Labore et Honore

Honore Labore et

The Ipswich Grammar School Magazine Winter 2017

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COME ON SCHOOL! Expressions were many and varied at the inter-school swim carnival at the Limestone Park Pool. This picture was taken when Ipswich Grammar students were in full scream for a school competitor.

(Photo undated).

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Contents 4

From the Headmaster

8

Explicit Teaching

6

Welcome to IGS

10 Lessons in Leadership

12 Three Generations of Memories 14 Student Profiles 16 Return to IGS

18 Hunting for Creepy Crawlies 19 Boarding at IGS 20 Staff in Profile

22 Konnichiwa Tour

24 Red and White Foundation 26 Old Boys’Association

27 Old Boys’ Masterclass Series 28 Old Boys’ Events

29 Old Boys’ Golf Day 30 Then and Now

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From the Headmaster In 2016 when we launched the new Strategic Plan for Ipswich Grammar School and as part of that pathway forwards for our great school we began the rallying cry ‘Exceptional Performance’, we were optimistic that our school, our staff, our boys and our community could work as one to reach for greatness.

Excerpt from IGS Strategic Plan (2016 – 2020) Exceptional performance:

“We will challenge ourselves and our boys to be exceptional performers. This is a statement of intent, an aspiration, and a call to action. We understand that we may falter at times but we are compelled to commit to this standard. In doing so we will generate the energy and purpose that are fundamental to great schools.”

Our optimism was well placed. What we have all experienced at Ipswich Grammar School over the first six months of 2017 has been nothing short of remarkable.

Our entire school has taken up the challenge of moving our special place to the next level and this has been very clearly evidenced day after day.

The boys’ application and focus in our classrooms has been terrific. Our boys are also enthusiastically engaging in our extensive co-curricular program with competition in GPS Sport and Activities and our Arts program very productive and successful this year.

We have made a deliberate effort to engage with and in, our Ipswich community in 2017 and our boys have brought great credit to IGS through their involvement in ANZAC Day ceremonies and marches, the Ipswich Festival, local charities and a range of other events.

Our secondary school teachers are engaged in significant educational reform in relation to the transition of Senior studies in Queensland to the ATAR system for 2020 and beyond.

Junior school teachers are implementing the internationally recognised Explicit Teaching program with invaluable support from Mr John Fleming of Haileybury School in Melbourne. This program is already creating remarkable results in literacy and numeracy for our Prep to Year 6 boys.

The Board of Trustees, school leadership and various stakeholder groups are involved in an extensive facilities planning activity with the school we are soon to be advised if our application to Queensland Treasury for funding to support the building of a new STEM centre is approved.

Our parent community has continued to support their boys, our staff and our new direction with enthusiasm and energy.

It feels like we are all pulling in the same direction which is wonderful.

At the end of the day though this is not really about our school’s rich 154 year history, our future plans and the great things ahead. This is actually about each and every current IGS boy knowing that when they belong to this school, they are part of something special. This is a place where the boys can do their best, seek out opportunities in a diverse range of areas and be endlessly encouraged and nurtured by their mates and their teachers.

All our IGS boys love their school and we take that as the best possible affirmation of why we do what we do.

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Welcome to IGS

Our Prep students mark the beginning of their IGS journey with a little help from their friends.

Each year, when our Year 12 boys graduate, they leave the auditorium, file through a tunnel of younger boys, passing over a bronze plaque that reads “IGS 1863” and ring the bell before moving into the Senior quad for the last time. The sound of that bell is what marks their transition from white shirts to Old Boys of Ipswich Grammar School. A title they will carry with pride for the rest of their lives.

It’s a tradition that is held close to the hearts of the IGS community and one that often brings a tear to our eyes.

In 2017, we started a new tradition, one that will take 13 years to go full circle.

For the first time this year, our Prep students have rung the same bell to signify the beginning of their IGS journey. Their Year 12 buddies proudly escorted our youngest boys through the quad, lifted them up to ring the bell and then walked with them to the auditorium. In 2029 when these boys graduate, they will complete the exact opposite ceremony to mark the end of their school days.

It is our aim that while they are at Ipswich Grammar School they will work well, play hard and demonstrate exceptional performance.

We cannot wait to watch these boys grow and develop over the next 12 years and we hope their families enjoy their time at IGS as much as we will enjoy having them in our community.

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Explicit Teaching

This year, IGS has embarked on a new journey introducing Explicit Teaching.

With an initial focus on the Junior School, we have already seen the beneďŹ ts this model has had for our boys and our Teachers.

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Learning to read at school is the single most important skill that enables young children to access the information of the world and enhance their future learning. It is the first building block and it is incredibly important to get it right. In striving to give our boys the best possible start to their schooling, we at Ipswich Grammar are constantly reviewing our programs, our teaching practices and our resources, to ensure that we are providing the very best contemporary education. In reviewing our teaching of reading we discovered that there are newer, evidence-based methods that give children an enormous head start. It was in this context that our Explicit Teaching journey began.

What is explicit teaching? Explicit teaching is a mode of instruction that has three clear steps, I Do, We Do, You Do. This order of instruction ensures our boys are shown how to do a skill, practice it together with the teacher before attempting to perform it on their own. Many adults

will remember from their own schooling the teacher demonstrating a skill before asking students to complete it autonomously. The Explicit Teaching model includes a We Do step that has teachers and students working together on a skill before students are tasked with completing the item independently.

Our early reading program explicitly teaches phonics, blending and tracking skills alongside sight words.

This method gives our boys a solid foundation of strategies and skills to enable the best possible start to their reading journey. Mathematics is also a core focus in the Junior School and the I Do, We Do, You Do Explicit Teaching model has be proven to be highly successful in this academic area.

In addition to this, the daily warm-up in Mathematics covers a range of mathematical concepts so that the boys stay familiar with what they have learnt. It is very difficult for most children to recall the steps of long multiplication or fractions if they have

not completed any for a number of weeks or months. Number bonds and multiplication tables are mastered and these provide the cornerstones upon which other mathematical concepts are built. At Ipswich Grammar School, our boys get repeated opportunities to learn, relearn and practise critical core content. We call this our spiralling curriculum and we aim to ensure all boys learn the basics right.

Our teachers are passionate about this new approach because they see it proving effective with their classes.

Reading levels are improving quickly, sentence structures are more varied and the vocabulary the boys are using is expanding rapidly. Our teachers are refining their skills in this new approach and will become experts in this field very soon. They are very excited about the challenge of learning new things but more so about the opportunities that this will provide to our boys. Your boys. Future old boys.

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Lessons in Leadership School Captain Harrison Bouckley talks about his leadership journey so far.

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I went to Moggill State School until Year 7, where I became infatuated by sport, public speaking and acting. The inexperienced and easy going boy that I was then started high school at Ipswich Grammar School and for the first two years or so, I spent my time as a ‘wallflower,’ someone who just watched, learnt and admired those around and above him. From Year 10 onwards, I really started taking the opportunities that I would have probably been too shy to take in my early years. Thankfully and very gratefully these opportunities have given me this great honour of School Captain and my passion for this school grows every day.

Tell us about the role of School Captain at Ipswich Grammar School?

School Captain is a role that comes with an abundance of privileges and honours. It’s a role that allows me to meet new people and make new friends every single day. I have found that I have been able to immerse myself, as a Senior, into the culture and life of the school, where I have been lucky enough to interact and actively participate with the younger boys. Personally, I find this the most important part of the role. I am so motivated through my role of School Captain to inspire those in the year levels below me to truly embrace the opportunities that this school offers so freely.

the most rewarding part would be watching the Senior cohort, the 154th class, relish and embrace the responsibilities of leadership with excitement and dignity. Seeing simple, but potent acts like Boarding ViceCaptain, Jacki Li, carrying an exhausted Prep boy during the ANZAC Day march, or fellow Prefect Timor Loban running race after race with Junior school boys at their Cross Country day, when he himself had his own goals to meet for the First XV rugby team, is perhaps the most rewarding and motivating aspect of my own captaincy. The Senior boys are boisterous, enthusiastic and diverse and it has been a true joy to lead them through this journey so far.

What motivated you to nominate for a leadership position?

There are many challenges associated with the role, but it is these challenges that truly make the role so unique and special. I have found myself in so many positions that I could not have imagined as my 16 year old self.

Now that you’re halfway through your year as School Captain, has it been what you expected?

In simplest terms, it has been nothing compared to what I had expected. I feel as though I have been lucky enough to experience and witness the true effect which IGS has on the boy.

Firstly the support from the community of Old Boys, especially the likes of previous School Captains Alec Teevan, Jared Hancock and Harry Gregory has been both motivating and powerful. Also in the Junior years, watching the boys develop their manners through simple things like them walking up to me completely out of the blue, shaking my hand and introducing themselves. It is something I never thought I would come by, but it is truly amazing to see the young boys constantly express their manners with confidence and grace. Although,

The greatest source of motivation for myself, in fact comes in the form of inspiration. On my first day in Year 8, I remember sitting in the auditorium and I was completely astounded and in awe of the School Captain at the time, Jared Hancock. Throughout that year I continued to watch him and admire how he spoke with grace and intelligence, whist also having an incredible comradery with his fellow Seniors. I learnt a lot from his example and other Seniors after him and I now hope to emulate these qualities, and use them most effectively in leadership.

Is there anything you bring from your extra-curricular/community service/personal life that you bring into your leadership role?

From an extra-curricular perspective, I believe that the 2016 IGS musical production of the ‘The Addams Family,’ which was performed for the greater Ipswich Community perhaps gave me the greatest confidence which I could take to the role. The experience of meeting so many new people (as I was only one of two Year 11 students in the show), and developing the confidence to sing, not very I well I must add, in front of hundreds of people truly was an exhausting but life changing journey.

That one musical alone has since inspired me to continue pushing my

boundaries, especially in the role of Captain. I now take a new approach to captaincy knowing that my own fears and anxieties can be overcome by hard work, teamwork and undying fidelity for the colours I wear so proudly.

What qualities do you think a school leader needs to have?

I believe a leader needs to be organised, versatile, creative and willing, whilst also having a sense of individuality and uniqueness. Being yourself, especially in the role of leadership, whether this be in sport or anything is the most powerful tool. I find that the strengths of your own individual personality is often what can make the most substantial change or create the biggest impact in another person.

What would your advice be to other boys considering a leadership role in the future?

I would have one major piece of advice to give to those considering leadership at IGS. Do it because you love it. As Steve Jobs stated:

“…the only way to be truly satisfied is to do what you believe is great work.

And the only way to do great work is to love what you do.”

Leadership in any context is stressful, busy and challenging and at times, the love of what you are doing or trying to do, is your only motivation.

It also gives you a constant and commanding drive to achieve success and do the best for those around you.

What do you hope Class 154 will leave as their legacy at IGS?

I do not think the legacy of 154 can properly be defined until the end of the year, when we have experienced the entirety of our senior journey.

Although, if there is one thing that could be encapsulated within our legacy, it would be inspiration.

Inspiration to the younger boys, to unite and achieve the common goal of success through the power of spirit and quiet dignity of belonging, which I believe has been exemplified so powerfully by our current Seniors.

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Three Generations of Memories The Roberts Family have lived and breathed the Red and White for over 57 years.

Ipswich Grammar School upholds a proud history of traditions. Our school has had no fewer than sixteen principals, employs staff that have worked at the school for over 40 years, has welcomed back scores of Old Boys as teachers and has had literally thousands of students pass through its hallowed halls.

Many Ipswich families have also had multiple generations attend the school over its 154 year history, like the Roberts Family, which includes dad, John, son, Andrew and grandsons, Sam and Ted, who have been a part of the fabric of IGS for over 57 years.

When asked to recount the story behind his days at Ipswich Grammar School, John’s eyes immediately light up and he leans forward eagerly.

“When we moved to Ipswich, attending IGS was a logical choice and in fact, the prospect of coming onto The Hill was an honour and a privilege that I’m very thankful my parents worked hard to give me. I was in the class of Centenary Seniors in my final year in 1963 when the Governor, Sir Henry Abel Smith, came to the school to open one of the new classroom blocks.”

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John speaks now of the joy on the boys faces when at 11.30am after the Governor had attended to official duties he declared the boys should have the rest of the day off.

The boys rejoiced while Headmaster Basil Heath agreed, whether he wanted to or not.

“Before that, there were only old buildings on the site, which was fine until winter came and then you’d have 40odd students crammed into a bunch of tin sheds, freezing!

But development happened quickly and with the growth in numbers, came the improvement in facilities”.

The school’s structural development continuing during Andrew’s time as well and he also experienced a significant milestone with his Senior year celebrations in 1988 capping off the school’s 125th year anniversary, although as he explains, his transition to Secondary school was a little different to that of his dad.

“Attending IGS was a huge deal for me. Not just because of my family’s history with the school, but because I’d come from a tiny state school where I was a big fish in a little pond, to a school full of Senior boys who were a lot smarter and a lot bigger than me!

“I also attended in a boom time when the school expanded quite quickly in a relatively short time, with the science block, library and PE rooms built while I was there and the Ladley Centre nearing completion as I was leaving”.

With the expansion of physical resources, there also came an upsurge in the quality of the teaching staff pacing the floors of the IGS classrooms.

“I had a number of wonderful, wonderful role models to look up to”, says John. “In particular, Alan Ladley (who was the school’s second Old Boy Headmaster), Allan Ware (who was an Australian Wallaby throughout the 1940’s) and Igor Lapa, who maintained a unique and irreplaceable presence at the school for over 40 years”.

Andrew agrees. “One of my most significant memories is of Earl Williams, who was a teacher, Sports Master and the only IGS cricketer to score a double century in GPS cricket” (with a score of 217 not out against TSS in 1941).

“As boys we didn’t mess with him, because if you played up in class, you had to do the dreaded lunchtime pickup duty under the Bell Tower. He was firm, but fair and if you were on his good side, he was a tremendous person”.

After finishing school, John dabbled in a number of careers, including in the media, retail and social welfare sectors, did his time in the National Service in New Guinea and supported a growing family. He also continued to play a number of important roles behind the scenes – he ran school camps for seven years, was part of the Board of Trustees in the late 80’s and was President of the Old Boys Association for over four years.

And despite ‘not being a fan’ of school, Andrew has also gone onto do amazing things – the Robbo of Robbo’s Bakery has retail stores in the Ipswich area, employing a team of over 27 staff. He’s also Dad to the third generation of IGS Roberts’ boys – Sam in Year 7 and Ted in Year 4.

When the boys are asked what being an Old Boy means to them, Sam reflects.

“I don’t really see Dad or Pa as Old Boys, but I think it’s about being proud, having a school spirit and keeping in touch with all of your friends, even after you leave”.

Both Dad and Pa agree.

As Andrew says, “IGS taught me so much in terms of life skills. And I look forward to the Old Boy events as well because you always see someone you know and there’s always an instant connection. It really does get stronger and stronger as the years go by”.

John has his own take on it.

“In 2013, I was given the honour of speaking at an assembly for the school’s 150th Anniversary,” he says.

“Present were staff, students, parents, dignitaries and 38 Old Boys who graduated with me 50 years ago. On that day, I spoke a lot about memories and friendship and the fact that IGS produces boys that are unpretentious achievers. That’s why we honour our parents for the sacrifices they make, respect our teachers even if we don’t like them and never, ever take the school or our mates for granted. That day was truly was one of the highlights of my life”.

Our school spirit is alive and well and its effects still course though the veins of generations of grandfathers, dads and sons, creating memories that continue to be experienced long after their school days are over.

As John sums up, “It is truly amazing, because it doesn’t matter where you go in the world or what you’ve done with your life, if you were part of the IGS community, you’ll always be a part of it. That’s what makes us so fortunate. It doesn’t matter who you are, or whether you’re the richest or the poorest guy in the world, when you shake hands with another Old Boy, it makes absolutely no difference. No difference at all”.

Hail IGS

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Student Profiles

Year 10 Engineering

Jayden Allum and Harry Seymour

The boys were tasked with designing water tower supports. Harry and Jayden researched, designed the supports, obtained the materials and cut each piece of material to the specifications which they designed.

Both Jayden and Harry are hoping to pursue further study in the field of Engineering after graduation.

Year 8 Information Technology and Design Cameron Cook

For their assessment, the Year 8s had to design and construct an LED sign. Cameron carefully chose a design that wasn’t too chunky so it could be carved into the plastic and have the light shine through. Inspiration for the design and quote was taken from Albert Einstein.

Once the design was complete, Cameron built the base, connected the electronics and even chose the colour of the lightbulb to complete the finished product.

Year 3 Art

Mitchell Harte

Year 3 students have been researching French artist Jean Dubuffet exploring the concept of composition as well as line variation and colour (and learnt bubble font styling). Mitchell combined a contour drawing of his own face with the letters from his name in this masterpiece.

Year 5 Narrative Writing

Harrison Drynan and Harrison Memory

The boys in Year 5 recently completed a narrative writing task in which they were each given a topic to write about.

They had to follow the formula of: First paragraph – had to explain character/traits, personification and had to include the words little did he/we/I know Second paragraph – What, What, What, Write the plot

Third paragraph – Does it work, try to fix it, fix it or not fix it

The piece had to have three or more paragraphs with each paragraph having four or more sentences.

Harrison Drynan’s piece was ‘The Dust Storm’ and Harrison Memory wrote ‘Destination Base 19’.

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Return to IGS

With a BAppSc (Hons) (Mathematics), PhD, MEducation(MathEd) already under his belt, Old Boy Dann Mallet (Class of 1997) has gone back to university to study a Graduate Diploma in Education (Secondary) and he recently returned to IGS as a pre-service teacher.

Tell us a bit about your time since leaving IGS

On the professional side, since leaving IGS I completed degrees in Mathematics and Tertiary Education. I've worked in academia in Los Angeles, Guangzhou, Hong Kong and Brisbane and in 2015 reached the rank of Professor of Applied Mathematics at QUT. I'm currently on long service leave, but I'm normally fulfilling that role as well as being Director of Learning and Teaching for Mathematics at QUT.

I met my wife (from Hervey Bay) in 1999 and we were married in 2003. While she also has a PhD in statistics, she provides the art/music balance in the family. Our son Daniel is 8 and in Year 3 at IGS. I think my dad is relieved that the ability to play rugby, which skipped me, has some chance of appearing in my son!

What were your favourite subjects or activities?

Maths was ok, but I loved my Accounting classes with Geoff Dieckmann. Cricket on the weekends was always something to look forward to.

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Was there anyone who inspired you during your time at IGS?

On the academic side, my Year 11 and 12 maths teacher, Mr Swan, always made me question whether I'd "done enough", even when I thought I'd done everything. That's something I try to keep in my mind (even outside mathematics).

On the other side of things (life you might say), Mr Gray (Bazza) and his lunchtime clean-ups were a constant reminder - you're just another person amongst many who needs to contribute to something bigger than yourself.

What changes have you seen since your time as a student?

IGS is a very similar place in many ways, but most of the desks are no longer confined to neat rows and laptops are everywhere - that's good to see! It's also great to see things like STEM subjects mixing the old silo subjects of Maths, Science and Technology - this is the reality of the big issues in our world. So it's great to see the students experiencing that.

What does it feel like to be back at IGS as a teacher?

It's great actually - learning "the art" from the teachers here, with the students we have, is a fairly rare opportunity. Even if it's only for a brief period, it's great to be contributing another small piece to the history of this place.

Teaching at IGS is in some ways very similar to teaching introductory university maths - the content is quite similar.

But the kinds of interactions with students that I can have here are vastly different. Instead of a few hundred in the class, there's about twenty. It's a nice contrast.

Next steps? I do have a tenured position at QUT that I will return to, but I'm really attracted to some of the large scale projects that schools tend to be running around reinvigorating Mathematics and STEM studies.

What made you go back to study?

I've always loved teaching and as a university academic, constantly try to make myself better at it. Sometimes university teaching lacks challenges and personal experiences. There is so much to be gained from working with professional teachers in the school context - it was the next logical step.

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Hunting for Creepy Crawlies

Boys love to get hands-on with any lesson, especially if it involves mud! As part of their Discovery Unit Investigating Science, the Year 1 boys took a walk over to the IGS garden to see nature in action. The garden is normally the domain of our Senior Agriculture and Horticulture students but it’s also the perfect environment for specimens. With the help of the Year 12s and Mr Brown, the boys looked for creepy crawlies in the soil of the garden and had to identify what sort of bug, grub or worm it was.

After the boys were done with their research, the IGS hens had a wonderful feast on the critters.

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Boarding at IGS

Our boarders showed their true red and white spirit in the first half of the year. In the wake of Cyclone Debbie, boys who would normally have been preparing to travel home for the holidays, instead volunteered their afternoon filling sandbags to help locals inundated by flood water.

They led the way at the ANZAC day commemorations and Ipswich Festival of Light showing our local community just what it means to be an IGS boy.

Many boys also participated in the in the Gallipoli Run to help raise funds for the Returned Serviceman’s League and Clean Up Australia Day ensuring our local parks and waterways are kept in pristine condition.

The boys also got the opportunity to form the tunnel for the Gold Coast Titans and took a little time out to form a giant IGS on the oval.

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Staff in Profile

Harlie Thompson started teaching in 1994 after a brief nursing career. After joining IGS in 2011, Harlie has taught across the Junior School and is currently in the classroom with Year 2 while project managing the introduction of Explicit Teaching.

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What made you want to become a teacher?

I always wanted to be a nurse, however, sleep deprivation as a student nurse seriously motivated me to look into an alternative caring profession…

One day I will tell you what my boyfriend (now husband) said at the time. I had some great teachers at school, but the ones I remember most fondly were my PE teachers so it seemed a natural choice to major in Primary PE during my study. PE teachers always seemed to live by their own rules and were perpetually happy people, especially when they were making you run through Toohey Forest before school.

What is so great about teaching boys?

What you see is what you get with boys! You can’t fool boys with smoke and mirrors, they see straight through any phony behaviour. If you believe in what you are doing then they will too. I love that boys of all ages will argue passionately with you about football teams and Star Wars characters and then tell you that they can’t write a persuasive text because they have no opinions. I love that you can motivate most boys by turning any lesson into a competition and that they will remember the one time you dropped a catch or threw a ‘girlie’ pass. Some days the challenges can seem endless but as Hannah Montana once said “Life’s a climb, but the view is great!”

How do you think the boys benefit from being in an all-boys environment at this age (Year 2)?

Little boys run, fidget, forget their hats and quite often speak before they think. Being in an environment that supports and embraces what is normal natural behaviour is paramount to getting the best out of our boys. It is important to recognise the difference between this behaviour and ‘naughty’ behaviour. Knowing that they have teachers who care about them and who are patient with their boy idiosyncrasies means that our boys strive to become IGS gentlemen of their own accord.

How important is it then for them to have a strong female role model like you?

It is really important for all boys to have role models, not just females ones, however, having a female teacher can give the boys balance in what can be quite a masculine environment. Whilst I need to be firm and fair, I also need to be tender, nurturing and genuinely interested in

the things that they are interested in (hence my unswerving loyalty to the REDS). It is also our job to provide the boys with purpose and meaning about the importance being a gentleman. We sometimes use the term quite freely but the boys need to see it in action and understand that their actions can have a massive positive effect on others.

What changes have you seen this year with the introduction of Explicit Teaching?

Explicit Teaching has had a massive impact in the Junior School. Part of my role is to collect and analyse the data from the Junior School classes and I get really excited when I track the improvements and successes that our students are making. Boys who were recalling 10% of their Sight Words in Term 1 are now up to 100%. Other boys have gone up 5 reading levels in 4 weeks – that’s amazing. Year 2 boys who use words like majestically and treacherous in their daily writing along with Year 5 students who include personification and like to write similes

will always bring a smile to any teacher’s face. It is not just the boys either, I have seen experienced teachers demonstrate a renewed vigour and enthusiasm as they learn new techniques and strategies.

What is your greatest joy in teaching?

In a stand-alone primary school my journey with students gets rudely and abruptly cut off when they leave to go high school. In a P-12 school like IGS I really love continuing the journey as my little boys become young men.

There is nothing better than getting a surprise visit from past students (now wearing whiteshirts) who just wanted to check up on me and have a chat. I sometimes feel that the African proverb about it taking a village to raise a child was modelled on schools like ours. Listening to past students quote you to your current students is always worth a giggle too.

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Konnichiwa

Over the Easter break, sixteen students from Years 9 – 12 to Japan for almost two weeks.

Students had the opportunity to experience the culture, language and beauty of Japan first hand, returning with better Japanese language skills and wonderful memories.

Our first stop took us to Tokyo, the capital of Japan and the world’s most populated metropolis. Here the boys explored the beautiful Meiji Shrine before wandering through the vibrant Yoyogi Park, full of blooming cherry blossom trees and happy picnicgoers. Next stop was Shibuya, home to the famous Shibuya crossing where the boys got to experience the heart of Tokyo’s city life. The next day, we encountered Akihabara, the digital district, before a quick look at Imperial Palace. That evening, the boys ascended Tokyo Tower where they could see Tokyo city stretch out to reach the horizon in all directions. For their last full day in Tokyo, the boys explored Ueno with its bustling spring festivities and famous panda zoo, experienced the busy yet exciting atmosphere of Sensōji Temple, before finally visiting the world’s tallest observatory tower, Tokyo Skytree.

On the fifth day, the boys finally got to experience the bullet train, or

Shinkansen, that they’d heard so much about. Making a quick stop halfway to see the magnificent Mt Fuji, we made our way over to Gifu to meet our sister school, Gifu Daiichi. To say our visit to Gifu Daiichi was a good one would be the understatement of the year. Mr Matsumoto, the Headmaster, along with the staff and students were very welcoming and made us feel at home with a tour of the school, complete with interactive activities, sports and music performances, and even a delicious lunch! They then took us to Gifu Castle where the boys made friends with some accompanying Gifu Daiichi students. Even now, our boys remember their visit to Gifu Daiichi as one of the most memorable times on the trip.

After saying goodbye to our friends at Gifu Daiichi, we then took another bullet train to Kyoto and immediately made our way to the famous Kiyomizudera Temple, taking in its

traditional architecture and stunning afternoon views of Kyoto city. The next day, we got up early to beat the crowds at the unusually tranquil Arashiyama Bamboo Forest and the stunning Kinkakuji, aka Golden Pavilion, before visiting a nearby city, Nara, well known for its Buddhist Temples and hungry deer. We finished our Kyoto adventure with an early morning climb up Mt Inari, walking through the thousand gates of Fushimi Inari Taisha.

Our final stop of the tour was Hiroshima. After a quick ferry ride to Miyajima and back, we explored the peaceful city of Hiroshima, from the iconic Atomic Bomb Dome, through the Peace Memorial Park, to the Memorial Museum.

Our flight back to Australia came too soon but our memories of the IGS Japan Tour for 2017 will never fade.

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Red & White Foundation Changing lives. Building futures.

Nelson Mandella once said, “Education is one of the most powerful weapons you can use to change the world”. How right he was.

The Red & White Foundation works to arm our young people with this powerful weapon so that they can realise their full potential, and the Foundation does this simply by giving their families a helping hand.

Red & White’s vision is a world of possibilities, opportunities and dreams for every child, regardless of background or financial status, through access to an excellent education.

Rather than investing in buildings or sporting teams. We invest in kids. We invest in families. We invest in generational change.

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This positive generational change, which comes about by breaking toxic cycles through education, is at the core of all we do. Our work isn’t about one child or even one family, but about the flow-on effect to their entire community. These boys will return to their families, to their regional towns, to their neighbourhoods, and will inspire those who walk behind them and beside them. They’re proof that no dream is too big.

Benita Carney, mother of IGS senior Tom Carney, has experienced the positive impact of the Red & White Foundation firsthand.

“The Red and White Foundation has changed Tom’s life,” Benita said. “Attending Ipswich Grammar has allowed Tom to understand that there is a bigger world outside of our rural area, and he has also been able to pursue his aspirations of becoming a successful cricketer.

role models he has met and the many friendships he has formed at Grammar will influence and inspire him for the remainder of his life.

“It is such a worthy cause to follow and contribute to as the Foundation provides opportunities to so many students and families, who, under normal circumstances, would not have the ability to access this calibre of school and all it has to offer. The Red and White Foundation really will change a boy’s life,” Mrs Carney added.

If you’d like to learn more about how you can help the Red & White Foundation by volunteering your time, sponsoring a program, making a donation or attending one of our events, please head to www.redandwhitefoundation.com.au

“With the Foundation’s support, Tom has prospered and is looking forward to the possibilities of the future. He appreciates the fact that the lessons he has learned, the 2017 | Labore et Honore | 25

OLD BOYS’ ASSOCIATION 2017 COMMITTEE INTERIM PRESIDENT: Alec Teevan

WORKING GROUP: Paul Casos Maioha Gregory

IGS REPRESENTATIVES: Erin Sorrensen

Rob Charles

CLASS OF 2012

DIRECTOR OF MARKETING AND COMMUNITY

Dave Rosenthal

COMMUNITY DEVELOPMENT MANAGER

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CLASS OF 1969

CLASS OF 1996

CLASS OF 1986

CLASS OF 1983

Greg Delbridge CLASS OF 1969

Rod Duce

CLASS OF 1966

Andrew Kenman Rob Wadley CLASS OF 1966

Old Boys’ Masterclass Series

The successful Masterclass series which launched last year, returned with gusto covering industries such as Health and Engineering as well as celebrating our Old Boy Authors.

Each term, Old Boys are invited back to school to contribute to a Q & A panel with current students. The Masterclasses are grouped by industry with the aim of attracting Old Boys in different stages of their career and within different streams.

Current students who are interested in pursuing a career after graduation in one of these industries are then invited to ask questions that may assist them in learning more about the day to day life after university.

The Old Boys are able to pass on advice and anecdotes about career paths and give the boys an insight into what is required to achieve.

This year we have welcomed back Engineers Jim Whybird (Class of 1973), Greg Eberhardt (Class of 1989), Geordie Galvin (Class of 1992) and Alex Leece (Class of 2004), Health Care professionals Greg Delbridge (Class of 1969), Brendan Thompson (Class of 2000), Stuart Adcock (Class of 2011) and Sean Adcock (Class of 2013) as well as acclaimed author Stuart Hawthorne (Class of 1966).

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Old Boys’ Events 2017 To keep up to date with the event details, follow our Facebook page and ensure we have your current contact details by visiting www.igsoldboys.com

August 12: August 17: October 6:

Old Boys’ Day Rugby & Basketball v Nudgee Old Boys’ Breakfast

Foundation Day Assembly

November 16: Old Boys’ Breakfast Welcoming Class 154 Note: All dates subject to change.

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Golf Day

Hosted by IGS Old Boys’ Association.

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Then and Now

The first computer class at Ipswich Grammar School looked very different compared to how the boys utilise technology today. This photograph was taken in 1983 and captured Mrs Maggie Chay taking the boys through their paces in Room 13. We also provided classes at night for the parents to learn how to use the computers as it was all brand new. Over the next three decades, the boys and the School have embraced computers and they are now a part of everyday life. In fact, most of us carry one around in our pockets disguised as a phone. From interactive whiteboards to personal devices, boys in Prep to Year 12 are using technology to enhance their learning experience.

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Ipswich Grammar School Locked Bag 6000 North Ipswich Qld 4305 Ph: +61 7 3813 9600 visit ipswichgrammar.com