Omnibus Vol. 35 No. 2 2024

By Dr John Kinniburgh, Headmaster

Preparing for the Future of Work

The new Design, Engineering and Technology (DET) Centre marks a significant step in TGS’s evolution and our commitment to blending traditional educational excellence with future-focused learning opportunities

For the past two months, I have been watching the earthworks being undertaken ahead of construction for the new DET Centre at Toowoomba Grammar School with interest. It is hard to miss, given that the Headmaster’s residence, our family home, is right next to the building site. The vibrations can be unsettling, and the noises are constant. However, each day reminds me of the important work underway to secure a part of the School’s future.

Soon, all boys at TGS will have the opportunity to immerse themselves in a new environment to study existing and new subjects and curriculum pathways relevant to the technology-driven global economy. They will be able to engage in innovative pedagogies and resources that will tackle real-world problems whilst exposing them to future-focused opportunities.

The Herries Street Precinct development, with the DET Centre at its heart, will offer innovative learning areas equipped for practical and theoretical applications. It will provide students with purpose-built facilities to pursue their chosen pathways and staff with first-class areas to deliver their teaching. While TGS has always inspired academic success, we are now entering a new phase of development that is focused on the future. It’s truly an exciting time to be at Toowoomba Grammar School.

Why Futureproofing is Important

It is not possible to really know what lies ahead for the boys of Toowoomba Grammar School when they enter the workforce, nor are we able to really know the changes that will affect them over time. At the beginning of this term, I shared with colleagues information from

a September 2024 Harvard Business Review article, “What 570 Experts Predict the Future of Work Will Look Like.”

This caught my attention because, as Headmaster, I am constantly thinking about what knowledge and skills current and future students of TGS will need to prepare them for future work opportunities. The article poses questions from three perspectives regarding the future of work:

1. The Optimist envisions technology as a catalyst for unprecedented advances, leading us into an age of abundance through AI and robotics.

2. The Sceptic contends that while robots haven’t yet taken over jobs, new technologies will enhance productivity and create better employment opportunities.

3. The Pessimist warns that this time may be different, potentially bringing negative impacts on workers’ conditions and accelerating automation over human labour.

The central tenet of the article is the uncertainty surrounding the future of work — might this also be applied to education? The article poses an intriguing question:

“Will progress define our future, or will it result in de-growth or something in between?”

Mr Mark Nicholls and Samuel Heinrich testing the load capacity of Samuel’s spaghetti bridge in an Engineering lesson

As suggested by the authors, opinions appear divided among optimistic tech entrepreneurs, sceptical economists and pessimistic writers. Experts from these fields, 570 in total, were asked to rank the likelihood of predictions that were made in 485 newspaper articles. The results suggest the following as being most likely to occur:

• Increased automation in various sectors.

• Emergence of new job categories and industries.

• Greater emphasis on lifelong learning and adaptability.

• Potential widening of the skills gap and income inequality.

• Necessity for educational institutions to adapt curricula to future needs.

So, how might this influence what we do at Toowoomba Grammar School?

What does this mean for our boys as we prepare them for work beyond School? What are their prospects and how can we tailor our approaches to them? Are current methods of teaching and instruction appropriate, or should we try something new — or perhaps a mix of both? In truth, no one knows exactly what the future will bring, although many have theories. What is clear to me is that we have a significant role to play today in preparing the boys of Toowoomba Grammar School for whatever career pathway they choose.

Ongoing Considerations in Education

The way in which education is delivered in Australia is continually subject to debate. Despite substantial funding initiatives and ongoing reforms at both the state and federal levels, concerns persist about educational outcomes and international competitiveness.

Another key debate that I regularly consider regards the fundamental purpose of education. Should education be viewed primarily as preparation for future employment or valued for its broader role in developing knowledge and understanding? These do not need to be mutually exclusive. In fact, I would argue they are inextricably linked. Further discussion also relates to whether the school curriculum should be focused on breadth or whether it should seek to specialise. I feel our curriculum offering has always provided breadth and depth and that this remains important, particularly in the foundational stages before specialisation can occur.

A Demographer’s Perspective

As the School strives to provide the best opportunities and pathways for its students, we occasionally engage external consultants to update us on trends and patterns relating to the community. Recently, Toowoomba Grammar School engaged Simon Keustenmacher, a demographer, to share his insights with the Executive and School Board about issues affecting

Toowoomba, Queensland and Australia, as well as emerging opportunities for the future. He shared some interesting points for us to consider:

1. Skills Shortage: Australia faces significant skills shortages in sectors like aged care and trades, exacerbated by an aging workforce. There is an urgent need for a young, skilled labour force.

2. Technology and Industry: Automation and technology can address labour shortages but also risk job displacement. Industries like mining and agriculture are expected to thrive with global demand and technological advancements.

3. The Role of Schools: In addition to university pathways, schools should prepare students for future labour markets by emphasising trade skills and practical education.

4. Investment in Training: Increased investment in skill-based training programs is essential to meet highdemand sector needs.

5. Community Partnerships: Strong community partnerships are crucial for economic and educational goals, enhancing career guidance and providing contextualisation for realworld learning.

6. Diverse Career Paths: Emphasis on trades and entrepreneurship is vital.

Architect’s impressions of the Design, Engineering and Technology (DET) Centre

Liberal Education at TGS

There is increasing recognition of the importance of balancing modern educational needs with classical learning, often called a liberal education. At TGS, this concept isn’t new; we already integrate its core principles into our philosophy. Historically, what exactly is a liberal education?

A liberal education traditionally encompasses studies in the classics, literature, the humanities and moral virtues, engaging with ideological subjects. This educational philosophy is longstanding and historically emphasises seven key areas: grammar, logic, rhetoric, astronomy/astrology, music, geometry and arithmetic. In the 19th century, there was a notable shift towards more specialised degrees, particularly in fields such as medicine and law.

A liberal education for the 21st century involves enhancing integrated highimpact learning opportunities that engage students in real-world problems across various domains and within the context of the workforce. It is about critical thinking and how to be a citizen of character — these experiences are important. It is essential, therefore, for schools to provide opportunities for analysis and discussion of a wide range of concepts and materials, enabling students to really develop the ability to approach new ideas with confidence.

This modern approach focuses on both intellectual development and practical

skills, demonstrating its effectiveness in preparing students for the complexities of a changing world.

At Toowoomba Grammar School, our contemporary adoption of a liberal education promotes both personal and intellectual growth by allowing students to explore various interests and create their own paths, thus preparing them for diverse roles in a changing world. By connecting different disciplines, individuals can specialise while applying knowledge across various fields.

We emphasise traditional educational approaches alongside holistic development through electives and enrichment opportunities. This aligns brilliantly with our philosophy, valuing broad knowledge as required by the Australian Curriculum, Assessment and Reporting Authority (ACARA) and the Queensland Curriculum and Assessment Authority (QCAA).

We also recognise that learning transcends conventional academics, catering to varied student interests and abilities, including vocational training. Vocational programs provide practical experience, promoting critical thinking and creativity — essential components of a liberal education. Our goal is to develop open-minded individuals who think independently, reflect on their actions and understand their roles in society and nature.

In many respects, Toowoomba Grammar School has always adopted this approach, and I am proud that we maintain these

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traditional connections whilst adopting a contemporary lens for our curriculum. Again, I think this remains true to Our Purpose: educating boys and developing their good character for life. As societal needs evolve, so do school curriculums; maintaining traditional education foundations is important while at the same time offering a broader range of contemporary subjects. Our students will always have the opportunity to study a broad base of knowledge and specialise as their subject range reduces in their chosen pathway.

The New Design, Engineering and Technology Centre

The DET Centre represents our commitment to blending traditional educational excellence with futurefocused learning opportunities. By creating spaces where theoretical knowledge meets practical application, we’re enhancing TGS’s ability to deliver a contemporary liberal education that prepares students for whatever pathway they choose. This development marks another significant step in TGS’s evolution, maintaining our heritage of academic excellence while embracing the emerging needs of a rapidly changing world. It truly is an exciting time to be part of the TGS community.

FIDELIS IN OMNIBUS

Dries, N., Luyckx, J. and Rogiers, P. (2024, September). What 570 Experts Predict the Future of Work Will Look Like. Harvard Business Review. Retrieved October, 2024, from https://hbr.org/2024/09/what-570-experts-predict-the-future-of-work-will-look-like

Year 9 students Joshua Wilson and Tanatswa Shanji with Mr Clinton Owen, exploring virtual reality — a truly immersive experience

Jackson Smiddy, with parents Lizzy and Allan, celebrating at the 2024 Academic Honours Assembly afternoon tea

The First XV win the 75th O’Callaghan Cup

Stephens House battling it out in the tug of war challenge during the 2024 House Carnival

Smith Waring’s (Year 7) winning entry to the 2024 Photography Competition

Ting Tong and Jonathan Moffitt (Year 12) at the 2024 Sony Foundation Camp

Friendships that will last a lifetime at the TGS Boarder Mothers’ Luncheon

Ting Tong and guest at the 2024 Sony Foundation Camp

Musical performance by Ms Wendy Burns and Henry Geise (Year 9) at the 2024 Academic Honours Assembly

Current Wallabies squad member and Queensland Reds co-captain Tate McDermott visits TGS and shares insights with Thomas Bailey, Jonah Allen, Joseph Gray and Illy Baravilala

The TGS Cadets win the Darling Downs ADFC Brymaroo Cadet Team Challenge for the ninth consecutive year

Joshua Wilson (Year 9) at Race Five of the South East Queensland Schools Competition, Rocky Trails event

Alex Duncan (Year 8) placed third in the 11 to 13 Years division of the Nutrien Ag Solutions School Steer Young Judging Competition at the 2024 Ekka

Year 10 students Lathan Naris, Artie McMillan, Finlay Waring and Declan Cameron at the Toowoomba Careers Expo

Year 12 students Max Williamson, Tawana Ngorima, Bertie Mansfield and Samuel Geu playing a game of pétanque as part of their French Immersion incursion

Jono Hall (Year 12) performing at the 2024 Senior Instrumental Showcase

2024 Rubik’s Cube competitors Ruhan Bulchandani, William Wu, Patrick McDonald, Joshua Wilson and Campbell Winter

Year 9 students Charlie Webster and Lachlan McAllister with Mr Boyce, tasting the handcrafted Camembert cheese made for the 2024 Ekka’s Student-Made Cheese Competition

Mr John Anderson and Ruben Kruger (Year 10) were interviewed by Sunrise on 7 in support of TGS Old Boy Matthew Denny’s Paris 2024 Olympic Discus Final

Embracing Disappointment: A Necessary Part of School Life

By Mrs Crystal Hede, Director of Learning and Innovation

Giving students the opportunity to cope with disappointment has the capacity to shape their good character.

Schools are inherently hopeful and happy places. Their natural focus on growth, connectedness and preparing youth for a better future creates an optimistic atmosphere in which ambitions are born. These positive emotions and experiences lay the foundation for our expectations and while these can be highly motivating, they come with a catch: the greater our expectations, the greater the disappointments, too.

Disappointment is not a popular feeling. Rightly so, not many of us wish to feel sad, displeased or frustrated by the non-fulfilment of our hopes or expectations. However, in an academic setting, disappointments are inevitable and they can manifest in various forms. Commonly, students can find it hard to understand a concept that they see their peers comprehending and receive a lower-than-desired assessment result. Even worse, they can feel “robbed” of a grade that they believed to be rightfully theirs, not be with their preferred

teacher, fall short of the required points for an academic award and face unexpected obstacles that disrupt their learning. Invariably, students will experience one or more of these things at some point in their schooling, possibly all of them, often.

For parents, it can be incredibly difficult to watch our children experience these things, especially when they result in further negative emotions such as shame or self-loathing. Sometimes, the worry we feel for our children is almost unbearable and it is natural to want to fix the problem for them. Prominent clinical psychologist Dr Judith Locke is a leading voice on this topic. In her article, Kids need to fail. And parents need to let them; she says, “When your child is disappointed, it’s understandable you want them to feel better immediately, but taking temporary bad feelings away makes your child less capable to face inevitable trickiness in the future.” Locke goes on to say, “While I know it feels awful to watch your child be disappointed or sad, every time you help them avoid those feelings, you also sidestep them learning essential skills of resilience and a belief they will cope if life doesn’t always go their way.”

For these reasons, we will not shield students from experiencing disappointment at TGS. Doing so would be detrimental to their development and this fails to prepare them for the realities of life. Most importantly, giving students the opportunity to

(L–R) Year 9 Engineering students Michael Kelly, Will Browett and Adrian Gray

cope with disappointment has the capacity to shape their good character. As beautifully put by Irish politician Sir Boyle Roche, “Disappointment is the nurse of wisdom.”

I sought the wisdom of some of our older TGS students who have learned to manage their disappointments over time and even harness them for good. Specifically, I surveyed recipients of diligence awards because these recognise dedication and resilience rather than grades. All the respondents admitted to encountering setbacks and shared various versions of not letting these deter their efforts. One of the seniors said, “When faced with disappointment, I use ‘failure’ as a motivator to strive for improvement and apply the feedback I receive to make adjustments for the future.” Many of the respondents spoke of controlling the controllables across six broad themes:

• Consistency and Routine: Diligent students emphasised the importance of sticking to a structured study schedule. They often study at the same time every day and for consistent durations to build a habit of regular learning.

• Using Study Tools: Many of these students use study trackers, whiteboards and diaries to reinforce learning and ensure they systematically cover all necessary material.

• Environment Control: They create and maintain separate spaces for study and relaxation to condition their minds for productive work when in the study zone. This includes removing any electronic devices from the study area.

• Intrinsic Motivation: Consistently, the diligent students spoke of a strong internal drive to improve and put in the effort required to overcome academic hurdles. This includes proactively seeking clarification or help.

• Resilience: Their responses demonstrated resilience in the form of a “bounce back” mentality. They spoke of accepting that not all decisions will be to their liking (for example, class allocations), acknowledging their negative emotions and then moving on in order to stay focused on their learning.

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• Perspective: Maturely, some of the boys spoke about managing their expectations. While hopes and dreams can be powerful motivators, it’s important to balance them with realistic expectations to maintain a healthy mindset.

TGS Old Boy (2011-13) and 2024 Paris Olympic medalist Matthew Denny recently spoke with our students, sharing some anecdotes and advice that aligned with the above sentiments. He said that one of the biggest things he learned from his career was that “Success lies on the other side of discomfort. You just need to step toward it and keep moving.” Matthew’s wise words support the notion that disappointment — a form of discomfort — is a natural and expected part of life that forms our character as we strive towards our goals and aspirations. With this in mind, our TGS boys need to keep dreaming but expect that disappointment will occur. They need to keep moving and trying and see disappointment as an opportunity for learning.

Locke, J. (2019, March). Kids need to fail. And parents need to let them. The Courier Mail. Retrieved September, 2024, from https://www.couriermail.com.au/rendezview/kids-need-to-fail-and-parents-need-to-let-them/newsstory/5df007cfd72f50b4a22b03c39c127781

TGS Old Boy (2011-13) and 2024 Paris Olympic Games medalist Matthew Denny recently visited to share advice with our students

Junior School Enrichment Program

By Mr Ken Raven, Head of Junior School

A Junior School experience is one that provides opportunities for every boy to explore a broad range of special interest areas.

An enrichment activity has the ability to develop knowledge and a set of skills for a student, who will then be able to apply them across a broad range of settings immediately and well into the future. What’s more, they’ll have a great time. There is a perfect example of this experience later on. First, let’s explain where an enrichment program fits into the broader Junior School experience.

From Prep to Year 6, a TGS Junior School experience is one that provides opportunities for every boy to develop themselves academically, personally and socially. It also provides exposure to special interest areas that someday may become a core pursuit. Our learning program develops their academic abilities each day. Furthermore, our character education program and pastoral care approach through the House system supports their personal and social development, helping boys build social connections. The special interest areas support these aspects, too, but also offer an avenue to explore areas of interest like sports, music, art, chess, drama, coding, robotics, entrepreneurship, etc — it’s an extensive list.

The co-curricular program offers structured groups and teams across a range of sports, music and performing arts. These groups have development pathways and often competitions or events to perform at. Our enrichment program sits within the co-curricular program and offers a broad range of special interest areas for boys to explore that may not necessarily involve group formation or entering

into competitions. The experience of learning and participating in a special interest area is the core driver of that activity.

These special interest areas delivered through the enrichment program are tremendously valuable for students of all ages. For boys in the younger year levels, the enrichment program provides a variety of experiences they

may not have encountered before. As boys get older, we still encourage them to explore new activities, but they will naturally start to connect with things they enjoy and desire to pursue further. The enrichment program caters for this with increasing complexity and challenges within activities, along with expert staff members to support the development of students’ knowledge and skills in these activities.

Austin Beadle (Year 6) working on his Clawbot in the coding and robotics enrichment activity

Enrichment activities for our younger students (Prep to Year 3) include:

- Arts and crafts

- Lego engineering - Master Chef cooking

- Storytelling and boardgames - Coding and robotics - Literacy and numeracy development - Chess

For older students (Years 4 to 6), enrichment activities include:

- Art and woodwork

- Master Chef cooking - Digital media - Bright Sparks entrepreneurship

- Coding and robotics

- Chess - Debating - Literacy and numeracy development

The enrichment activity options update each term to cater for different interests and to leverage the expertise of our staff. Each of these activities is enjoyable

in its own right and encourages the boys to stretch their knowledge and skills to see what they can produce.

The value of our enrichment activities is beautifully demonstrated by the following experience. A Junior School student had a passion for chess and signed up for digital media as an activity in Term 1. He learned how to create and edit videos on professional editing software with a range of features to elevate the quality of the production.

After learning a range of video editing skills, he created a series of “how-to” chess strategy clips to share with his friends and offer to new students joining the chess group. He loved creating the videos and sharing them with his peers. The knowledge and skills gained during digital media as an enrichment activity enabled him to create something immensely useful for his chess community. Moreover, he developed transferable skills to use in many different areas of his life. He also had a great time learning this skill.

The enrichment program offers a great experience for all TGS Junior School

boys. Our aspiration is that by Year 6, all students will have had a range of enrichment activity experiences, gained new knowledge and skills, made some great friends and had fun along the way. The bonus is when a student connects with an activity so strongly that it becomes a lifelong pursuit.

Austin Beadle (Year 6), Huxley Lucas (Year 6) and Swayam Prajapati (Year 5) testing out the Clawbot in the coding and robotics enrichment activity

Charlie Grant (Prep) cooking as part of the Master Chef enrichment activity

Queensland Readers Cup State Finals Runners-Up (L–R): Lian Tanner (author), Aarav Kansagara, Lucas Yan, Aman Rao and Isaac Tebbutt

Tribe Junior performing with Mrs Dixon at a Blue Care Concert

Years 3 and 4 students Will Rhodes, Riley Green and Maxwell Brown testing their paper helicopters

”In a big blue world, we’re going to go explore.” — Sea Creatures

“Don’t worry, Dad, I’ll be okay!” — Oscar Dunk (Nemo) and Charlie Slider (Marlin)

The Souths Rugby Club on a very wet and cold Saturday morning; the team ended up with very impressive stats for the season

Year 1 excursion to Amaroo; they had a wonderful time exploring as part of their HASS unit

Junior School Singers’ Trophy Winners and Highly Commended Awardees — (L–R) (Back Row): Pranav Sapre (Third), Charlie Slider (First) and Jack Purves (Second). (L–R) (Front Row): Zackaidyn Fleming and Orion Khatri (Highly Commended)

Class 2J at their “jam session,” using instruments they created as part of their Science unit on sound

Year 1 celebrating Book Week

The Father’s Day breakfast was a big hit with the Junior School boys

Year 6 students Harry Butler and Albert McIntosh trying out unicycles in their PE lessons

The Book Week Parade is always a hit with the boys, teachers and parents. However, the boys weren’t too impressed when the crayons (the teachers) quit this year

Swayam Prajapati (Year 5) trying his best in the sack race

Patrick Watson (Prep) filling the jug in the Tabloid Games

Hugo Stearn, Charlie Slider, Savith Wijayaratne, Connor Talbot, Aatheeshan Vithiyananthan, Chathur Kiritharan and Sam Oliphant enjoying the Tabloid Games

Boston Free (Year 5) clearing the bar at the House Track and Field Carnival

The Year 6 boys returned to Canberra this year after COVID and they all really enjoyed it

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Junior School Photos

Crushing it at Cricket and Conveying Culture

By Mrs Arlie Felton-Taylor, Marketing Officer

Year 10 student Banjo Seaniger wears a bright, cheery smile. His eyes light up when he talks about cricket and his middle name, Yarra.

He explains that he’s named after Yarramundi, a respected and influential leader of the Richmond tribes of the Dharagnora (Hawkesbury-Nepean region of New South Wales) and a respected elder of the Boorooberongal clan of the Dharug people.

“I’m proud of my culture and excited to have just started learning Dharug Dalang as part of the language revitalisation with my family.”

In a week dotted with exams, he balanced representative cricket in Mackay with being the emcee of the culturally significant 2024 Battle of Meewah Commemoration Service. He was delighted earlier this year when two of his passions combined; he got to play in the National Indigenous Cricket Championships as part of the Queensland Indigenous Men’s team in Alice Springs.

“We get to travel around and play some high-level cricket with some very highlevel players. Some of those people play professionally.”

“I got to bowl to people playing in the BBL like Brock Larance and Clinton Hinchcliffe. I had to open the bowling against them and I bowled well. I didn’t get them out, but I bowled none for seven off four overs, which was pretty good.”

While cricket is certainly keeping him busy for now, Banjo does have one eye on the future, as he’s already considering his options for tertiary education. He has won a place in the University of Queensland’s InspireU program, which brings Aboriginal and Torres Strait Islander high school students from across the state for a week-long camp on the St Lucia campus in Brisbane.

“It’ll be great to talk to students and learn more about the Bachelor of Laws to see if it’s something I want to pursue. Meeting the teachers and making connections will be helpful, so if I decide to go there, I’ll already have some links.”

In the short term, the spin bowler has study and sport high on his agenda.

He is aiming for a place in the School’s coveted First XI (Cricket) team.

One thing is clear: Banjo is the type of student who rarely idles for long before he knocks it up a gear.

“I love just always keeping myself busy. I don’t really like sitting around.”

Banjo Seaniger playing for the Sunshine Coast Scorchers in the 2024 Lord’s Taverners competition (September 2024)

Banjo Seaniger said he’s keen to find out more about his heritage and enjoys sharing his knowledge

Fostering Growth and Resilience

At Toowoomba Grammar School, we believe in nurturing not just academic excellence but the holistic development of our students. This philosophy is vividly demonstrated through our Junior School MATES program, an initiative designed to equip boys from Prep to Year 6 with the skills they need to thrive both in and out of the classroom.

Year 6 leader Hugo Seaby epitomises what the program is all about. As a leader in Stephens House, he explains its importance: “It’s about spending time with the younger boys and learning about honesty, respect, kindness and other attributes like that.”

He said that it’s helpful for the youngest students at the School: “For our Preps, it helps them get used to going to School and feel a bit more at home.”

“We are doing a lot of scenarios that could happen at School any day, so it’s good to learn what we should do.”

Thursday afternoons at the Junior School are often punctuated with the trill of one of the House war cries. It’s that camaraderie and enthusiasm that Hugo says can help build them as a team.

“You get to cheer on your mates, which is really good, especially those who struggle with athletics. It gives them that encouragement.”

Each fortnight on a Thursday afternoon, boys gather in their respective Houses to partake in a variety of engaging and educational exercises from the Character Education program. Led by our Year 6 House Captains and Heads of House, the MATES program delivers core

messages highlighting aspects of our School Creed:

• Be kind.

• Be honest and respectful.

• Have the courage to learn.

Strive to be your best.

The Junior School MATES program is more than just a series of weekly activities; it is a connection point for every boy to our School Creed and

core values that we believe will support them in developing as young people as they progress through the Junior School. By fostering teamwork and a sense of community, the program equips boys with the tools they need to navigate the complexities of life with confidence. We are proud of the progress our students are making and look forward to the continued impact of the MATES program on their personal growth.

By Ms Amanda Hall, Deputy Head of Junior School (Students) and Mrs Arlie Felton-Taylor, Marketing Officer

Hugo Seaby is a Year 6 leader in the Junior School and loves being part of the MATES program

Hugo Seaby explains that the program sees the boys reinforcing

All Care and So Much Responsibility

By Mrs Arlie Felton-Taylor, Marketing Officer

Introducing some of the unsung heroes of our School, without whom many things would come to a grinding halt.

Meet Ms Sharon Squires

She loves the crisp mornings and dappled sunlight afforded by the enormous trees lining Herries Street in the afternoons. Resplendent in her fluorescent garb, she wields her safety sign paddle like lives depend on it — and of course, they do.

Ms Squires loves her job protecting our boys and other pedestrians as they cross the road during peak traffic times for pick-up and drop-off. Her tenure in the role has been a little over three years and this year, Queensland’s School Crossing Supervisor Scheme celebrated four decades of operation. In that time, there has not been a single fatality on a supervised crossing.

There are days when the weather is stinking hot, but also rain and the dreaded fog. Ms Squires takes it all in her stride, “It’s a good area and there always seems to be a breeze.”

Her day becomes brighter with a smile, a quip and even a wave from drivers as they pass by, especially bus drivers who seem to understand the juxtaposition of working with kids.

Born in the United Kingdom, her career has mostly been in the service of others, including a notable amount of time with the charity Meals on Wheels. She currently works two days a week at a Lifeline store in Toowoomba on top of being our lollipop lady.

Despite being in a role where she interacts with many people daily, she insists she’s quite an introvert.

She explained that the job requires quite a bit of concentration and that you don’t have time to chat. Most communication is a shrill whistle or a nod to usher people over the crossing safely.

Her job is made easier by people slowing down and following directions. She delights in the students’ courteousness and, of course, their cheeky smiles.

Meet Ms Daphne Williams

Cleaning can be a thankless job at the best of times, but if the person performing the task is of good cheer, has real purpose and can sometimes be a friendly ear, it can make all the difference.

That’s what Ms Daphne Williams hopes she is — someone who helps our boarders feel as much at home as possible in their respective Houses.

“I try and do what I can to help them, make sure that their rooms are clean, but there’s little bits of care around that.”

Ms Williams really enjoys working at TGS, “Everyone’s so nice and they’re all very polite.”

Ms Sharon Squires delights in polite students

waves from people in

Originally from Glen Innes in New South Wales, Ms Williams said that when it is State of Origin time, there is plenty of banter and some of the cheekiest remarks made.

Ms Williams has not missed a Grammar–Downlands rugby home game in all the years she has worked here. “It’s a special atmosphere with lots of tradition and plenty of people turning up for the event — it’s absolutely great.”

Having worked in regional areas, Ms Williams said she appreciates being able to talk to the boarders about life at home. Often, they are from a rural background and share common ground. She said that it is nice to be that friendly face when they are coming and going from their dorms.

Meet Mr Alick Gaske

While the buzzing of the hair clippers is a relatively new phenomenon for this talented barber and boarding supervisor, he reflects that both roles allow him a special connection to the students here at TGS.

A talented footballer, the senior South West Queensland Thunder FC forward said he had worked in everything from farming to finance and used to cut his mates’ hair before enrolling at TAFE to hone his skills.

He said that it is in the barbershop where he gets to have great conversations with his customers.

“It’s a typical hairdressing/barbershop sort of thing: once they get in the chair, they just let everything out, so it’s

pretty cool to make that connection with them.”

Mr Gaske was conscious that he was new to being a barber and wanted to do the best job he could. “I just had to take my time, sort of teach myself and master the art — but the biggest thing was trust.”

Alick said the biggest reward is returning customers and there is a huge degree of satisfaction in giving someone a good haircut. “I love them walking out with a smile on their face and telling me that they’ll be back.”

“Gone are the days of just a ‘short back and sides cut.’ Some of the boys want something a little bit nicer or a little bit fancier for whatever reason. It’s about finding that happy medium and making them happy.”

Mr Alick Gaske enjoys when he gets returning customers to the TGS Barbershop

Ms Daphne Williams loves it when the boys share stories about their homes

Ms Sharon Squires loves how polite the TGS students are

By Mr Mark Chalmers, Former Drector of Performing Arts

Mr Tony Wallis, Head of Boyce House – Day, Teacher – Senior School, Sports Coach

Mr

Chris McLeod, Teacher – Senior School, Sports Coach

More Than Just an Education and That Makes All the Difference

Through

our co-curricular programs,

we aim to foster character, resilience and a broad spectrum of skills in students.

Toowoomba Grammar School excels in its extensive co-curricular programs, particularly in performing arts and sports.

Our boys learn that success comes from hard work and dedication. This ethos is inspired by quotes like “You don’t have to be great to start, but you have to start to be great,” “The harder I work, the luckier I get” and the words emblazoned on our P.B. Hauser Aquatic Centre wall “Success is the celebration of preparation.” These opportunities allow students to excel in programs that enrich their lives and those of others, not only at the School but also well into the future.

Performing Arts

The Performing Arts program in 2024 takes a holistic approach to music and drama. In the Music program, students explore various styles and traditions and the Drama program allows selfexpression from an early age.

Former Director of Performing Arts, Mr Mark Chalmers, said it starts in the Junior School, “All boys from Prep to Year 6 participate in the Voiceworks program, which positively impacts physical and mental wellbeing.”

“Singing helps develop confidence, teamwork and an appreciation of the arts. Opportunities for singing continue throughout their education, with both non-auditioned choirs and the auditioned Grammarphones performing regularly in the community,” he said.

“The Junior School includes a compulsory Strings program in Year 2, followed by Brass, Woodwind and Percussion in Year 4. As students’ musical tastes evolve, the Senior School offers various ensembles, including the String Ensemble, Orchestra, Wind Orchestra, Big Band, RnB and RnB Too groups, Grammarphones and various choirs. These ensembles cover a wide range of genres, providing opportunities for all musicians.”

Mr Chalmers added, “Drama is equally encouraged, with the Junior School staging a musical every two years, involving all students from Years 3 to 6. The Senior School expands on these opportunities with a biennial musical co-produced with Fairholme College. The Toowoomba Grammar Acting Academy (TiGAA) offers further dramatic opportunities, with three groups for different year levels. TiGAA stages an annual showcase and organises the popular Read My Lips lip-syncing competition at the end of Term 1.”

“With a plethora of options, both musical and dramatic, here at Toowoomba Grammar School, the Performing Arts program is certainly the difference your child needs,” Mr Chalmers said.

Sports

Toowoomba Grammar School’s sports programs are crucial for developing boys into men of character. These programs focus on resilience, preparation and teamwork, essential for personal growth and future success. Coaches provide feedback and training, but it is the boys’ grit and determination that drive their improvement, equipping them with skills to overcome future challenges.

Our Years 5 to 12 students can participate in the GPS competition. In Term 1, they can be part of our cricket, swimming and volleyball teams. In Term 2, they play football and tennis and take part in cross country. Term 3 sees us enter boys in chess competitions, as well as play basketball and rugby. Track and field is our focus in Term 4.

Head of Boyce House – Day, Mr Tony Wallis, said, “Preparation is emphasised, teaching students that success results from hard work and dedication. This

ethos encourages boys to apply the same commitment to all areas of their lives, including academics, sports and relationships.”

Mr Wallis recalls the story of Jake Sargood (2014–18), who secured a victory for the First XV team with a last-minute kick. He said, “It exemplifies how dedication and preparation led to success and it was not simply luck but the hours upon hours of kicking practice that ensured his success.”

Teamwork is another cornerstone of all our programs. Boys learn that their actions impact their teammates, fostering responsibility and camaraderie. This understanding makes them better team players and individuals. While academic work is a priority, the experiences gained through sports are vital in shaping individuals.

Teacher and sports coach, Mr Chris McLeod said he believes the TGS Football program is exceptional due to its inclusive and diverse approach. He

highlighted the myriad of opportunities available to students — whether a child is a budding superstar or simply wants to enjoy the game, there is a place for everyone.

Mr McLeod recalled some of the program’s success stories, such as Willem Baines (2014–18), that illustrate the transformative impact of the TGS Football program. He explained how Willem started in the 8D football team, but over time rose to the First XI team, toured Asia and Brazil and eventually secured a football scholarship in the USA. His story underscores the program’s ability to open doors and create pathways for students, both in sports and academics.

Our sports programs’ emphasis on taking every opportunity has helped many students achieve their dreams and build successful futures but has also given them a far more well-rounded and diverse educational experience.

(L–R) Lachlan Hawkins, MacKenzie Buckley and Oscar Innes playing against Downlands College

Year 8 student Marley Laidler hitting some strong defence in training at School

Head of Junior School Music, Mrs Kellie Dixon, conducts Tribe at the Choral Showcases

String Orchestra performers at the Instrumental Showcase — Top: Isaac Constable. Below from left: Charlie Parrington and Ruhan Bulchandani

Boys and Belonging at TGS

By Mr Henry White, Head of Corfe House

A residency designed to foster a positive sense of belonging.

As a boarding master of adolescent boys, my role fundamentally concerns pastoral wellbeing and character development to support a successful academic journey. A positive sense of belonging — where boarders feel safe, supported and heard — is fundamental to an effective boarding environment. As such, I felt there was a distinct connection between the International Boys’ Schools Coalition’s (IBSC) theme for the 2024–25 Action Research Cohort, “Boys and Belonging” and what I believe is best practice boarding in Corfe House.

Through 10 years of experience in boys’ boarding houses, I’ve observed a reluctance among boys to voice their concerns and express themselves emotionally, thus allowing themselves to be vulnerable amongst their peers and immediate support network. This reluctance significantly impacts their ability and willingness to disclose problems and seek help. Consequently, it affects their sense of belonging within

the boarding environment and has broader implications for their holistic development. This issue is particularly pertinent for boarders in Corfe House, who are in the early stages of identity development. I’ve noticed that even boys with emotional maturity or the tools to communicate their concerns are not necessarily inclined to do so. This observation has led me to consider the connection between a boarder’s sense of trust and their willingness to display vulnerability, likely influenced by cultural norms related to masculine identity rather than just their ability to articulate themselves. I believe that fostering a heightened sense of belonging within a boarding environment may effectively counter these cultural norms.

When considering this context amongst the larger body of research literature, it is frightening to consider the bigger picture at play — that being the damning statistics surrounding

Australian men and issues pertaining to men’s mental health and suicide. I’d like to think these concerning trends can be countered by positive cultural shifts that promote male vulnerability and allow men to speak out and seek support without fear of shame or being perceived as weak.

As such, the purpose of my research project is to provide my Corfe House boarders, who embark upon their broader boarding journey at a relatively impressionable age, with the necessary skillset, confidence and vernacular to effectively communicate issues presenting as barriers to their pastoral wellbeing and sense of belonging. In doing so, they are encouraged and empowered to be vulnerable rather than repressing their feelings — a common trait we see with adolescent boys, often influenced by cultural factors and a lack of words to articulate their emotions.

To enable this project, we initiated the official Corfe House Year 10 Service and Leadership Residency Program at the commencement of Term 2 — a residency for Year 10 boarders with aspirations for leadership and a willingness to serve. So far, we’ve been incredibly impressed by the newfound sense of calm within Corfe House and the positive mentoring that has developed organically. Within this residency, we have embedded a Leadership and Character Education Program for Year 10 residents comprising explicit teaching in leadership, coaching, peer support and lessons in positive masculinity. Through this program and weekly mentoring and coaching sessions where the Year 10 residents embed these skills and knowledge within their own “Mentor Session”, we have sought to educate and broaden student perspectives that align with the TGS purpose — “Educating boys and developing their good character for life.”

During the mentoring sessions, the Year 10s share previous challenging experiences from their own time in Year 7 Corfe House boarding (thus modelling vulnerability), allowing an informal platform for Year 7 boys to reciprocate and share any current challenges they are facing. In doing so, the Year 10 boys act as coaches to guide the boys through these problems, providing advice from personal experience via the embedded leadership curriculum. The intention of this curriculum is to provide a shared language for emotional expression, thus providing Year 7 boarders with the vocabulary to express themselves and to model vulnerability and reciprocal patterns of self-disclosure.

Furthermore, as a means of measuring Corfe House boarders’ increased willingness to be vulnerable, Year 6 and 7 Corfe House boarders undertake a daily wellbeing survey each evening designed to gauge boarders’ daily emotional wellbeing

and their willingness to disclose their problems, thus providing a platform to demonstrate their vulnerability.

While a boarding leadership residency is not a revolutionary concept, the embedded Leadership and Character Education Program and new methods to measure boarder pastoral wellbeing offer a valuable point of difference for our School. In addition, Year 10 residents become participants in the wellbeing and pastoral care of younger boarders — a novel experience that fosters personal relationships and good character development — rather than simply being a presence. Moreover, by empowering Year 10 residents with leadership capabilities and opportunities to exercise these skills, they also develop their own leadership identity and sense of belonging through ownership within the larger boarding program.

Year 10 residents Harry Rogers, Harry Allen, Archie Smart and Artie McMillan with Angus Fay and other Corfe House students

Equestrian Success

Harnessing the lessons learned through horsemanship for our riders.

The equestrian team was reinvigorated in 2024 after a short hiatus during the pandemic, achieving outstanding results this year in both equestrian and campdraft school-aged competitions.

Equestrian Coordinator, Ms Khyl Domrow’s love of horse sports and belief in the benefits of horsemanship for young men has strengthened everyone’s efforts in the team rebuilding process.

Ms Domrow’s involvement as the 2024 Interschool Queensland team’s Chef d’Equipe at the National Championships held in Tamworth, the highest level of school-aged rider competition, has enabled her to be an excellent and wellconnected leader of our School’s team.

Ms Domrow explained that with the unwavering support of the School, many challenges and obstacles were overcome. “We all have a common goal; we want to get it going again

and see it succeed,” she said. She noted that participating in horse sports can be tricky, especially fitting them into people’s already busy schedules. “I think people are keen and asking lots of questions, seeing how it fits into their boys’ great love of horsemanship but also their great love of other sports and activities that the School provides because, of course, our students have so many opportunities at TGS,” she added.

This year’s team saw some wonderful successes for both our interschool equestrian and campdraft riders.

Our Junior School competitor was Year 6 student Charley Turner. With many opportunities to ride in events run across the state, including some by Fairholme College and The Glennie School at the Toowoomba Showgrounds, weekends were busy. Charley went on to qualify for the Interschool Queensland

By Mrs Arlie Felton-Taylor

State Championships held in June in Toowoomba. The IQ State Championships saw Charley achieve two top 10 finishes for Primary Combined Training and Primary Show Horse.

Ms Domrow said she was heartened by the mentoring she observed between the older and younger riders. “It was so lovely to see that in our sport, great support was shown,” she remarked.

It was a very successful High School Campdraft at Pittsworth for the team, with a second placing in the Percentile Cup Overall Aggregate out of 36 schools. Special mention goes to Arch Campbell, who achieved third place in the second round of the High School Campdraft.

Our team captain was Josh Smart. Other riders who participated included Cooper Campbell, Archie Smart, Lachie

, Marketing Officer

Arch Campbell (Year 11) came third in Round 2 of the High School Campdraft

Delforce, Curtis Gray, Clancy Kane, Will Kelly, Edwin Muirhead and Blake Thompson.

The TGS team averaged 87.33, with plenty of thanks to the event’s organisers, cattle donors, teachers and especially the parents. A huge thank you goes to our shirt sponsor, Wholesale Horsewear House, for their kindness.

Ms Domrow said it was a fantastic event that showcased just how skilled our riders are and fostered an amazing team atmosphere. “They supported each other in the sport they love in such a dedicated and engaged way; it was lovely to see,” she said.

Aside from these accolades, Ms Domrow believes there is a greater benefit in being a horseman. She said the very challenging nature of the sport leads to great personal growth and

character development for our students, not to mention the responsibility of looking after an animal. “The horse wholly and solely relies on you. You can miss some training for different activities occasionally, but you can’t miss feeding your horse,” she explained. “So, there is certainly an amount of routine, structure and responsibility for your actions.”

Ms Domrow has high hopes for the coming years and a renewed interest in the sport and the various competitions on offer. “We’ve certainly had interest and excitement from some families about the interschool program; expanding the team would be great moving forward. I’d love for us to be able to run an event, extend our sponsorship in this area and get the TGS name back out there in the equestrian world,” she said.

As for those riders who are keen on campdrafting, Ms Domrow said the enthusiasm is clear to see. “We were certainly fully subscribed. It would be great if the competition saw the opportunity to expand for more teams,” she noted. “We’ve got great depth in our campdrafters and I look forward to that experience being held through into 2025.”

TGS has had a long-standing tradition of horses being a part of our School, whether as early modes of transport or in more recent sporting achievements. TGS prides itself on providing a wide variety of ways for boys to display their character and skills. It is wonderful to see that horse-related sports are again part of our program and it certainly appears that the future possibilities are endless.

Charley Turner clears a jump

Our campdraft team came second at the High School Campdraft against 36 other teams

Junior School rider Charley Turner with his pony, Carlingford Park Supreme Court

Feels Like A Homecoming

By Mr Jackson Stone, Head of Athletic Development

Inspiring the next generation to achieve their athletic goals and develop the resilience, character and lifelong love for physical activity that will serve them well beyond their school years.

Coming back to Toowoomba Grammar School felt like a calling. I knew I could make a difference to the athletes coming through the ranks, driven by the deep-seated passion for sport that has defined my career.

With a lifelong commitment to sport, five years at university studying exercise science and experience working in a range of professional sports, from the NRL to combat sports, I believed I had a real opportunity to impact the athletes of tomorrow. After honing my youth development skills at schools in Brisbane, I saw an opportunity to return home and invest my time in the institution that moulded me into the man I am today.

Since returning to TGS in 2023, I’ve viewed this role as an opportunity to enhance athletic development within the School. Sport and cocurricular activities are the lifeblood of a student’s time at TGS and their impact on character and wellbeing is immeasurable. The chance to contribute to this environment has been both a privilege and a profound responsibility. My experience as a GPS athlete taught me many lessons, primarily about resilience and the process of achieving at any level. Although I never tasted gold at the GPS level or later in my athletic life, I’ve had the opportunity to rub shoulders with former Olympians like Debbie Wells (1976, 1980 and 1984), current Olympians like Matthew Denny

(2016, 2020 and 2024) and a range of international and national level athletes. These experiences gave me insight into the hardships of being elite in any endeavour, how to be resilient through challenges and how to bask in glory on the other side.

Since entering the athletic development field almost 10 years ago, my ethos has evolved significantly. As my experience as a coach and mentor grew, so did my understanding of the importance of fostering individuality and helping athletes grow as individuals rather than being carbon copies of someone else. This supported my growing philosophy of holistic development for athletes and, ultimately, the young men of TGS.

The Athletic Development Department aims to build on the concepts outlined in the Strategic Plan, giving boys the skills to access wellbeing for life. While my bias is towards physical wellbeing, I also wanted to invest in the boys’ mental and pastoral development. In order to achieve this, the four pillars of the Athletic Development Department were created:

• Strength and Conditioning: Developing the boys physically to excel at sport and have physical literacy for life.

• Sport Science: Monitoring students’ development and training to make them the best possible versions of themselves.

• Injury Management: Assisting boys in transitioning from injury back onto the field or court as smoothly as possible.

• Nutrition: Educating boys and families on how to best fuel themselves for success.

Although still early in my TGS career, I have had some incredible highlights. The capacity to work not only with the boys but also to help shape the direction of their development Schoolwide from Prep to Year 12 has made this role the most impactful of my career. Some examples include:

• P–12 Athletic Development Strategy:

One of my first tasks at the School was to guide the physical development of TGS men through an overarching strategy. This led to the creation of the TGS Long Term Athletic Development Model, which focuses on building physical literacy throughout a student’s Junior School tenure and then builds on this to allow them to excel in their sporting lives.

• Student Athlete Management System (SAMS): I was passionate about developing a system that allowed Heads of Sport, myself and other key stakeholders to monitor and guide students throughout their athletic journeys. SAMS was born out of my own passion for preventing students

from burning out through sport, as I had when I graduated from TGS. It enables TGS to collect, store and analyse student training, wellbeing, pastoral and performance data to reward, intervene and assist students where needed.

• Ultimately, my goal is to make a difference in the lives of young men, giving them the tools to build their own wellbeing framework. Whether as members of a high-performance team or weekend warriors flying around the Noosa Triathlon, I hope my influence on TGS boys allows them to be physically active and confident in any physical activity they pursue.

Reflecting on my journey, I am reminded of the profound impact that dedicated mentorship and a supportive environment can have on young athletes. It is my hope that through my work at TGS, I can inspire the next generation to not only achieve their athletic goals but also develop the resilience, character and lifelong love for physical activity that will serve them well beyond their school years.

A training session facilitated by Mr Stone for the First XI (Football)

Boyce House Captains, Juert Eerkens and Connor Walker, accept the 2024 Headmaster’s Shield

Year 12 students gather on the School House Lawn for the war cry after the Year 12 Awards Assembly

Senior Prefects, Ben Burgess, Alistair McKay and Stuart Officer, lead the Year 12s into the tunnel after the Year 12 Awards Assembly

TGS Spirit Squad cheering on the boys at the GPS Track and Field Championships

The Big Band performs at the Take Note Concert

Will Barnes (Year 12) at the 2024 GPS Track and Field Championships

Year 12 students Ben Burgess and Nicholas Baulch perform at the Take Note Concert

The TGS Army Cadet Unit at the 132nd TGS Cadets March Out Parade

2024 and 2025 Senior Prefects (L–R): Ben Burgess, Hedley Donges, Gilbert Tighe, Alistair McKay, Rupeni Baravilala and Stuart Officer

Alex Chicalas (Year 12) receives the Paul Merry Award from Rotary Club of Toowoomba South Vice President, Mr David Johnson, and Paul’s wife Mrs Lyn Merry

Elliot Murfin-Chalmers (Year 11) performs with RnB 2.0 at the Take Note Concert

Alex Reddacliff with Headmaster at the Year 12 Awards Assembly

Track and Field Co-Captains, Nicholas Denny and Taj Gordon, with Olympic bronze medallist and TGS Old Boy (2011–13) Matthew Denny

Curtis Gray (Year 7) on Moore Kit Cats choosing his beast in the camp at the High School Campdraft in Pittsworth

Outgoing 2024 Interact President, Harry Skobe, presents the incoming 2025 President, Ben Walker, with the Collar of Office at the Interact Club Changeover Dinner

Year 12 student Bona Roberts performs at the Take Note Concert

WO1 Erik Sheppard (Year 11) at the TGS Cadets March Out Parade

Joining Boyce House

Leading Boyce’s men of character on their TGS journey.

It is my great privilege to join TGS as Head of House - Boyce Boarding. The opportunity to lead these young men of character on their TGS journey carries great weight but is also enormously exciting. Embarking upon this project alongside my wife Meg as Boyce Boarding House Manager strengthens the team further. I am hopeful that we will demonstrate to the boys how positive relationships can foster a warm and supportive environment. I know that many of our boys are familiar with strong family units and have first-hand experience of how important it is to rely upon each other during tough times.

Meg’s background is primarily in school marketing, a field in which she has led many projects as we have hopped our way across the globe. This has included time at George Heriot’s School in Edinburgh (the school where J.K. Rowling famously drew inspiration for Hogwarts School of Witchcraft and Wizardry) and GEMS Wellington in Dubai. We have worked together in several environments (albeit in different departments) and possess an informed understanding of both the front-facing and operational priorities of independent schools. Most recently, Meg performed the role of house

parent in a senior girls’ boarding house at Harrow International School Appi in Japan while continuing to consult on marketing issues.

Our approach to boarding is underpinned by these experiences and the nurturing of positive connections between students, staff and parents alike. My journey into boarding began at Merchiston Castle School, Edinburgh, where the strength of the school community supported boys into a variety of pathways. Whilst traditional academic routes were favoured by many, there was also growing interest in vocational pathways, resulting in an impressive number of students going on to professional sporting careers. These experiences have left me well-placed to be mindful of the interests and commitments of individuals and equipped me with a rounded knowledge of how to support personalised ambitions.

Since leaving the UK in 2020, I have been fortunate to be part of highachieving and unique environments such as Jumeirah College in Dubai and Harrow International School Appi. The most significant lesson I have taken from these experiences has been a

By Mr John Troxler, Head of House - Boyce Boarding

deep appreciation of cultural nuances and customs. However, the common theme of being a “good bloke” seems to transcend traditions and goes a long way to helping forge connections with others and attaining success in your chosen field.

Growing up in rural northern Scotland, the values of treating others as you would like to be treated and maximising your opportunities were at the core of my childhood experiences. It was an environment that could be quite unforgiving if you fell short of these expectations. These ideals have been further impressed upon me by my long-held love of rugby. The openings provided through playing and coaching such a wonderful sport have allowed me to create lifelong friends. I remain convinced that pursuing athletic development as an individual or team member allows young men to display and develop the very best version of themselves.

We are looking forward to continuing the next chapter of our international experiences at TGS and enjoying all that this beautiful part of the world has to offer.

Meet Our New Head of Science

By Mr Andrew Fogarty, Head of Science

I have always believed that learning should be fun and that everyone can succeed with the right support and encouragement.

Returning to the School as the new Head of Science 21 years after graduating is both exciting and a little surreal. TGS is a place that holds so many memories for me and now I get to be a part of shaping its future. It feels like coming full circle.

One memory that stands out from my years at TGS is that in everything we did, we were guided by dedicated teachers and coaches. Now, 21 years later, I am honoured to lead a team of those teachers in the Science Department and to share with them the privilege of mentoring the current generation of TGS boys. I am looking forward to leading the Science Department through a period of major change as we develop educational opportunities in agriculture and industry. These are subject areas that suit the School’s geographic location and the rural background of many of our students.

After TGS, I went to Brisbane to complete my university studies. I was surrounded by friends, many of whom were former TGS classmates and who remain some of my best friends to this day. After university, I started teaching

science at Marist College Ashgrove in Brisbane. During my 14 years at the school, I endeavoured to make science as interesting and engaging for my students as it was for me when I was at TGS.

Over the years, I’ve tried to keep my teaching fresh and relevant. I am deeply committed to science education and when looking at the biggest issues facing the world, I firmly believe that science can help solve these problems through new technologies, methods and ways of thinking.

My aim at TGS, with the help of the other members of the Science Department, is to spark curiosity among our students and support them as they develop. Educating students in the various disciplines of science is more than just transferring facts and information. It is about problem-solving skills and developing a way of thinking. I want every student to feel confident in their abilities and excited about learning. I have always believed that learning should be fun and that everyone can succeed with the right support and encouragement.

Coming back to TGS, I’m keen to share what I’ve learnt with my fellow teachers as we tackle the new challenges that confront the School and the department. A lot has changed since I was a student at the School, but the core values and traditions are the same. TGS gave me a great start in life and I am looking forward to giving back. Whether it’s mentoring students, getting involved in the co-curricular program, or connecting with parents and the boarding community, I look forward to immersing myself in what the School has to offer.

Finn Carige, Edward Cook and Jimmy Baker study the physical properties of slime as part of their Year 8 Chemistry unit

The Modified Rugby Program’s Game-Changing Impact

By Mrs Arlie Felton-Taylor, Marketing Officer

With lashings of understanding, inclusivity and empathy, the Modified Rugby Program

is a win for everyone who takes part

Founded in Brisbane in 2014 by the not-for-profit GingerCloud Foundation Limited, the Modified Rugby Program (MRP) gives neurodiverse young people the chance to play a sport and their families the opportunity to be part of a sporting community.

It also allows coaches and player mentors the very privileged role of helping these young people have what many consider a normal experience — the joy of being part of a team.

For Year 11 boarder Will Brown, it is a cause that is close to his heart.

Will is from Katherine in the Northern Territory — he thinks that the MRP is the greatest idea of all time.

Will’s sister has spinal muscular atrophy (SMA) type 2. He explains that it is a disease where your muscles grow weaker as you grow older. She was young when the diagnosis was made, around two years old.

Will said that his sister’s diagnosis changed everything, but sometimes not in the way you would expect.

“Like, a lot of people feel really sorry for kids with disabilities, but they’re actually some of the most upbeat people of all time.

“My sister, despite all the setbacks, just tries one hundred per cent at everything she does. The best way to treat a disabled person is to not think about disability at all and just treat them like a normal person.

“Joke around with them and just be normal because they’re normal people, too,” he said.

Tom Charles, now a TGS Old Boy (2016-23), loved helping the young players in the program

Will Brown said that while the players love being part of the sport, the Toowoomba Grammar School students who are part of the program gain more than they expect.

“It is just understanding, the understanding of what we don’t know… and we’ve all made friends with those little kids.

“I’ll tell you one of my experiences with this one little girl from the Bears Club that I coach. Her grandparents look after her; whenever I look over at the grandparents, they’re just constantly watching and smiling. They just feel so great. I was talking to the girl’s grandmother - she said she loves coming and will cancel everything just to see her little girl be happy.”

The MRP itself is described by GingerCloud as “a specifically designed community and social participation activity for neurodiverse young people, with Autism, Down Syndrome, ADHD and other learning and perceptual disabilities.”

In 2017, Rugby Australia approved the MRP’s specifically modified version of the laws of rugby, with the modification that the program is person-centric. The multidisciplinary allied health team is continually developing and improving the program.

The aim is to ensure that MRP players (neurodiverse young people) experience success and fun. It also means their parents or caregivers can have the joy of being able to watch from the sidelines.

GingerCloud CEO, Mr Cameron Russell said that the growth of the MRP is on an upward but very slow trend, mirroring the challenges regular rugby union faces in competition with rugby league and football.

Mr Russell explains, “The magic of the MRP is that the parents aren’t involved. It’s the coaches and player mentors taking care of the children on the field. It’s inspirational but also gives a sense of normalcy for those families.”

He said the GingerCloud Foundation and the MRP’s long association with

Toowoomba Grammar School has seen countless students become involved. He adds that thanks must be given to our School’s Deputy Headmaster, Mr John Anderson for enabling many MRP games to be played at halftime at some GPS matches and even during Grammar Downlands Day games, giving these students some incredible exposure.

Mr Russell said they are so grateful, “Our kids respond to euphoria and get a real high. It’s truly the highlight of their year when they get to play in front of a big crowd.”

With around 300 players in the whole program and over 150 volunteers, Toowoomba Grammar School has the honour of being one of the largest participating student cohorts. Mr Russell said he hopes that this involvement will continue well into the future.

“The bigger picture is that we’re showing the wider community that while these children are different, they deserve the opportunity to be part of everyday activities and especially to be able to experience the joy of sport and camaraderie.”

Year 11 student Will Brown is inspired by the program and believes it allows participants to be part of something wonderful

TGS student Will Brown with a participant at the Sony Camp over the school holidays — strong bonds are formed as part of the MRP

Year 10 student Finn Pickering has fun helping on the field

Stewardship: Leading the Way in Safety, Sustainability and Security

By Mr Bengie Dickeson, Director of Facilities and Mr Ron Robinson, Director of Information Technology

The concept of stewardship at a school nearing its 150th year is not new. However, the challenges facing the Director of Facilities, Mr Bengie Dickeson and the Director of Information Technology, Mr Ron Robinson certainly are.

Director of Facilities

— Mr Bengie Dickeson

It has been six months since Mr Dickeson joined the School and he still finds joy in seeing School House bathed in sunlight as he leaves most afternoons. “As I turn around and look at the building lit up, it’s certainly a highlight of my day,” he says.

Originally from Adelaide but long settled in Toowoomba, Mr Dickeson began his career with the Royal Australian Air Force (RAAF), working on FA/18 Hornet fighter jets at RAAF Base Tindal in the Northern Territory. After leaving the RAAF, he continued as a defence contractor, most recently serving as National Facilities Operations Manager with Raytheon Australia.

His role as Director of Facilities at TGS is new and comes with the enormous task of future-proofing the School for another 150 years. Ensuring the facilities are safe, secure and always looking their best is a significant responsibility. Mr Dickeson is introducing modern facility management methodologies, noting, “Technology is advancing and we’re adopting these changes as we move into the future; we’ve got to do things differently.”

Managing over 40 buildings on the 21-hectare campus is akin to running a small town, complete with top-tier sports facilities. “Leveraging technology to improve efficiency and boost sustainability is not easy and takes time. A staged approach delivers short-term benefits while we plan and implement

long-term strategies to improve the facilities for the boys for years to come,” he explains.

Under the leadership of CFO Mrs Christina Onley, TGS has already made significant investments in sustainability and reducing operational costs. Mr Dickeson adds, “The School is large, so reducing energy usage is no small task. It’s a significant investment that will save money and enable a more sustainable operation — a good foundation for the next 150 years.”

For Mr Dickeson, facilities that run efficiently and sustainably serve as a model for students to follow in their own lives. “It’s our job to ensure future generations are inspired by our leadby-example approach in managing the School’s operations.”

Mr Bengie Dickeson (Director of

and Mr Ron Robinson (Director of

His ultimate goal? To leave a lasting legacy of strong systems, processes and policies that will guide the School long after his tenure ends.

Director of Information Technology

— Mr Ron Robinson

Mr Ron Robinson likens information technology to the School’s circulatory system, calling it “the arteries, veins and capillaries.” In today’s highly connected world, contemporary education relies on technology and the department’s role is to empower educators and facilitate student learning.

Mr Robinson has accumulated extensive experience from managing IT departments in organisations such as the Wagner Corporation, Queensland Gas Corporation, Queensland Diagnostic Imaging, the National Heavy Vehicle Regulator and, most recently, St Andrew’s Hospital.

Hailing from Far North Queensland, he has lived in Toowoomba for over 30 years. At TGS, he has revamped the IT systems, saying he “took apart the Lego house, rebuilding it from the ground up to ensure a strong and efficient

infrastructure to support student learning outcomes.”

Mr Robinson highlights that safety and security hold the utmost importance in an educational context. “Whenever new technology is introduced, there are inherent risks involved. The challenge lies in mitigating these risks without impeding the learning process.”

TGS provides students with their laptops, which introduces certain inherent risks. “We have a duty of care and that duty should follow the laptop wherever the student is,” Mr Robinson said. Whether it’s minimising distractions in the classroom or ensuring students are not accessing inappropriate content, the focus is unashamedly on their education and their wellbeing.

The IT Department consistently and proactively reviews age-appropriate restrictions for school-aged children. There are differing opinions about these control measures; while many parents endorse them, some express reservations. Nonetheless, Mr Robinson remarks, “I would much rather maximise the protection of the student.”

The adverse effects of social media, for example, are of significant concern, so the School controls and restricts access to more volatile platforms that may directly or indirectly pose a risk to students. While students use Facebook, like many other platforms, it is restricted during class times, while all student activity is monitored by one of the best pastoral care (wellbeing) platforms available.

TGS is dedicated to minimising environmental impacts, with sustainability measures central to all tech decisions, such as selecting laptop architectures from 2025 that use 40% less power while boosting performance. “The School also ensures that all technologies are recycled at the end of their useful life through approved disposal agents,” Mr Robinson said.

Mr Robinson aims to build a legacy where the School is seen as a leader in cyber safety and environmental awareness for students, “We’re showing our students that we are raising technology standards so that they can achieve their best.”

Director of Facilities, Mr Bengie Dickeson brings operational experience at a national level to his new role at TGS

Director of Information Technology, Mr Ron Robinson wants the School to be seen as a leader in cyber safety and environmental awareness for students

Junior School Musical — Finding Nemo Jr

If you were lucky enough to see the 2024 Junior School Musical, you’d recall how easily you were transported to the warm, tropical waters of the Great Barrier Reef.

The Junior School Assembly Hall stage came alive with colour, singing and movement for four performances in September, the culmination of countless hours of work by students, staff and parents.

The Junior School Musical Directors, Mrs Kellie Dixon and Mrs Jessica Galbraith, explained that the production involved all boys from Years 3 to 6 and began back in Term 1 with auditions for lead roles. The students who played lead characters had been rehearsing after class since the start of Term 2 — an immense effort.

Mrs Dixon said, “It was an allencompassing effort for the chorus, with every single child in Years 3 to 6 taking part and then commencing weekly Voiceworks rehearsals where they learned chorus songs and choreography.”

Everyone involved agreed that producing this musical was a huge undertaking. Both directors felt fortunate to have amazing staff and parents supporting them, acknowledging that it was truly a team effort. Mrs Dixon and Mrs Galbraith wanted to say a special thank you to all parents who assisted with face paint and costumes. A particular mention goes to Mrs Lydia Fleming for her exceptional sewing skills and creativity in making the amazing costumes for the lead cast, bringing all characters to life.

We are also very grateful to the Junior School staff who offered their support and assistance throughout the performances and in the lead-up to Production Week.

Head of Junior School, Mr Ken Raven, said, “I believe a musical is a unique experience and this is one they will reflect upon fondly for many years.”

He added, “Performing arts develops a student’s voice, acting, body movement, organisation and teamwork, while gently stretching their comfort zones through performance.”

He expressed immense pride in the students and their efforts in preparing for this musical and extended heartfelt thanks to all those who contributed to this wonderful event.

Mr Raven noted that specific acknowledgements are provided in the musical’s program but highlighted the Musical Directors, Mrs Kellie Dixon and Mrs Jessica Galbraith, for their leadership in designing the event, as well as all Junior School staff for their combined efforts in bringing this musical to life so beautifully.

Congratulations to all the boys involved in the production. We are immensely proud of your efforts.

By Mrs Kellie Dixon, Musical Director and Mr Ken Raven, Head of Junior School

Oscar Dunk (Year 5) was outstanding as Nemo

Year 6 students Miller Brady and Hamish Lunn were delightful as a pair of Sydney tourists

Dory and Marlin encounter the shark Bruce played by Archie Kinniburgh (Year 6) just before his instincts kick in

Year 3 students perform a mesmerising dance as a smack of jellyfish

Oscar Dunk (Year 5) and Charlie Slider (Year 6) easily fell into the father and son roles of Nemo and Marlin

Samvit Kapoor(Year 6) was masterful in his role as the forgetful Dory

Gliding across the stage as Professor Ray was Gursawan Randhawa (Year 6)

Junior School MusicalFinding Nemo Jr

Balliwanga From the TGSOBA President

After reflecting on the past six months, it is heartening to witness the camaraderie, connection and enduring spirit of our Old Boys’ Association. We have seen many pivotal events, gatherings and celebrations that once again affirm the rich heritage of the Old Boys community. I am proud to share some of the highlights that have brought us together and reinforced the legacy we continue to build.

Generations Gathering — Strengthening Bonds Across Generations

On Friday, 16 August, we held one of our favourite events — the Generations Gathering. This unique function is dedicated

to current students who have an Old Boy relative. It’s an occasion where we celebrate the intergenerational ties that run deep within the TGS community.

The Generations Gathering is not just about looking back; it is about the future, demonstrating to the younger generations the value of staying connected to the Old Boys’ Association. This year’s event was particularly special, as we saw families spanning several generations come together, sharing stories, wisdom and, most importantly, a sense of belonging. The continuity of tradition and the genuine connection that transcends time are what make the Old Boys’ Association such a vital part of TGS life.

Reunion Weekend — A Time for Reflection and Celebration

The victory on the rugby field set the tone for an unforgettable Reunion Weekend, held from 30 August to 1 September. The reunions brought together Old Boys from across the decades, with a remarkable turnout across all events.

The Welcome Function on Friday night saw over 120 Old Boys and their families gather to reconnect. The evening was filled with laughter, reminiscing and stories shared over the decades as Old Boys from all walks of life came together to celebrate their shared TGS experiences.

Michael Still (1988-92), Mr Henry White, Nikhil Dhanjee (2011-14), Mr Luke Rawle and Dr John Kinniburgh at the 2024 London Reunion

Saturday night featured the decade reunions for the Year of the 4s and our newly introduced five-year reunions for the Year of the 9s. Over 280 people attended across the various year groups, each with their own stories of School life, careers, families and the many twists and turns that life has taken since their time at TGS. It was inspiring to see so many Old Boys maintaining lifelong friendships. The warmth in the room was palpable as conversations flowed freely late into the evening.

Sunday morning offered a more reflective experience, with over 80 people participating in guided tours of the School. This was a chance to see firsthand how TGS has evolved while also taking a nostalgic walk down memory lane. The tours highlighted both the preservation of our cherished traditions and the exciting innovations that ensure TGS remains at the forefront of education today. Seeing Old Boys walk the corridors again, some with their families in tow, reminded all of us of the special bond we share with the School and its future generations.

Year 12 Graduation Ceremony — Welcoming the Next Generation of Old Boys

One of the most significant moments in the School calendar is the Year 12 Graduation Ceremony. This is a milestone not only for the students but also for us as the Old Boys’ Association. Each year, we have the honour of formally welcoming the graduating cohort into our Association during the final assembly.

The Year 12s of 2024 join the ranks of over 149 years of TGS Old Boys. As part of the tradition, they received their Old Boys tie and cap, symbolising their lifelong connection to the School and the TGSOBA. It is always a moving ceremony, filled with a sense of pride and anticipation for the future. As these symbols were passed on, we reminded them that their journey with TGS does not end with graduation but continues as part of a much larger and supportive community.

A Word of Thanks

In closing, I would like to extend my sincere gratitude to the 2024 TGSOBA Committee for their tireless efforts and dedication. Their commitment to fostering the spirit of the Old Boys community is unmatched and the success of our events is a direct result of their hard work. Thank you for ensuring that our Association remains vibrant, welcoming and deeply connected to the School.

I would also like to thank Dave Crothers (1979–82) for his contributions to the TGSOBA Committee. We wish him and Sally all the best in their move to Goondiwindi.

As we look ahead, I encourage all Old Boys to stay involved, whether through attending events, mentoring younger generations, or simply staying connected with your peers. Our strength lies in our unity and I look forward to seeing what we will achieve together in the coming months.

Mr Daniel Burrett (2001-10) President

Class of 1994 at the 2024 Reunion Weekend Welcome Function

Luisa Slack-Smith, Scott Mansfield (1991-94) and Errol Schulz (199194) at the 2024 Reunion Weekend Welcome Function

Ian Mathieson (1956–59) and Daniel Burrett (2001–10) at the 2024 Reunion Weekend morning tea

Richard Thomas (1990-94) and Adrian Groves (1990-94) at the 2024 Reunion Weekend Welcome Function

By Mrs Ann Hallam, Volunteer, School Museum and Archives

Correcting our School’s Record Commemorating World War I and World War II

Faithfully recording involvement in World War I and World War II was never undertaken lightly. Unfortunately, errors and omissions were made.

As we approach our 150th year, we’re calling on the School’s alumni, parents, past parents and the greater community to help correct the record of our involvement in these significant 20th-century events.

For the last four years, Toowoomba Grammar School Museum volunteers Mrs Ann Hallam and Mrs Sue Palmer have been updating the School records on our involvement in the WWI and WWII theatres of war.

In May 1917, the School’s World War I Honour Board was unveiled by Mrs Freshney in Old Hall. The November 1926 Toowoomba Grammar School Magazine stated:

“The School-room is our War Monument. Realising that we could not command money enough to erect a separate building, we decided to adorn the walls of that room to provide a fitting memorial and a constant reminder to all boys present and future of our incalculable debt to all those Old Boys who answered the call of duty. As the war began in 1914, the years from which volunteers could be drawn were mainly 1890 to 1912.”

“During the first half of this period, the attendance at School was at almost its lowest and it is probably true that hardly more than five hundred boys passed through the School between the years mentioned. Probably more than fifty of these either died or were incapacitated. From this, we conclude that at least over eighty per cent of those who might have enlisted did enlist. At the time, 56 Old Boys were identified as having paid the Supreme Sacrifice.”

Over the years, there has been contention over the names listed on the two WWII boards on the eastern wall of the School’s Old Hall in 1975 (Virtual War Memorial Australia). The number of Old Boys known to have enlisted for WWII has increased from the 855 identified on the two boards to between 1350 and 1364. This new estimate is thanks to research by former School historian, Mr John Winn.

Research has shown that 47 Old Boys on the WWII Honour Boards had no known military service during this period. Additionally, there were 61 more names that appeared to have no direct relation to the School. Research has also increased the number of Old Boys who

paid the “Supreme Sacrifice” from 120 to 125, even with the removal of two men where our records were inaccurate.

The community should be aware that there are no definitive rules about the names and inscriptions on war memorials. Different criteria for inclusion were used by different communities, so who is commemorated, which conflicts are commemorated and the style in which these details appear varies from memorial to memorial.

Toowoomba Grammar School wishes to identify all Old Boys, staff and trustees who enlisted. We commemorate those whose lives were ended, changed or impacted by war or conflict.

Mounties pictured in front of School House in 1908

TGS Old Boys pictured in Egypt

Scan to learn more and view the full lists

By Mrs Arlie Felton-Taylor, Marketing Officer

A Nuffield Scholar Pursuing New Horizons in Horticulture

My time at TGS has given me a networking capability beyond what I can explain — it’s something you have forever.

Jake Moon is a sixth-generation primary producer. He is dedicated to agriculture and is currently working at his family’s St George farming enterprise, tackling some of the sector’s biggest challenges.

The 28-year-old says his family moved to the St George irrigation precinct in 1978, initially growing rockmelons and watermelons, hence the business name Moonrocks. Seasonal and market changes led them to switch crops frequently, growing grapes, broccoli and even wax flowers over the years. Currently, they grow onions, garlic, pumpkins, grapes and cotton. Jake explains that they grow and pack everything on site. They regularly supply major chain stores all over Australia and have diversified, launching the e-commerce business, G’day Garlic, to sell directly to customers.

An idyllic childhood on the farm meant he was primed for his current job. “I spent a lot of my years in the workshop annoying our mechanics and boilermakers. Unbeknownst to me, I learned a lot — pulling small engines apart when I was 11 or 12 years old; I just thought that was normal.”

The TGS Old Boy boarded from 2010 to 2014 and rates his years at the School as some of the best of his life, cherishing the friends and networks he established. He credits TGS Vocational Education and Training Coordinator, Mrs Marian Rathie as his saving grace at TGS. “I was very fortunate to have had the relationship I had with her because she helped me.”

Jake says that despite now having completed his Graduate Diploma in Agribusiness (Horticultural Business) at the University of Tasmania, it was good not to feel like a failure for choosing not to go to university upon leaving TGS. That, he said, was Mrs Rathie’s best piece of advice and it stuck with him.

After TGS, Jake worked as a ringer at Lorraine Station near Burketown before returning to his family’s farm for several years. He later joined JKT Contract Fencing in Central Queensland, which was owned by a friend and former Moonrocks employee. Afterwards, he moved to Goondiwindi, where he worked in broadacre cropping, heavy haulage and logistics.

In 2022, Jake moved back to St George and took on a role with Moonrocks as the engineering and maintenance manager.

Jake won a 2024 Nuffield Scholarship, awarded to a small number of Australian farmers each year. It aims to unlock individual potential and broaden horizons through study and travel overseas. His topic is titled “Harvesting and Storage — The Missing Puzzle Pieces for Garlic and Onions.”

Jake’s focus is on “the mechanisation of onion and garlic harvesting and optimising post-harvest storage processes, essentially trying to innovate better ways to guarantee a premium product.” His scholarship is supported

by Hort Innovation using the Onion Research and Development Levy.

Jake has already been to Brazil and the United States, making connections in the international farming community. “That’s what Nuffield has given me, exactly the same as TGS — a networking capability that is just beyond what I can even explain. It is something you have forever.”

Electronic scoreboard with a TGS-funded upgrade in 2023

The network of TGS Old Boys is very strong according to Jake and he isn’t afraid to lean into it

Jake’s career journey has been varied, including completing a university degree externally, but he eventually found his way back to his family’s farm at St George

Old Boys’ News

Do you have a story to share?

We are always looking for articles to publish about our Old Boys. To share a story, please email — communications@twgs.qld.edu.au

Australian Olympic discus thrower

Mathew Denny (2011–13) won a bronze medal at the 2024 Paris Olympic Games with a throw of 69.31 metres. He has written himself into the history books as the only Australian man ever to win a medal at a throwing event at an Olympic Games. He came back to the School to show the boys his medal before a street parade in his honour in his hometown of Allora. Mathew is still aiming to compete in Los Angeles in 2028 and Brisbane in 2032.

Australian Paralympic triathlete Jeremy Peacock (2005–09) finished eighth in the PTS4 men’s para triathlon on his debut on day five at the 2024 Paris Paralympic Games. Jeremy openly admits that he struggled with his Cerebral Palsy diagnosis but is now proud to talk about his journey. He cites his former coach and our Head of Senior School, Mr Mark Oliphant as a huge influence.

Dual Australian Olympic swimmer Isaac Cooper (2019–20) ended his campaign in the men’s 100m backstroke, placing 21st. As part of the men’s 4x100m medley relay, his team placed sixth. Back in Australia, his form has only got better after winning the men’s 50m freestyle at the Australian Short Course Swimming Championships in Adelaide in September with a time of 20.81 — the third fastest time in Australian history. He is part of the Australian Dolphins swimming team that will compete in the 2024 World Short Course Championships in Budapest, Hungary, in December.

After debuting for the Wallabies in 2023 in the second test against New Zealand, Matt Faessler (2015-16) had several great games in 2024, particularly

against Wales. He gifted the School his signed Wallabies playing jersey after he was part of the sides that beat Wales twice in July this year.

Hamish Stewart (2004–15) made his debut for the Wallabies in the first test match against Argentina in La Plata. His team won against Los Pumas 20–19 after they kicked a penalty right on full time.

Supercars Championship leader Will Brown (2011–15) was on the podium in third place at the famous Bathurst 1000 this year. He has been on or near the podium for most of this year’s racing and is leading the championship on points with two rounds to go at the Gold Coast and Adelaide.

Scott Balsillie (1995–99) was announced as the 2024 Bayer Cotton Grower of the Year; he is the farm manager for Eastern Australia Agriculture at Dirranbandi. His involvement in the cotton industry began at a young age, with his grandparents growing cotton in the Miles and Chinchilla districts in the 1980s.

Stud cattle breeder Bryce Moore (2007–11) and his wife Lucy have moved to the renowned Mungallala property Mount Lonsdale, with the pair seeing a fantastic future in the beef industry and relocating their Trifecta Charbray stud to the holding. Interestingly, Mount Lonsdale was

Olympic bronze medallist Matthew Denny shows his medal to current TGS students

Paralympic Athlete Jeremy Peacock finished in eighth place in the para triathlon at the 2024 Paris Paralympic Games

owned for many years by the family of Old Boy Rowan Douglas (1993–97) He was part of some of the major upgrades to the infrastructure, including the exceptional cattle yards.

Jonathan Brand (1990–94) has had a long career with the Starlight Children’s Foundation as its Artistic Director and has dedicated much of his working life to making seriously sick children happy. He has been awarded the Gilbert Spottiswood Churchill Fellowship to study how interactive and accessible theatre is created in non-traditional performance spaces.

Lawyer and cattle producer Tom Marland (1995–99) of Marland Law presented at the 2024 Beef Seminar at Beef Week, organised by the AgForce Cattle Board. He delved into crucial aspects of land access and biosecurity.

Warwick Fraser (1997–98) and his family’s business, Fraser’s Livestock Transport, are celebrating 80 years of continuous service to Australia’s beef sector. The third-generation agribusiness was established in 1944. Its fleet of trucks, one of, if not the largest in the country, travels some eight million kilometres every year. Fraser’s carries four million head of cattle, sheep and pigs from Queensland, New South Wales and the Northern Territory.

Brothers Ben (1991–95) and Mick Hewitt (1993–97), who are executives of their eponymous company Hewitt, have seen their business win a coveted 2024 Coles Sustainability Supplier of the Year Award.

Mort & Co, founded by Charlie Mort (1979–83), was awarded the Australian Lot Feeders Association Community Heroes Award at this year’s BeefEx. The award was given for the work the company does training its staff in Mental Health First Aid and its ongoing

fundraising efforts for The Florey Institute — the largest brain research institute in the Southern Hemisphere.

Dustyn Fitzgerald (2010–16) was runner-up out of 11 finalists in the Australian Livestock Property Agents (ALPA) Young Auctioneers Competition at August’s Ekka in Brisbane. It comes after Charters Towers-based Dustyn, who works for agency Queensland Rural, won the 2023 auctioneering title at last year’s Ekka and competed in March this year at the national final at Sydney’s Royal Easter Show.

Old Boy and well-known St George machinery dealer John Travers (1974–78) has chaired a working committee to ensure his community has a viable medical practice. A report in Queensland Country Life explained that Mr Travers’ committee has recommended that Dr Karen Benn and her husband, Alex Benn, form a not-forprofit entity and have their privatelyowned medical practice come under control by a board, enhancing the community ownership aspect.

Brothers Richard (1993–97) and Bryce Capp (1995–99) are now operating their premium designer wallpaper business, Milton and King, from overseas headquarters whilst still maintaining a presence in Toowoomba. Richard, his wife Felicity and his family live in Dallas, Texas. Bryce, his wife Jennifer and his family have just relocated to Brighton, England. The business has come a long way since it was founded in 2008 — operating with a budget of $250 out of their parents’ garage.

Head of Rugby, Mr Lincoln Clapham accepts a signed Wallabies jersey from rugby international Matt Faessler

Fraser’s Livestock Transport celebrates 80 years of business

DEATHS

Colin “Peter” Stanford JEFFERY (1945-46) in January 2024

Maxwell John FLEMMING (1946) in February 2024

Philip Donald YORK (1952) in February 2024

George Henry HALLAS (1945-46) in March 2024

John Clifford PATTERSON (1960-63) in March 2024

John Kingsley M WILSON (1954-58) in March 2024

Reginald “Andrew” Charles EVERETT (1971-75) in April 2024

Dr Frank Kennedy FRY (1943-46) in April 2024

Edward “Ted” John GARDINER (1956-59) in April 2024

Toby Bruce TAPSCOTT (2005-06) in April 2024

William Laidlaw TOSHACH (1951-53) in April 2024

Alexander “Lex” Richard BAILEY (1961-64) in May 2024

John Douglas FRANCIS (1948-49) in May 2024

Joseph “Joe” IRONSIDE (1944-46) in May 2024

John Edward MUIRHEAD (1945-48) in May 2024

Donald “Don” Campbell SKINNER (1954-57) in May 2024

Bradley Raymond SMITH (1970-74) in May 2024

Donald William ANDERSON (1971-72) in June 2024

Edward “Ted” Thomas BROOK (1943-45) in June 2024

Clarence Edward GOODSELL (1929) in June 2024

Kenneth Desmond CURREY (1946-49) in July 2024

Andrew Lewis DORR (1983-87) in August 2024

Ian McKenzie MOORE (1958-61) in August 2024

Alan PASSI (1956-58) in August 2024

Keith Macrae STRAIN (1947-50) in August 2024

Robert “Bob” Charles JONES (1953-56) in September 2024

Alexander Richard Fancourt McDONALD (1954-57) in September 2024

Keith PETTIGREW (1944-47) in September 2024

David Trevor TREVILYAN (1950-51) in September 2024

Dr (Major) Adrian Charles BOOTH (1950) in October 2024

Ian Anthony NALDER (1963-64) in October 2024

Allan PETTIGREW (1947-50) in October 2024

John Charles WHIP (1951-55) in October 2024

MARRIAGES

Mitchell STARK (2003-10) to Bonnie Sargood in April 2024

Cash ATKINS (2005-16) to Kate Reeves in September 2024

Zachary John BEVERIDGE (2011-15) to Anthea Moodie in September 2024

BIRTHS

Sean RYAN (2006-10) and Jackie Ryan welcomed daughter, Sophia Monika Ryan, in January 2024

Obituaries

DAVID ANTHONY ROSENTHAL (1990-94)

David passed away unexpectedly on Wednesday, 9 October 2024. During his time at TGS, he proudly wore the Blue and Gold in many sporting arenas and he captained the First VI (Volleyball). David was a talented artist and learned historian. He recently attended the Year of the 4s reunion where he caught up with many friends and reminisced about their wonderful years spent at TGS. He is remembered for being a generous friend, someone who always showed kindness and served his community with grace and humility. His loss will be felt by his children, mother, sister and extended family.

THOMAS HARRY FRITH (2003-07)

Tom died unexpectedly when his B212 helicopter malfunctioned and crashed while fighting wildfires in the remote Northwest Territories near Fort Good Hope Airport in Canada on Friday, 28 June 2024. Tom is survived by his two sons, three-year-old George and one-year-old Eli, his wife Julia, his parents Peter and Jan and his four brothers: Fergus and his wife, Oliver and his fiancée, Harry and Dugald.

The oldest of his family to board at TGS, he relished making good mates and developed his leadership skills as Captain of the 2nd XV rugby team. After leaving TGS, he worked in agriculture and earned his Bachelor of Aviation at Griffith University. This meant he could pursue his love of flying and he gained vast experience, firstly as a fixed-wing pilot in Australia, mustering around the Gulf of Carpentaria on Escott Station. It was in northwest Queensland where he transitioned to helicopters, gaining skills manoeuvring cattle from the air but always with a firm focus on safety.

After establishing himself in North America, he and his young family lived at Yellowknife on the northern shore of Great Slave Lake. As a pilot in Canada with Great Slave Helicopters for the last three years, his job saw him not only amass many hours fighting wildfires but also slinging equipment and counting animals like polar bears. Remembered by his employers as “a beacon of light”, his father Peter describes Tom as the leader of the family. Despite the physical distance, he always worked to maintain their closeness and their special family bond.

Mr Frith said that the value Tom placed on his family and close friendships was cherished by all. He will be remembered for so many things, from being a wonderful husband and father to all the fun times he had on Fraser Island with his parents and brothers. Tom is forever loved and dearly missed, not only in Australia but in Canada, too.

ERIC “JOHN” ZUPP OAM

(1945-46)

Eric “John” Zupp OAM passed away on Sunday, 22 August 2024 after a long and quiet battle with cancer. John died peacefully at his home in Sanctuary Cove, in the company of his beloved wife of 60 years and his daughters. He was 93 years old.

He is survived by Wendy, their daughters Toni Mills and Terri McGuire, four grandchildren and one great grandchild.

Many will know that John was formerly Queensland’s most successful and innovative motor vehicle dealer, with “Big John” Zupp and “Any Old Iron” being familiar to generations of radio and television audiences.

In 2006, Mr Zupp was awarded the Order of Australia Medal (OAM) for service to the motor trades industry and the community through support for a range of social welfare organisations. Upon selling the car business to what is now Eagers Automotive in 2007, John launched Zupp Property Group.

John will be fondly remembered and sadly missed by his family, friends and a multitude of colleagues who worked with and for him over many decades.

Toowoomba Grammar School will be on

tour again during 2025

Term 3

During 2025 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

Inverell

Term 3

Wednesday, 24 July

Moree

Clifton

Friday, 14 February

Clifton Show

Thursday, 25 July

Across All Boarders Luncheon

Boarding Schools Expo

Celebrating Grammar 150

Tenterfield

Saturday, 22 February

Check the website for locations

Thursday, 25 July

Pittsworth

Tamworth

Friday, 7 March

Pittsworth Show

Friday, 26 July to Saturday, 27 July

Boarding Schools Expo

Toowoomba

Thursday, 27 March to Saturday, 29 March

Brisbane

Toowoomba Show

Tuesday, 6 August

Brisbane Ekka

Term 2

Walgett

Thursday, 24 July

Narrabri

Friday, 25 July to Saturday, 26 July

Boarding Schools Expo

Hannaford

Saturday, 26 July

Hannaford Long Lunch

Adelaide

Wednesday, 30 July to Thursday, 31 July

ICPA Federal Conference

Brisbane

Tuesday, 5 August

Brisbane Ekka

On Tour 2025

Other dates coming soon:

Emerald

Roma, St George, Condamine, Dalby and Hannaford. Check the website for details.

Thursday, 1 May to Friday, 2 May

Boarding Schools Expo

Goondiwindi

Friday, 2 May to Saturday, 3 May

Goondiwindi Show

Chinchilla

Friday, 23 May to Saturday, 24 May

twgs.qld.edu.au

Chinchilla Show

St George

Community » Events » TGS On Tour

Monday, 2 June to Tuesday, 3 June

ICPA QLD Conference

Toowoomba

Tuesday, 3 June

FarmFest

Dirranbandi

Wednesday, 4 June

Old Boys’ Events

Toowoomba

Saturday, 25 January

Cricket Reunion Dinner

Wednesday, 21 May

Rising and Leading in Business breakfast

Friday, 15 August

Rising and Leading in Sport lunch

Friday, 15 August to Sunday, 17 August

Old Boys’ Reunion Weekend

Tuesday, 15 October

Rising and Leading in Agriculture breakfast

Other dates coming soon: Goondiwindi Junior Rugby Golf Day and Meandarra. Check the website for details.

twgs.qld.edu.au

Community » Events » TGS On Tour

Brisbane

Friday, 21 February

Reunion Drinks and Canapés

Sunshine Coast

Saturday, 18 October

Reunion Lunch

Sydney

Friday, 31 October

Reunion Drinks and Canapés