll study a double degree of Law and Economics. I enjoy talking to people and helping people. I also enjoy our legal system and like to fight for injustice when I see it, and speak up for those who are voiceless. I also have an interest in economics and politics.”
Abenaya Suntharavadivel - “I received an ATAR of 99.45 and I’m hoping to study medicine at either Melbourne, Adelaide, or Sydney. I’ve always had an interest in biology and the human body, and growing up in a rural area there are so many health disparities. I wanted to study a future pathway that helps me address these issues.”
Ben George - “I received a 99.4 ATAR and hope to study medicine at either JCU or Monash. Eventually I want to specialise in Psychiatry. Psychology was my favourite subject at school, probably due to my teacher Mr HJ (Mr Hardy-Johnson).”
Medha Koduri - “I’m looking at studying medicine at either UQ or Monash. With medicine I get to combine science and biology and human anatomy. I get to combine that with
interacting with people and caring for people and helping people heal.”
Eleanor Chen - “I received a 98.3 ATAR and hope to study a Bachelor of Engineering at UQ. I am interested in electricity and physics and want to gain more knowledge about it.”
Caitlin Girdler - “My ATAR was 98.3 and I’m hoping to study medicine at JCU. I love everything about it. I did a heap of work experience and loved every minute. For me, medicine is a mix of biology and the physical application side of it.”
Hamish Nicholas - “My ATAR was 98.15 and I plan to study a double degree of engineering and computer science at UQ. Love general technology and innovation.”
Isabella Yore - “My score was 97.90 and I’m heading to ANU in Canberra where I received a Women in STEM Elevate Scholarship. I’m studying Advanced Science and hoping to major in chemistry, and later in nanoparticles. I want to streamline manufacturing processes, particularly in pharmaceutical, and help people who have chronic illness, like my mum I have been supporting, and help make their life more comfortable.”
Sophie Scown - “I received a 96.5 and I hope to study medicine or allied health in either Cairns or Adelaide. My mum said I would be good at medicine when I was in Year 7 and it’s been my goal since then.”
Alayna Lekha - “My ATAR score was 96.05 and I want to study an Advanced Bachelor of Science, with Honours, majoring in Science, Mining and Chemistry. I love geo-chemistry, and volancoes.”
Isabelle O’Rourke - “I received a 95.95 and I want to study a Bachleor of Arts at UQ to major in linguistics and Japanese. I’ve always liked languages.”
Joe Morrison - “My ATAR should be what I need to study Advanced Finance and Commerce in Brisbane.”
QCAA Accolades
Distinguished Academic Achiever Award (awarded to 35 students in Queensland): Lachlan Wilson
Subject Achievement Commendation (100/100 subject result):
Lachlan Wilson (Specialist Mathematics, Mathematics Methods, Physics and Biology); Ben George (Specialist Mathematics); Sophie Scown (Biology).
Certificate of Academic Commendation (6 A level results):
Martha Dingle, Vivash Dixit, Ben George, Medha Koduri, Isabelle O’Rourke, Abenaya Suntharavadivel, and Lachlan Wilson.
IN THE NEWS
Determination and resilience featured across many activities at RGS in Term 4. Competing at the national robotics championships, producing a pop-up restaurant, and embracing industry experience were just a handful of the success stories at RGS.
Robotics National Finals
The RGS team had a successful outing at the National Robotics Open Championships in October, placing fifth overall from 29 teams. Daniel Spiryagin (Year 11), Neal Dhamsania (Year 10), Ziran Lekha (Year 10), and Eric John Dennis (Year 10) competed in the Standard Soccer division. They finished the round robin in 5th place overall, and competed in the quarter finals, going down 4 – 1 to the team that went on to win the national title. On top of this amazing effort, the team received the Soccer Engineering Excellence Award for their outstanding robotic building skills.
My Restaurant Rules
Year 10 Food Technology students embraced a “Mediterranean Summer” theme for their pop-up restaurant – Füzyon. Hosting around 50 guests, the students prepared a seven-course dining experience. The menu included: amusebouche (pesto pillow), sourdough (manchego and jitomate), cq kofta (dill caviar and cacik), risotto (regional pumpkin and parmesan nest), lemon chicken (white bean puree and balsamic fig), pineapple cannoli (curd, rum, ginger), and mousse au chocolat (roasted strawberries and wattle seed crumb). The students researched their dish, cooked and plated the meal, served guests, and were also on clean-up duties.
H2GP Cars
Aurizon and CQUniversity are helping RGS students prepare for next season’s Hydrogen Grand Prix (H2GP) programe. Aurizon engineers shared their expertise while attending training sessions and CQUniversity staff delivered a session on engineering and design processes, offering insights into project management and teamwork. RGS teams also had the opportunity to tour CQUniversity’s workshop, where the students explored the advanced equipment and engineering resources available to support their innovations.
Recycling Warriors
The future of recycling. Why is recycling important to me?
Year 4
“
Recycling is important to me because we don’t want to live in a world of trash. By recycling, we can turn our trash into something we can use again. If we don’t recycle, animals could find it, think it’s food, eat it, and become very sick. Another reason why recycling is important is that we can clean up our environment and turn it into useful items.”
Year 4 “
Recycling is important for me because I know it helps the environment and when I do it makes me feel like I’m making a change. Recycling can even reward you, like the containers for change process where you earn 10c whenever you turn in a can or bottle with a 10c logo on it. It helps the world when you recycle because then we don’t use up as many resources.”
Cleaning up!
Primary class 4/5R decided to get hands-on with their sustainability studies, conducting a waste audit of rubbish disposal in the RGS Primary School.
The Primary School’s waste behaviour was under the spotlight last term, with the students sifting through bins to analyse rubbish disposal habits.
Bins from classrooms, offices, and eating areas, were emptied before rubbish was categorised into general waste, recyclables, and compostables.
The students learned about the different types of rubbish and their waste audit revealed that staff and students in RGS Primary have both “very good and some not-so-good” waste disposal behaviours.
“Think before you throw”, and “Remember the three Rs – reduce, reuse, recycle because our planet will be a healthier place on which to live.”
The key messages for their fellow RGS Primary students were: “Think before you throw”, and “Remember the three Rs – reduce, reuse, recycle because our planet will be a healthier place on which to live.”
Helping with the audit were Rockhampton Regional Council staff and RGS Eco-Warriors Charlie Erlwein and Josh Attokaran, through their Year 6 leadership roles.
TRESOR SAKWA
Year 4
“
Recycling is important to me because by recycling we revive life here on Earth and preserve our planet for many more years, even centuries. We can play our part by throwing our scraps in the compost, and not in the general waste bin. We can recycle items such as paper, glass, plastic, and aluminium into other useful items too.”
KHAN Year 5
“Recycling is important to me as it affects everyone. It is a way to save the materials that Earth provides us. We have many materials now, but there is a chance we will run low on the resources we are using. Recycling allows us to use the materials more than once, so we are not wasting all the amazing resources that the Earth provides us.”
LE Year 5
“Recycling is important to me because it helps keep our planet clean and it helps us reuse our own rubbish to make something new. The animals will also appreciate this as they wouldn’t want to be surrounded by rubbish because it can lead them to possible extinction.”
TAN Year 5
“
Recycling is important to me because it means we have less of a chance to pollute the ocean and land. I believe this is important because we would have more wildlife to watch and admire. It also means we use less fossil fuel in factories.”
ANGELINA
AANTARA
XAVIER
JOCELYN NGUYEN
XAVIER PITTMAN
RGS ALUMNI
RGS connections are always around the corner, whether it’s Alumni returning to the RGS schoolgrounds, catching up with one another around the world, or returning to Alumni events hosted by the School.
Worldwide Traveller back at RGS
RGS welcomed back Michael Hoy (RGS 2001) last term. Michael took the opportunity to talk with some RGS Senior students about his career, specifically international relations and Australian Government service. Michael is a career officer with the Department of Foreign Affairs and Trade and was most recently Senior Adviser, Quad, Department of the Prime Minister and Cabinet. He has previously served overseas in Japan, Belgium, Afghanistan, Vietnam and at Australia’s Permanent Mission to the United Nations in New York.
Agriculture technology awarded
Gindie’s Andrew Bate (RGS 1995) and his wife Jocie have taken out another major agriculture award for SwarmFarm, winning the Pearcey Foundation Queensland Entrepreneur Award. The awards, which select state winners and then a national winner, aim to encourage and reward fresh and innovative talent in the ICT profession. Started in 2010, SwarmFarm builds fully autonomous robots for agriculture – small, lightweight and much simpler than traditional machines. Andrew said for SwarmFarm had covered about 5.2 million acres now with their robots across the country. They have about 122 robots across Australia.
Save the Date – 2025 Alumni Events
Generations Breakfast – Save the date for the RGS Alumn’s annual Generations Breakfast, held on Wednesday 12 February 2025, in the School’s Memorial Assembly Hall. We look forward to welcoming our generational families once again to this special event. Tickets will be available early in 2025.
RGS Alumni Awards Dinner – This year the RGS Alumni hosts its 10th annual Distinguished RGS Alumni Awards Dinner on Saturday 19 July 2025. Nominations will open soon on the RGS website and we encourage our RGS Alumni to nominate a Grammarian who is deserving of such an award. Tickets to this wonderful evening go on sale early in Term 2.
Ian Dearden (RGS 1973)
My story
His Honour Judge Ian Dearden has come a long way from the young four-year-old boy who started school early at Gindie State School to help secure the school’s subsidised bus run, to Queensland’s second longest serving District Court Judge. The passionate judge is hitting the right notes both in and out of the courtroom.
Judge Dearden has worked in the legal profession for just under 40 years.
He describes himself as an “accidental lawyer.”
“I get to see things, and see a side of life that can be interesting, challenging, but utterly fascinating.”
The Brisbane-based Judge, who can sometimes spend up to 14 weeks away from home on the regional District Court circuit, still enjoys the job as much today as he did when he first started.
“It’s an extraordinary privilege,’’ said Judge Dearden about his career where he is given access to peoples biographies and peoples lives.
“I get to see things, and see a side of life that can be interesting, challenging, but utterly fascinating. It’s all about human beings and the human conditions and that’s what interests me.”
In almost 20 years working in the District Court system, Judge Dearden has run almost 300 trials and sentenced about 7500 people.
“Every sentence is the same thing, a legal problem,’’ Judge Dearden said.
“It’s about a human being. What have they done, how, when, why, where did they do it, who are they, what’s their background, what’s their current situation, what’s their future, what explains this or doesn’t explain this, what does the law say about the penalties, what does the Court of Appeal say about the penalties, what do the lawyers say about the appropriate penalty and the best way to deal with all the competing considerations, and where does that leave us in terms of an outcome, a penalty.”
Judge Dearden is also acutely aware of the mental and emotional challenges that also come with his job.
He is thankful for discovering Therapeutic Jurisprudence, which focuses on legal professionals to help maximise therapeutic outcomes and minimise anti-therapeutic outcomes.
“I’m able to separate the defendants and their behaviour. It’s a variant of parent educational training, or teacher training. If you separate the person, a precious autonomous individual and their behaviour, you can treat them as a precious human being and make it clear to them you’re not saying you’re a bad person, you’re a precious person who has done a bad thing,’’ Judge Dearden said.
“It’s help give me an approach to the job which allows me to cope with the clear and present danger of the vicarious trauma of what we have to deal with.”
The long-serving judge also has his love of music to help him separate his life and work.
“I have three guitars in my chambers, and a synthesiser, I have a recording studio at home,
I’ve been a performing and recording musician and songwriter for 50 years. I wrote my first song at this School in 1973,’’ he said.
“That ability to step outside of your day-today job, with its stresses, and do something else, clearly helps protect against traumatic memories being laid down in grooves that you can’t get out of. I intuitively wipe from my mind what’s happened in the past and deal with the present, and try not to get too stressed about what’s coming in the future.
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2025 School Captains
CAPTAIN Paige Emery
“My family originates from Tannum Sands. My mother then received her first principal job at a small country school of 7 students in Stonehenge. I completed Year 5 and 6 at Arcadia Valley before starting boarding at RGS in Year 7. Shortly after, my family moved into Rockhampton, with mum being offered the principal job at Mount Morgan Primary School, and I became a day student. My family consists of my parents and two older sisters, plus our cat Diesel, our puppy Scooby, and my bearded dragon Sincara.
Being a student at RGS means to not only fulfill the values and make true our motto, but to fulfill the lives of others. Much of my time here at RGS has been spent volunteering and immersing myself in helping others, because, regardless of your background, RGS is about community, and that is the most prominent feature that sets us apart from other schools. Being in a sea of Red and Black, surrounded by your peers, singing out war cries and chants, is the peak of the RGS experience, and I hope to intensify this in 2025.
As School Captain, it is a great privilege to step into this role, and become part of generations of history and tradition. My biggest inspirations when it comes to leadership are my parents and teachers within the School. From an early age, my parents conditioned me to understand the importance of quality leadership, and the significance of empathy and personal connection when leading others. Since joining RGS, there have been countless teachers and staff that have inspired me to expand my leadership skills and think beyond what is simply in front of me.
As I prepare for my final year of Secondary School, I remind my fellow students to take a moment to breathe, and remember to enjoy yourself.”
CAPTAIN Toby Rowland
“I have lived in Rockhampton all my life with my mum and dad, and my sister Ruby who is in Year 9 (2024) at RGS. I am very lucky to have most of family live in and around Rockhampton. I have attended RGS since Prep, all throughout Primary and Secondary school.
Being a RGS student means everything to me, giving me so many opportunities to play the sports I love, as well as meet so many people who have taught me life lessons that I will remember forever. I really want to further increase the School spirit, getting as many students and staff at sporting events as possible, creating a sea of Red and Black, and making as much noise as possible. As someone who went to Primary School here, I really want the Secondary School to connect with the younger students and show them the pride we have for RGS.
I’m grateful to my parents for helping grow my leadership aspirations, because they have always encouraged me to push myself and take opportunities with both hands. Also, my sports coaches from soccer constantly make me excited, which is a skill I try to use when communicating with others.
I am so excited for my last year of Secondary Sschool, but I know that it is going to be difficult, and I have to be organised with all my school work. I want all the students to know that they should take every opportunity possible and have as fun much as you can. We should all be proud of this School and enjoy all this time we have with our friends.”
VICE CAPTAIN Julian Anderson
“I am lucky enough to live on a small farm outside of Yeppoon, which means I can enjoy both the salt water and the bush. My older brother Charlie graduated from RGS this year and was my personal taxi in 2024.
I began my RGS journey this year. Despite having many nerves as I put on a different uniform, the people I have met and the large group of friends I made have smoothed my transition. For this, I am grateful.
“If you want to go fast, go alone. If you want to go far, go together”
As a school Vice-Captain, I hope to build on the values of inclusivity, respect, and hard work set by each RGS captain before me. I strive to uphold the School’s values, spread kindness, and infuse the Grammar spirit as a role model for the younger students. When I walk out of the school gates at the end of 2025, I will know I have made a difference in some way.
Numerous people who have helped me grow my leadership aspirations. From Martha, Gracie, Riley, and Lachy to my family and to my friends, they have all influenced me and played a part in shaping the person I am becoming. I encourage others to never be afraid to ask for help and to surround themselves with friends who celebrate their successes and push them to be their best version. If you want to go fast, go alone. If you want to go far, go together. If you live by this motto, I can assure you your Secondary School journey will be more fulfilling and rewarding.”
“I come from a family of six, with me being the second youngest. I grew up on a cattle and sheep property outside Longreach, Queensland. Although I have been boarding at RGS for less than a year, I have already discovered countless opportunities in sports, friendships, and academics.
As the RGS Vice Captain for 2025, my goal is to foster a sense of community within our School. I believe that by working closely with my fellow captains, we can help everyone feel included and valued, which will continue to build our School spirit. A strong sense of belonging is essential for all students, and I am committed to making sure that everyone knows they are important members of our RGS family.
I owe much of my growth in leadership to my father, who has guided me in becoming the person I am today. He has taught me the importance of staying calm and patient during challenging times, and to be kind without reward.
As I prepare for my final year at RGS, my best advice is to embrace difficult moments as opportunities for growth rather than letting them bring you down. Learning from these experiences will help you become stronger and more resilient.”
VICE CAPTAIN Elvie King
Meet our Rockhampton Grammar School Captains and Vice Captains for 2025.
Young adventurers: Tamagawa visits RGS
RGS Primary Japanese studies took on a new dimension last term when the students welcomed visitors from Tamagawa Academy, a Kindgergarten to Year 12 school in Tokyo, Japan.
This was the first time the Primary-aged students had visited RGS, enjoying the opportunity to visit RGS classrooms, staying with host families, and exploring the Capricorn Coast region. The Study Tour provided a unique experience for both RGS Primary students and staff and the young students from Tamagawa, along with their RGS host families. Tamagawa’s younger students had hoped to visit RGS Primary in 2020 until international borders were closed during Covid-19 restrictions. On-line connections between the two schools have continued since that time, and the RGS Secondary School Japan Tour in December last year also visited the Tamagawa Academy.
“We were all “very excited but nervous” about meeting our home stay families. I wondered what their home looks like and how we would communicate. When I met with my family my nervous feelings ran away.”
Koto – Tamagawa student
Koto – Tamagawa student
“We were all “very excited but nervous” about meeting our home stay families. I wondered what their home looks like and how we would communicate. When I met with my family my nervous feelings ran away. They took me to many activities and my friends also experienced many different things such as riding horses, going trick-or-treating, and even roller skating. We would like to thank everyone who made this possible. The very friendly teachers and students, and our wonderful home stay families.”
Anu
Kuriakose
– Host Family
Anu and Antony, along with their children Joshua and Elise Attokaran, were the host family for Sae and Yuino.
“We were excited at the opportunity to meet children from different cultures and language backgrounds. It was a wonderful experience, and the children mingled very well with us; Josh and Elise loved playing with Japanese students. They also learned a Japanese board game, and they tried to play it almost every day. Home Stay certainly had a positive influence on our children. We had a Halloween trick-and-treat with them and also an Australian barbecue for them. Overall it was a great experience. We look forward to having another opportunity and it would be wonderful to have a weekend with children to explore more. We recommend the homestay to other families.”
Janet Spark – Deputy Head of Primary (Students and Operations)
“I marvelled at the bravery and confidence of the young children from Japan. Their teachers who accompanied them were calm and well organised, and this must have greatly contributed to the sense of contentment and joy that I witnessed. This opportunity allowed the children to experience an incredible journey, without their family members, and the growth would have been exponential. Our values of Respect and Care, Courage and Resilience, Endeavour and Responsibility and Integrity and Honour, were all wrapped together in a oneweek intensive for the Tamagawa Academy students and our Rockhampton Grammar students. It was a pleasure to assist where I could, and to make staff and students feel welcome not only in our School but our city and country. We truly felt like ambassadors for a greater purpose.”
Charlie Erlewein, RGS Year 6 student
“Having the Tamagawa students at RGS was a wonderful experience. When they first arrived, they were a little bit shy, which was to be expected, but soon they slowly opened up and started having conversations with many of the people around them. They were so bright and bubbly, it was amazing to see them become comfortable around everybody. My family was fortunate to be a host family for two Tamagawa students. Initially, on the first night they were quite shy. By the second night it was amazing to see them finally start to open up and become more comfortable around us. When the day came to say goodbye, we were all sad that they had to leave so soon. This was a great opportunity to learn more about their home country (Japan) and to gain experience into their heritage and culture.”
Values: Integrity and Honour
In Term 4, RGS students and staff captured the School’s values of Integrity and Honour. 2024 was a year filled with examples of students and staff displaying these important life values at RGS.
A list of values is one thing. To display these values on a daily basis, without prompting, is what counts.
RGS students regularly displayed these traits throughout the year, even if they did not know it at the time.
Mrs Donna Grant, RGS Deputy to the Headmaster, said integrity and honour had been the core values guiding us through Term 4, and we witnessed countless opportunities to embody and celebrate these values.
“Our graduating class was honoured for their journey and contributions to the School through meaningful events, including the formal assembly, the iconic walkthrough, the Valedictory Dinner, and Speech Day,’’ Mrs Grant said.
“Additionally, the GOAT award in the Secondary School this term highlighted both staff and students whose actions exemplified these values, reminding us of the power of integrity and honour in shaping our community.”
The RGS Primary School students also continued to display the School’s values –from Year 6 students further strengthening their character on School camp, and farewelling Primary, to the many young students who found loose change in the playground and handed someone’s valued possession into staff in hope of finding its owner.
RGS Head of Primary Mrs Kate Harris said the Year 6 cohort demonstrated an exceptional embodiment of the School values, particularly integrity and honour, during their camp and visit to the Australian War Memorial in Canberra.
“The experience was both educational and deeply moving”
“The experience was both educational and deeply moving. They approached the visit with respect and maturity, reflecting on the sacrifices made during active service. Their heartfelt responses during discussions highlighted their understanding of what it means to serve with honour, and their appreciation for the values of courage, resilience, and selflessness,’’ Mrs Harris said.
“They embraced the opportunity to connect with history in a meaningful way, demonstrating integrity in their actions and interactions.”
Mrs Harris said it was a privilege to witness these students exemplifying the values so authentically, making their School and families proud.
RGS values – Respect and Care; Courage and Resilience; Endeavour and Responsibility; and Integrity and Honour.
Growing and connecting together as one
The Year 7 Boys Boarding Leadership Camp provided a transformative experience for the young boarders, assisting them with their personal and leadership development. This year’s camp at Ritamada focused on personal development, team building, and leadership skills, providing a unique opportunity for our youngest boarding students to grow and connect.
Living in boarding is about adapting. It’s about being true to your own values and taking responsibility for your actions, all at the same time as living with a group of fellow students who are all different to you.
RGS Head of Year 7 and 8 Boys Boarding Mr Tom Orford said the boys were strategically divided into three mixed groups, paired with boarders outside of their usual social circles.
“This encouraged new friendships and challenged students to work with peers they might not typically interact with,’’ Mr Orford said.
Participants engaged in dynamic teambuilding activities, including puzzle solving and tower construction using dried spaghetti and marshmallows, testing problem-solving skills, communication, and collaborative thinking.
Mr Orford said a significant component of the camp was dedicated to leadership development.
“The boys participated in comprehensive workshops that included modules on selfleadership and a specialised session on “How to Become a Mentor,” facilitated by Mr Kyle Langman.
The boys later wrote letters to themselves about their first year in boarding at The Rockhampton Grammar School.
The camp concluded with a debrief around the campfire, complete with s’mores, allowing students to share their camp experiences and insights.
Code Breakers: Cracking the code
RGS Year 2 students are further developing their problem-solving skills and critical thinking skills in the world of coding. Learning how to use Bluetooth to connect their Lego Spike machines, the young students are exploring various coding commands to control movement in their classroom coding lessons.
The classroom is buzzing as students race back to the start line as they work through a process of trial and error with their Spike machines.
If they aren’t successful, it’s back to the computer for some quick tweaking and then having another go.
RGS Year 2 teacher Brooke Graff is involved in the Primary School’s robotics programme and is keen to develop these skills with the younger students.
“Coding is an engaging and interactive way for students to develop both academic and personal skills. It helps them learn to problem solve as they need to break challenges into manageable steps, which is essential for finding solutions,’’ Mrs Graff said.
“Coding also promotes digital literacy skills, as students must understand and “read” their code to make something move or function correctly.”
Mrs Graff said the students had embraced coding with confidence and an open mind.
“Even when faced with challenges, they responded positively, working through issues to make things work. Coding also connects hands-on with other curriculum areas, Math (turns, distances) and English (reading and understanding the code, and then, explaining what the block means into clear, everyday language).
For the Year 2’s assessment they designed a course for their Spike to follow.
“The students had to ensure their code sequence was accurate, included the repeat block, and allowed the Spike to start and finish in the same spot. The approach encouraged creativity and independence,’’ Mrs Graff said.
Mrs Graff welcomed the support of the RGS Robotics to help fund the Spikes and provide this special opportunity.
Explaining
Coding: An insight from Year 2 student Jimmy
“Coding is like when you have a machine and you just code it up and try and do stuff to make a robot move.
There’s different colours (word blocks) on your computer screen. Motors (blue word blocks) is one motor (does a movement like turn), movement (pink word blocks) is both motors, (makes a movement like move forward or backwards), light (dark purple word blocks) is the light in the little eyes on the robot (on the top part- it can make like a smile for instance), and sound (purple word blocks) is like if you put on cat meow 1 it (the Spike) will do a cat meow.
When the programme starts there are codes on there. You grab it (the word blocks) from the top (the side bar) and slide it over to where you want it. Then you can get the code. Then you press the download button and go to the number (class number) and then it goes up to the other codes.”
Year 7s experiment with teaching
The planning is complete. The lesson plan is ready to be delivered and the equipment is ready to step-by-step successfully complete a science experiment. Then arrives the young students and the game plan changes. The opportunity to become Science teachers for a lesson started with excitement for RGS Year 7 students. The challenges of teaching were soon realised.
Year 7 students were tasked with using the Science they had learned throughout the year and incorporating those studies into a lesson plan for the School’s younger students.
The classroom students were Year 1 and Year 2 students from RGS Primary. It was an eyeopening experience for the Primary students with experiments ranging from making fake snow, to lava flowing volcanoes, lava lamps, and dancing spaghetti.
RGS Year 7 teacher Mrs Sally James said students worked in groups and chose their experiment. The students then had to design a lesson (including practicing the experiment),
write a lesson plan, organise equipment and identify safety issues via a risk assessment.
“The Year 7 students also designed a craft activity, providing something the students could make and take home. Another key planning aspect was developing a back-up activity – because sometimes lessons don’t always go to plan,’’ Mrs James said.
They had to teach Science for between 20 to 30 minutes, which included teaching the Science behind the experiment and creating an engaging powerpoint presentation for learning.
“It was so much fun doing Science experiments. It was fun making our lava lamp. They looked really pretty! The big kids were nice and helped us.”
Peyton – Year 1
“For some groups this meant songs, videos, pictures and simple stories,’’ Mrs James said.
Mrs James said this provided an opportunity to practice skills working with groups, making sure everyone was held accountable for their actions and participation, but also ensuring everyone felt their opinions were heard and appreciated for their contributions.
So what did the student teachers, and the students, think of this opportunity:
Peyton (Year 1) – “I loved doing the Science experiments with the Year 7’s. It was fun making the volcano and we even got to make our own. The Year 7’s were kind and helpful.”
Lawson (Year 1) – “It was so much fun doing Science experiments. It was fun making our lava lamp. They looked really pretty! The big kids were nice and helped us.”
Aggie (Year 7) – “It was certainly an experience. We had to write out an entire script to instruct them to do certain things –we never ended up following it to the tee as we went off track with random scenarios and theories and family stories. The Year 2’s had more fun making a chatterbox which wasn’t our original plan.”
Zara (Year 7) – “It was fun to prepare for the Year 2’s visiting the Secondary School science labs. It was weird because we had to take charge and teach, which made it obvious how hard being a teacher is. The constant barrage of questions, stories, and comments made it hard to get to the point. It was really eye opening to how hard and frustrating being a teacher is. You can never predict the erratic behaviour of children.”
Max Wilson (Year 7) – “Some groups tried hard to keep the children occupied, all of the young Year 2s enjoyed the day. We were sad to see them leave, as we had enjoyed teaching them and having fun with them.”
Cameron (Year 7) – “The experience with the younger children was very different, but teaching them about the science we had learned was fun. It also put more responsibility on us to look after the children and to make sure they went away with more knowledge than when they arrived.
Rugby’s western pathway
Super Rugby Club the Western Force visits RGS
Rockhampton Grammar School rugby players were out in force, having the opportunity to train in front of Western Force Super Rugby club representatives.
Western Force visitors Chris Goodman (General Manager of Rugby), Jeremy Thrush (Academy Head Coach), and Damian Steele (Academy Manager) attended training and gym sessions at RGS. The visit also provided an opportunity to meet with RGS staff and gain an oversight of the RGS sports facilities.
Chris Goodman said the club and the School had been in talks about possible relationships being established around coach and player development.
“We’re an AFL state in WA, so any chance we get to come to a rugby school and try and cement some relationships, that strengthens our pathways and provides opportunities for young males and females as well,’’ Goodman said.
“The visit is about coming over here and hearing about the programme, and hearing more about what RGS is doing with rugby is interesting to us.”
Friday Sport
RGS Primary Friday Sport teams wrapped up their year of sport in Term 4. Sports featured in the final rotation were basketball, cricket, oztag, and touch football. In the final round of sports – RGS finished up with wins in the basketball (41-37 v Frenchville State School), touch football (8-1 v Frenchville State School) and oztag (RGS Mixed Red d Glenmore State School 8-7). RGS finished runners-up in the cricket (243-167 loss against Frenchville State School) and in oztag (RGS Mixed Black lost to Bouldercombe State School). Also in oztag, the open boys final resulted in a draw and the open girls narrowly missed the grand final. Earlier in the year, RGS students competed in football, tee ball, Australian Rules Football, netball, rugby league, hockey, and tennis.
AROUND THE GROUNDS
CAMPDRAFT
The RGS Campdraft team placed third overall at the High School Campdraft Percentile Cup in Pittsworth, which hosted 36 schools. Glenn Innes State High School won the Cup ahead of Toowoomba Grammar School. In the individual final results, Year 8’s Ryleigh Bonisch, placed 4th overall, and Year 12 student Lachlan Donoghue, placed equal first in the First Round event.
CHESS
RGS was proudly represented by Bahar Hosseininejad, Shubham Karthikeyan, Chase Tippett, and Arya Udayarajat the InterSchool State Championships in Brisbane. Playing against elite competition, the RGS students also had the pressure of recording their games with algebraic notation, as well as using the chess clock for every move.
FUTSAL
RGS entered five teams in the Rockhampton District Sport Girls
Futsal competition in Term 4, playing across both Junior and Senior Divisions. The RGS Junior A girls team narrowly missed playing in the grand final after a tight semi-final loss against Heights College.
Primary Swimming Age Champions
6
6
7
7
8
8
9
9 Years Boys Euan Macnaughtan
10
10
11 Years Girls Emma Hansen
11 Years Boys Oliver Lau
12 Years Girls Grace Evans
12 Years Boys Eddie Dobson
Champion House Jardine
ROWING
RGS rowers competed at the 2024 Queensland Schools’ Championship Regatta at Wyaralong. RGS competed in 16 finals and won eight medals, winning silver in the Year 8 boys singles (Archie Becker), Year 10 boys and Open boys quads, and Open boys double. RGS won bronze in the Year 8 and Year 10 boys doubles, Year 8 boys quad and open boys single (George Rayner).
TOUCH FOOTBALL
RGS competed at All Schools Touch on the Gold Coast, an event that hosted 580 school teams. The Open Boys and Girls teams made it through to the Round of 16. The U15 Boys team missed the Round of 16 on a countback. The U13 Girls scored 4 wins, the U13 Boys 3 wins and the U15 Girls had 1 win in their round games.
VOLLEYBALL
RGS finished runners-up in their Senior B Division Girls volleyball grand final in Term 4. RGS qualified for the final with a semi-final win over Rockhampton State High School before going down in two sets against RGGS in a thrilling grand final, 25-23, 25-23. RGS also entered teams in the Senior A Division Girls and Senior A Division Boys competitions.
WATER
POLO
RGS won the Senior Boys final in the Rockhampton District Secondary School Water Polo grand final in Term 4 with a win over St Brendan’s College. The Senior Girls finished runners-up after a close loss to St Ursula’s College while RGS also finished runners-up in the Junior Mixed Division grand final with a loss against St Brendan’s College.
CLOCKWISE FROM TOP LEFT:
Year 12 students celebrate the traditional netball game between the netball and rugby Seniors; Twaha Noor and Alyssa Lewis help with cooking duties at a barbecue for Year 10 student volunteers; Year 12’s Kai Williams and Year 11’s Bronson Carlos at the RGS Rugby presentation dinner; DMTA dancers leap into action at the RGS Dance Council’s Lights, Camera, Gala! performance in the RGS Theatre; RGS Headmaster Dr Phillip Moulds welcomes the 2025 Captains and Prefects; Ready to deliver Christmas candy are Year 11 students Maia Saunders, Natalie Kernke, and Asenka Jayasuriya; Prep’s Libby Hilder works on her handwriting task; Year 2’s Ardan O’Reilly eagerly awaits his Primary assembly musical performance; Year 5’s Bentley Gaka lines up his free throw at Primary Friday Sport basketball.
CLOCKWISE FROM TOP LEFT: Year 7’s Ngaire Casey focuses on her clay creation; Joining the crowds at RGS sports presentation dinners were Year 9’s Zafeera Gibson and Makeeley Turner; Year 6’s Lawson Passmore plays at the Year 5 and Year 6 Music Concert in Duggan Hall; Celebrating the end of their Secondary School are Year 12 students Keziah Yunkaporta, Dusty Whitehead, Kaylee Holzberger, and Laura Collins; Year 10’s Jason Woibo hits the RGS Gym in the rugby pre-season training programme; Charles Smith accepts the challenge in the Year 10 Science classes
Great Egg Drop; Celebrating the end of school at the Year 12 Valedictory Dinner were Lauren Bainbridge, Medha Koduri, and Abenaya Suntharavadivel; Year 6 Student Leaders Addison Maurer and Elliott Ostwald; Prep’s Seb Madigan joins the signing choir at Carols in the Frame; Year 12 students Justin Sharp, Cayden Kent and Asha Donaghy join the pool jump; Year 8’s Hollie Foot bursts towards the try line at the CQ 7s rugby union carnival; Prep’s Cora Chen in her classroom music lesson; Year 10’s Henry Lau prepares to bat for RGS in the Rockhampton Cricket Men’s Third Grade competition.
The final word
The 2024 RGS Captains and Vice Captains have farewelled RGS. Riley Sullivan, Martha Dingle, Lachlan Wilson, and Gracie Finger had these final words as they prepare to enter a new chapter of their lives.
“Community is something I value deeply, and taking on a leadership role allowed me to connect with others in many different ways.”
Gracie
Riley:
“Going to Grammar has offered so many opportunities to me, not only in the schooling facet, but also for co-curricular and personal growth. I loved being part of the boarding environment. It offered me so many opportunities to connect with many great people who I hope to stay in touch with in the future as they made my Secondary School journey so much more enjoyable.
My advice for my fellow students is that RGS is more than just about schoolwork. You can always learn things that you enjoy, but you don’t want to pass up on opportunities to make potentially lifelong friends.”
Martha:
“Being a student at The Rockhampton Grammar School is to be given opportunity. To me, it has meant being able to enjoy a variety of subjects, engage in all types of sports and co-curriculars, and pursue any passions. RGS to me, has also meant community. Boarding at RGS allowed me to connect with all different types of people, from all different walks of life. I have gained over 40 sisters, whose laughs and antics I will forever cherish as part of my Secondary School journey.
Over the past six years, I’ve had many memorable moments. Of course, there are always the large events, like semi-formals and sports carnivals, but for me it’s always been the little interactions that have meant the most. Giggling under the sheets with my best friend in Year 9 because we were watching Pretty Woman after lights out. Terrible dancing in the boarding common room in Year 8. Everyone cooking up what some would consider a ‘heinous’ meal when you didn’t feel like Sunday roast. Anything done on a whim with your friends was always special.
Try and remain in the moment, and don’t waste the incredible opportunities provided to you. Don’t forget to have a laugh, it always makes things better.”
Lachlan:
“Over my years here, many people have assumed that academics was my be-all and end-all. However, now that am finished, I can confidently say that none of my favourite memories from school involved getting that award or a good mark. RGS has been so much more than that. For me, it was those late-night conversations with my friends in boarding, volunteering with my mates on weekends, or the Kinsfolk breakfast I’d have every Wednesday with Martha and Tristan. Grammar has been central to nearly all my most treasured connections and experiences, and for that I am truly grateful.
My final piece of advice would be to find something that you absolutely love and stick to it. Work hard. Really hard. Grammar has so much more to offer than just academics, and so I wholeheartedly believe that every student can find their passion here, whatever that may be. To look back over your years of hard work and see how your interests have flourished into something incredible – there really isn’t many things more special than that.
It has been an honour to be one of your Vice Captains this year, and I can’t wait to come back in the future and see how you have continued to make RGS as amazing as it is.”
Gracie:
“My experience at RGS has been positive in so many ways. It’s given me a great education and plenty of sporting and cultural opportunities, which I’ve thoroughly enjoyed.
The biggest thing for me is the wonderful friendships I’ve made and the leadership role as Vice Captain for 2024. Leadership was both challenging and transformative, pushing me to grow as a person. Community is something I value deeply, and taking on a leadership role allowed me to connect with others in many different ways. One of the most rewarding aspects was embracing and promoting a strong sense of community spirit. I also prioritised authenticity – being true to myself and encouraging others to do the same, even if we didn’t have everything perfectly figured out.
I’ll aways appreciate the experience of being a boarder at RGS as it’s helped shape me into a capable, independent young adult, ready for the next amazing stage of my life’s journey.”
