Blue, Black and White | December 2025 Summer Edition

Blue, Black & White DECEMBER 2025 | SUMMER EDITION

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CLASS OF 2025: VALEDICTORY WEEK

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GLOBAL PERSPECTIVES: CHINA TOUR

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INSPIRING THE NEXT GENERATION: DR GILLIAN HIRTH AO

T H E M A G A Z I N E O F L AU N C E STO N C H U R C H G R A M M A R S C H O O L

CONTENTS

WELCOME 04

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Beyond the Noise: Reclaiming the Heart of Education with Mr Dale Bennett Strengthening Learning for Every Student with Mr Patrick Coleman

JUNIOR

SENIOR

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Junior Campus Life with Mr Luke Padgett

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Narrating Campus Life with Mrs Monique Austen

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PYPx with Grade 6 Students

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Farewell Nicholas Foster with Mr Darren Chilcott

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Finding Their Voices in Wonderland with Mrs Annabel Loone

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Class of 2025: Valedictory Week

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Mini Arts Festival with Mrs Martine Cook and Ms Natalie Hillier

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Global Perspectives: China Tour with Ms Louise Ives

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Why Outdoor Education Matters with Ms Angela Cunningham

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Euan Best: Navigating the World Stage with Mrs Emily Wynn

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Tennis Tasmania Awards with Mr Jason Fletcher and Mr Craig Slavin

ONE SCHOOL

Honouring Tradition and Inspiring Future Generations

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Page 44

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Values in Action with Revd. Alastair Crouch School Life: Terms 3 and 4

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CELEBRATING YEARS

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with Mrs Kate Dean

BLUE BLACK & WHITE, DECEMBER 2025

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Celebrate Life’s Milestones at Grammar Chapel

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Giving Day 2026 with Mrs Kate Dean

READ ONLINE

ALUMNI Inspiring the Next Generation: Dr Gillian Hirth AO with Mrs Kate Dean

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Inspiring Alumni: Matthew Deaner with Mrs Emily Wynn

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Honouring Tradition and Inspiring Future Generations with Mr Paul A.C. Richards AM

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In Remembrance

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OLA Scholarship: 2026 Recipients

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Alumni Connections: 2025 Reunions

Euan Best: Navigating the World Stage

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View this issue of Blue, Black & White online. Scan the QR code below to read on your phone, tablet or desktop device.

HERE

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COMMUNITY

NEWS TO SHARE? We’d love to hear from you for our next edition. Email your news to community@lcgs.tas.edu.au

Valedictory Day Guard of Honour: Grade 12 students, Caitlin Douglas and Mackenzie Chiselett

Front Cover

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WELCOME

BEYOND THE NOISE: RECLAIMING THE HEART OF EDUCATION

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his year’s TCE Art Exhibition Full Circle is an inspiring collection of works from our senior students.

The ideas, the media, the genre and the very palpable personality of each artist is celebrated in their final works. As I viewed the final pieces, I also reflected on what students have experienced during their Grammar journey - the processes they’ve engaged in, the invitations to be curious, and the opportunities to innovate and think divergently. I found in my reflection the motivation to write this piece which encapsulates my perspective on the art of education.

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Without education there is no change and without change there is no innovation and growth for humanity.

The power of education can never be underestimated. Our role as educators is to create opportunity and issue invitations to help people change, grow their knowledge, skills, habits, and their identity. A Grammar education must be full of immersive and experiential experiences that make learning meaningful, doable, and worth doing again. To meet students where they are at, we must understand how people learn and then offer these learners the opportunity to take the bold next steps.

We must be wary that we don’t create a curriculum that is full of competing demands and students lose their way in the noise of learning.

We live in a world that’s noisy with opinions. Everyone’s trying to be heard, convinced that volume equals influence.

There are those that belligerently fill communication channels with sound bites, posts and reels of intentional controversy. Others choose to let silence be their potent tool and that calculated disturbing actions will be evidence of their contrasting power.

This political game play and everything in between is evident in all professions.

That same competition for attention has crept into education. Every voice seems to have the answer, and it’s usually urgent: act now, or risk being left behind.

As a principal, I see it all. Lobby groups, tech companies, research papers with ‘tentative proof (for now)’, and the endless stream of professional commentary on what schools and educators should be doing. Everyone wants us to be a ‘school of the future’.

Yet the real work, the work that matters most, is being a school of the now, a place where learning is deliberate, human, and grounded in purpose.

It can be bewildering, sometimes even bemusing. Add to that the shifting sands of policy, where federal and state frameworks struggle to keep up with the demands of a changing world and the result is a system constantly oscillating between inertia and reaction. Systems become heavy and slow, bogged down in bureaucracy while the world accelerates.

Guard rails that were meant to guide end up restricting. Everyone talks about agility, but few truly have it.

And yet, amidst all the clutter, there are moments of genuine brilliance, those flashes of genius that remind us why we do this work. They’re rarely loud. They don’t come from glossy new frameworks or the latest professional

fad. They happen when something real connects, when a learner moves from knowing about something to actually understanding it. We often talk about genius as if it’s a rare gift reserved for a few, but perhaps it’s more about design than destiny. You can’t guarantee genius, but you can create the conditions where it’s more likely to appear. You can create environments where curiosity, creativity, and courage are not the exceptions, but the norm for learners.

It used to be said that we can’t all be geniuses, and that’s true. But we can all experience moments of genius, those sparks of insight or imagination that change how we think or see the world.

That is the challenge to educators - how do we make Grammar a place where those sparks of inspiration are not just incidental but are there for the taking?

We don’t claim to produce mini Mozart’s in our music program but we can create an environment where compositions of awe and brilliance might one day be written.

of creating environments that foster curiosity, belonging, and agency. It’s knowing when to step in and when to step back; when to hold the line and when to let go. It’s not about chasing every new idea that trends across our feeds. It’s the quiet conviction to stay focused on what truly matters with the learner at the centre of our experience.

The art of education isn’t about being the loudest voice in the room. It’s about helping others find theirs, and giving them the skill, curiosity, and confidence to use it well.

In this edition of Blue Black White, I invite you to think about how the outcome was achieved, to question the process that enabled it, to consider how you might contribute to our core purpose. My door is always open and your contribution in whatever form is always welcome.

MR DALE BENNETT Principal

At its best, teaching is the architecture of possibility. It’s the quiet, skilled work

STRENGTHENING LEARNING FOR EVERY STUDENT At Launceston Grammar, a key strategic focus is on enhancing learning in ways that are futurefocused, ethical, and deeply human.

As emerging technologies reshape education, we are actively exploring what it would take to become Tasmania’s leading AI-enabled school, a place where artificial intelligence is used thoughtfully, safely, and in service of student growth.

Our approach centres on humancentred AI, using technology to amplify and empower people rather than replace them. This means harnessing AI to personalise learning, identify patterns, support timely feedback, and open new pathways for exploration, while ensuring that trust, consent, transparency, and respect for privacy always guide our decisions.

We also recognise that meaningful innovation thrives only within a culture of psychological safety, where staff and students feel confident to question, experiment, and learn from mistakes. Compassion, curiosity, and reflective leadership remain essential, the same qualities that underpin strong relationships across our School.

As we shape this direction, our goal is clear: to ensure that intelligence, human and artificial, contributes to learning that is safe, ethical, and centred on the wellbeing and growth of every student.

MR PATRICK COLEMAN Director of Learning

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JUNI OR CAMPUS

JUNIOR CAMPUS LIFE

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s 2025 draws to a close, the Junior Campus at Launceston Grammar has enjoyed a year filled with learning, laughter, and connection. Our core purpose to Nurture, Challenge and Inspire has been woven through every experience, shaping a vibrant and inclusive community where students thrive.

One of the most transformative moments this year was the opening of the Patricia Roberts Early Learning Precinct. This dynamic new space has redefined how our students learn and collaborate. From the moment the doors opened, the precinct buzzed with curiosity, with students exploring flexible learning zones, engaging in inquiry and taking ownership of their environment.

It’s more than just a building, it’s a symbol of our commitment to nurturing creativity and inspiring future ready learners.

Academic progress across the curriculum has been a source of pride this year. Our teachers have continued to foster a love of learning, encouraging

Father’s Day Breakfast

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Grade 4 Camp

students to ask deep questions and explore their ideas. Our Tournament of Minds teams were a fantastic example of this, travelling to Sydney for the international event after once again being victorious in the Tasmanian Final.

These two teams showcased exceptional problem-solving, collaboration and creative thinking.

Our camps this year were unforgettable.

From coastal adventures to forest and farm explorations, students embraced the outdoors with enthusiasm. These experiences built independence, friendships and the ability to overcome obstacles that will last well beyond the school gates. Whether it is watching our Grade 4’s cheer each other on as they conquered the giant swing, or our Grade 5’s attempting surfing for the first time, these are the moments that captured the spirit of support and courage we strive to instil in all our students.

The Fathers’ Day Breakfast was a heartwarming highlight of this year.

With the scent of bacon and eggs drifting through the campus, students proudly welcomed their dads, grand dads and father figures for a morning of connection. The laughter, storytelling, and shared moments reminded us of the strength of our community and the importance of celebrating those who support our learners every day. The weather wasn’t fantastic however this didn’t stop a large number of loved extras filling the campus.

Throughout the year, student engagement has been at the heart of everything we do. From classroom discoveries to House events, our students have shown what it means to be curious, kind and courageous.

Their voices, ideas and achievements continue to inspire us all.

As we head into the summer break, I would like to take this opportunity to thank our families, staff and students for a remarkable year. May your holidays be safe, joyful and filled with rest.

We look forward to welcoming you back in 2026 for another year of growth and possibility.

MR LUKE PADGETT Head of Junior Campus

PRESENTS

& Acoustic Night Food Trucks | Live Music | Kids Zone | Wine and Beer Friday 27 February 2026

|

5:30pm - 8:30pm

Launceston Grammar Senior Campus 36 Button St, Mowbray Heights TAS 7248

Scan the QR Code to find out more and book your tickets

nds for Raising fu12 Legacy e d the Gra t Charity, Projec

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EXPLORING BIG IDEAS: OUR GRADE 6 PYP EXHIBITION JOURNEY

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he Primary Years Programme (PYP) Exhibition is a hallmark of student agency, curiosity, and real-world learning at Grammar. It is a time when our Grade 6 students immerse themselves in topics of their choice that spark their passion, ask deep questions, and explore ways to make an impact. These projects are more than research, they are a springboard for critical thinking, empathy, and real-world change.

This year, we spoke with four students about their PYP journey - from the inspiration behind their inquiries, to the challenges they overcame and the insights that have shaped their thinking.

Exploring the Wine Industry My PYPX was about the wine industry and its impact on communities, the environment, and health. Growing up in a family that owns a winery, I have first-hand experience, but I wanted to understand the bigger picture.

I spoke with an agricultural expert to learn more about sustainable practices and environmental effects. The most challenging part was figuring out where to start and how to structure my research. My mentor helped me organise my steps, which made everything much more manageable.

This project has changed the way I view the wine industry. I’ve learned there are both positive and negative impacts, and there are ways we can give back, like using organic waste for compost. In the future, I hope to continue exploring sustainable practices and maybe even run my own winery one day.

CHARLOTTE HOLYMAN

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The Future of Artificial Organs I chose to explore artificial organs because I’m really interested in science and mathematics. My dad lives with an artificial organ and wrote his thesis in biomedical engineering, so I have always been curious. It’s fascinating to see how these organs work, so I wanted to understand their development and accessibility.

I focused on questions like how innovation impacts organ performance, how production methods influence sustainability, and how collaboration across fields makes these advancements possible. I even spoke with a renal dialysis nurse to understand how artificial kidneys keep people alive before organ donors are available.

My biggest challenge was reaching out to experts. Their time is limited, and I had to be persistent while balancing my other school commitments. Having these conversations, however, gave me real insight and made my research feel meaningful.

This project has taught me that science isn’t just about discovery, it’s about helping people and solving real-world problems.

JENSEN WYLLIE

Art, Colour, and Neurodiversity I wanted to explore how art and colour affect mental health and celebrate diversity, particularly for neurodiverse people. Art is a way to express emotions and communicate experiences that words sometimes cannot.

I’ve spoken with an art curator to understand the broader role of art in communities and therapy. It’s been amazing to see how creativity isn’t just painting or drawing, it’s a way for people to connect, reflect, and express themselves.

One challenge was keeping my research focused, especially when there were so many interesting directions I could take.

Learning to narrow my lines of inquiry taught me patience and planning. This project has made me realise that creativity is everywhere, and art can empower people in ways I hadn’t considered before.

LILY FLETCHER

Understanding the Impacts of War My unit of inquiry is how war impacts people, particularly veterans and the communities around them. I was drawn to this because it’s so relevant today, and I wanted to understand the mental, social, and political effects of conflict.

I interviewed a war veteran who previously served in the Army.

She shared how modern technology, like drones, can help people stay out of harm’s way and support local communities.

Speaking with her really opened my eyes to how every action in conflict affects real people and their lives.

The biggest challenge was finding an expert who was available to speak with me. I reached out to several people and, with the help of my teacher, was able to connect with someone who could share their expertise. This taught me persistence and the importance of networking, and it’s changed the way I think about the world.

AXEL VOLPES

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FINDING THEIR VOICES IN WONDERLAND

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o say I am proud of our Grade 5 students is an understatement.

Their recent production of Disney’s Alice in Wonderland Jr was simply magical. Every one of our 48 students transformed months of learning, rehearsal, and collaboration into something that truly belonged to them, a joyful celebration of their hard work, creativity, and courage.

Every student gave it their all. Singers found their voices, actors brought the whimsical world of Wonderland to life, dancers added flair and movement, and our backstage crew worked tirelessly to make sure costumes fit beautifully, hair and makeup were just right, and props came together seamlessly. Each contribution mattered, and every student played a vital role in creating the magic.

What inspired me most was the courage shown by those who were new to performing. For many, it was their first time on stage, stepping bravely beyond their comfort zones.

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Their willingness to give it a go, to make mistakes, and to grow from the experience was met with such encouragement and care from their peers. It truly became a safe, supportive space where everyone could shine.

The production was also a wonderful example of our International Baccalaureate Primary Years Programme (IB PYP) in action.

The PYP encourages students to be inquirers, thinkers, and communicators, and Alice in Wonderland Jr brought these attributes to life in such a meaningful way. Throughout the process, students explored ideas about identity, imagination, and perspective, connecting what they learn in the classroom with the real world.

They took ownership of their learning, worked collaboratively, solved problems creatively, and reflected on their growth every step of the way. This is what the PYP is all about: learning through experience, with purpose and joy.

The magic extended beyond the students too. Our parent community went above and beyond, from designing and sewing costumes to helping backstage and cheering in the audience.

Their generosity and enthusiasm made such a difference, and we’re so grateful for their support.

By the final curtain, our Grade 5 students stood tall, not only as performers but as confident, capable learners who embody the spirit of the PYP. I couldn’t be prouder of what they achieved together.

MRS ANNABEL LOONE Grade 5 Teacher

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“We’re not just acting or singing, we’re learning to be brave, to work together, and to make something amazing happen as a team.”

-O livia Calvert, Queen of Hearts

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MINI ARTS FESTIVAL A COLLABORATION BETWEEN MUSIC AND VISUAL ARTS BY THE STUDENTS FROM KINDER - GRADE 2.

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t Grammar, we see the Arts as an essential part of a child’s education.

Music and visual art give students the chance to explore, to be creative and to express who they are. Along the way, they develop essential skills and techniques, but also imagination, confidence and the ability to share their own ideas in unique ways.

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In August, the Mini Arts Pop-Up: Paths, Palettes and Possibilities, was a joyful celebration of the process of creativity and learning for our Kinder to Grade 2 students.

The afternoon began with students proudly singing their class compositions, followed by lively performances on claves, bucket drums, and xylophones.

The children showcased their growing skills in beat, rhythm and pitch and the confidence that comes from making music together. Our final musical item, ‘Colour My World’, brought students and families together in a colourful, uplifting finale.

After the performances, families explored the Art House and hall to see work curated and created by students, including teacher research and documentation, student artwork for sale and a harvest market created by students with their own produce.

The children shared their inquiries into colour, expression and storytelling,

As PYP arts educators, we know children make sense of the world through play, exploration, and storytelling. The Mini Arts Pop-Up, based on the question: “What is creativity?”, captured that journey from the exploratory beginnings of Kinder through to more refined creative choices in Grade 2. It also built on previous inquiries, including “What is an artist?”

(2023) and “What is wellbeing?” (2024).

The event gave students the chance to share their inquiries, making learning visible to families, peers and the wider community.

Importantly, the Mini Arts Pop-Up also showed how the arts nurture the whole child. For our youngest learners, singing, drawing, creating and moving aren’t just ‘extras’ - they are powerful ways of thinking, sharing knowledge and communicating.

By engaging deeply with the Arts, our young learners are not only developing skills for artistic expression but also qualities such as curiosity, reflection, and creativity that will serve them as lifelong learners. The Mini Arts PopUp was a chance for our community to see how the Arts empower children to tell their stories, share their ideas and express who they are.

MRS MARTINE COOK Junior Campus Art Teacher MS NATALIE HILLIER Junior Campus Music Teacher

Arts students at Grammar understand creativity as a joyful, imaginative, and personal journey. Their language shows they are developing a healthy artistic mindset, open to exploration, mistakes, and expression. With thoughtful scaffolding, these early beliefs can evolve into confident and creative thinking that supports their growth as expressive, reflective learners in the PYP and beyond. – Natalie and Martine

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showing how art can spark emotion and conversation. Paintings, illustrations, and mixed media pieces revealed each child’s individuality, while curating their work gave students the chance to present their learning with pride. The Mini Arts Pop-Up is a reminder that even our youngest learners are capable of creating meaningful, impactful and thoughtful work.

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ONE SCHOOL

VALUES IN ACTION

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have thoroughly enjoyed my first two terms at Launceston Grammar.

It has been a joy getting to know all the students, staff, parents and other community members and I’ve considered it a privilege to listen to everyone’s different school experiences.

One of the key themes I’ve noticed throughout my conversations has been the School’s emphasis on character development, which I see as a product of our deep and rich Anglican heritage. Over the past term we were reminded of this long legacy through the adoption of our five Christian values: love, grace, humility, costly service, and hope.

Even though these values might be newly adopted, they are far from new to the character of our School, and I have witnessed our students and community living them out in a number of ways.

LOVE

HUMILITY

HOPE

Our value of love sits at heart of Grammar’s commitment to building connections with New Horizons Tasmania Disability Services. At the end of Term 3, I joined the Grammar students on their weekly visit to New Horizons. The students were reading to the participants some of the books authored by other students during this year’s ‘Book Blitz’, where students worked together to write a book in a day. As they read, I saw no sense of superiority or disinterest on display by our students, but rather, they spoke as they would to peers, upholding the dignity and value of the New Horizons participants.

As I arrived at the Senior Campus on the first day of term, I was delighted to see Grade 12 students standing in front of the library serving hot Milos. They weren’t there for awards or accolades, but rather to serve others. This to me is a great example of the humility that regularly characterises my interactions with the students.

Our final value, hope, is practiced in many ways throughout the School. One of the key moments for me was at the Grade 10 formal. Fergus Broomhall had the task of reflecting on the year and in his speech, didn’t shy away from mistakes made. He also encouraged his fellow students to be prepared for the future, to live with hope and to think beyond today. This wasn’t a new concept for anyone. It felt entirely like it was just part of the expectation of the students of Grammar.

GRACE Over Term 3, I have found it a great privilege to attend each of the Junior Campus assemblies. As students practice ‘The Grammar Way,’ they are encouraged to put grace into action by being safe, responsible, caring and respectful. It has been wonderful to watch the Junior Campus students take responsibility and participate in different parts of these assemblies. I’ve been particularly impressed that mistakes are not met with giggles or judgement but rather encouragement to try again.

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COSTLY SERVICE All through the year the Grade 12’s have practised costly service as they have sought to raise money for the National Breast Cancer Foundation.

In the last week of September, the Ice Bucket Challenge was held as their final fundraiser for the year. Grade 12 students cooked the barbeque, served others and a few brave students even took part in the challenge. Yet it wasn’t just the students involved. Our teachers modelled costly service as well. Senior teachers Dale Augostin and Tori Haeusler, as well as our Principal, Dale Bennett, in his full suit, set aside power and privilege for the good of others by joining in the ice bucket challenge as well.

These are just few examples of the character of Launceston Grammar that I have witnessed on display. It seems to me that our values are not new, but rather they are a fresh articulation of what the School already holds dear.

I am filled with great hope for what is to come.

REVEREND ALASTAIR CROUCH School Chaplain

Love

Grace

Humility

Goes beyond feelings, it is the continual choice to care for and uphold the inherent dignity and value of those around us.

This kind of love is ultimately demonstrated in the life, death, and resurrection of Jesus (1 John 4:7-12).

The heart of the Christian message says that God offers us undeserved grace in Jesus (Ephesians 2:8), which results in forgiveness and reconciliation. It is out of God’s grace we encourage personal responsibility for our own actions, constructive resolution of conflict and extending forgiveness to others.

Jesus exemplified humility, and in following his example Christians are called to “value others above ourselves” (Philippians 2:1-3), therefore we seek to put the needs of others before our own.

Costly Service Is the outworking of our first three values.

Just as Jesus “came to serve, not to be served” (Mark 10:45), gave his life for others (1 John 3:16) so too, we choose to use our status, our resources, and our influence for the good of others before ourselves.

Hope Stands as a counter to the cynicism and condemnation that seems to pervade our current culture. The Christian message reminds us that we are all works in progress, and we can live and work towards future transformation (Romans 8:18-21).

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Spring Concert - Thursday 4 September

Father’s Day Breakfast - Thursday 4 September

SCHOOL LIFE: TERMS 3 AND 4

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Kinder Teddy Bears Picnic - Wednesday 17 September

Junior Campus Athletics Carnival - Wednesday 10 September

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Patricia Roberts Precinct Official Opening - Thursday 18 September

Alice in Wonderland Jr - Wednesday 17 - Thursday 18 September

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Grammar and Collegiate China Tour - Thursday 9 - Monday 20 October

Junior Campus House Singing Competition - Tuesday 23 September

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Flat size 1.6m x 1.6m

Own an iconic piece of the Grammar story.

To own a piece of this story, please complete the online form and a member of our Launceston Grammar is proud to offer a limited-edition 100% woollen rug, created in partnership with Tasmania’s iconic Waverley Mills. This bespoke piece has been entirely sourced, designed, and produced here in Tasmania – a collaboration that speaks to our deep connection with people and place.

What makes this project even more special is the wool itself, proudly

Advancement Team will be in touch to organise delivery/collection.

$

349

including free postage Australia-wide.

grown by one of our own Grammar families: Julian and Annabel von Bibra – owners of the historic Beaufront property in Tasmania’s Midlands. Their connection to Grammar runs deep, with three generations, including their own children Matilda, Rose and Henry, all having attended the School.

This isn’t just a rug – it’s a reflection of our values, our people, and the place we’re proud to call home. Made by Tassie hands, from Tassie wool, for our Grammar families.

SCAN QR CODE TO ORDER

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SENIOR

NARRATING CAMPUS LIFE

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s 2025 draws to a close, the Senior Campus reflects on a year of growth, adaptability, and connection. Guided by our purpose to nurture, challenge and inspire each and every student, we embraced opportunities that extended learning beyond the classroom and strengthened our community.

This year offered a rich blend of academic, cultural, and wellbeing initiatives. From House activities and leadership pathways to inspiring guest speakers and community events, students engaged in experiences that built character and fostered belonging.

One of the most significant shifts was the introduction of our “Disconnect to Reconnect” initiative, which saw mobile phones secured in Yondr pouches during the school day.

This change has transformed break times, with students engaging in genuine conversations, strengthening friendships, and rediscovering the joy of face-to-face interaction.

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Student leadership flourished through peer mentoring, House captaincy, and the Grade 11 Step-Up program, while Valedictory Week provided a fitting farewell to our graduating class.

Wellbeing remained central, with pastoral sessions exploring digital citizenship, growth mindset, and positive thinking.

Guest speakers, including Anastasia Hronis and Emily Lahey, offered valuable insights into mental health and resilience.

Community spirit shone through the House Singing Carnival and Spring Concert, moments that highlighted student agency and voice.

Our Grade 10 Retreat program extended beyond its initial week with Retreat 2.0, offering half-day reconnection sessions and culminating in a Term 4 celebration.

Grade 7 students embraced standout experiences, including camps at Hanleth and Maria Island, PLT Derby Day, and Youth Day. The 7/11 Buddy Program, led by Grade 11 mentors, strengthened cross-year connections and reinforced our commitment to community.

MRS MONIQUE AUSTEN Director of Student Wellbeing

CELEBRATING 180 YEARS

Sunday 15 September 12-4pm On Saturday 23 May, 2026 join us for Grammar Graze asperson we toast $130 per or $1250 for table ten 180 years of community, camaraderie, andofcelebration.

S

Senior Campus, Mowbray avour the flavours of Tasmania with local

SATURDAY 23 MAY RSVP by 8 September

Grammar family wines paired with the culinary

delights of Hubert + Dan, whose passion for our

SENIOR CAMPUS, MOWBRAY, TAS

island’s produce promises a feast for the senses. Next year, we’ll continue the tradition, making Grammar

SCAN THE QR CODE TO

Graze a highlight of our 180 anniversary celebrations,

FIND OUT MORE AND

th

a perfect occasion to come together, celebrate, and

BOOK YOUR TICKETS

create lasting memories.

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1846 2026 CELEBRATING YEARS

180 1840s Launceston Church Grammar School opens its doors in 1846 with 24 boys and Headmaster Rev Henry Kane. Lessons begin in a small, rented house at George and Elizabeth Streets, the start of Australia’s oldest continually operating independent school.

1850s Despite Tasmania’s gold rush exodus, enrolments rise. Fundraising by the “Ladies of the Trustees” builds a new schoolroom, and naturalist Ronald Gunn joins the staff, shaping Grammar’s early reputation for learning and curiosity.

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or 179 years, Launceston Church Grammar School has inspired generations through learning, leadership, and community. From its humble beginnings in 1846, where lessons were taught out of a small, rented house on George Street to a now thriving, multi-campus school, our story stands the test of time and is a testament to the people and values that continue to shape us.

1860s – 1870s Under Rev. William Savigny, Grammar introduces its colours: blue, black and white — and motto Mos Patrius Disciplina meaning ‘the custom and training of our forefathers’.

Sport takes hold, with cricket becoming a defining tradition.

1880s Launceston Grammar earns national recognition. New facilities rise, and rowing begins on the Tamar. In 1889, Grammar wins its first Bourke Cup — the first of many.

As we look to celebrate 180 years of Grammar in 2026, let’s travel back in time to where it all began and highlight significant events that have shaped our story to what it is today and look forward to what lies ahead.

MRS KATE DEAN Director of Advancement

1890s

1910s

Economic depression hits Tasmania, but Headmasters Wilkinson and Gillett revive Grammar. They introduce the School crest and re-establish the Grammar Cadets, restoring pride and spirit.

504 Old Boys serve in World War I; 97 never return. Their courage is later honoured on the Honour Board in the chapel. Students join cadets and contribute to the war effort at home.

1900s Old Boys serve in the Boer War and the new Australian Parliament. The Launcestonian launches in 1905. Grammar celebrates a golden sporting year in 1909, winning across cricket, football, rowing and swimming.

1920s Grammar relocates to Mowbray, with Prime Minister Stanley Bruce laying the foundation stone in 1923. New classrooms, boarding houses, tennis courts and a swimming pool define a new era.

1950s Headmaster Basil Travers expands school life with new clubs, music, and sport.

Grammar wins three consecutive Head of the River titles and embraces a decade of post-war optimism.

1930s The Great Depression tests Tasmania, and Grammar.

Despite hardship, the chapel is built in 1934, a lasting symbol of community resilience and remembrance.

1970s 1980s Amid economic challenges, Headmaster Robert Hutchings proposed trialling coeducation. Seven girls joined in 1972, and the success of this initiative led to the School becoming fully co-educational in 1973. By 1978, 97 girls were enrolled, revitalising the School financially and better preparing students for life beyond Grammar.

In 1982, Headmaster Christopher Strong oversaw one of the School’s most significant milestones, the amalgamation with Broadland House, expanding both enrolments and campuses.

To celebrate 180 years of Grammar, we will be holding a number of key events in 2026 to commemorate this special occasion. To find out more, visit our website or scan the QR code.

2010s 1990s Grammar celebrates its 150th anniversary with a year of community events, chapel renewal, and a record $1.6 million raised for new facilities.

Faulkner Park opens, and Café 1846 becomes a vibrant hub for many events. The Broadland House chapel window honours our shared story.

2020s 1940s Headmaster Norman Roff and many Old Boys serve in WWII; some never return.

Grammar’s centenary in 1946 marks hope and remembrance, celebrated with a Centenary Ball and chapel service.

1960s A new science block, outdoor education program, and Prime Minister Menzies’ 1961 visit mark a forwardthinking decade. The first Walkathon is held in 1963, a tradition still loved today.

2000s Grammar earns Top 10 national ranking and sporting success.

Old Boys George Bailey and James Faulkner represent Australia in cricket. 2008 sees the opening of the new swimming pool.

In June 2024, we celebrated our 100th anniversary of the Mowbray Campus, 90th anniversary of the School Chapel and 60th anniversary of the Grade 7 Maria Island Camp. As Grammar nears its 180th year in 2026, we honour generations of students, staff and families who have shaped our story, and look ahead to the next chapter of learning, leadership and legacy.

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CELEBRATING 34 YEARS OF SERVICE: FAREWELL TO NICHOLAS FOSTER AFTER AN EXTRAORDINARY 34 YEARS AT LAUNCESTON GRAMMAR, NICHOLAS FOSTER HAS CONCLUDED HIS REMARKABLE JOURNEY WITH THE SCHOOL , LEAVING A LEGACY THAT SPANS GENERATIONS OF STUDENTS, STAFF, AND THE WIDER GRAMMAR COMMUNITY. TO MARK THIS MILESTONE, COLLEAGUE AND FRIEND DARREN CHILCOTT REFLECTS ON NICK’S EXTRAORDINARY CONTRIBUTION TO GRAMMAR, HIS STEADY LEADERSHIP, AND THE LASTING INFLUENCE HE LEAVES BEHIND.

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ver more than three decades, I’ve had the privilege of working alongside Nick Foster, a colleague, mentor, and friend whose impact on Launceston Grammar is hard to overstate. In that time, Nick has held an extraordinary range of roles, teaching English, History and PE; serving as Head of Boys’ Boarding; Head of Roff House; Deputy Headmaster; Head of Campus; Acting Headmaster; and most recently, Director of Grammar Enterprise. It’s safe to say he’s done (almost) everything at Grammar.

In each role, Nick brought the same steadfast commitment, insight, and warmth that defined his leadership. For many of us, his office became a place of calm counsel, a hub for conversation over soothing jazz music, a sounding board for challenges, or simply a space to share stories and laughter. His ability to listen deeply, to offer wisdom without judgment, and to make everyone feel heard has left a lasting impression on generations of staff.

Nick’s influence extended well beyond the staffroom. Students, past and present, speak of his compassion and genuine interest in their lives. Many have returned years later to express gratitude for his teaching, guidance, and encouragement. From the sports field to the classroom, Nick shaped young people in ways that reached far beyond academic learning, helping them grow into confident, kind, and thoughtful individuals.

His knowledge of the School’s history is unmatched. When prospective families toured the campus with him, they quickly sensed not only his encyclopaedic understanding of Grammar but also his pride in its story and people.

Yet it is perhaps Nick’s affable nature and wise words that we will miss most.

He had a way of grounding those around him, reminding us to keep perspective and to act with both care and courage.

Grammar is richer for his presence, his steady leadership, his good humour, and his capacity to bring out the best in others.

Nick leaves Launceston Grammar with the gratitude, admiration, and affection of the entire community.

His dedication, wisdom, and friendship have left an indelible mark, one that will continue to guide and inspire long after his departure.

As he begins his next chapter in a new educational setting we wish him every success. It feels fitting that he continues to work with young people, shaping lives with the same patience, generosity, and purpose that have defined his 34 remarkable years at Grammar.

MR DARREN CHILCOTT Science Teacher / Timetable Coordinator

Roff House, 2008

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CLASS OF 2025 VALEDICTORY WEEK Valedictory Week (27 - 31 October) was an emotional farewell for the Grade 12 Class of 2025, marking the close of their Launceston Grammar journey and the start of exciting new adventures ahead. The week offered students the chance to pause, reflect, and celebrate, honouring friendships, achievements, and the moments that have shaped their time at the School.

From themed dress-up days and House farewells to chapel services and the final formal assembly, the week was filled with laughter, gratitude, and a few tears. Each event carried its own sense of meaning, as students, staff and families came together to celebrate not only how far the Class of 2025 has come, but also the bright futures that await them beyond Grammar’s gates.

Guard of Honour

Tree Planting

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Valedictory Day Celebrations

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GLOBAL PERSPECTIVES: CHINA TOUR

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n October, 16 Grammar students, together with myself and fellow teacher Mr Brent Colgrave, were joined by 13 students and two teachers from St Michael’s Collegiate, for an educational tour of China.

The journey began in Beijing, where we walked the Great Wall, Tiananmen Square, and the Forbidden City; explored the ancient Hutongs by rickshaw; shopped at local markets; participated in a calligraphy lesson and Beijing opera mask painting; and enjoyed delicious Chinese feasts at various restaurants.

A high-speed train took us to Xi’an where students had a Chinese language lesson, shopped in the Muslim Quarter market, rode bikes along the ancient city wall, practised Taichi in the park and toured the Terracotta Warriors. Another highspeed train took us to Chengdu, where we enjoyed a Sichuan opera and acrobatics show, exquisite cuisine, and a day at the panda research station.

The tour concluded with a flight to Shanghai for a visit to a local school, shopping, and a river boat cruise. We were so proud of our students, who behaved impeccably and immersed themselves in Chinese culture.

To offer a glimpse into the experience from a student’s perspective, eight of our travellers share their reflections.

MS LOUISE IVES Mandarin Teacher

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STUDENT REFLECTIONS FROM THEIR CHINA TOUR China was an amazing experience. In the first three days, we visited the Forbidden City, walked the Great Wall and visited the famous Beijing ‘Snack Street’. The Forbidden City was huge and had many beautiful buildings where the empires had lived before. We were able to see the length of the Great Wall and its beautiful views.

We were able to see a new culture and a different perspective on life. We were introduced to many Chinese people who warmly welcomed us and had opportunities to try some new things such as eating fried crickets!

TOBY TAYLOR, SOMMA BAZAADUT AND ZACHARY CUBITT Grade 8 and 9 Students

Lily and I enjoyed many aspects of our time in China, especially making new friends from Collegiate, seeing the rich history, and experiencing a different culture to our own. We really enjoyed going to the panda sanctuary in Chengdu and visiting the Shanghai Experimental School to meet some Chinese students and learn about education in China. We highly recommend that everyone comes to China at least once in their lifetime. Lily and I especially loved seeing all the big cities and famous tourist spots.

RUBY WRIGHT AND LILY TAYLOR Grade 9 Students

China was an unforgettable experience that will always stick with us. Throughout the trip, we explored many iconic destinations and got a glimpse into authentic Chinese culture. The Great Wall was one of our biggest highlights.

The walk towards the last tower was steep and pushed our limits, but with group determination and unreal views we completed the journey. Another high point in Beijing was the Forbidden City. We made our way around many ancient palaces and halls, all highly decorated and extravagant.

We had many encounters with the locals, including joining in with Chinese street dances, and communicating and bargaining independently at local street markets, despite language barriers. It’s hard to describe how delicious the Chinese cuisine tastes. Each dish was so unique and caused us to push the limits of how much our bellies could hold! Jam-packed days full of activities left us exhausted, but everyone on the tour managed to stay optimistic and respectful. We had the time of our lives and made memories that will stay with us forever.

CACIA CHARLES, ARABELLA HIRST AND GINNY NGUYEN Grade 8 Students

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WHY OUTDOOR EDUCATION MATTERS FOR OUR STUDENTS OUTDOOR EDUCATION AT GRAMMAR ISN’T JUST ABOUT GETTING STUDENTS INTO THE BUSH. IT’S ABOUT HELPING THEM GROW INTO RESILIENT, ADAPTABLE AND INDEPENDENT YOUNG PEOPLE. THE ACTIVITIES MAY LOOK LIKE FUN ON THE SURFACE, BUT BENEATH IT ALL ARE POWERFUL LESSONS THAT PREPARE OUR KIDS FOR LIFE.

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Challenge with Support Abseiling is a good example of students thinking there’s no way they can take it on, but after watching their friends go over the edge, and hearing the encouragement from their peers, they are suddenly willing to try. This kind of challenge with support results in confidence and self-belief taking root.

The mixed results from students planning and preparing their camp meals is a similar story. A burnt pot of pasta might not seem like a big win, but it teaches problem-solving, teamwork and perseverance. And when dinner finally comes together, the sense of achievement is real.

Grade Eight Freycinet Camp

TCE Camp

Building Resilience

Independence, Agency and Trust

Six days of sea kayaking in Tasmania’s remote south-west demands stamina, determination, and the ability to push through tough conditions. Resilience is learned by doing, and isn’t only about the big challenges, but also in the small, uncomfortable moments. Pulling on cold, wet booties each morning before another day on the river is tough, but students quickly learn they can get through discomfort and still move forward.

One of Grammar’s key teaching strategies is student agency, for which camps are the perfect setting. Students take ownership of their choices: where to pitch their bivvy, how to divide up cooking jobs, how to pace themselves on a journey.

Learning to Adapt The outdoors is full of surprises. Weather changes quickly, gear doesn’t always behave and sometimes plans need to shift. When students adapt, swapping a paddle for shelter-building in a sudden storm, or re-navigating a track after a wrong turn, they learn to stay calm, think flexibly, and find solutions. On bike tours students learn to adjust to the pace of others, manage energy across long distances, and keep spirits high when the road feels endless. Each ride teaches students to adapt their approach, problem-solve on the go, and look after both themselves and their team.

Why It Matters Every challenge in Outdoor Education is really a lesson for life. The courage to step backwards off an abseil cliff becomes the courage to face exams or public speaking. The determination to paddle through cold, rough water becomes the determination to persevere through study, sport and relationships.

The teamwork and trust it takes to cook a meal before dark or ride together on a long tour, is the same teamwork and trust they’ll need in future workplaces and relationships.

Outdoor Education isn’t just about nights under canvas or days on the water. It’s about raising young people who are resilient, adaptable, independent, and deeply connected through trust. Students learn that stepping outside their comfort zone is easier when they know others have their back, and that confidence built in the outdoors carries them through life.

MS ANGELA CUNNINGHAM Acting Head of Outdoor Education

“The toughest camp I’ve done was the Grade 10 white water kayaking trip on the Huon River. We spent five very cold days learning to kayak and camping by the river. It tested my resilience, but I realised that with good preparation, adventures can be both safe and enjoyable. Over the years I’ve picked up so many skills that I now feel confident to take on my own adventures.”

- Josie Kile, Grade 12 Student

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But just as important is the trust that develops along the way. Trust in themselves, to take on challenges they thought were beyond them. Trust in their peers, to belay safely on the climbing wall, or to carry their share of the load.

And trust in staff, to keep them safe and encourage them at just the right moment. This depth of trust builds bonds that often last well beyond camp, shaping the way students see themselves and the way they connect with others.

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EUAN BEST: NAVIGATING THE WORLD STAGE

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hen you hear the words ‘orienteering’, images of maps, compasses, and forest trails might come to mind. For Grade 12 student Euan Best, however, the sport is about much more than navigation. It’s a test of endurance, focus, and composure under pressure. After competing at the Junior World Orienteering Championships in Italy, representing Tasmania and Australia on the world stage, Euan has experienced firsthand the highs and lows of racing against the very best young athletes from around the globe.

His journey, from urban sprints to challenging forest courses, offers a glimpse into the dedication and resilience required to perform at an elite level and the lessons that extend far beyond the finish line.

MRS EMILY WYNN Marketing Manager

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Q. Can you tell us a bit about the Junior World Orienteering Championships (JWOC) in Italy? What events did you compete in, and how did they go?

A. I was fortunate enough to complete at JWOC over June and July in Italy this year. There are five events at JWOC: the Sprint Relay, Individual Sprint, Individual Long Distance, Individual Middle Distance, and the Forest Relay - each testing different skills. Sprint races are around urban areas (~13 minutes) focusing on speed and quick decision-making, while long and middle distances in forests test endurance and concentration (~75 minutes). Relays involve teams of three or four runners across urban or forest terrain. At JWOC an athlete participates in all five events.

For my first international carnival, my focus wasn’t on results, it was just putting down runs that reflected my hard work. Over the five events, I had mixed results, with my best being 45th place in the middle distance.

Q. How was the experience of competing internationally? Were there any standout moments or challenges?

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A. Competing internationally was a definite step up from national events!

Much bigger scale, more formal procedures, and so many cameras to get used to! My standout moment was also my biggest challenge. In the Individual Sprint, it was 38°C, and I was the last Australian to start. Halfway through, I was sitting 7th place, the best any Australian had been since 2019.

I maintained that position until the last three controls, when I accidentally punched the wrong control. I finished thinking I was in the top ten, only to be disqualified. Whilst this was a devastating moment, it was still great to have been able to put down an ‘almost’ perfect run, that held up against some of the best junior orienteers in the world and has given me the confidence to know I can place in the future.

Q. What was it like to represent Tasmania and Australia on the world stage?

A. Representing Tasmania/Australia was very exciting and nerve wracking.

It had always been a goal of mine to represent Australia so to finally have that experience was quite surreal. As the competition neared, I definitely noticed the nerves starting to creep in and I just had to back myself that I had done enough in the lead up to prove why I had been given a spot on the team.

Q. You also competed at the European Youth Orienteering Championships (EYOC). How did that compare?

A. EYOC was similar to JWOC, except there were only three events (long, sprint, and relay) and four age categories (M16, M18, W16, W18).

I was running M18 against some familiar names from JWOC and some completely new names. My plan was to just put down three solid runs across the three events and try not to get ‘the yips’ and have a repeat of the JWOC sprint. The terrain and courses were brutal, with steep climbs, low visibility, and complex sections. Across the three days, I placed in the top 20 in each event.

Q. What’s something you’ll take away from the trip, either as an athlete or personally?

A. Athletically, I now know I have what it takes to compete at the top levels. Personally, I’ve learned resilience and the ability to turn disappointment into motivation. Oh, and the Dolomites are spectacular, and tuna pizza is delicious!

I’ve learned resilience and the ability to turn disappointment into motivation.

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Mr Matthew Carswell, Mr Craig Slavin, Mr Jason Fletcher and Mr Nicholas Foster accepting the award for most outstanding school.

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aunceston Grammar has been recognised at the 2025 Tennis Tasmania Awards Night, taking out the Most Outstanding School category in a celebration of excellence across the state’s tennis community.

TENNIS TASMANIA AWARDS LAUNCESTON GRAMMAR RECOGNISED AMONG TASMANIA’S BEST 36

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The prestigious annual event acknowledges the achievements and contributions of players, coaches, clubs, officials, schools and volunteers across 12 award categories. Grammar was selected ahead of fellow finalists Illawarra Primary School, Newstead Christian School, Rosetta Primary School and St Thomas More’s Catholic School, highlighting the strength and impact of the School’s tennis program.

Adding to the evening’s success, Tennis Coach Jason Fletcher was also honoured with the Coach Excellence Award in the development category, recognising his outstanding leadership, commitment, and the results achieved through the School’s tennis program.

“This recognition is a reflection of the passion and teamwork within our School community,” said Jason.

“We’ve worked hard to build a program that not only develops skills on court, but also encourages confidence, sportsmanship and balance, key elements of our broader approach to wellbeing and education.”

Following this achievement, Launceston Grammar has been nominated as School of the Year at the Australian Tennis Awards, the Newcombe Medal. This national nomination positions the School among Australia’s leading tennis programs.

“This is a fantastic opportunity to showcase the comprehensive tennis program we’ve built, and how it integrates with our academic and wellbeing framework,” Jason added.

“It’s exciting to see Grammar recognised as a leader in fostering both sporting excellence and personal growth.”

MR JASON FLETCHER Tennis Coach MR CRAIG SLAVIN Director of Sporting Programs

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12 months ago, Jason Fletcher, Craig Slavin and I looked at making high performance tennis a reality at Launceston Grammar. Less than 12 months into the program we now have a committed group of young students being supported to follow their dreams thanks to Jason’s coaching, our amazing Director of Sporting Programs, Craig Slavin and our academic and wellbeing programs.

It was great to see that recognised

by Tennis Tasmania at the recent annual awards, and amazing to see Jason also acknowledged as Coach of Excellence for Development on the same evening.

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MR NICHOLAS FOSTER Former Director of Grammar Enterprise

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COMMUNI T Y

CELEBRATING LIFE MILESTONES AT THE GRAMMAR CHAPEL WEDDINGS | BAPTISMS | FUNERALS

Our historic Grammar Chapel offers a beautiful and meaningful setting for life’s most important moments.

Whether you are planning a wedding, baptism or funeral, our chapel provides a serene and inspiring space to gather with family and friends. With its rich history and warm atmosphere, it’s the perfect backdrop for reflection, celebration, and remembrance.

To enquire or book, contact us via email at community@lcgs.tas.edu.au

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THE TRANSFORMATIVE POWER OF PHILANTHROPY OPENING DOORS TO INDEPENDENT SCHOOLING

GIVE THE

I WOULD LIKE TO MAKE A SINGLE GIFT OF: $50

For many families, the cost of independent schooling can place this pathway beyond reach, regardless of a child’s talent and potential. Philanthropic giving helps remove this barrier, ensuring that financial circumstances do not define a child’s future. Scholarships open the door to high-quality learning environments where students are supported to grow academically, socially, and personally.

The impact extends well beyond the individual recipient.

When students from diverse backgrounds learn together, our community becomes richer, more inclusive, and more reflective of the world in which our graduates will live and lead.

These varied perspectives help all students develop empathy, resilience, and a deeper understanding of others.

Philanthropic support also ensures we remain true to our purpose. By investing in scholarships, donors strengthen Launceston Grammar’s commitment to equity, opportunity, and transformative education. They help build a legacy of hope for future generations.

$100

$500

$1000

Other $____________

I WOULD LIKE TO MAKE A RECURRING GIFT OF: $50

At Launceston Grammar, philanthropy plays a vital role in shaping the educational opportunities we can offer, particularly through scholarships that support children from less privileged backgrounds. These scholarships do more than provide access to an excellent education; they reflect our deeply held values of love, humility, costly service, grace and hope, and our mission to nurture, challenge and inspire every young person in our care.

Gift

OF LEARNING

$100

$500

$1000

Other $____________

Monthly, for a period of____________months Quarterly, for a period of____________quarters I WOULD LIKE MY GIFT TO: (select one) Contribute to Scholarships Contribute to Capital Building Initiatives All donations are tax deductible

Mr

Mrs

Ms

Miss:

First name:__________________________________________ Surname:____________________________________________ Address:____________________________________________ Postcode:___________________________________________ Phone:______________________________________________ Mobile:______________________________________________ In publications and donor honour rolls I/we wish my/our

Donors often speak of the joy that comes from knowing their generosity has changed the course of a young person’s life. A scholarship can uplift not just an individual, but their family and their wider community.

names to be read as: ____________________________________________________

In May 2026, we will be inviting our community to unite for our second Giving Day, supporting our Community Scholarship Program. Every gift, large and small, helps open doors, live out our values, and offer life-changing opportunities to deserving young people.

I would like to receive information on making a lasting

If you are interested in joining our matching donor program to support our 2026 Giving Day please contact myself or Principal, Dale Bennett.

I would like my donation to remain anonymous

contribution to the School via a bequest HOW TO MAKE A GIFT To make a gift online please visit: www.lcgs.tas.edu.au/community/giving/ Please find enclosed my cheque or money order made payable to LCGS Scholarship Trust OR LCGS

MRS KATE DEAN Director of Advancement kdean@lcgs.tas.edu.au

Building Trust Please charge my credit card

Visa

Mastercard

Card number:________________________________________ Expiry date:__________________________________________ Cardholder name:____________________________________ Signature:___________________________________________ Receipt in name of (if not above): ____________________________________________________ Please return to: Advancement Office, Launceston Church Grammar School, PO Box 136, Mowbray Heights TAS 7248 Phone: (03) 6336 6000, Email: community@lcgs.tas.edu.au

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INSPIRING THE NEXT GENERATION: DR GILLIAN HIRTH AO WHEN DR GILLIAN HIRTH AO RETURNED TO LAUNCESTON GRAMMAR EARLIER THIS YEAR, SHE STOOD BEFORE STUDENTS ON BOTH THE JUNIOR AND SENIOR CAMPUSES NOT ONLY AS A LEADING SCIENTIST, BUT AS A PROUD ALUMNA REFLECTING ON THE JOURNEY THAT BEGAN IN THOSE SAME CLASSROOMS. 40

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Dr Hirth, Chief Executive Officer of the Australian Radiation Protection and Nuclear Safety Agency (ARPANSA), was named Launceston Grammar School’s 2025 Peter Sculthorpe Alumnus of the Year. The Award recognises alumni who have made outstanding contributions in their chosen fields and is named in honour of world-renowned Australian composer and fellow Grammar alumnus, Peter Sculthorpe.

In 2022, Dr Hirth became Chief Executive Officer of ARPANSA. In 2024 she was appointed an Officer of the Order of Australia for her service to environmental science and radiation safety. She has represented Australia internationally through her work with the International Atomic Energy Agency, the International Commission on Radiological Protection, and as Chair of UNSCEAR from 2019 to 2022.

Born and raised in Launceston, Dr Hirth attended Grammar from Grades 7-12 (1986–1991), describing her time at the School as foundational in sparking her curiosity for science. After earning a PhD in environmental radiochemistry in 1999, she completed postdoctoral research into radionuclide transport in the environment, work that set the course for a distinguished career in environmental protection and radiation safety.

Launceston Grammar Principal, Mr Dale Bennett, presented the award during a special assembly, praising Dr Hirth’s leadership and her commitment to evidence-based public service.

Her early career with the Australian Defence Organisation saw her managing hazardous materials and nuclear waste, before joining ARPANSA in 2010. There, she led research on radionuclide levels in wildlife and contributed to the United Nations Scientific Committee on the Effects of Atomic Radiation (UNSCEAR) following the 2011 Fukushima-Daiichi nuclear accident.

“It is with immense pride that we honour Dr Gillian Hirth as the Peter Sculthorpe Alumnus of the Year recipient for 2025,” Mr Bennett said.

“Her leadership in radiation safety, at both a national and international level, and her commitment to evidence-based public service are an inspiration to our entire school community.”

Reflecting on the award, Dr Hirth said she was honoured to be recognised by the School that helped shape her early ambitions.

“It’s particularly special to share my story during National Science Week,” she said. “I hope my journey can inspire the next generation of STEAM leaders.

Launceston Grammar built a strong foundation for my learning pathway, and it’s a privilege to follow in the footsteps of previous eminent alumni who have received this honour.”

Dr Hirth joins a distinguished list of past recipients including Sir Guy Green AC, KBE, CVO, David Boon MBE, Dr Stephen FitzGerald AO, the late Professor Derek Denton AC, Professor Elizabeth Blackburn AC, and Indira Naidoo.

As students listened to Dr Hirth’s reflections, from her work with the United Nations to her memories of science labs at Grammar, her story offered a powerful reminder of where curiosity, perseverance and a strong educational foundation can lead.

MRS KATE DEAN Director of Advancement

Dr Gillian Hirth AO with Extended Family and 2025 Co-Captains

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INSPIRING ALUMNI: MATTHEW DEANER Earlier this year, we proudly celebrated the induction of Mr Matthew Deaner, CEO of Screen Producers Australia (SPA), into the School’s Wall of Fame for 2025. The Award honours a member of the Launceston Grammar alumni community who has made a remarkable contribution in the performing arts, media or screen industries.

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r Deaner attended Launceston Grammar from Grades 2 – 12 (1979 – 1990), before studying law. He began his career as a lawyer in Sydney and London, before moving into senior policy and strategy positions with the Australian Subscription Television and Radio Association (ASTRA) and Screen Australia.

Since 2012, Matthew has served as Chief Executive Officer of Screen Producers Australia (SPA), the national organisation that represents and advocates for the interests of Australia’s screen production industry.

Under his leadership, SPA has championed the interests of content producers large and small, spanning

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film, television, streaming and games. He has been at the forefront of critical industry conversations, including government policy, the rise of streaming services, and the creation of new markets for Australian content both at home and overseas.

We caught up with Matthew following his Wall of Fame induction to talk about his formative years at Grammar, the creative spark that began there, and his journey from law to leading Australia’s screen industry.

MRS EMILY WYNN Marketing Manager

What are your fondest memories from your school days at Launceston Grammar?

You also helped start a creative spark at Grammar with the performance group Mask. Can you tell us about that?

Was there a turning point where you felt you were helping shape the industry in a new direction?

I think, like many Grammar alumni, my memories start with the Outdoor Education program. It was an incredible experience to grow up learning in such a beautiful, geographically unique environment. You’re taken out of your comfort zone, but within this safe container of care from extremely skilled staff. You’re with your friends 24/7, and you’re learning resilience, teamwork and self-reliance without even realising it.

Yes! That was something really special.

At the time, Grammar hadn’t had a big school production for a while, so when a new music teacher arrived, he encouraged a few of us to form a small a cappella group.

Yes, when I became CEO of Screen Producers Australia, the government changed soon after, and I realised that the industry needed a much stronger collective voice.

There’s one trip that really stands out - a Grade 10 self-guided expedition where we had to design and lead our own hike through the Walls of Jerusalem. We ended up getting lost for a day or so before being found by one of our Outdoor Education teachers! We were never in harm’s way, but it was quite an adventure.

Those experiences are unforgettable.

Even now, I still love hiking and feel confident putting on a backpack and heading into the wilderness. That sense of self-reliance and adventure has absolutely stayed with me.

What other activities or subjects shaped your time at Grammar?

Sport was a big part of my school life.

I captained tennis and was vicecaptain of hockey. I also really enjoyed debating. There’s one moment I’ll never forget; a House debate on the topic “Australians Don’t Care.”

I was last speaker for the negative, arguing that Australians do care. I opened with a Dorothea Mackellar poem, turned the room around, and somehow managed to swing the audience by the end.

Those moments, whether on the field or behind a lectern, built confidence.

I learned that ideas, persuasion and teamwork matter, lessons that have followed me ever since.

There were four of us: Kathryn Millar, Susan Manning, Ashley Dunn and I. We secretly prepared a performance and sang “Out Here on My Own” and “I Sing the Body Electric” from Fame, complete with face paint and slicked-back hair. It was theatrical, emotional and completely unexpected for the school at that time.

The reaction was incredible. I think it reminded people that creativity could take many forms, and that performance had a place in Grammar’s DNA. I’d like to think it helped reignite interest in the arts for the students who came after us.

After graduating, you studied law. Did you always see yourself combining that with your passion for entertainment?

Not immediately. I was interested in law and wanted to understand how the world worked, and, truthfully, I also wanted a stable career. My mum was a single parent and worked incredibly hard for us, so there was a sense of responsibility to find something secure.

But I never stopped performing or being creative. During university, I was in law revues, choirs, student theatre, and even worked as a film extra from time to time.

I realised that the creative industries need people who can bridge that gap, who understand both the art and the business.

When I eventually came back to Australia, I took one last legal job and realised, no, this isn’t me. That’s when I made the leap fully into the screen sector, and I’ve never looked back.

I went in thinking everyone already understood what our sector needed. But it quickly became clear that policy doesn’t move on logic alone, it takes persistence, advocacy and collaboration. The screen industry is complex, and making film and television is hard, resource-intensive work, and often misunderstood.

So, we brought producers, creators and talent together, including some very highprofile names, to speak with one voice.

That advocacy work led to major reforms and helped stabilise conditions for the industry. It’s ongoing work, but I’m proud of what we’ve achieved and the sense of unity we’ve built.

What advice would you give to Grammar students dreaming of a future in media, politics or entertainment?

Take risks and don’t be afraid to fail.

There’s no shame in giving something a go.

At one point in my career, I had to decide whether to stay in a safe legal role or leap into something completely uncertain but meaningful. It was terrifying, but it changed everything for me. If I hadn’t jumped, I would have always wondered, “what if?”

Also, surround yourself with people who inspire you. Every conversation, every project, every relationship can lead to something unexpected. And remember, creativity isn’t limited to the arts. You can apply creative thinking to law, business, science.

The world needs more people who see possibilities, not just rules.

Advocating for Screen Producers Australia

1990 Debating Team - Matthew Deaner (1990), Jane Healy (née Dunston) (1990) and Simon McDonald (1990)

Hiking in Tasmania with husband, Rob

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HONOURING TRADITION AND INSPIRING FUTURE GENERATIONS THE ALUMNI AUTHORS LIBRARY AND F.M. LITTLER NATURAL SCIENCE MUSEUM AT LAUNCESTON GRAMMAR

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aunceston Grammar has undertaken two significant initiatives designed to foster a love for literature and an appreciation for the sciences: the creation of the Alumni Authors Library, and the revival of the F.M. Littler Natural Science Museum by myself as honorary historian. Both projects aim to enhance the educational landscape of the School, enriching the experiences of current students while celebrating the legacies of distinguished alumni. The initiatives are supported by grants and expert lectures, allowing students to interact with professionals in the field.

Launched in June, the Alumni Authors Library demonstrates the School’s dedication to literature and creativity.

This innovative library features a curated selection of works by successful alumni authors, providing current students with relatable role models who exemplify the journey from student to published author. By highlighting these literary achievements, the library not only sparks a passion for reading and writing but

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also nurtures student ambition to pursue their own writing careers. It fosters collaboration between past and present students, creating a lively community that appreciates storytelling and the power of the written word.

In tandem with this literary initiative, the revival of the F.M. Littler Natural Science Museum represents a significant leap forward in the realm of scientific education. Launched in mid-2025, this project honours the legacy of Frank Mervyn Littler, a highly regarded alumnus known for his contributions to the field of natural science. The museum aims to enhance the educational experience by integrating real-world specimens into the curriculum, creating a more engaging learning environment. One of the key features of the museum will be a newly designed specimen cabinet that houses an array of diverse collections critical for studies in natural science. This hands-on approach facilitates deeper engagement with scientific concepts and nurtures a sense of curiosity about the natural world.

The integration of these two projects highlights Launceston Grammar’s commitment to providing a well-rounded education. The Alumni Authors Library fosters creativity and literary expression, while the F.M. Littler Natural Science Museum promotes scientific inquiry and discovery. These combined efforts not only celebrate the School’s rich history and the accomplishments of its alumni but also inspire current and future generations of students to pursue their passions.

By honouring the past while nurturing the intellectual and creative development of students, the School prepares students to become informed, engaged, and inspired individuals ready to embrace the challenges of the future.

MR PAUL A.C. RICHARDS AM HONORARY SCHOOL HISTORIAN

IN REMEMBRANCE Vale

Caroline Doveton (nee Best) (1975)

Grace Mitchell (2013)

Drew Duncan (2011)

Cynthia Phillips (nee Henty) (1948)

We extend our sincere condolences to the families and friends of the following alumni and community members who have passed away recently.

Kathryn Edwards (1965)

Donald Salmon (1942)

Alec ‘Peter’ Gardner (1949)

Bruce Sanderson (1958)

Geoffrey Garrott (1954)

Timothy ‘Tim’ Shepherd (1972)

The Hon Sir Guy Green AC KBE (1954)

Megan Steel (nee Carins) (1966)

Timothy Barnard (1962)

Rex Greeno (1960)

Patricia Stewart (nee Lade) (1948)

Arnold Rudolph Billing Gunther (1953)

Bruce Taylor (1966)

Craig Heggaton (1978)

Malcolm Taylor (1953)

Lurlene Horton (nee Nicholls) (1945)

Kenneth von Bibra AM (1949)

Kimball ‘Kim’ Hennessy (1965)

David Wordsworth (1945)

Helen Jones (1945)

Angela Medwin - Past Grammar Staff Member

Bruce Barnett (1947) Phillip Barnett (1975) David Bendall (1947) Gillian Bezette (nee Youl) (1947) Ann Bolch (1988) Byron Bott (1968) David Cook (1958) Barry Dick (1953)

Phillip Lane (1959)

Mark Ellis - Past Grammar Rowing Coach

Ronald Lee (1966) Marlene Lette (nee Matthews) (1950)

BLUE 31 Inc.

Building the Future of Grammar Football Founded by former students and past players, Blue 31 Inc. is a not-for-profit dedicated to reinventing the Launceston Grammar & Old Launcestonians football pathway from Under 8’s to retirement.

Our mission is to provide a cohesive structured football program that nurtures talent, character and community through the shared values of Launceston Grammar and OLFC. From junior development to senior performance and lifelong wellbeing beyond the game, the Blue 31 Inc football foundation is building a better football pathway.

Your support is welcome.

For more information:

Iain Gunn: 0417 665 045 blue31@blue31.org

www.blue31.org

OLD LAUNCESTONIANS’ ASSOCIATION SCHOLARSHIP

T

he Old Launcestonians’ Association Committee is delighted to congratulate Grade 10 Students, Gracie Hirst and Piers Nicholls on being awarded the prestigious OLA Scholarship for 2026.

This distinguished accolade reflects their exemplary academic achievements, leadership qualities, and their commitment to upholding the values of the Grammar community. The Committee is immensely proud to support such outstanding young individuals as they continue their educational journeys and strive towards excellence. We extend our warmest congratulations to these remarkable students.

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We are looking to widen the number of locations across Australia that hold alumni events next year. If you are interested in holding a catchup or reunion in your local area in 2026, please get in touch with our Advancement Team via email at community@lcgs.tas.edu.au

Class of 1979 Gathering - Saturday 25 October

Melbourne Alumni Catch Up - Friday 10 October

Class of 1975 50 Year Reunion - Saturday 30 August

Sydney Alumni Catch Up - Wednesday 8 October

ALUMNI CONNECTIONS: 2025 REUNIONS

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UPDATE YOUR DETAILS Staying connected with our wider community matters.

If your details have changed, scan the QR code to keep in touch and stay connected to the Grammar Story.

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MARK YOUR CALENDAR 2026

EVENTS NOW LIVE

There’s something remarkable about the Grammar community, and our events are where it truly shines.

Visit our website or scan the QR code to explore upcoming dates and join us in celebrating our community.

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Launceston Church Grammar School 36 Button St, Mowbray Heights, TAS 7248 CRICOS Number 00650K lcgs.tas.edu.au