Omnibus Volume 33 No.2 2023 by toowoombagrammarschool

Volume 33 No.2 2023

A Question of Character.......................................................................................1 Term 3 at TGS...........................................................................................................4 The Rise of Artificial Intelligence......................................................................6 Mates..........................................................................................................................8 Unlocking Success.................................................................................................9 Junior School Photos......................................................................................... 10 Throwing the Challenge Out There.............................................................. 12 The Love of Art..................................................................................................... 13 Our Other Mother............................................................................................... 14 Bright Sparks......................................................................................................... 16 Country Roads, Take Me Home...................................................................... 18 Developing Leaders in a Boarding Landscape......................................... 19 Footloose: A Musical Reflection..................................................................... 20 Sports Success...................................................................................................... 22 Term 4 at TGS........................................................................................................ 24 On Track for the Olympics................................................................................ 26 A New Recruit....................................................................................................... 27 TGS Interact Club, Happy to Help.................................................................. 28 TGS Aquatic Centre Making a Splash........................................................... 30 A Cut Above: The New TGS Barbershop...................................................... 31 Setting our Littlest Learners up for Life....................................................... 32

Editor: Director of Advancement, T ammy Wilson Writer: Marketing and Digital Media Officer, Stacey Silver and contributing authors Design: Graphic Designer, Ryan Harris Photography: Marketing and Digital Media Officer, Stacey Silver and various TGS staff and students Special Thank You: Museum staff and volunteers for fact checking Front Cover: Prep Student Christopher Killick and Year 12 Prefect George Griffiths Inside Front Cover: 2023 O’Callaghan Cup Champions

Back row (L-R) Cole Tweedy, Jamaine Sialau, Angus Buckley, Tom Bailey, Trace Beattie, Harry Newnham, Jonah Allen, Carter Liddiard, Samson Chow, Jeremiah Sialau, Clancy McCosker, Matt Moore Front row (L-R) Chace Oates, Will Holley, Iliesa Baravilala, Jack Brown, George Griffiths, Jimmy White, Joe Gray, Richard Dean, Ewald Kruger

From the TGSOBA President............................................................................ 34 The Toowoomba Grammar School Old Boys’ Wall of Achievement...... 36 TGSOBA Contributions...................................................................................... 37 Old Boys’ News..................................................................................................... 38

Download the TGS App @toowoombagrammar Toowoomba Grammar School Toowoomba Grammar School Boarding Toowoomba Grammar School Sport & Activities

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A publication of Toowoomba Grammar School PO Box 2900, Toowoomba Qld 4350 24 Margaret Street, Toowoomba Qld 4350 Tel: 07 4687 2500 Fax: 07 4687 2582 Email: communications@twgs.qld.edu.au Web: www.twgs.qld.edu.au Cricos Registration No: 00525D ABN 86 510 299 250 , the newsletter of the Incorporating Toowoomba Grammar School Old Boys’ Association Inc. Email: tgsoldboys@twgs.qld.edu.au ABN 38 614 918 181

A Question of Character

In an age bursting with technological innovations and an overwhelming abundance of information, the present era appears to be characterised by a swift and unrelenting pace of change. Our society, young and old alike, finds itself constantly bombarded with provocative and sensationalist narratives. The media floods our consciousness with constant streams of global dilemmas, highlighting the flaws of our leaders, uncovering corporate or political scandals, and bringing conflicts and tragedies both locally and from abroad immediately to our screens. This relentless exposure poses significant challenges within educational settings, and schools like Toowoomba Grammar School (TGS) stand at the forefront, equipped to help students navigate their responses to such ubiquitous stimuli. The ascent of character education in Australia and other locations signals the critical role it plays in shaping the foundations of our youth. This educational imperative is underscored by declarations and policy frameworks that herald virtues like honesty, resilience, empathy and respect. However, beyond the compulsion of mandates, our passion for nurturing character is a deliberate response, amongst other things, to the excess of disheartening narratives and the unease that appears to be ever-increasing today. Since its foundation in 1875, TGS has remained steadfast in its commitment to the development of character. In our contemporary landscape, this commitment has only intensified, emerging as our raison d’être. It is our reason for being. At TGS, we regard the nurturing of character in our students as an essential extension of our educational mission, which transcends the traditional confines of classroom instruction. We endeavour to mould individuals who possess not only the intellectual prowess required to thrive in their professional pursuits but also the moral clarity to navigate life’s complexities and challenges with grace and integrity.

The true impact of the School’s endeavours is not immediate; it unfolds over the years, often long after the boys have moved on — when they are aged 25, 30, 35 and 40. It is then that we begin to discern the School’s influence through the lens of the contributions these young men make to society. The formative work at TGS is thus foundational, laying down the groundwork from which boys can evolve into men of character, ready to face the world once they step beyond our gates. Our children are maturing in a world marked by continuous transformation. The COVID-19 pandemic underscored our vulnerability but also highlighted our capacity for adaptability and resilience. As we stand on the cusp of the generative AI revolution, the very fabric of how we access, analyse and interpret information is being reshaped,

A Question xx of Character

By Dr John C. Kinniburgh, Headmaster

presenting even greater challenges to educational institutions. Amidst such a dynamic backdrop, the question of character assumes an ever-greater significance. TGS boasts a proud history of not only achieving outstanding academic results but also preparing students for the unpredictable nature of life. The Old Boys’ Wall of Achievement is a testament to this. Today, the pressures of modern existence – mental health concerns, technological immersion, social dynamics and family complexities – amplify the School’s role in fortifying students to manage the challenges they will inevitably encounter in the future. Our purpose is written in our Strategic Plan (2022–2026) as “Educating boys and developing their good character for life”. This speaks to our core business of teaching and learning, but what we also seek to do beyond academic

Year 8 Student Henry Ballinger and Headmaster

instruction. It is about sculpting the very character of our students, enabling them to stand steadfast against the deviations of life.

A Question of Character

Today, schools are playing an increasing role in the shared responsibility we have with parents to nurture and educate children. The moral foundations traditionally laid by family and local community organisations continue to be vital, but it is undeniable that schools like TGS are playing a growing role in this domain. Challenges arising outside the School gates frequently find their way back into the schoolyard, necessitating the guidance and objective support of key staff at the School. A TGS education encompasses a broad spectrum, addressing the comprehensive needs of our students. Our approach seeks to develop the whole child holistically through an all-round approach. This is achieved through our traditional academics but also by fostering confidence, character and self-worth. We invite parents to collaborate closely with us, establishing a unified vision aimed at shaping the minds and characters of our boys, equipping them for a lifetime of positive contributions to society and the world at large. Our educational philosophy is deeply rooted in the conviction that fostering good character is not merely a scholastic aspiration but a societal imperative.

Our advocacy for character education is intentional and dual-faceted. We believe that character is both “caught” through the influence of positive role models — staff, students, coaches and parents — and “taught” through explicit instruction. This is embodied in our diverse School activities, such as outdoor education, service, sports and cadets, which challenge students and offer opportunities for self-reflection. Moreover, our structured Wellbeing and Character Development program integrates immersive lessons on virtuesbased actions and reflections into the curriculum. Under the expert guidance of educational leaders, the program endeavours to embed virtues seamlessly into the educational experience, aligning classic pedagogical methods with the nurturing of character. This balance is critical; it prepares students to navigate future challenges with integrity and purpose. The School’s ethos is not just about achieving success but fostering well-rounded individuals who can lead fulfilling lives enriched with self-worth, continuous learning, leadership and community service. By cultivating these virtues, TGS contributes to shaping balanced and purposeful men aligned with the Aristotelian ideal that true happiness stems from virtuous living. In this way, TGS addresses the vital question of our time by educating for character — preparing students not only for the workforce but for a meaningful life. FIDELIS IN OMNIBUS

Boys walking to class

A Question of Character Prep Student Christopher Killick and Year 12 Prefect George Griffiths

Mackintosh House supporters during House Carnival – Darcy Coleborn, Fraser Coleborn and Lachlan Hawkins

Stephens House family evening

Term 3 at TGS 1st XV Captain George Griffiths celebrates

Ruben Fitton and fellow Year 12s painting up a storm during House Carnival

Jack Schumacher gives the kicking tee to 1st XV player, Chace Oates

TGS cadets scale the cargo net at Gallipoli Barracks, Enoggera

Year 7 Mackintosh boys in the tug of war at House Carnival - Rhett Cornford, Lucas McDonald Smith, Rupert Lawrie and Gus McMillian.

Years 7 to 9 Cum Laude recipients for Semester One

Boyce House Mother and Son dinner

The cast in the TiGAA Showcase

Term 3 at TGS

Years 10 and 11 Semester One Cum Laude recipients

The TGS U9 teams at the Goondwindi Rugby Carnival

Tri Service Champions the TGSACU – (Top of stairs L-R): CDT Lachlan Collins, SGT Heather McKenzie, CDT Lak Prabu, CUO Max Payne-Bailey, SGT Leo Gordon, CDT Kate Lindenmayer, CDT Will Watson, CUO Taylor Sheehan and 3 members from 13ACU

Boarding Prefect, Pat Savill addresses the Boyce House Mother and Son dinner

Year 11 and 12 students represent TGS at the Game Changer Breakfast

The spirit squad cheer on the 1st XV

Year 11 student Nathan Voss wins the Rubick’s Cube Challenge

TGS recieves the Cornflower Spirit award in the Walk to D-feet MND

The Rise of Artificial Intelligence

The Rise of Artificial Intelligence By M r Greg Bland, Head of Department - Mathematics

In an era of rapid technological advancement, it is difficult to overstate the seismic impact of artificial intelligence (AI) on the way we work, learn and play. To give some perspective, consider that it took the networking site LinkedIn almost eight years to reach 100 million users, and it took Facebook and YouTube over four years each to achieve the same milestone. Chat-GPT, the first mainstream, generative AI tool available to the public, hit the 100 million user target in barely two months. For readers who are aware of the technology but confused about how it works, a brief explanation may be helpful. The current generation of GPT (Generative Pretrained Transformer) technology, which includes Google’s Bard, Anthropic’s Claude AI and, of course, OpenAI’s behemoth ChatGPT, use enormous databases of text to produce complex and nuanced responses that give the appearance of human-like reasoning and creativity. They do this by learning patterns between words in their training data and constructing plausible responses based on the prompts they are given. Essentially, this is just like a sophisticated

version of the predictive text feature we have been using on our phones for many years, except instead of making textual predictions based on one or two words, the technology takes account of the entire input, which may be sentences or paragraphs long. This amazing technology has elicited a wide range of responses in the community, from excitement to fear. It is already having a revolutionary effect in the workplace, where AI can be used to automate time-consuming, low-cognition tasks as well as assist in potentially life-saving processes such as medical imaging and diagnosis. In education, AI is already posing existential questions – what value do we place on learning about textual construction? How can authenticity be guaranteed within our assessment system? And in our technology-rich environment, what does it even mean to create an authentic and original text anyway?

History teacher, Michael Hall guides Year 9 student Joshua Cranston

Certainly, when a computer can generate a sophisticated, long-form response such as an essay or report based on a simple prompt, educators are forced to re-examine assessment techniques to ensure that they are fit for purpose – that is, that the assessment instruments provide an accurate indication of the student’s real understanding. There are also fears that the ease with which a student can generate text using generative AI technology will create an environment where there is no incentive for students to read and explore diverse research sources, narrowing their educational focus rather than broadening it. However, when used correctly, there is no doubt that AI can be a powerful learning tool. The very features that allow generative AI to create complex and nuanced responses can also be used in breaking down and simplifying difficult concepts. For an example of this, consider the concept of positive liberty, a key element of the Unit 4 Rights topic in Senior Philosophy and Reason. First articulated in Isaiah Berlin’s 1958 essay Two Concepts of Liberty, positive liberty is an abstract idea that can be difficult to understand. Wikipedia defines positive liberty as “the possession of the power and resources to act in the context of the structural limitations of the broader society which impacts a person’s ability to act,” whereas the Stanford Encyclopedia of Philosophy defines it as “the possibility of acting – or the fact of acting – in such a way as to take control of one’s life and realise one’s fundamental purposes.” When faced with these definitions, it’s no wonder that many students remain completely perplexed. However, consider the following prompt and response from OpenAI’s flagship model, GPT-4.

The Rise of Artificial Intelligence Juert Eerkens and Joseph Sedl

TGS

CHAT

GPT

Explain the concept of ‘positive liberty’ in simple terms. |Include an example that makes the concept easy to understand.

‘Positive Liberty’ is the freedom to act in a way to take control of one’s life and fulfil one’s potential. In other words, it refers to having the power and resources to fulfil one’s own potential, as opposed to negative liberty, which is freedom from external restraint. To make this easier to understand, let’s consider an example: Imagine a young man named Alex. Alex lives in a city where he’s not physically prevented from going to school (he has negative liberty, he is free from external constraints). However, due to his family’s financial situation, he’s forced to work instead of getting an education to support his family. He can’t fulfil his potential to become an engineer, which is his dream. If Alex had ‘positive liberty’, he would not only have the freedom to pursue education (negative liberty), but also have the resources and opportunities to do so. For example, the government could provide financial aid, scholarships, or subsidised education programs that would allow him to attend school even though his family is poor. So, in simple terms, ‘positive liberty’ is not just about the absence of barriers, but also about the presence of conditions that allow a person to fulfil their potential and achieve what they desire.

Although this response is a very accurate representation of the concept, it’s worth mentioning that such accuracy is not guaranteed. Researchers know that generative AI is prone to factual errors and “hallucinations”, which means that the role of the teacher in promoting the critical and cautious use of the technology is very important. In the immortal words of Uncle Ben, “With great power comes great

responsibility”. Generative AI is arguably the most powerful technology to arrive in the educational sphere since the development of the World Wide Web in the 1990s. When used with caution, purpose and intelligence, it’s clear that generative AI can enhance understanding rather than just imitating it. And this is just the tip of the iceberg – there are many other

creative applications for AI in education, from the programming of biographical chatbots to the proofreading and revision of creative work. One thing is certain – this technology is not going away any time soon. We are in the early stages of the next educational revolution, and the decisions that we make as educators about the way AI is used in our classrooms will have profound and long-lasting implications.

Mates

By Mrs Jessica Galbraith, Teacher - Junior School

Mates

Current research into character education has shown that educators should not be focusing solely on preparing students for their Year 12 final exams but should be supporting them to become humans who exhibit good character and virtues to contribute to creating a healthier society The Jubilee Centre, 2022. The Jubilee Centre, which is attached to the University of Birmingham in the UK, maintains that good character is the foundation for improved attainment, better behaviour, increased employability and, most importantly, flourishing societies. Furthermore, Clarke, McLellan and Harold (2023) and Morris (2015) contend that students need to develop a strong sense of self to achieve academically and develop critical and reflective thinking whilst developing a conscience that allows them to engage in the wider community after school. According to Spratt (2015), schools are uniquely positioned to explicitly nurture the character skills and dispositions needed to become individuals who flourish, contribute to society and lead meaningful lives.

assist and lead our younger students in completing the tasks with a sense of responsibility and pride. Following the practical experience, the boys have a House discussion led by their Head of House, sharing ideas for ways they may complete the task next time and issues they noticed during the task. The boys have engaged in these lessons with great humility and respect. The older boys have identified their need to communicate effectively and be aware of all boys’ skill levels when working together as a House. Moving forward, the boys will be engaging in

topics like conflict resolution, teamwork and positivity during challenging times, as well as discussing the history and traditions of our School and the importance of upholding them. Throughout the sessions, boys are encouraged to show integrity in all that they do by doing things because it is right and not because they are seeking rewards. We believe that developing the character of our boys will allow them to develop the integral skills required at key times during their education and life.

In the Junior School, the staff recognise that we are fundamental in building the foundation of this very important process. Given this understanding, the Junior School has introduced a fortnightly vertical House meeting, which we have named Mates. Mates aims to enhance the current Pastoral Care program by providing students with opportunities to participate in activities that assist them in developing the skills to be independent, wellbalanced and successful in life, as well as to respond well to challenges and achieve lifelong wellbeing. Each term, there is a topic or theme chosen through consulting research and surveying students and staff. This topic allows boys to practice skills that will develop their character. In Term 2, the boys participated in activities that honed their ability to acknowledge and follow the rules of a game. For Term 3, the boys built their resilience in a variety of ways, from attempting tasks they may not be able to finish and playing games that rely on luck, not skill. During the sessions, our oldest Junior School boys

Clockwise from L–R Lucas Lee, Louis Ramia, Max Beresford, Tom Williamson, Pranav Sapre, Gabriel Augusto, Charley Turner, Emrys Rogers

Unlocking Success

Year 5 teacher Megan Krahenbring with Miller Brady

By M rs Chantelle Bauer, Deputy Head of Junior School (Teaching & Learning)

Unlocking Success In the realm of education, one philosophy stands as a beacon of effective learning: explicit teaching. At Toowoomba Grammar School, this methodology is proving its prowess in shaping young minds, especially in the crucial domains of literacy and numeracy. By embracing explicit teaching techniques, educators at our School are nurturing a generation of well-rounded individuals armed with essential skills for success.

Understanding Explicit Teaching Explicit teaching is a group of researchsupported instructional behaviours that provide the necessary support for successful learning through clarity of language and purpose and the reduction of cognitive load. It promotes active student engagement by requiring frequent and varied responses followed by appropriate affirmative and corrective feedback. Moreover, it assists in long-term retention through using purposeful practice strategies (Hughes, Morris, Therrien and Benson, 2017). This approach contrasts with more exploratory or inquiry-based methods, focusing instead on providing students with foundational knowledge and skills in a methodical manner.

In the context of literacy and numeracy, explicit teaching entails meticulously explaining the rules, patterns and strategies underlying language and numbers, as well as concepts within other learning areas. It goes beyond assuming that students will naturally grasp these fundamentals through exposure alone. Instead, it recognises the need for structured guidance to ensure mastery.

Purpose and Benefits The purpose of explicit teaching in the development of literacy and numeracy skills cannot be overstated. It lays the groundwork for a student’s educational journey, building a solid foundation upon which advanced concepts can be successfully connected. For students at Toowoomba Grammar School, explicit teaching offers distinct advantages. Research shows that students benefit from clear and ordered instruction, particularly in the early stages of literacy and numeracy. Explicit teaching can also lead to higher levels of engagement and achievement due to preventing

cognitive overload. A review conducted by the Australian Education Research Organisation in 2023 found that explicit teaching positively impacts student achievement in mathematics, reading, spelling, problem-solving and science. The studies also found that it works for both primary and secondary students and benefits students with and without additional learning needs.

Empowering the Future As Toowoomba Grammar School embraces explicit teaching for literacy and numeracy, we empower our boys with a potent blend of knowledge and skills. This approach does not just prepare them for academic excellence; it equips them for a lifetime of confident communication, analytical thinking and problem-solving prowess. In our journey to foster well-rounded individuals, explicit teaching stands as a guiding light. By building a robust foundation of literacy and numeracy, Toowoomba Grammar School is not just imparting knowledge but sculpting futures infused with potential and promise.

Junior School x x Photos

Edward Cook as the Midnight Cat and Finn Kropp as The Very Cranky Bear for Book Week

Chamber Winds came 1st in the Primary School Woodwind section (L–R) Liam Haegel, Charley Turner, Elijah Coutts, Edward Boland, Harry Constable, Aarav Kansagara, Hamish Lunn

Year 6 Fair was a highlight in the Junior School calendar. Prep – Year 5 boys got to enjoy the stall that the Year 6 boys organised as part of their assessment

Year 3 boys always look forward to the annual Billy Cart Day and this year did not disappoint

Alex Dow had such a good time racing his billy cart

The Year 6 Charity Monitors organised a Colour Run for the Junior School with the financial assistance of the Junior School Supporters’ Group. So much fun was had

The Year 6 Colour Run - Artie Hudson (back) and Arthur McCormick (front)`

The Year 6 Colour Run - Jaiveer Sandhu

Ben Piercey, Aarav Sahu, Myles Brennan and Harry Spencer dressed as characters from Charlie and The Chocolate Factory for Book Week

Junior School x x Photos

Harry and Tom Spencer enjoyed spending the morning with dad, Daniel Spencer at the Junior School Father’s Day Breakfast

Jordan and Isaac Seddon enjoyed the Father’s Day Breakfast with dad Eugene Seddon

A joint House Mates program was introduced in 2023, this allows the boys to get to know their House buddies throughout Prep – Year 6.

Jack Beresford had a great day and pulled off a great jump

Mackintosh wins the House Track and Field Championship. (L–R) Cody Fitzgerald and Darcy Dunk

Musicians’ Cup Performers Back Row (L-R) Ruhan Bulchandani, Tom Williamson, Tom Oliphant, Tom Byatt, Smith Waring, Liam Galappaththi Front Row (L-R) Thenul Ratnayake, Suhaan Chowdhury, Charlie Lunn, James Andersen, Hamish Lunn

Musicians’ Cup 2023 Winners (L–R) 3rd – Tom Byatt (Piano), 1st – Ruhan Bulchandani (Cello) and 2nd – Liam Galappaththi (Alto Saxophone)

The Prep Excursion to the Darling Downs Zoo was a big hit, Abel Hardeman (holding snake) and Frank O’Reilly particularly enjoyed stroking the snake

The staff in the Junior School always get into the spirit of Book Week

An exhausted but proud team at the end of the Gold Coast trek. (L–R) Harry McMillan, Dougal McInnerney, Matty Wise and Edward Layton

Throwing the Challenge Out There

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By x, x

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Throwing the Challenge Out There By Matty Wise, Year 12 Student

After personally experiencing the tragic effects that breast cancer can have on families, I felt it was fitting to embark on a challenge that somewhat resembled the pain they must endure. I researched local half marathons, full marathons and then later some ambitious ultramarathons, and I came across the Kokoda Pinnacle Challenge. 30km, 48km and 96km runs, it was an event that initially appeared insurmountable. However, the further I investigated the event’s true level of difficulty, the more determined I became to take on the challenge. When I learnt about the breast cancer diagnosis that sparked the idea, I was coincidentally reading David Goggins’ biography Can’t Hurt Me. Goggins, weighing 130kg, ran 100 miles (161 km) in an astonishing time of only 19 hours. He did this to qualify for the Badwater 135 race, renowned for being the toughest foot race on Earth, to raise money for his lost comrades in the Afghanistan War. It was Goggins’ unwavering discipline and diligence that inspired me to register for the Kokoda Pinnacle Challenge. Three of my mates, Harry McMillan, Edward Layton and Dougal McInnerney, decided to support me and take up the challenge too. Our team was officially registered only four weeks before the 30km, on 25 March. Back then, we were oblivious to the true degree of difficulty that the course held, and we thought that we

would breeze through the first event with ease. We quickly realised that this wasn’t the case, prompting us to begin training very regularly, almost daily. Training would consist of laps around the School of usually around 5km to 10km, hiking through the national park and leg workouts in the gym. The trip to the start line of each event was full of nervousness and plenty of excitement. I remember staring out of the car window as we drove through the winding hills and mountains, contemplating how we would manage to navigate through such rough terrain. The forethought of the pain and boredom that awaited me on the trail ate away at my mind, but we managed to push on. Once on the track, the only thought that passed through any of our minds was getting to the finish line. As we traversed the great mountains as a team, nothing else mattered other than the sweet relief resting at the end. Although the thought of quitting often popped into my mind, it was never welcome to stay. Quitting was never an option. The finish line brought with it an immense sense of relief and accomplishment, but it also allowed us to reflect on what we had just completed and what we had left behind.

The hardest part of the trek was the last 10km of the 96km event in the Gold Coast hinterland, two hours that felt like an eternity surrounded by trees, darkness and the echoes of the forest’s nocturnal wildlife. The steep hills and massive climbs lay far behind us, and with the end so near, it seemed as though we had accomplished the great challenge that we had set out to complete 22 hours earlier. But it was this false hope that made the last leg the toughest of them all. Overall, we raised $3465 for breast cancer research and $5084 for the Kokoda Youth Foundation. They are both extremely worthy causes and will use the money to change many lives for the better. TGS has instilled in me the courage, discipline and compassion that it took to sign up for and complete the Kokoda Pinnacle Challenge. Over my five years at the School, I have learnt about the importance of service to the community, and I wanted to use that knowledge to create service opportunities of my own. It was only with the support of the School and the opportunities that it provided for me that I was able to fundraise and complete the challenge.

The Love of Art Rowan Ahern with his work displayed at the Grammar Art Show

The Love of Art

By R owan Ahern, Year 12 Student

Art has consumed me my entire life. In preschool, I always had a marker in hand. On playdates with my childhood friend Charlotte, we would sit at her dining room table covered in paints, pencils and paper. I would go to my teacher’s room during lunch in Year 4, and Mrs Louise-Edwards would teach me how to paint with acrylics. In Year 6, I helped paint a graduation artwork for my class. Art has been a constant in my life. It is almost inseparable from my identity; I have simply always been an artist, and I think a part of me always will be. Art is not the most solid thing to be good at. It is interpreted in so many ways, and it does not really play much of a role in society these days. The job of an artist has changed drastically. Once, artists were considered nobility. Now, I don’t think they are considered to be important. For me, art isn’t about how much money I can make; it’s simply something that I feel the need to do. I want to continue learning art and

painting so that I can be the best artist I can be. Through my love of art, I have also found passion in design. I chose Design and Digital Technologies (DDT) for my senior studies at TGS as a last resort, as there weren’t many other subjects that spoke to me. However, I am beyond glad I chose this subject, as it has really pushed me into new areas of my life that I love. My DDT teacher, Mrs Winter, is an incredible teacher, and she is constantly introducing me to new inspirations, both in art and architecture. I have enjoyed learning from her so much. I even managed to get the Design Award last year. I have discovered that design and art go hand in hand, and I look forward to further exploring how I can intertwine these passions into a career.

I chose to both receive an ATAR and take a vocational pathway with the Whitehouse Institute of Design this year, which has been incredible. I am so grateful to be able to study with them. Without the support of the TGS staff and my mum, I would not have been able to enrol with Whitehouse, so I am incredibly appreciative of them all. I am surrounded by other creative people every day, and I have learnt so much. It’s everything I love in one place, and I hope to continue there next year and get a degree in design. I don’t know what I’m doing, but I know what I love doing, and I think that is all that is important right now. So just start somewhere, see where it goes and make sure you enjoy it. Live every day like it’s your last.

By Mrs Stacey Silver, Marketing and Digital Media Officer

Our Other Mother

Our Other Mother In the heart of our vibrant boarding community, there is a beacon of warmth and understanding, a motherly presence who has woven herself seamlessly into the tapestry of life for our youngest boarders. Meet Ms Janelle Fletcher, the House Mum of Corfe, whose journey at TGS began back in 1992 as an instrumental music teacher. Her story is one of deep connections, love for the arts and an unshakeable bond with the students of TGS. From the time that Janelle first stepped onto campus and shared her musical talents with young minds to now creating her own “mum moments” in Corfe — she has nurtured a profound sense of community and established connections that have lasted through generations. Her presence stands as a testament to the love, compassion and wisdom that can shape the lives of our “Grammar boys.” Janelle’s journey into the world of Corfe House began earlier this year, not long after her 18-year-old son Bede and 21-year-old daughter Sienna ventured into the world beyond. This “empty nest” left Janelle with the opportunity to become a mother figure to almost 40 young boarders facing the challenges of life away from home. As she settled into her role as a House Mum, she found herself captivated by the unique blend of innocence and maturity that these boys possess. “They are so mature in so many ways... yet they have lived a sheltered life and are so refreshingly innocent in such a positive way,” she exclaimed.

“They find joy in the simple things and have such an unassuming nature; every day, they remind me of life’s basic pleasures.” In this bustling boarding house, where boys come together from diverse backgrounds, Janelle’s influence radiates. “I enjoy the rewarding learning, watching them grow both physically, mentally and academically, and watching their emotional intelligence grow,” she said proudly. “They embrace diversity and display tolerance and respect beyond their years. It gives me such hope that these future generations will grow into bright and compassionate men, particularly when youth, especially boys, are often scrutinised.” Why does TGS offer our youngest boarders a House Mum when they already have so much support from staff and mentors in older boys? “At the end of the day, they are away from their mums and families. They need to have that loving, genuine mum care to give them comfort and reassurance,” Janelle stated. Beyond the academic corridors, Janelle offers a haven in Corfe alongside the Head of House, Mr Henry White, and his wife Sam and Assistant Head of House, Kabe Cicolini. This is a place

where homesickness meets solace, and laughter and encouragement flow freely. While the Corfies teach Janelle something new each day, she also offers them something special through her involvement with music. With an arts background that spans her life, Janelle envisions a future for Corfe House that is filled with creativity and homely comforts. She plans to introduce more artistic experiences, nurture interests in music and art and even share culinary knowledge. “It would be great to have these homely things to balance out the academia and sport so that the boys learn life skills and embrace the holistic education at TGS that goes beyond the textbook,” she expressed, eager to build on the incredible dedication within the boarding community at TGS. “I’m genuinely astounded by how much these people care for these boys and have their best interests at heart,” Janelle shared. “I really had no idea until I started working in Corfe, and I am honoured to be a part of it.” Her words encapsulate the essence of TGS — a place where education transcends classrooms and mentors become lifelong guides.

“ They embrace diversity and display tolerance and respect beyond their years. It gives me such hope that these future generations will grow into bright and compassionate men, particularly when youth, especially boys, are often scrutinised.”

Our Other Mother

Corfe House Mother, Ms Janelle Fletcher

Wil Maker

Bright Sparks By Mr Ken Raven, Head of Junior School

Bright Sparks The co-curricular range of offerings available to boys at Toowoomba Grammar School is a defining feature of our School. In the Junior School, we feel that experiencing a variety of activities has tremendous value for learning new skills, building friendships, exploring strengths and interests, and, of course, simply having fun. As an overarching view of co-curricular activities, there are: »

Sport

Music and Performing Arts

Special Interests (Clubs, Groups and Activities)

The weekly and annual calendar tries to accommodate all these co-curricular avenues so that boys can access each category without too many clashes or overlaps in their schedules. Special interest areas range in topics depending on the skillsets of School staff and the interests of the boys. This year, we introduced a new activity called Bright Sparks. This activity was available each term after school to boys who demonstrated an interest in creativity, problem-solving, design, engineering and entrepreneurship. Bright Sparks

was the collective name that described activities and pursuits that inspired big ideas and made things happen. In Term 1, the Bright Sparks activity was multimedia-based. Boys learned how to use video and photography editing software to create interesting and engaging content. Once the boys had learned core editing skills, they chose a topic on which to create a short video and present it to their peers and their families. Some boys chose to do a “how-to” video on their favourite activity or sport, such as chess or tennis. Other boys chose to make a short play or a virtual tour of the Junior School campus for new families. It was lovely to see how the boys put their skills to work in productive activities and create something new and valuable. In Term 2, Bright Sparks explored the topic of enterprise through creating a biscuit company called Bright Sparks

Biscuits. Boys learned how to conduct customer research through surveys to find out what the most popular biscuits were in the Junior School, what size and number they should make and how much they could charge for their product. With this background consumer knowledge, they then learned how to make the most popular biscuit, the ANZAC biscuit, and made trial batches to test. The exercise was designed to teach the boys that successful entrepreneurship is more about making a product that your consumers want rather than making something that the boys themselves want. There were some wonderful teachings that emerged from the experience of discovering their customers’ interests and then calculating the product production cost to see if the venture was viable overall. The biscuits were a great success, and who knows – potentially a venture for the future!

the problem of creating a structure that could cross a gap whilst holding 1kg of weight. The boys explored different types of bridge structures before designing their own. Finally, in Term 4, we took their building skills further with a program called Junior Engineers. The boys learned the fundamental engineering skills of simple machines – pulleys, gears, wheels and axles, inclines and levers. With these skills, they were able to research which simple machine features would best suit a mini-catapult, water wheel, bridge and pull toy.

The Bright Sparks activities have encouraged boys to explore how things work, ask more questions to get a deeper understanding of a problem or an opportunity, and then put their knowledge and skills into action. The process of researching, designing, prototyping, trialling and refining build skills was an experience that will help boys in many disciplines. Hopefully, they have begun to see the world with an analytical lens and feel they can contribute productively and enjoy the process.

Bright Sparks

In Term 3, the Bright Sparks faithful returned to become Design Detectives. In this program, they explored the design process to solve problems or create new products of value. Boys learned how to develop an idea from the project brief stage to initial design, prototype, testing, refining and final product. The first project was to create a game that could be played with a marble and cardboard. We explored creating a marble run maze. The boys designed the layout of a maze, what features would make it interesting and challenging, and then built a prototype to play. Other projects included solving

Back Row – Arthur Sengaroun, Anthony Polatos and Aarav Sahu Front Row – Josef Geiges, Khaled Mohamed Inthisham, Lavya Patel, Lucas Lee and Jack Beresford

Augie Westman, Harry Spencer, William McAllister and Aarav Sahu

Augie Westman shows off his ANZAC biscuits

Country Roads, Take Me Home

By Mr Nick Byron, Director of Boarding

Toowoomba Grammar School boarding provides the ideal living environment for our boys while they develop the values that will define their character. Throughout the course of this year, I have been privileged to visit many of the towns and properties that our TGS boarders call home. When walking around those towns wearing a shirt with a TGS crest, it doesn’t take long to meet an Old Boy or to be asked about one of the boarders currently at the School. Our boarding staff pride themselves on knowing each individual boarder in their house, replicating how each boy is known and valued as an individual in their own hometown.

boarders’ homes, with six ovals for our boys to enjoy. Indeed, facilities such as our aquatic centre, indoor sports centre, weights room and performing arts spaces complement the green expanse of the ovals, giving the boys a great place to engage in all those activities that they love doing, from playing touch and cricket to swimming and shooting some hoops. The drama studios and music rooms allow our boarders to express themselves creatively, providing a different outlet for their energies.

The demographics of Toowoomba are similar in this regard and provide the School with two unique characteristics. Firstly, as one of the smaller GPS schools, the numbers of dayboys do not overwhelm our boarders, with boarders enrolled at a ratio of nearly one to three in the Senior School. Secondly, most of our teaching staff hail from country areas, which means that our staff know our boarders and truly appreciate their background.

Looking beyond the campus and the outstanding facilities we have, much can be said about the town of Toowoomba itself. As a regional city, the country values which our School creed personifies exist in the everyday interactions of our boarders with the wider community. Whether it is on a trip down to Grand Central or working alongside local tradesmen as part of a School-based apprenticeship, our boarders remain grounded and always give their best. As a hub for agribusiness, Toowoomba has attracted residents from all over regional Australia and

Our TGS campus does a good job of replicating the open spaces of our

the business interests of many of our boarding parents are entwined with those companies in Toowoomba. This results in connections across the city for our boarders and their families, which provides for an incredibly supportive community. As the School that was built by the community, for the community, Toowoomba Grammar School is at the heart of Toowoomba. Our values mirror those of the city, and we are proud of the connections we have to regional Australia.

Flynn Kirkby, James Higgins, Gilbert Tighe, Nick Byron

Nick Byron, Wendy Wockner, and Headmaster, Dr John Kinniburgh

Nick Byron, Marian Rathie, Beck Smith

Headmaster, Dr John Kinniburgh, and Nick Byron at the ICPA Queensland State Conference

Developing Leaders in a Boarding Landscape Education plays a crucial role in developing leaders as it provides young people with the knowledge, skills and tools needed to become effective community members.

Developing Leaders in a Boarding Landscape

By Mr Michael Hall, Head of House - Boyce Boarding

As educators and pastoral care providers, the boarding staff of Toowoomba Grammar School are entrusted with the privilege of assisting students in developing the skills necessary for leading the communities they serve. Students can be empowered discreetly and indiscreetly by staff to examine their strengths and weaknesses for continuous improvement. Too often these days, we are listening to and watching news reports about the ill effects Queensland teenagers are having on their local communities. Recently, there has been an escalation in these reports, and pressure is mounting on organisations to do something about it. So, what can a boarding education provide for boys who are constantly fed images celebrating anti-social behaviour via their social media platforms? Foremost, TGS helps to develop the boys’ positive character and wellbeing through many aspects of our personal growth lessons. These lessons target boys while they are still in their identity formation stages. This program, in line with the boarding staff, aims to find ways for the students to learn more about who they are and what type of leader they wish to be when they graduate. Recently, I enjoyed the opportunity to attend the Positive Masculinity Foundation’s conference in Melbourne on the healthy development of boys and young men who are connected, motivated and authentic. All people face challenges, and research has shown that a gender-sensitive approach to growth can promote learning and healthy outcomes. When we help boys and young men, we also help to form a more inclusive, safe and respectful society for all. For the past three years, Boyce House has offered a leadership program to boys entering Year 11. This year has seen commencement at an earlier stage, with Year 10 students becoming involved. The program is designed to remove the boys’ blinkers on their current perception and allow them to see a greater opportunity for developing positive relationships with their peers in the junior years of Boyce Boarding House. The program examines the difference

Full Time Resident Master – Mr Todd Harris with Noah Grob, Kingston Menzies and Angus Pitkin

between being a servant leader and a one-dimensional manager. At the heart of the program is a focus on stewardship. This covers topics relating to shared interests and team-oriented leadership opportunities, as well as addressing questions like — “What will my legacy be when I graduate?” Each tutorial is followed up with an opportunity to demonstrate a leadership quality that was discussed and reflect upon its outcomes at the next gathering. These shared experiences help students to work as a team — either as a cohort or as a group with shared interests. Delivering this program is beneficial for boys at this age for multiple reasons: 1. Developing social skills: Being a leader helps teenage boys develop social skills such as communication, collaboration and conflict resolution. These skills are critical for success in all areas of life, including relationships, the School and future careers. 2. Building self-confidence: When boys take on leadership roles, they gain confidence in their abilities and strengths. This confidence can help them navigate challenges and take risks in a healthy and positive way. 3. Setting goals: Leadership requires a clear sense of direction and purpose.

By taking on leadership roles, teenage boys learn to set goals and work towards them. This helps them develop a sense of purpose and direction in life. 4. Learning responsibility: Leadership comes with responsibility, and teenage boys who take on leadership roles learn to take responsibility for their actions and decisions. This can help them develop a strong sense of accountability and integrity. 5. Developing empathy and compassion: Good leaders can understand and empathise with others. Many of the students in boarding come from very different environments, and there is a need for fellow students to understand this and assist the boys in appreciating their peers’ perspectives and how they have been shaped. By developing these skills, teenage boys can become more compassionate and understanding individuals, which can help them build stronger relationships with others. Overall, leadership is an important skill for teenage boys to develop, as it can help them build important social skills, confidence, responsibility and empathy.

Footloose: A Musical Reflection

Footloose: A Musical Reflection By M r Mark Chalmers, Director of Performing Arts

As Director of Performing Arts, there is perhaps no bigger undertaking than a school musical. It requires an enormous effort from a huge team of teachers and students, and to get all these moving parts heading in the same direction is certainly no mean feat. The 2023 co-production of Footloose was my first time involved in a Toowoomba Grammar School and Fairholme College musical, and I found it to be a very rewarding, though exhausting, experience.

We were very fortunate to secure the services of TGS Old Boy, Chris Thomson (2009-13) as Director. As a student, Chris took part in the School productions of Jesus Christ Superstar (2009), Music Man (2011) and South Pacific (2013). He went on to complete a Bachelor of Music Theatre at the Queensland Conservatorium of Music and further developed his skills by completing his Master of Fine Arts in Directing at NIDA. Footloose was definitely in good hands.

Rehearsals began the week before school returned for 2023, and this set the tone for plenty of weekend and evening rehearsal sessions over the next five months. Director Chris established a fantastic and nurturing environment for the students, and they responded with great positivity. Morale throughout the musical journey was high. The positive environment created by Chris’s directing style facilitated a wonderful working relationship between our boys and the Fairholme girls, as well as the teachers involved. The opportunity for the boys to work with girls presented the positive benefits of creating mutual respect, collaborating ideas and sharing a common vision. It was not only the students who developed a positive working relationship. The creative team fed off the positive vibes of Chris Thomson and the students to work some magic together.

Auditions took place over the final weeks of Term 4, 2022. It is well known that when schools do musicals, there are generally many interested girls, but convincing boys to get involved can be a challenge. This was certainly my experience when working in co-educational schools. While there were definitely more girls interested in nabbing a role, I was pleasantly surprised by the number of boys who wanted to be a part of this experience. In the end, we had a total of 25 boys on stage, a further seven in the band and another nine involved in the backstage crew. The

As we hurtled towards production week, it was evident that our boys continued to grow in confidence. Despite being more and more time-poor, all students were greatly looking forward to the performances. I was very happy with the maturity levels demonstrated by our boys, particularly those in lead roles, who were giving their all and were clear in their understanding that the entire team was working towards something really special. Dealing with very busy schedules, looming deadlines and the stress of big events ahead is a true character-building experience.

The process began in Term 3, 2022, as my Fairholme College counterpart, Ms Karen Hayward, and I started to narrow down options for the musical. We developed a shortlist and discussed the merits of each option with the Heads of our schools, along with the rehearsal schedule. In the end, we decided on Footloose. From there, the course of action was set.

strong performing arts culture here at TGS developed through TiGAA and our music program certainly gives our boys the courage to put themselves in the spotlight.

Our boys handled themselves with great aplomb. Following what was essentially an eight-month process, production week finally arrived. This was the time when all the parts came together, and these weeks were notoriously stressful. However, the positivity continued, and we took it all in our stride. Opening night was spectacular, with a crowd of well over a thousand people and rave reviews. The hard work paid off, and the students were on a high. The show ran smoothly, the performances were spot on, and everyone was both ecstatic and relieved — something really special had just taken place. The second and final show, performed to a sold-out Empire Theatre audience, was equally well received, though when the curtain came down, there was no time to celebrate as bump out was immediate. Finally, we were done. No more rehearsals, no more weekend and evening gatherings and no more treading the stage boards. Inevitably, a bit of post-show depression set in, as something that had been a huge part of everyone’s lives for almost a year suddenly disappeared. A post-show party to reflect, share our collective feelings and say thank you and goodbye provided closure. While our hearts were still a bit heavy, we were left with an overwhelming feeling of accomplishment. A job well done. A massive achievement was successfully completed, and a sense of pride filled all who were involved. Our lives were forever enriched by a collective experience like no other and memories that will last a lifetime. Raise your hand if you’re keen to go again in 2025!

Zac Brown as Co ach Dunbar an d

Ruben Fitton as Reverend Shaw Moore

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Footloose: A Musical Reflection

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Tension at the Burger Blast

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Ruben Kruger as Ren McCormack

Sports Success

By M r Steven Fryer, Director of Co-Curricular Activities

Sports Success

In 2023, Toowoomba Grammar School witnessed a remarkable resurgence in several of our sports programs, marking a year of triumph and growth. Although an elusive GPS premiership did not fall our way, a number of our 1st teams competed to the final whistle in Round 9 of their respective competitions, vying for their premierships. The achievements of our boys on the field and court were nothing short of exceptional, reflecting the commitment, dedication and character development that participation in sports fosters. At TGS, we firmly believe that sports play a pivotal role in nurturing resilience, determination and good character in our young men. Our teams showcased their resilience throughout the year, both in victory and defeat. Resilience is a quality that is crucial not only on the field but in life. Our athletes learned to bounce back from setbacks, adapt to unforeseen challenges and remain steadfast in their pursuit of excellence. This resilience was particularly evident during the 1st XI cricket season, when the team, lacking in confidence and form after a very tough preseason, rallied together to play some outstanding cricket through the nine rounds. Against all odds, the team nervously awaited the final result from TSS to determine if they had won the GPS Cricket Premiership, as the final points table came down to a bonus point decision. Unfortunately, the result did not go our way, and they were runners-up, missing the title by just one point. Despite the disappointment, the manner in which our students handled defeat at that moment was a testament to their unwavering determination and served as a tremendous example for aspiring TGS cricketers. Determination is the driving force behind any successful athlete, and it was abundantly clear in all our boys’

performances this year. Whether it was the relentless dedication to perfecting their free throws on the basketball court or the hours of gruelling practice sessions on the track, our students displayed an unyielding determination that propelled them to new heights. The success of the 1st XV rugby season proved that through hard work, strong leadership and a positive team culture, any dream is possible. Their unwavering commitment to training and unrelenting pursuit of excellence not only secured the highly soughtafter O’Callaghan Cup but also inspired their fellow students and the entire TGS community that a GPS Rugby Premiership could be just around the corner. Unfortunately, we again just missed the title but secured our best result in six decades! A massive crowd of Old Boys and families turned out for the premiership game against Nudgee College, where TGS battled valiantly, going down by just seven points. Our 1st VI volleyball team were also GPS Volleyball Premiership runners-up, missing out on silverware by just one point, and our 1st V basketball team had another impressive season, placing third on the GPS table on the back of last year’s title. Our 1st XI football team also enjoyed a successful season, with the premiership in their sights, sitting at the top of the table right up until Round 8. Participating in sports at TGS goes beyond just achieving victories. It is a holistic experience that instils values and builds character. Our boys learn the importance of teamwork, sportsmanship, discipline and respect. These values become ingrained in their character, guiding them not only in sports but also in their academic pursuits and personal lives.

1st XV players George Griffiths, Jimmy White, Tom Bailey, Jonah Allen and Jack Brown are tunnelled on for the O’Callaghan Cup

Sportsmanship is another critical aspect of character development. Our boys learn to win with humility and lose with grace. They respect their opponents, officials and teammates, regardless of the outcome. This sense of sportsmanship extends into the broader community as our students become ambassadors of fair play and good character.

SportsxSuccess x

Teamwork is a cornerstone of our sports programs, and it teaches our boys the significance of collaboration and unity. Whether it’s a relay race, a doubles tennis match or a football game, our athletes understand that their success is intertwined with the performance of their teammates. This teamwork extends beyond the field as they learn to rely on and support one another in their academic and personal endeavours.

1st XI footballers – Richard Dean, Sewmith Samarawickrama, Riley Schultz, Aaron Picker, Joshua Zahra and Kai Richardson rewarded with a hard fought goal against IGS

Discipline is an integral part of sports training. Our boys develop the selfdiscipline required to adhere to rigorous training schedules, maintain a healthy lifestyle and excel in academics. This discipline becomes a life skill, ensuring that they approach their studies and future careers with dedication and focus. Respect is ingrained in our athletes as they interact with coaches, teammates, opponents and spectators. They learn to appreciate diverse perspectives and understand the importance of treating everyone with dignity and kindness. 2023 has been a resounding success for TGS sports, with our boys achieving remarkable feats on the field, court and in the pool. Beyond the trophies and accolades, their participation in sports has contributed significantly to their personal growth. Resilience, determination and good character become inherent qualities in our students thanks to their involvement in sports. These qualities will undoubtedly serve them well as they navigate future challenges, both in their academic pursuits and in life beyond the School. Through sports, our boys are not only becoming exceptional athletes but also exceptional individuals ready to make a positive impact on the world.

Scan to learn more about the Prep to Year 12 Sport Program at TGS

1st VI volleyballers Hussein Yusaf, Beau Fowler, Zac Pherous, Joseph Mayers, Karan Mohan and Edward Rogan celebrate their win against Nudgee College

1st XI cricket team Back Row (L-R) Ben Schumacher (Coach), Dom Black, Cooper Webster, Connor Walker, Chales Lachmund, Sewmith Samarawickrama, Chace Oates, Jason Fenwick (Assistant Coach) Front Row (L-R) Joe Sippel, Gautam Malhotra, Ewald Kruger, Charlie Bignell, Richard Dean

Lawson Booth honoured at the Year 12 Awards Assembly

The Honour Guard at the Marching Out Parade

Termx4xat TGS Year 11 and 12 students from TGS, Fairholme College and The Glennie School ready for the Sony Camp

Cadet Awards - Back Row (L-R): SCUO Joey Whittle, WO2 Tom Knudsen, CUO Max Payne-Bailey, CUO Taylor Sheehan Front Row (L-R): SGT Lawson Booth, CPL Aidan Munchenberg, SGT Leo Gordon

Year 11 students, Finn Parrington and Harry Lester and their happy companion enjoying a pony ride at Sony Camp

Senior TiGAA improvise an audition at the Take Note Concert

Edward Rogan - Open Javelin GPS Track & Field Championships

Brass Ensemble perform at the Take Note Concert (L-R) Henry Paton, Hugo Williamson, Tom Jaquet, Hayden Fellenberg and James Dixon

Year 11 students Harry Drynan and Bona Roberts with their companion and Army representatives Ben Peacock (Old Boy 2008-20) and Hugh Broadbent (Old Boy 2003-09)

String Orchestra entertain at the Take Note Concert (L-R) Campbell Newell, Isaac Constable and Joshua Green

Termx4xat TGS

Year 12 students gather for the war cry after the Year 12 Awards Assembly

2023 Prefects Sewmith “TJ” Samarawickrama, Riyan Khan and Pat Savill are honoured at the Year 12 Awards Assembly

Edward Rogan recieves his awards at the Year 12 Awards Assembly

Outgoing 2023 Interact President, Sam Gladwin presents incoming 2024 President, Harry Skobe with the Collar of Office at the Interact Changeover Dinner

Dom Seaby - U14 High Jump GPS Track & Field Championships

Grammarphones at the Take Note Concert (L-R) Max Durkin, Ruben Kruger, Tom Morgenstern, Artharsh Gajaharan, Mitchell Wilkes, Isaac Whitcombe and Zac Brown

2023 Boarding Prefect, Pat Savill farewells his friends after the Year 12 Awards Assembly

On Track for the Olympics

Chengdu, the city of the World Uni Games is famous for the pandas. The panda was the mascot of the Games

At the University of Chengdu as an Australian Team Coach

Mrs Jacqueline Gallagher

On Track for the Olympics

By M rs Jacqueline Gallagher, Teacher - Senior School

The past two years have given me experiences that I had once only dreamed of achieving as a coach. Now, I am so excited about what my future in the sport of athletics will hold. top 10 world ranking for his age, breaking a 50-year-old record at the Australian University Games in the process, and selection in the open men’s 4 × 100 metres relay pre-departure squad, who are now preparing for the World Relay Championships and Olympic Games.

With the scoreboard to the World Uni Games inside the stadium before the competition started

As a former elite athlete and Australian representative, I can offer my athletes an insight into what to expect and how to prepare for performing on the international stage and in highperformance sports. I thought that this insight, along with my knowledge of planning training programs and human anatomy, would position me with most of the tools needed to be a successful coach. Now, I reflect on the naivety of this presumption. Coaching, much like teaching, is an art that encompasses wide-ranging literacy, as well as skills much beyond the literature taught in coaching courses. The springboard to my past two years’ coaching accomplishments was coaching Jai Gordon (TGS Old Boy 201920) to his first Australian title, second Australian Athletics Team selection and

Later, I was selected as an Australian Athletics Team coach for the Athletics Australia Under 23 tour to England and Ireland and joined the Athletics Australia High-Performance Mentorship Program and Women in High-Performance Coaching Program. I was also chosen for Athletics Australia’s Sprints and Relays Advisory Panel. This year, I travelled to China as the Australian Athletics Team’s sprints and relay coach at the World University Games. This event is the second biggest, after the Olympics, with respect to the number of sports participating, with 10,000 athletes competing from over 100 countries. The experience of attending technical meetings, supporting the Australian Athletics Team, Olympic and Commonwealth Games representatives and meeting other incredible coaches from around the world was immeasurable. A week after returning from China and after being nominated by Athletics Australia and endorsed by World Athletics, I was sent to Hertfordshire University in England for the Women in Sport High-Performance Coaching Program by the International Olympic Committee (IOC). As only one of the 26 women from around the world invited

to attend by the IOC, I embraced the weeklong workshop in England, the introduction to the 22-month program. I am still comprehending the enormity of the privilege to be a part of this program and value my relationships with the other incredible female highperformance coaches from different Olympic sports and countries. Here, we not only appreciated and celebrated each other’s successes, challenges and experiences, but we were enriched with mentoring and up-skilled our leadership and management capabilities. Although I have copious notes, ideas and plans to pursue from these experiences, my most significant insight is appreciating the process of long-term athlete development. Working in a high school and supporting adolescents to reach their sporting heights for their age bracket is both an important developmental period for young athletes and a foundational period in their sporting careers. By nature, sport is outcome-driven and focused, but the journey, the appreciation and the knowledge taken from every experience is the vital component for young adults to achieve the pinnacle of success. To be successful as a coach, I must always be vulnerable to the learning process, continue cultivating supportive relationships and lean on mentors for counsel. I look forward to the opportunities ahead of me in the world of athletics.

A New Recruit

By M iss Connie Coverdale, Teacher – Senior School

From officer to teacher: how army reserve training enhances education and leadership “Continuous learning is the minimum requirement for success in any field” – Brian Tracy. This quote is particularly pertinent for all educators and leaders as we strive to partake in professional development opportunities to enhance our careers. It was this love of learning, the desire for a holistic challenge and the opportunity to provide an integral service to my community that motivated me to fulfil a long-term aspiration to join the Army Reserves. I was accepted into an Accelerated Officer Training Program in February after completing the initial soldiering experience at Kapooka last September. When I think of leadership and the most effective learning experiences I have obtained in my career, they are all related to taking a more hands-on approach, like an apprenticeship, rather than focusing solely on theory. Teaching is a testament to this, we learn the most by being in the classroom. Reading a book is essential in the beginning, but you need to have the opportunity to put theory into practice for any longterm growth. Therefore, rather than pursuing the more traditional pathway of completing university studies in leadership, I opted to develop my leadership skills and capability by completing four months as an equivalent full-time officer cadet at Holsworthy Barracks, Sydney. At the conclusion, I was commissioned as a lieutenant in the Royal Australian Engineers of the Army Reserves. It is the start of what I hope to be a long and fruitful Reserves experience.

As officer cadets, we very quickly learnt the importance of “Defence Values” (service, integrity, respect, courage and excellence) and how these can shape our actions and the culture within an organisation. Values, when integrated at all levels, very quickly generate a bond and mateship, stemming from the idea that we are interconnected — all working with a common mission in mind. Understanding the meaning of values in the context you are working in helps shape and justify decisions and actions. With our vision to create men of good character at Toowoomba Grammar School, ensuring our students receive a clear message of values by embedding these at all levels, including in classroom learning and behaviour management, ensures that a clear and consistent message and level of expectation is conveyed.

I hadn’t been exposed to any military involvement previously or had any great depth of military knowledge, so I felt outside of my comfort zone for most of the time but this helps build resilience and confidence. It is something of vital importance for our students to develop throughout their educational journey, but equally applicable to educational leadership. What often feels tough at the time can turn into the most memorable experiences and provide the best learning opportunities. We need to provide these opportunities for our students, keeping in mind that the key to success in these situations is to ensure that students feel challenged while still concurrently safe and supported.

Since returning to teaching, I have constantly developed an even bigger appreciation for the diverse range of learning opportunities I was exposed to physically, socially and psychologically. What I valued most, though, was the opportunity to build resilience, lead and network with an incredibly diverse and talented group of Australians committed to a common goal. I now have even more relatable and interesting stories and strategies to share with students. This assists with building relationships and providing quality pastoral support, both of which are essential to helping students reach their potential. It is also important for students to understand that teachers are more than they see in a single classroom lesson and that we also value learning and growth.

Connie and her partner Ryan Burls at the Formal Dinner, Duntroon

By I nteract President 2023, Samuel Gladwin and the Interact Club Executive Committee

TGS Interact Club, Happy to Help

TGS Interact Club, Happy to Help The Interact Club successfully raised over $10,000 this year for charities and services on a local, statewide and international scale through the hard work and commitment of its members. With these funds, the Interact Club has donated Backpack Blankets to Toowoomba’s homeless, helped AEIOU’s efforts in supporting children with autism, contributed to the “Are You Bogged Mate?” campaign for rural mental health and raised funds for the Royal Flying Doctor Service. As well as many other individual initiatives, the Interact Club remains committed to supporting the education of our sponsor student, Sara, at The School of St Jude in Tanzania, with the aim of breaking the cycle of poverty in

her community through education. The Club’s actions can also be seen on a local level such as supporting the 2023 Domestic and Family Violence Remembrance Day march and candlelight vigil. Interact Club members learn that small actions and simple conversations about important issues can not only have an impact on themselves but also positively impact the lives of others, ultimately improving the community we live in. Students are eligible to join Interact Club from Year 10, and with over 100

Ting Tong enjoys a sausage at the “Are You Bogged Mate?” Interact Club fundraiser BBQ with Hamish McCollum (Year 10), and Year 12 students, Sam Gladwin and Tom Charles

boys on the Club’s roll, service is clearly at the heart of Toowoomba Grammar School’s ethos. Senior members of the Club commit to providing service opportunities for the whole School through our House system, which ensures boys of all ages are given a voice to propose and modify initiatives. In 2023 alone, this has taken the form of The Push-Up Challenge, World’s Greatest Shave and volunteering to help run the LifeFlight Gala Dinner, as well as hosting after-school activities in the Junior School.

Despite the challenges presented when balancing academic, co-curricular and personal commitments, boys are actively encouraged to pursue action in matters they believe are important. Whether it simply be a visit to a nursing home to have a conversation with an elderly resident or spreading awareness of a particular charity at a TGS home game, these seemingly inconsequential acts can bring about immense change. Members should be happy with the great work done so far and rest assured that the club will continue to be in good hands in the future. Polio vaccine inventor Jonas Salk said, “The reward for work well done is the opportunity to do more” and the Interactors remain happy to help.

TGS Interact Club, Happy to Help

At its core, the Interact Club holds the belief that community service is profoundly important in our development as young men. Through service, students are given a sense of purpose and empathy that broadens their horizons and perspectives. Rather than focusing solely on fundraising, the Interact Club encourages boys to donate their time by giving back to the community and focusing on the why. Alen Varghese wins the White Ribbon Gift on House Track and Field day

Interact Club members, Will Anderson and Sam Gladwin donate backpack blankets to Nat Spary from The Base Services and Rosies Friends on the Street representatives, Norma and Russell Mauch

2023 Interact Committee – Jo Onley, Isaac Burke, Sam Gladwin, Will Anderson and George Griffiths

TGS Aquatic Centre Making a Splash

TGS Aquatic Centre

By M rs Stacey Silver, Marketing and Digital Media Officer

Making a Splash

The Toowoomba Grammar School’s P.B. Hauser Aquatic Centre is growing to become more than just a place to swim and is sure to make a splash as future plans are revealed. Empowering All Ages and Abilities The P.B. Hauser Aquatic Centre provides swimming lessons for all ages and abilities, thanks to our qualified and highly experienced instructors. “We pride ourselves on being a technical program, teaching correct technique while also focusing on water safety for everyone,” said Aquatic Centre Manager, Mr Trent Sullivan. The lessons, which start for swimmers as young as six months old, build water confidence in the early years of development before progressing to advanced techniques. With 11 progressive levels, swimmers can then join the Squad program, where many swimmers have gone on to achieve state, national and even international competition success. However, it’s not just about competition; the Aquatic Centre offers open lap swimming on Tuesday and Thursday mornings, providing an opportunity for anyone to come in and enjoy the water for fitness, rehab or simply for fun.

Environmentally Conscious As well as catering to the community’s needs, the Aquatic Centre is also looking after the planet. Management has taken steps to make the facility more environmentally friendly and sustainable. Solar panels have been installed to offset electrical costs, while sensor timers control lighting to conserve power.

Rainwater is collected and filtered for various uses within the facility, reducing strain on local water resources.

Royal Life Saving Recognition The recent Royal Life Saving Award is a testament to the Aquatic Centre staff’s commitment to safety and excellence. The Royal Lifesaving Society Australia (RLSA) conducted a review of the facility’s operations in March 2023. This “Aquatic Facility Safety Assessment” provides pool operators with feedback on their operations against industry standards and covers the following areas: »

Emergency Planning

Work Health and Safety

Qualifications and Training

Aquatic Programs

Supervision

First Aid

Plant and Chemical Areas

Changing Facilities

Lap and Lane Pools

RLSA advised that TGS is the first school pool to go through this process. “The Aquatic Centre was deemed excellent, with a 94.09% compliance score and 93.26% safety score. This is a credit to the hard-working staff at the pool who ensure that the programs are delivered to a high standard,” said Mr Sullivan proudly.

“This recognition not only highlights our dedication to safety but also provides a benchmark against industry standards so we can continually improve our operations.”

Future Plans for the Aquatic Centre The Aquatic Centre is currently undergoing staged renovations, with the changerooms refurbished during the September holidays, along with upgrades to filtration units and pool equipment. Plans are also in motion to improve accessibility and ensure that families, prams and wheelchair users can access the facility with ease. These improvements aim to enhance functionality and safety. It’s not just the infrastructure that is getting a facelift. Our instructors are constantly undergoing training to keep up to date with the latest techniques, and we hope to offer more services to the general community in the next few months by expanding the Adult Learn to Swim program, introducing aqua-aerobics classes and providing café services. With a dedication to serving all ages and abilities, a commitment to sustainability, and a bright vision for the future, the P.B. Hauser Aquatic Centre is making waves in Toowoomba, ensuring that it remains a vital asset for the community in years to come.

By M rs Stacey Silver, Marketing and Digital Media Officer

He has always been revered. Now, our TGS Student Officer, Mr Matthew “Marshal” Harrison, is giving Edward Scissorhands a run for his money with the opening of Marshal Barber on October 23. The convenience and affordability are second to none, and you can guarantee the boys will have the perfect Grammar “do” – no lock will be out of place, and no detentions for inappropriate hair will be given. This is not the first time that TGS has been home to a barbershop. Our original barber, Len Giltrow OAM, provided cuts for boarders only, operating first out of the “Dog Box” before relocating to a small room in the Senior School Assembly Hall until 1967. Phil Neidler took over until 1968, and there were several other barbers until the late 1980s when the service ceased, and the beautiful leather barber’s chair was put into storage. Fast forward to 2022 – “Marshal” had wanted to be a barber for several years and was halfway through his TAFE Certificate III in Barbering when some Year 12 boarders casually mentioned that he should use the old chair that was hidden under Stephens House. Matt was shocked and ecstatic about the discovery! The group immediately went down and retrieved the chair from the dirt and darkness, and so began the inspiring rebirth of the TGS barber.

The TGS Old Boys’ Association generously and lovingly restored the chair with the help of Hagan’s Furniture and Darren Lloyd Upholstery. Meanwhile, Matt went to work converting an old storeroom underneath the Centenary Dining Hall into the funky Marshal Barbershop, complete with retro music and fabulous TGS memorabilia adorning the walls and shelves. The old chair is the centrepiece and Matt’s pride and joy.

“Most of the boys are fairly open to talking to me about their concerns, but this is an opportunity for me to strengthen those relationships as well as speak to boys I normally wouldn’t speak to.”

“It is a beautiful old chair, and I’m glad we could put it back in service,” said Matt.

So, chop, chop! Move over Sweeney Todd. The Marshal Barber is here, and he means business!

A Cut Above: The New TGS Barbershop

“I am also looking forward to fixing bad haircuts, making sure the boys are keeping with the Grammar style,” laughed Matt.

“I’m excited to be able to provide this service to the School community. Hopefully, it will become popular enough to put on a second barber and open to TGS families and our Old Boys. I’m sure a few of them would love to come and sit in the chair.” This is Matt’s way of bringing some TGS history and tradition to life, as well as contributing an extra service for the School, but it could also play an even deeper role. “I think it will have a good pastoral care element too,” confided Matt.

Trace Beattie Year 11

The original chair takes pride of place in Marshal Barber’s shop

Setting our Littlest Learners up for Life

By Mrs Elouise Parrington, Head of Department - Languages

“One language sets you in a corridor for life. Two languages open every door along the way.” - Frank Smith Some people say it’s never too late to learn a new language, but we say it’s never too early! In fact, exposure to languages from a young age helps children form a greater connection with the world around them. Learning not one but two foreign languages is an incredible opportunity offered to our boys at TGS right from Prep. It’s not only fun but also brings a huge variety of cognitive and social benefits. When children start picking up a new language during their early years, it’s like their brains turn into super sponges, soaking up new words, grammar and pronunciation effortlessly. By starting early, children build a strong language foundation that sets them up for even more advanced skills later. Research finds that bilingual students perform more strongly as a group in NAPLAN literacy and numeracy testing.

They demonstrate enhanced executive functioning and a greater capacity to plan, focus, recall directions and multitask. Lessons in French and Japanese right from Prep up until Year 12 are a gift that we are lucky to be able to offer our boys. These are only some of the reasons that we believe our foreign language programs are an essential element in delivering a broad and liberal education. We are privileged to have specialist language teachers who are experts in their craft, teaching even our youngest students in the Junior School. Through interactive and engaging activities, our Preppies are exposed to language and culture, setting them off on an exciting journey to fluency. As educators and language teachers, it is an incredible honour to witness and support the linguistic acquisition of our students as they start from “Hello” and go on

to become confident and fluent conversational speakers, often solely through their experience of language learning here at the School. “My fondest memories of language learning in the Junior School come from our lessons on French and Japanese culture. Rees Sensei ’s stories of samurai leaders like Tokugawa and Nobunaga and Madame Van’s soccer-themed French lessons got me hooked and tricked my young brain into learning some foundational vocabulary along the way. It’s only with retrospection on almost eight years of language learning that I realise just how intertwined culture is with language, so even though these lessons are super fun and interesting, we are always passively learning the language as well.” - Samuel Gladwin, Year 12. Samuel studied Japanese to Year 10 and French to Year 12.

Prep students enjoy learning Japanese

Setting Our Littlest Learners Up For Life Year 9 French

Our Prep to Year 12 French and Japanese curricula at TGS include topics that are relevant and useful. We organise immersive cultural and language opportunities whenever we can for our boys, maximising their cultural understanding, linguistic development and general enjoyment of languages. The process of learning a language also fosters the development of essential 21st-century skills such as critical

thinking, digital literacy, intercultural understanding and personal and social capability, each of which the Australian Curriculum recognises as essential capabilities for a holistic and forwardthinking education. Through their lessons, our students become globally aware, more openminded and accepting of differences. They learn to be tolerant, understanding

and appreciative of diversity. Exploring customs, traditions and different ways of seeing the world is like opening a door to a whole new perspective. Giving our boys the chance to learn a language from an early age is like unlocking a treasure chest full of opportunity!

Advantages of Language Lessons Cognitive advantages: Flexibility of thought and attentional control, arising from practising bilingual skills. Expressive advantages: Creative skills, arising from being bilingual. Educational advantages: Good understanding of work and the ability to explain concepts more clearly. Linguistic advantages: Opportunity to develop oral/reading/ writing skills in foreign and own language, promoting fluency in both languages.

Exchange students from New Caledonia

Alternative educational advantages: Ability to bridge between school and home, bridging between school and the wider community. Social advantages: Understanding of cultural differences; tolerance. References Thomas, E. M., Sion, C. G., Jones. B., Dafydd, M., Lloyd-Williams, S. W., Tomos, Rh., Lowri Jones, L. M., Jones, D., Maelor, G., Evans, Rha Caulfield, G. (2022). Translanguaging: A quick reference guide for educators. National Collaborative Resources: Aberystwyth University and Bangor University.

Year 12 French students Sam Gladwin and Riyan Khan

From the TGSOBA President

Balliwanga From the TGSOBA President

FIDELIS IN OMNIBUS

Much has happened and is happening for our association. In this article, I will provide a summary of some of what has been consuming our time and efforts.

Year of the 3s Reunions Each year, coinciding with the Grammar Downlands weekend, we host reunions for Old Boys, specifically from cohorts in multiples of ten years. This year featured reunion events for boys who were in Year 12 or would have finished Year 12 in 2013, 2003, 1993, 1983, 1973, 1963, 1953 and 1943. These reunions were held on the weekend of 11 to 13 August, with invitations sent to those we had contact details for. This year, besides Old Boys from around Australia, we had two Old Boys who reside in the United States return to Australia to catch up with mates. In all, it was a most successful weekend, with over 300 Old Boys attending the various functions. Many more caught up at the numerous informal events that occurred across the weekend. Coordinators for these reunion groups and the School staff are sincerely thanked for their work in ensuring the weekend’s success.

In terms of organisation, we are still confronted with the challenge of providing a format that caters for all Old Boys who attend the weekend events. It is evident that our younger reunion groups look to enjoy time together catching up and are not in need of formality. Our more senior reunion groups seek some formality. We will continue to tinker with the format in the coming years.

TGSOBA Sunshine Coast Old Boys’ Lunch 2023 Congratulations to the organisers of this year’s TGSOBA Sunshine Coast Old Boys’ Lunch. The lunch was hosted on Saturday, 21 October, at the Duporth Tavern’s Laneway Room. All those in attendance had a most enjoyable lunch and afternoon. This year’s guest speaker, Trent Thorne (TGS 1985), spoke of his life adventures, including climbing Mt Everest in May of this year. Malcolm Powell (TGS 1948-51) and the Sunshine Coast group are sincerely thanked for their donation of an O’Callaghan Cup Honour Board that will reside in the Pavilion. Malcolm played in the 1951 TGS side, which was the first to bring home the Cup.

Brisbane Old Boys’ Networking Breakfast A most successful gathering of Old Boys occurred at The Brisbane Club on Thursday, 28 September. With the Brisbane branch currently in a recess period, this event was organised on their behalf from Toowoomba, and discussions are currently underway on how we might be able to re-form a Brisbane committee. Any Brisbane Old Boys who may be interested in progressing these discussions are encouraged to contact Jenny Bazley at the School or me.

Old Boys’ Meeting Spot on Home Games Our efforts to provide an opportunity for Old Boys to gather and catch up at home rugby games have been most successful, none more so than on Grammar Downlands Day. The specially designated gathering and viewing area has provided a reason and focus for Old Boys to visit the School. Discussions have commenced with the School regarding the redevelopment of this area, which may become our Association’s gift to the School for its 150th anniversary. Such an area will not only provide a unique gathering place for Old Boys but will be a handy facility for parents and boys during the week.

TGS Old Boys gathering in the TGSOBA viewing area for the Downlands game

Sunshine Coast Old Boys’ Lunch 2023

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For “how-to guides” on making the most of the platform, visit the Resources tab at Toowoomba Grammar Connect. We look forward to connecting with you!

Year of 3s reunion

Passing of Life Member Col Morwood (TGS 1944-47) Lovely words from Life Members, Mick Storrs (TGS 1959-62) and Ivan Board (TGS 1961-64). “It was very sad to hear of Col Morwood’s passing on 21 August. Col was a doyen of the TGSOBA and a member of the Brisbane branch for many years. What Col did for our Brisbane branch was simply remarkable. The title of Records Officer was created for him, although he had been playing that role quite voluntarily for decades. He chased up any Old Boy who came into the Brisbane and South Queensland coastal regions when alerted to their presence. He would obtain their contact details and check with the School as to exactly which alumni year they belonged. He would mail these Old Boys with information about the branch and the dates of functions. He would then chase them up by phone and later email. The success of many of the wonderful annual Brisbane branch dinners is substantially attributable to Col Morwood. Col was active in the TGS Gymnastics team when it was a GPS sport. Col was wellrespected in the international gymnastics community and was a gymnastics judge at the 1956 Melbourne Olympics. His achievements are recognised on the Old Boys’ Wall of Achievement. He was from a long line of Morwoods who attended TGS. His father, James Eric (dec.) (TGS 1914-18), his brothers, Alan (dec.) (TGS 195053) and Ken (TGS 1947-50), his sons, Alastair (TGS 1984-88), Bruce (TGS 1980-84) and John (dec.) (TGS 1976-80), and his cousin, Norman (TGS 1956-59). Col was awarded life membership to the TGSOBA in 2016, and his contribution to TGS is without equal. RIP Col.”

Invitation to the TGSOBA Management Committee Information Evening The TGSOBA has been hosting Information Evenings intended to inform Old Boys of the business and operations of our Association. We will be undertaking further Information Evenings, and I extend an invitation for Old Boys to join us in an informal opportunity to

meet current members of our Management Committee and the Headmaster. Here, you’ll learn more about what we do and the strong working relationship we have with the School. Refreshments and finger food will be available. Interest and willingness from Old Boys to be involved in our Association’s work is most encouraged, and we would love to hear from you. Please contact me, Mark Creedon, at 0409 010 595 or thecreedons@bigpond. com.au; I am most keen to talk to you about our association and how you can become involved.

Barber Chair Our Association has recently funded the restoration of the once-used School Barber Chair. Many Old Boys would remember having their hair cut, willingly or under direction, when seated in this chair. Student Officer Mr Matthew Harrison discovered this 70-year-old barber chair in storage under Stephens House. Under his direction, the chair now features in a new barber shop located under the Centenary Dining Hall. Maybe one day, we can all get a “reminiscing” haircut.

Alumni Engagement Platform Toowoomba Grammar Connect brings our community together by providing you access to: »

Old Boys updates.

Event invitations.

Groups based on graduating class, interest, industry and location.

Career networking and an exclusive jobs board.

Mentoring opportunities.

You can sign up in less than two minutes by registering at toowoombagrammarconnect.com/.

From the TGSOBA President

Year 12 Final Assembly, Tuesday, 14 November 2023 A highlight on our TGSOBA calendar is the Year 12 Final Assembly. On the last day Year 12 students participate in their Final Assembly. A significant part of this Assembly is our Association welcoming these boys into the ranks of Old Boys and our presentation of their TGSOBA tie, cap and keyring. Our practice is to have the Old Boy fathers of Year 12 boys present their sons with these ties, caps and keyrings. There is no prouder moment for an Old Boy father than welcoming his son into the ranks of the Toowoomba Grammar School Old Boys’ Association.

Passing of John “Cracker” McDonald (TGS 1958-60) Much will be written about this legendary Old Boy as his achievements and contributions are well-recognised and remembered. Immortalised on the Internationals’ Board in Old Hall and featured on the Old Boys’ Wall of Achievement, this humble man never forgot what it was to give back to those who had given him so much. Those of us old enough to remember the heyday of athletics at the School during the 1970s will recall the tireless commitment John provided to the School and our teams, such as massages pre and post-competition to ensure all boys were as prepared as possible for their events. After a local game of league finished at the Athletic Oval, John could be seen cleaning up before heading over to put away the electronic scoreboards. Inducted into the Queensland Sport Hall of Fame in 2016, John was a star footballer for the local team, the Toowoomba Valleys Roosters. He was also a legend of the Manly Warringah Sea Eagles, even in the time of some great players, including Bobby Fulton, Alan Thompson and Ken Day. He played 13 tests for Australia, coached the first Maroon State of Origin winning side, was chairman of the Queensland Rugby League for 20 years and was the first ever Queenslander to be chairman of the Australian Rugby League Commission. He was, above all, a great citizen of Toowoomba. John McDonald 1944-2023, Rest in Peace. Mr Mark Creedon (1973-77) President

Please feel free to post on the feed, add photos, job opportunities or any other content that you feel would be relevant to the community.

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By Mr Peter Hauser, Past Headmaster (2003-20)

TGS Old Boys

The Toowoomba Grammar School Old Boys’ Wall of Achievement The next time you visit the School grounds, pause for a moment at the Toowoomba Grammar School Old Boys’ Wall of Achievement. Year 11 student Joe Gray admires the Wall

This concept was the initiative of the then Deputy Headmaster, Mr Roger Buttenshaw, and was supported by the Board of Trustees, Headmasters Mr Rose and Mr Hauser, and the TGSOBA - Toowoomba Grammar School Old Boys’ Association. The opening of the Wall of Achievement took place in 2003.

The most important of all the plaques displayed is the one presented below.

This is because thousands of TGS Old Boys have gone on to lead productive and valuable lives consistent with the time-honoured values of integrity, loyalty, honesty, compassion, respect for others and recognition of the value of effective teamwork. The School seeks to develop these qualities in the current students so that they will mature into good men. The current students are also encouraged to aspire to do as well as they can in their chosen fields of endeavour. The various plaques on the Wall of Achievement serve as exemplars, telling students to dream big and show pride in their School and the achievements of its past students.

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Amongst the former TGS students listed on the Wall of Achievement are: »

The inventor of the rapid transit galloping ambulance used during World War One.

Rhodes Scholars.

The Dental Surgeon by appointment to the Royal Family of the United Kingdom.

An internationally acclaimed magician.

Olympic, Paralympic and Commonwealth Games representatives.

Diplomats.

An internationally renowned photographer.

The Commander of the 5th Light Horse Brigade who was also the first Australian to reach the rank of General.

A Commonwealth Attorney-General.

A recipient of a United Nations Prize in the Field of Human Rights award.

A recipient of a gold medal for bravery by the Royal Humane Society of England.

A Junior Doubles tennis champion at Wimbledon.

Founders of international companies.

Authors, researchers and academics.

A captain of an Australian rugby league team.

A world record holder in perpetuity for the professional 440-yard sprint.

A captain of an Australian rugby sevens team.

Federal, state and local politicians.

CEOs of multinational firms.

The personal Aide-de-Camp (ADC) to King George VI of England.

Engineers of international repute.

An international concert pianist.

A Queen’s Medallion winner for poetry.

Actors on the international stage.

A member of the World Health Organisation’s Expert Advisory Panel on Mental Health.

A Supreme Court judge.

A World Bank consultant.

A former Governor of Victoria.

A former Governor of New South Wales.

Rugby Union internationals.

An acting Governor-General of Australia.

All students at Toowoomba Grammar School have every reason to be proud of their School and the achievements of its Old Boys. More importantly, the current students should be proud of all Old Boys who have matured to be good men – men loyal to their family and partners, men who have displayed honesty, kindness, compassion, resilience, respect for others, respect for hard work and who made useful contributions to society.

By Mrs Stacey Silver, Digital Media and Marketing Officer

TGSOBA Contributions TGS Old Boys

The Old Boys’ Association has played an integral role in the history and tradition of Toowoomba Grammar School. It was formed on December 29, 1888, when 25 Toowoomba Grammar School Old Boys met at Long’s Imperial Hotel to create a new society. The Toowoomba Grammar School Old Boys’ Association rules were drawn up, and office-bearers elected. The inaugural president was Mr Joesph Vincent Herbert Esq. (TGS 1877-80). From there, the TGSOBA has grown significantly, ensuring that the Blue and Gold network and connections continue beyond the School gates. They guarantee that the special bond of the TGS boys is never lost and that School traditions are honoured from generation to generation. The TGSOBA contributions are numerous and varied, and while there are too many to mention, here is a list of some notable projects: »

Replaced the original picnic table and paved the area at the top of the steps to Mills Oval. (Date Unknown) The sporting honour boards in Old Hall. (Date Unknown)

Glen McCracken Sports Centre

Electronic scoreboards on Mills and Old Boys’ Memorial Ovals. (2014)

Sam Brown belts and ceremonial swords for TGSACU and candelabras during Cadet Dining In Nights. (2015)

$200,000 contribution to the building of the Glen McCracken Sports Centre. (2017–18)

Historical plaques around the School. (2020)

Drums for Pipe Band, which are now used by Cadets. (Date Unknown)

Candelabra. (1970)

Bluestone steps to Old Boys’ Memorial Oval. (1972)

Refurbishment of Old Hall. (1974)

Lighting of the School drive, in conjunction with the P&F Association. (1979)

Contributed to the publication costs of Mr Ivan Board’s History of Toowoomba Grammar Cricket. (2021)

Terraces on Old Boys’ Memorial Oval. (1990)

Refurbished the barber chair. (2023)

Two candelabras. (1990)

Annual bursaries awarded on Speech Day. (Ongoing)

Chip cookers in The Pavilion. (1995)

Various prizes and trophies. (Ongoing)

Trophy cabinets in the foyer of The Pavilion. (1998)

Fences around Mills and Barbour Ovals. (1998–2000)

Presentation of TGSOBA ties to Year 12 leavers, more recently keyrings and TGSOBA caps. (Ongoing since the early 1990s)

The construction of the TGSOBA Wall of Achievement and funding contributions to ongoing additions. (2003)

Annual connective events such as reunions and gatherings. (Ongoing)

Premiership recognition caps. (Ongoing since 2006)

The funding and construction of the TGSOBA Museum. (2009)

$10,000 to the TGS athletics team that represented Australia in the International School Sport Federation World Schools’ Athletic Championships in the Czech Republic. (2013)

Not only is there the infrastructure, but Old Boys contribute to the lives of our current students in many ways – from coaching sporting groups, assisting with performing arts or other subjects, providing mentorship, offering work experience, returning to the School to

share their stories and experiences and volunteering at various events. There are so many ways that our Old Boys have a presence here, and the TGS community is grateful for their support. We hope that this leadership and the spirit of the Blue and Gold continues and that future generations of Grammar boys enthusiastically follow in the footsteps of their “ancestors”. We hope that these boys remember where they came from and the opportunities available to them because they were fortunate enough to be a Grammar boy, to be part of an inexplicable band of brothers. We hope they are eager to return to these glorious grounds, give back and set a fine example of what it is to be a good man. Fidelis in Omnibus.

Electronic scoreboard with a TGS-funded upgrade in 2023

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Old Boys’ News Do you have a story to share? Old Boys’ News

We are always looking for articles to publish about our Old Boys. For more information please email communications@twgs.qld.edu.au

Neil McPherson OAM (1958-59) was awarded the Medal of the Order of Australia (OAM) in the 2023 King’s Birthday Honours for service to the community through a range of organisations. Neil was a Resident Housemaster in School House for approximately three months in 1961, shortly after graduating. He became a solicitor and a public notary.

Andrew Eunson (TGS Staff 20042011) was at a forum in September for Old Collegians and current King’s College medical students, as well as representatives from the medical sector, to meet and network for mutual benefit. The panel was chaired by President of the King’s Old Collegians, Blake Miller (1998-2002), and featured QLD Health medical doctor

Dr John Maunder (2004-08). Andrew taught John at TGS, who highlighted his teachers and experiences at TGS, particularly being in the band, as pivotal for his growth and progression.

James Bailey (2013-17), Nick Smith (2006-11), Mitch Adams (2013-17) and Djordjije Cikota (2013-17) played for the Moree Bulls in 1st and Reserve Grade in the Central North Rugby League Grand Final in September, coming away with a win.

Dr Kipas Binga (1995-97) is the Chief Executive Officer of the Morobe Provincial Health Authority, and Dr Vincent Pyakalyia (1995-97) was appointed Chief Executive Officer of the Enga Provincial Health Authority in July 2023. They are the top medical officers in their provinces of Papua New Guinea, akin to being the Chief Medical

Aden Richardson (2004-15) opened the Specsavers Optometrist in Warwick in July 2021, working as its dispensing director. This year, his practice won Retailer of the Year at the Rose City Shoppingworld Retailer Awards and was also runner-up in sales, service and store presentation.

James Bailey, Nick Smith, Mitch Adams and Djordjije Cikota with the Premiership silverware

Dustyn Fitzgerald 2009-16 (pictured left) Aden Richardson, Specsavers

Dustyn Fitzgerald (2009-16) won the 2023 Queensland Young Auctioneers Competition hosted by the Australian Livestock and Property Agents Association at the Royal Queensland Show (Ekka) in August. Dustyn competed against the top ten young auctioneers from across the state to take out the title.

Balliwanga 38

Josh Poynter (2003-06) has an innovative business featuring a portable fence strainer called Eazy Stay. Details can be found on his website: eazyaz. com.au. Josh also has a building business, JRP Building Services and accommodates many of our TGS boys for work experience and school-based apprenticeships.

Dr Kipas Binga and Dr Vincent Pyakalyia

Officer of an Australian state. Both were in Boyce House. Kipas was in the 1st XI Football team in 1996 and 1997. Vincent was in the 1st XV Rugby team in 1997 and a Boyce House Prefect.

Brody Grogan (2002-04) has produced a heart-warming video about TGS honorary Old Boy Graham Smythe, a respected, if not revered, Director of Cricket and 1st XI Cricket coach. His accomplishments were many in the time he led the cricket program at Toowoomba Grammar School. The short film can be viewed via Toowoomba Grammar Connect or the TGS Old Boys’ Facebook page. Brody’s other photography can be viewed at brodygrogan.com.

Antony Hallam (1998-2005) was presented with a Doctor of Philosophy degree at Herriot Watt University, Edinburgh in June 2023. Antony’s paper was titled: An assessment of the assisted seismic history matching workflow, practical innovations and solutions.

James Walker (1993-98) purchased the Longreach Veterinary Services clinic in July 2023, despite knowing nothing about the vet industry, when he heard it was in danger of closing, potentially leaving a huge gap in the region’s vet services.

Old Boys’ News

RADA in London when he was 19 years old. He has had an interesting career as an actor, dubbing artist and director and appeared in a number of films such as Star Wars (Commander Praji), James Bond: You Only Live Twice, James Bond: The Spy Who Loved Me and a number of episodes of Doctor Who. He is now 87 years old and lives in Suffolk.

Brothers Godfrey Morgan (1979-83) and Spencer (1982-86) won three of the top four teams of carcasses in the Class 40 100-day HGP-free export division of the RNA Paddock to Palate Competition at the Royal Queensland Show. Their winning pen of seven averaged 56.96% dressed at 382.29 kilograms. They had P8 and rib fat averages of 15.14 and 8.57 millimetres, respectively, an eye muscle mare average of 109 square centimetres and an average lean meat yield of 60.67%.

George Roubicek (1950-53) has contributed to a publication entitled: The New Austrians which is due to be released in November 2023. It was a joint venture between the Jewish Community of Vienna and the Austrian Foreign Office. George and his family fled Austria in early 1939 and found refuge in Toowoomba. George and his brothers Peter (1946-49) and John (1959-62) attended TGS. With the support of TGS staff member “Bluey” White, George was offered a place at

Josh Poynter with TGS VET coordinator, Marian Rathie

George Roubicek

Matt Faessler (2015-16) debuted for the Wallabies against the All Blacks in the Bledisloe Cup in August. It capped off a memorable 12 months for Faessler, who made his Super Rugby debut for the Reds in 2022 and then signed a new contract with the team until 2025.

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DEATHS Assheton WHILEY (1979-83) in May 2021 Clifford MAGEY (1980-83) in March 2022

Headmaster Dr John Kinniburgh at the reunion morning tea with Alexandra, Scott and Karen Muspratt and Dylan Brink

Dr Lee GREGORY (1942-43) in December 2022 Timothy BODINGTON (1957-58) in January 2023 David COCKBURN (1950-53) in February 2023 Earl ALBION (1963-64) in February 2023 Harold BARKER (1957-58) in May 2023 Ewen JONES (1976-77) in July 2023 William “Bill” CONWAY (1945-46) in July 2023 Brian WEISE (1950) in July 2023 Maxwell WORTHINGTON (1939-40) in July 2023 Andrew OSMENT (1968-69) in July 2023

Trent Raymond catches up with Amelia and David Littleproud at the Friday night reunion function

John KESSLER (1940) in July 2023 Colin MORWOOD (1944-47) in August 2023 Richard SMITH (1964-68) in August 2023 John LE BAS (1947-50) in August 2023 John “Cracker” McDONALD (1958-60) in September 2023 Peter FOY (1947-48) in September 2023 Anthony WILSON (1952-55) in September 2023 John GALTON (TGS Staff 1975-82) in September 2023 Peter FAULKNER (1951-52) in October 2023

ENGAGEMENTS

Enjoying the Friday night reunion are Bill Weigall, George Cowan, David Spooner and Scott Norman

Mitch STARK (2003-10) to Bonnie Sargood in May 2023

MARRIAGES Nick HALLAM (2000-08) to Caitlin Barnes-Whitacker in January 2023

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TGSOBA President Mark Creedon addressing reunion morning tea guests

During 2024 TGS will be on tour, visiting past and present families, catching up with Old Boys and meeting new families. These events are a wonderful opportunity to meet our staff and hear more about what is happening at TGS. More details regarding events and venues will be available soon. For further information and to RSVP, please register via the QR Code or link below.

Term 1

Term 3

Clifton

Inverell

Friday, 16 February Clifton Show

Wednesday, 24 July

Moree

Pittsworth

On Tour 2024

Toowoomba Grammar School will be on tour again during 2024

Thursday, 25 July Boarding Schools Expo

Friday, 8 March Pittsworth Show

Tenterfield

Charleville and Augathella

Thursday, 25 July

Monday, 11 March - Wednesday, 13 March

Tamworth

Goondiwindi

Friday, 26 July to Saturday, 27 July Boarding Schools Expo

Thursday, 15 March Goondiwindi Junior Rugby Golf Day

Brisbane Tuesday, 6 August Brisbane Ekka

Term 2 Toowoomba Thursday, 18 April to Saturday, 20 April Toowoomba Show

Other dates coming soon: Roma, St George, Condamine, Dalby and Hannaford. Check the website for details.

Goondiwindi Saturday, 20 April Goondiwindi Junior Rugby Carnival

Rockhampton Sunday, 5 May to Saturday, 11 May Beef Australia

twgs.qld.edu.au

Townsville

Community » Events » TGS On Tour

Tuesday, 4 June to Wednesday, 5 June ICPA QLD Conference

Toowoomba Tuesday, 4 June to Thursday, 6 June FarmFest

Emerald Thursday, 20 June to Saturday, 22 June AgGrow

Connect with Old Boys » Networking » Mentoring » Careers advice

» Business introductions » Job advertisements » Business promotion

» News and updates » Events calendar » Photo galleries

Volume 33 No.2 2023

twgs.qld.edu.au