The Power of Theatre with Will Robertson
Leading with Purpose: Reflections from our 2025 Co-Captains
Becoming: Reflections on Grade 10 Retreat with Nick Clements
Looking Back on 17 Years of Walkathon Coordination with John McLaine
Walkathon Recap with Jordan Travers
From Thailand to Tasmania: Global Citizenship in Action
OVER THE FIRST SEMESTER OUR STUDENTS, STAFF AND COMMUNITY HAVE EMBRACED THE OPPORTUNITIES WE HAVE INTENTIONALLY CREATED TO EMBODY WHAT IT IS TO BE A GRAMMAR SCHOOL.
Patrick Coleman, Director of Learning, has been engaging with stakeholders in our community, to explore the future of education. His role is to guide and lead our understanding of the current and emerging needs of students. Moving from strategic vision to embedding new approaches into daily practice
is a complex process. As part of this challenge, our educators are designing and implementing evidence-based approaches to learning, actively trialling different pedagogies through their professional learning, and using feedback to continuously refine and adapt to student needs. Together, this forms the basis of the Grammar Learning Playbook, and will ensure that improvement in teaching and learning is iterative, consistent and grounded in best practice. Our unique Wellbeing Learning framework shapes the design of any new courses or programs, and their delivery leverages the action learning research approach.
We ask our staff and students to be agile in their learning. They must be prepared to learn new ways and unlearn old ways that are no longer relevant. As a society, Artificial Intelligence (AI) is
transforming ‘the how’ we learn, but what it cannot transform is ‘ the why’ of learning. We are both obligated and excited to be in this space, however, our approach is not to let the perceived urgency of change drive us. We are asking ourselves fundamental questions including “what is the definition of future learning at Grammar?” and “how do digital technologies enhance, not replace, the learning process?”
As a leader, I recognise just how important it is to stay present and engaged in the day-to-day life of our school, and I am committed to ensuring the Grammar learning journey aligns with and evidences our Wellbeing Strategic Directives. Our commitment to wellbeing underpins our dynamic culture. Placing students at the centre of learning and involving them in decision-making allows us
The Board of Launceston Church Grammar remains focused on high-performance governance and supporting the senior leadership team with the resources needed to thrive. Over the past two years, the Board has empowered the Principal and senior leaders to manage operations while it concentrates on strategic oversight. A key initiative has been the adoption of the Human Synergistics framework, aimed at fostering a constructive leadership culture built on collaboration, open communication, and shared goals. With the leadership team now at full strength, the next phase involves deeper engagement of middle leaders in strategic initiatives. This work, led by the Principal, reflects the School’s commitment to distributed leadership and long-term capability building.
Governance has also evolved, with the Board establishing a new Governance Charter and refreshing Committee Terms of Reference. While the Christ College Act (1926) remains the legal foundation, the Board recognises the need for agile, contemporary governance that supports innovation and responsible risk-taking. The appointment of a Risk Officer enhances the School’s capacity to identify and manage risks in an increasingly complex environment.
In semester two, we will be farewelling two esteemed senior leaders. We acknowledge Nick Foster’s outstanding 34 years of service. A loyal educator and leader, Nick’s contribution, including being
Acting Headmaster for 3 terms in 2022 and more recently as Director of Grammar Enterprise leaves a lasting legacy. We wish him every success in his next chapter. Linda Holdaway, Chief Financial Officer, has provided exceptional financial leadership over the past three years, embedding strong processes and transparency. We thank both of you for your contribution to the Grammar journey.
Despite funding pressures and broader economic challenges, 2025 is shaping up to be another strong year for Grammar. In Term 3 we will officially open the now complete Patricia Roberts ELC precinct. This transformative development on the Junior Campus is indicative of the future direction of the School in its provision of exceptional learning facilities to meet the needs of contemporary learners. We are grateful for the generous support of our community be it through the giving of your time, sharing of your talents or financial donations. These significant contributions benefit our current and future students and reflect a community that is unwavering in their assistance, ensuring that Grammar remains one of Australia’s leading schools. Our strength lies in our united and spirited community, thank you for your continued encouragement and demonstrated support.
NIGEL BAILEY Board Chair
to harness their curiosity and critical thinking, something no forward-thinking organisation should overlook. The stories and reports in this publication are testament to our value proposition.
WHOLE PERSON AT GRAMMAR IS A DELIBERATE DESIGN, GROUNDED IN PURPOSE RATHER THAN DRIVEN BY TRENDS.
The Grammar Graduate program (Grades 10-12) is designed to support students as they transition from adolescence to adulthood, developing skills of independence, teamwork, leadership. The value of the Australian Tertiary Admission Ranking (ATAR) is being questioned as a valid measurement of a student’s suitability for further studies and recognition of their many competencies. Now more than ever, it’s essential to offer students additional experiences that foster competencies once considered beyond the scope of formal assessment. These purposeful opportunities beyond traditional subjects give our students a distinct edge and reinforce the unique value of a Grammar education. Micro credentialing can also be used to recognise a student’s growth in areas outside of the academic curriculum. We are currently trialling bitesized, industry-endorsed online courses designed to up skill students in in-demand areas. These microcredentials certify the acquisition
of defined skills, knowledge, and attributes which reflect what employers want to see in their employees. We are looking for industry partners who would like to collaborate with us in this exciting initiative.
Our decision to pursue High Performance Sporting Programs has seen students excelling in Tennis and Athletics. However, the focus is not solely on individual achievement; we are also enhancing our overall sports model. Inter-school sporting competitions have shifted with midweek fixtures and rising travel costs impacting how these competitions are structured. We remain committed to offering sport as a tiered experience, from participation through to supporting students performing at elite levels. Throughout, we maintain a steadfast focus on developing character, skills and opportunities that extend beyond traditional competition structures. As part of this approach, we continue to evolve partnerships with the community, expanding opportunities through the use of the pool as a training facility for Bridport Surf Lifesaving, a Learn to Swim Centre and various swim club initiatives, providing a comprehensive model from which we can leverage opportunities for our current students.
Our focus on Science, Technology, Engineering, Arts and Mathematics (STEAM) education is being realised in multiple ways. We have upgraded facilities to support innovative and modern approaches to learning. However, it is what happens inside the classroom that truly matters. On the Junior Campus, Jensen Wyllie (Grade 6) is leading a STEAM Club, while on the Senior Campus, the Spark Hub is being utilised from Grades 7 – 12, with our TCE Biology students recently mapping body systems through a virtual tour inside the human body. The appointment of key staff leaders in Digital Technologies and Design, Science, and Mathematics will further strengthen our STEAM offerings. Alongside this, we remain committed
to nurturing a vibrant Performing Arts (PA) program. Across the School, our students have enjoyed great success in Launceston Speech and Drama, Music and Dance competitions. The recent Battle of the Bands featured six groups performing live for the senior campus, and our Grade 5’s are preparing for their musical ‘Alice in Wonderland Jr’, to be performed later this year. The Senior Campus production of Grease attracted over 4000 attendees and received rave reviews. We are currently exploring ways to optimise our Performing Arts model to best serve our students. We believe all students should experience the Arts, not only to cultivate appreciation but because the Arts create opportunities to be vulnerable, courageous and actively engaged in unique learning through active participation. Visual Arts remains a jewel in our curriculum, with leadership and innovation evident across both campuses.
They say the ‘proof is in the pudding’ and I’m proud to witness a dynamic and engaging learning program unfolding across our school. Our strategic vision is being realised, not through sweeping change, but by playing to our strengths and building on the solid foundation of 179 years! The stories that follow are a testament to our belief that a quality education remains the core purpose of Launceston Grammar.
MEET LUKE PADGETT, OUR HEAD OF JUNIOR CAMPUS, WHO HAS BEEN A VALUED PART OF THE LAUNCESTON GRAMMAR COMMUNITY SINCE THE BEGINNING OF THE YEAR.
With a passion for student wellbeing and a strong belief in the power of community, Luke brings both warmth and fresh perspective to our Junior Campus. In this conversational Q&A, Luke shares his early impressions, what drives him as an educator, and his hopes for the years ahead - offering families a genuine insight into the person guiding the next chapter of our Junior Campus.
Q. You’ve been with us for two terms now – how have you found your start at the School?
A. Extremely rewarding! From the beginning, I’ve felt a strong sense that this is a place where we can genuinely make a difference to students’ lives. The community here is unlike anything I’ve experienced at other schoolsthere’s a real sense of connection and belonging.
It’s hard to describe, but there’s a certain feeling here - a special type of culture that you can’t quite put your finger on. Having grown up in and around Launceston, I feel like I know how the culture works locally, however what we have specifically at Grammar is something special, and I’m really focused on making the most of that for the greater good - leveraging it to support our students, families, and staff as we grow and move forward together.
Q. Can you share a bit about your background and what led you to take on your first Head of Campus role here at Grammar?
A. I’ve spent the past 20 years working in the Department of Education, and over that time I’ve had the opportunity to serve as Acting Principal at two different schools. After some really thoughtful conversations with Dale and members of the wider community, I felt this role was the right next step for me.
Moving into the independent system is a big change. It’s a bit like building the plane while it’s flying - but I felt it was time, and this opportunity at Grammar just came at the right moment.
Q. What have you come to value most about our Junior Campus and your role as a leader within it?
A. The standout for me is the curiosity of our students - they arrive with open, inquisitive minds, and our role is to nurture that, so they grow into capable, grounded learners. Building genuine relationships with students is key to this. I make a conscious effort to connect and listen, because feeling heard is just as important for them as it is for adults.
These first few months have also shown me the power of authenticity in leadership. Showing up as myself has helped build trust with both staff and families, and that trust is the foundation for a connected, supportive school community.
Q. In what ways does teamwork play a crucial role in achieving your goals in this role?
A. Teamwork is everything - as the old saying goes, “If you want to go fast, go alone; if you want to go far, go together.” You can’t do this kind of work without a strong team around you. For me, teamwork isn’t just about the staff, it’s also about the wider school community involvement. We’re strongest when every part of the team is working well together, so it’s important to be intentional as we continue to grow.
Q. Wellbeing is a big focus for you. In your view, what does a healthy, supportive school environment look like?
A. In a word - balance. When students and staff have balance in their lives, wellbeing naturally follows. At Grammar, we offer our students so many incredible opportunities, but we also need to help them manage those opportunities, so they stay connectedto themselves, to others, and to their learning.
Q. How have you found stepping into a school that follows the International Baccalaureate Primary Years Programme (IB PYP), and what kind of learning culture do you hope to shape here over the coming years?
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It’s been exciting stepping into a school with the IB PYP. When done well, it’s transformativeblending inquiry with explicit teaching in a way that fosters real, lasting learning.
A. It’s been exciting stepping into a school with the IB PYP. When done well, it’s transformative - blending inquiry with explicit teaching in a way that fosters real, lasting learning. I believe it can make our school the clear choice for families. I want to nurture the innate curiosity already present in our students - learning that goes beyond the classroom. Culturally, it’s about trust, mutual respect, and building a connected, empowered community. That’s the foundation for lasting success.
Q. And outside of school, what keeps you grounded or brings you joy?
A. My family. My wife and my beautiful kids. My favourite part of the day is coming home after a big day, they just make me so happy.
THE NEWLY OPENED PATRICIA ROBERTS PRECINCT ON THE JUNIOR CAMPUS IS MORE THAN A BEAUTIFUL COLLECTION OF SPACES - IT IS A LIVING EXPRESSION OF OUR SCHOOL’S EARLY LEARNING PHILOSOPHY.
Designed with purpose, care, and creativity, the precinct brings to life our belief in holistic, playbased, and inquiry-driven learning.
The precinct comprises three thoughtfully reimagined buildings: the EL Street Building, once the library for our Broadland House Old Girls; the Resource Centre, transformed from a single large space into three flexible learning areas including a light-filled art atelier; and the Hargreaves Building, now home to our two Kindergarten classes. Each space has been refurbished to support seamless indoor-outdoor learning, with bifold doors that encourage flow, freedom, and discovery.
Inspired by the Reggio Emilia philosophy, we see the environment as the third teacher. It shapes how children feel, think, and connect. We ask: what do we want the space to communicate? Our answer: you belong here, you are capable, this is a safe place to explore and create.
Every design decision - natural timbers, soft lighting, open-ended materials - aims to support emotional safety, regulation, and joy. We’ve drawn from biophilic design principles to connect children with nature through indoor greenery, gentle light, and textured, organic materials. As one of our favourite Creativity Project reflections reminds us: “When children are given beautiful materials and meaningful spaces, they rise to meet the environment with wonder.”
Our outdoor spaces are just as thoughtfully considered. Rooted in our belief that nature is a powerful teacher, these areas are designed to offer rich, sensory, and motor experiences through natural planting, large rocks, logs, a sandpit, and winding pathways. Children will be invited to climb, balance, dig, and create, developing proprioception, physical coordination, resilience, and imagination through active exploration. These experiences are already reflected in our nature play excursions, where time in the bush fosters the same deep engagement, connection, and creativity we aim to embed in our purpose-built environment.
Our environments are intentionally flexible. In true Reggio spirit, they evolve with the children and educators, responding to interests and inquiry. Indoors and out, provocations and open-ended materials support deep, child-led learning.
This is a place where relationships flourish - between children, educators, ideas, and the environment. A typical day might include collaborative block play, painting in the atelier, outdoor storytelling beneath the oak trees, and reflective drawing in a quiet corner - all acts of meaningful learning, supported by a space that honours children’s rights to wonder, to belong, and to grow.
The Patricia Roberts Precinct is a confident step forward in Early Learning at our school - and a place where the future feels both grounded and full of possibility.
Every design decision - natural timbers, soft lighting, open-ended materials - aims to support emotional safety, regulation, and joy.
One of the most inspiring sights on our Junior Campus this year has been the vibrant, student-led dance group affectionately known as the ‘Dancing Queens’. What began as a small lunchtime initiative and shared interest in dance is now a dynamic example of student agency in action, embodying the very heart of the IB Primary Years Programme.
At the centre of this initiative is a passionate group of Grade 5 students who have turned their love of dance into something bigger than themselves. They choreograph their own routines, plan rehearsals, and work through creative challenges together - showing the kind of initiative and leadership that we, as educators, strive to nurture. It’s a beautiful illustration of what happens when learners are empowered to take ownership of their ideas and are trusted to lead.
What makes this group especially remarkable is how inclusive it iseveryone is welcome. Currently, students from Prep to Grade 5 are involved, working side by side in a spirit of joy, encouragement, and shared enthusiasm. It’s a collaboration that transcends age groups, where older students mentor younger ones, and all contributions are valued. The genuine friendships that have formed across year levels warm our hearts. Students who may not have otherwise crossed paths are now cheering each other on, learning from one another, and building connections that stretch beyond the dance floor. These relationships foster a sense of belonging and community that strengthens our school culture.
This group doesn’t just reflect a passion for performance - it reflects the IB Learner Profile in motion. These students are risk-takers, stepping into the spotlight not just to dance, but to organise, collaborate, and persevere.
What we love about teaching students dance is that we can work as a team to pull off amazing performances and we get to teach kids new skills and especially because dancing is something we feel passionate about. And we love making friends while dancing and including everyone along the way!
WILLOW SAUNDERS AND LILY MOLLOY Grade 5 Students
They communicate effectively, listen to each other’s ideas, give feedback, and learn how to express themselves not just through movement, but through conversation and compromise. And they are balanced, managing their academic learning while committing time and energy to something that fuels their wellbeing and sense of joy.
As staff, our role has been one of guidance rather than direction. We have simply provided the music and a space to dance, and the students have done the rest. The ownership stays with them, and that’s where the magic lies. It’s a delicate balance: knowing when to step in and when to stand back. But it’s through this balance that true agency develops.
The student-led dance group is more than a lunchtime activity; it’s a celebration of student voice, choice, and ownership. It reminds us of what’s possible when we believe in our students’ ability to lead - and when we trust them to bring their passions to life.
LISA WATSON Assistant Head of Junior Campus/Head of Learning Enrichment
At Grammar, we pride ourselves on nurturing creativity, courage and curiosity, and nowhere is this more evident than with the recent launch of the Grade 5 Musical ‘Disney’s Alice in Wonderland Jr’. This project is led by a passionate team with a deep love for the performing arts, it is more than a performance; it is a celebration of student agency, collaboration, and personal growth through the lens of the IB Primary Years Programme.
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We’re not just learning how to act or sing, we’re learning how to be brave, how to work together, and how to believe in ourselves
ISLA TAIT
Grade 5 Student
With energy, expertise, and infectious enthusiasm, the team has transformed the musical experience into an empowering journey for all of our 48 Grade 5 students. It’s about giving the students the opportunity to shape something that feels uniquely theirs. When students have ownership over their learning, we see them light up in ways that are truly unforgettable.
From the first announcement, students have been encouraged to step outside their comfort zones with a deep dive into the story of Alice in Wonderland, preparing for auditions, and embarking on the audition process itself.
Whether auditioning for a lead role, brainstorming choreography, contributing costume ideas, or helping backstage with sound and lighting, every child is invited to find their niche. The result is a dynamic, inclusive environment that reflects the core of the IB Learner Profile, nurturing students who are communicators, risktakers, and reflective learners.
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The Grade 5 Musical is a shining example of how the IB PYP can extend far beyond the classroom, offering real-world learning that is meaningful, memorable, and deeply human. It is also a tribute to the kinds of teachers who make this possible, whose commitment to the arts and to the potential of every child brings out the very best in our learners. Bravo.
ANNABEL LOONE
Grade 5 Teacher
It’s cool how we all get a say in how things look and sound. It’s like we’re building something together.
JONATHAN MOLLOY Grade 5 Student “ “
That sense of collaboration sits at the heart of the process. While the structure and vision are guided by an expert hand, students are very much in the driver’s seat. The production team describe it as “a balance between scaffolding their learning and letting them take the reins. We’re always there to guide, but we also step back and watch them surprise us.”
And surprise us they do. Confidence grows visibly week to week. Students who were once hesitant now stand tall. Their voices ring louder, their ideas flow more freely, and their pride in the final product is unmistakable.
Join us for Disney’s Alice in Wonderland Jr, performed by our Grade 5 students on 16th – 18th September at the Junior Campus.
This year has marked a shift in the leadership at Grammar. Since the beginning of 2025 we have been operating under a co-leadership model, with dedicated Directors of Wellbeing and Learning. This change reflects a deliberate move to more deeply integrate academic and pastoral priorities - recognising that wellbeing and learning are not separate undertakings, but interconnected pillars of a thriving school community. At the heart of this model is a simple but powerful goal: to place students at the centre of everything we do, while also investing in our staff as our most valuable resource.
This leadership evolution reflects a broader shift toward distributed leadership - a model increasingly adopted in schools to harness the strengths of multiple leaders working collaboratively. Rather than focusing solely on the Senior Campus, both the Director of Learning and Director of Wellbeing roles are designed with a whole-school lens. This approach allows for greater alignment across grade levels, more consistent practices, and a shared vision that supports every student’s journey. Whole-school strategies have been shown to enhance staff collaboration, create efficiencies, and ultimately improve student outcomes.
Both the Director of Learning and Director of Wellbeing roles are designed with a whole-school lens.
As Directors of Wellbeing and Learning, our roles are both distinct and deeply interconnected.
The Director of Wellbeing oversees our school’s wellbeing culture, ensuring that every member of our community feels safe, supported, and valued. The Director of Learning leads the strategic direction of teaching and learning across the whole school - supporting curriculum development, pedagogical innovation, and academic growth from the early years through to Grade 12. While our day-to-day responsibilities differ, we work closely together and report directly to the Principal, allowing us to align our efforts and make decisions
that reflect the needs of the entire school. This structure ensures that wellbeing and learning are not siloed, but instead inform and strengthen one another.
In practice, our co-leadership model is grounded in daily collaboration and shared visibility. Both roles sit on the Senior Leadership Team, ensuring that wellbeing and learning are equally represented in strategic discussions and decision-making. Physically located in the same office area, we benefit from organic, ongoing dialogue that allows us to respond quickly and cohesively to emerging needs. Increasingly, issues and initiatives are no longer viewed through the separate lenses of wellbeing and learning, but as interconnected opportunities to support our students and staff more holistically. This integrated approach is helping us become more agile, more aligned, and ultimately more effective in meeting the needs of the Grammar community.
As with any such change, this transition comes with a period of adjustment. It’s still early to measure the full impact of the new model, and we are mindful that we are building on the legacy of an outstanding campus leadership. Rather than replacing what came
before, our aim is to evolve and extend it - bringing fresh perspectives and a more integrated approach to the challenges and opportunities ahead. Already, we’re seeing encouraging signs of stronger collaboration, clearer communication, and a shared sense of purpose among staff. We’re excited about the journey ahead and committed to continually refining our approach to best serve our students and school community.
MONIQUE AUSTEN Director of Wellbeing
PATRICK COLEMAN Director of Learning
From his early experiences in Anglican education to his diverse professional background and rich ministry across Tasmania, Rev. Crouch embraces the role of chaplain as an opportunity to walk alongside young people, helping them explore life’s big questions with curiosity, joy, and respect. In this conversation, Rev. Crouch shares insights about his family, his approach to chaplaincy, and what it means to nurture wellbeing and character in a diverse school community.
Q. Can you tell us about your family, where you’ve come from, and what brought you to Tasmania?
A. I’m married to Kristy, we’ve been together for 15 years and we have three children: Elizabeth, who was born sleeping, and our two boys, Reuben and Alexander.
Growing up, I attended an Anglican school similar to Grammar in Brisbane, where I first saw the impact a chaplain could have. After school, I trained as a chemical engineer and worked for five years in an alumina refinery in Western Australia. Over time, I realised what I enjoyed most wasn’t the technical work, but equipping people with the knowledge to underpin their experience.
During my first year of theology studies, I went on a mission trip to Inverell, NSW, where a local vicar encouraged me to
SUPPORTING STUDENTS ON THEIR SPIRITUAL AND PERSONAL PATHS.
consider ministry in Tasmania. Until then, Tassie wasn’t on my radar, but from that moment, doors kept opening. I reached out to Bishop Richard Condie, which led to a role as assistant minister at Burnie Anglican Church. After two years, I became Rector of the Parish of Wynyard. We’ve loved being part of the Tasmanian community.
Q. In what ways do you think a school chaplain can make a meaningful difference in students’ lives?
A. I believe spirituality is a core part of being human. School provides a unique opportunity for students to explore big questions about faith, purpose and identity, and that’s where a chaplain can make a real impact.
Having experienced firsthand how a chaplain can support young people, I see the role as walking alongside students as they wrestle with who they are, who they want to become, and what they believe. We all have faith – the question is where we place it and how we live that with conviction.
While I personally believe following Jesus is the best and truest way to live, I respect that not everyone will share that view. What I appreciate about Grammar is its inclusive approach to spirituality: ‘all faiths or none.’ That, to me, reflects the heart of Christian education.
Q. If you had to describe your approach to chaplaincy in three words, what would they be?
A. Fun, Curious, Engaging.
Fun – I believe following God is joyful, and chaplaincy should reflect that. Faith isn’t meant to be dull, it should spark life, laughter, and connection.
Curious – While I believe Jesus is the Way, I don’t need to speak for Him. I want to listen, learn, and understand where others are coming from. Curiosity allows me to meet people as they are, not as problems to fix but as people to know and love.
Engaging – I aim to go deeper than surface-level answers. Christianity should challenge and inspire us, and I see that challenge as an invitation to think, to grow, and to engage honestly with life and faith.
Q. How do you approach supporting students of different faiths - or none at all?
A. I think everyone believes in something, whether in God, reason, nature, or something else. As author David Foster Wallace put it, “We all worship something.” What we choose to worship can either weigh us down or give us life. My hope is that every student takes time to reflect deeply on what they believe and why, and how they can live that out with integrity and conviction.
At Grammar, spirituality is a key part of wellbeing. My role isn’t to force answers but to invite honest conversation. I want to understand where students are coming from and help them articulate their own beliefs - whether that’s Christianity or something else.
Q. What’s one thing people might be surprised to learn about you?
A. I’ve lived in every state and territory of Australia. It’s given me a real appreciation for the diversity of communities across the country. It’s also helped shape my perspective on people, place, and what it means to feel at home.
Here at Grammar, it’s not just the competitions we win or the subjects we teach - it’s the way we spark curiosity, build confidence, and empower every student to think boldly and creatively. Through an integrated, dynamic approach to enrichment, we offer students the chance to go deeper, think differently, and discover their strengths across Science, Technology, Engineering, the Arts and Mathematics. In this article, Head of Learning Enrichment and Pathways, David Clark, shares how programs like the da Vinci Decathlon, Debate Club, and the Ethics Olympiad reflect our school’s commitment to meaningful, challenging and joyful learning - for every student.
“Mr. Clark, what do you actually do here?” That’s a question I get asked by students all the time. I do my best to explain, but I’ve come to realise that my answer often only leaves them more confused!
As Head of Learning Enrichment and Pathways, I’m here to make student learning accessible – and awesome. Whether it’s helping students take their learning further through extension activities or making sure they have the
support they need to thrive, my role is all about unlocking student potential and making School a place where they can flourish.
A notable event on our calendar is the annual participation in the da Vinci Decathlon, a renowned academic competition that brings out the best in our students on both the Junior and Senior Campus. This year, our teams travelled to The Hutchins School in Hobart to take part in a series of dynamic and intellectually demanding challenges.
Our students returned with multiple certificates across a variety of the ten domains – a true testament to their creativity, teamwork, and critical thinking. Eight Grade 5/6 students represented the Junior Campus, gaining first place in the Science section of the Decathlon. In the Grade 7/8 section, our students took first place in Art & Poetry, Mathematics, and Cartography.
To give an authentic sense of the experience, we asked a few students to share their reflections. Their responses speak volumes:
“I am so proud… of myself, my team and my School.”
ELI AGIUS
Grade 5
Interviewing the Grade 8 boys, they recalled the high-stakes excitement of the Maths challenge. What’s clear is that it was a true team effort, with everyone stepping up when it counted most:
“The questions were really tough, and we were all watching the timer tick down. What I loved was that everyone jumped in to help – it wasn’t just the two people who were ‘meant’ to do the maths. We were all having a go.”
MAGNUS STEWART, DELIGHTSOME ODEYEMI AND OLIVER CHIA
Grade 8
We take immense pride in the array of enrichment opportunities offered at the Junior Campus. Our passionate learning enrichment educators work alongside students in the classroom, particularly in English and mathematics, to support them via targeted one-on-one or small-group learning. Through classroom cluster grouping, students are taught in smaller, flexible groups that cater to different learning needs and styles. These approaches help ensure every student gets the attention and challenge they need to grow.
A wide variety of academic competitions also form part of our program, including the Maths Olympiad, Maths Explorer, the Australian Maths Competition, and ICAS (International Competitions and Assessments for Schools). Most recently, students from Grades 2 to 6 showcased their talents in the Launceston Speech, Drama and Creative Writing Competitions, earning praise for both individual and group performances.
LAUREN ELLIS Junior Campus Curriculum Administrator
Looking ahead, our students will participate in the ICAS competitions, providing another fantastic extension opportunity across subjects such as mathematics, science, English, and spelling. These nationally and internationally recognised challenges allow students to test their skills and gain valuable feedback on their academic progress.
Later this year, we are excited to introduce the Ethics Olympiad – an initiative that invites students to explore complex moral dilemmas, develop nuanced arguments, and engage in respectful, thoughtful discussion. It’s a perfect fit for students who enjoy deep thinking, big questions, and spirited debate.
Beyond competitions, enrichment at Grammar also includes a thriving Debate Club, Chess Club, numerous STEAM challenges, and public speaking competitions embedded into the English curriculum for Grades 7 to 10. These programs help students hone their communication, strategy, and confidence – all crucial skills for life beyond school.
These diverse opportunities reflect our school’s deep commitment to a holistic education, one that prepares students not just for assessments, but for a future full of possibility. We believe enrichment should be more than just extra; it should be engaging, empowering, and accessible for every learner.
So… what do I actually do? I help students find their spark. Whether that means supporting someone who is struggling, extending someone who’s ready for more, or simply opening a door they hadn’t noticed before—my role is about making learning something that feels possible, meaningful, and sometimes even joyful.
If that’s still hard to explain in one sentence, maybe that’s okay, because the best part of this job isn’t what I say we do—it’s seeing what students discover they can do.
DAVID CLARK Head of Learning Enrichment and Pathways
THE RECENT PRODUCTION OF GREASE WAS A CELEBRATION OF STUDENT GROWTH AND COMMUNITY SPIRIT. FOR STAFF MEMBER AND ALUMNUS WILL ROBERTSON, IT MARKED A FULL-CIRCLE MOMENT. ONCE A TIMID GRADE 9 STUDENT DISCOVERING THEATRE, HE NOW HELPS GUIDE THE NEXT GENERATION TO STEP INTO THE SPOTLIGHT.
One of my first musical theatre experiences was Launceston Grammar’s Beauty and the Beast, where I played Chip. As a relatively timid Grade 9 student, it was daunting stepping into this world. Yet with this vulnerability came growth, and I knew I had found something special. However, theatre was never at the forefront of my mind, and I can guarantee you I would never have stepped on the stage were it not for the support and encouragement of my amazing performing arts teachers at Grammar. Their passion created an inclusive culture that celebrated and encouraged students from all walks of life (athletes, academics, gamers, to name a few) to step on the stage. Flash forward ten years, and I now find myself sitting in this chair, inspiring the next generation of students to embrace the powerful impact of the performing arts. Two key components of my job are public speaking and quick thinking, and before theatre, I would have thought these skills impossible for me, let alone using them for a living!
The vision of the production team for Grease was simple: to create a warm, inclusive environment where students were encouraged to be vulnerable, try new things, and grow as individuals. This cast was an absolute joy to work with. They supported each other wholeheartedly, and it was so special watching Grade 8 and 9 students form strong bonds with our fabulous Grade 10, 11 and 12 leaders. Even now, in the days following theatre week, it is wonderful to see those friendships still thriving on campus. On paper, our cast and crew look like the most random bunch of students, but the magic of the arts brings people together. I find it extra special watching those experiencing theatre for the first time discover a new appreciation for this art form.
Reflecting on Grease, a key takeaway has been not only the amount of support from our School community, but how much of a small world Launceston is! When I was at Grammar, I shared my Gillett tutor group with Elie, our choreographer. Conall, our Assistant Stage Manager, and Winston, our Microphone Technician, are friends of mine from the Grammar Class of 2018.
Sharon Prigmore, who designed our hair and wigs, was my Teacher’s Aide throughout my time at the Junior Campus. Their willingness and passion to return to Grammar and work on this project speak volumes about the deep connection our School community has to the performing arts. Talking with them, conversations inevitably turned to reminiscing on our own school musicals; the laughter, the backstage chaos, and the lifelong friendships that were formed.
On paper, our cast and crew look like the most random bunch of students, but the magic of the arts brings people together.
It brings me so much joy to see growing investment in the arts at Grammar over the past few years. The scale and ambition of recent productions such as Grease has been extraordinary. Not only has student involvement skyrocketed, but the opportunity to perform at the iconic 115-year-old Princess Theatre is something those students will remember for the rest of their lives. For 4,000 members of our community to come through the doors over the performance season, and to have a full house on closing night, was an absolute thrill.
What I found particularly special was seeing those ticket holders who were not students, staff or parents come through the doors. Whether it was elderly couples, with no association with the School, who came to reminisce on their childhoods in the 1950s, or those paying tribute to the recent passing of Olivia Newton-John, Grease created a special experience for the community of Launceston.
Through experiences like these we see incredible growth in our students, and skills developed that they take into their classroom learning. Theatre requires students to be problem solvers, work as a team, think on the fly and be resilient in an environment where they can grow social skills and become self-assured young people. Watching tears shed and students embrace each other as the curtain fell on closing night was a testament to the impact theatre can have.
This show is something of which our entire Grammar community should be proud. I am so grateful to be in a position where I can advocate for the power of theatre, as it is something I believe everyone deserves to experience at least once in their life!
WILL ROBERTSON Grade 7 Teacher Producer, Grease the Musical
It brings me so much joy to see growing investment in the arts at Grammar over the past few years. The scale and ambition of recent productions such as Grease has been extraordinary.
MONTY BROWN 2025 Co-Captain
Looking ahead, I envision a future at Grammar where leadership continues to grow as something rooted in authenticity, courage and connection. I hope that students, no matter their role or grade, feel empowered to step forward and make a difference, not just by being given a title, but through small, everyday acts of integrity and kindness. My time as a leader has taught me that the strongest communities are built when people feel seen, valued, and supported. I hope Grammar continues to foster an environment where every student feels they belong, where diverse voices are not just heard, but celebrated.
I also imagine a future where vulnerability is not seen as weakness but as a strength that allows students to grow and lead with heart. Where collaboration is encouraged, and students lift one another up, celebrating achievements, learning from setbacks, and striving to leave the School even better than how they found it. As I prepare to leave, my greatest hope is that the culture of kindness, humility, purpose, and pride we’ve continued to nurture will continue to shape the next generation of Grammar students.
The future of Grammar is not defined by tradition alone but by the bold, compassionate, and thoughtful leaders it continues to inspire.
GWYNETH LOANE 2025 Co-Captain
Commencing Grade 12 bought with it feelings of exhilaration, nostalgia, and uncertainty. After spending 13 years at School, it suddenly hits you that moments left at Grammar are finite.
Everyone told me to make the most of my final year at school, so when the chance to apply for a leadership role came up, I took it without hesitation.
Stepping into a leadership role has allowed me to grow. Through this experience I have taken away many highlights, most notably, having the opportunity to collaborate with others to help lead the School, build meaningful connections with people in the community, and leave a lasting impact. The role has come with many challenges such as public speaking, balancing responsibilities, and managing the pressure that comes with being a leader.
One of the biggest challenges I have had to overcome is accepting that leadership is not about having the right answers and being confident all the time. Real leadership means being vulnerable. It is about sharing your ideas even when there is a risk of criticism or failure. Not every idea will land, and not everyone will agree with you. This is difficult to accept at first, but it has taught me resilience, and I have found this challenging aspect of leadership to be a key part of my growth. I have also found that when I am vulnerable, it creates space for others to connect and feel comfortable to approach me.
Leadership is extremely rewarding, but it is far from easy. As I navigate this final year of school, it is challenging me to grow in ways I never expected.
JAMARI LOCKHART 2025 Co-Vice Captain
Leadership is a word that people interpret in many ways, yet my version is: a leader doesn’t try to show off, but steps up, willing to put their own needs aside, and lending an ear to listen or a hand to help in the service of improving our School community. Leadership is not about standing on a pedestal, but about working alongside others to bring ideas to life and make people feel valued and known.
Throughout this year I’ve been extremely fortunate to meet and get to know many brilliant people, but the most rewarding part is seeing different perspectives come together to create something stronger than any one person could achieve alone. This year’s leadership cohort strongly embraces the values of voice and agency as we continue to elicit ideas from the wider community.
AVA FARQUHAR
2025 Co-Vice Captain
During my time at Grammar I have reflected on what being a good leader looks like. The conclusion I have come to is that small acts matter. What you do when no one is watching matters. Good leaders endeavour to demonstrate initiative and to be authentic even when no one is watching. The choices you make, and how you treat people away from an audience will inevitably determine the leader you will become.
Small acts of leadership can have a profound impact and can create meaningful change. You can’t do it all – believe me, I have tried! What you can do is embrace the little moments when you actively decide to be a positive leader. Small moments like saying hello to a new person in the hall have more of an impact than making a grand speech.
Another lesson I have learned is to be authentic. There is no one else in the world like you so don’t waste your time trying to be anyone other than yourself. Your superpower is who you are, so take advantage of your strengths and don’t be limited by your weaknesses. People can tell when you are putting on a mask and hiding who you are.
So my experience as a leader has taught me that small moments matter, that it’s important to learn from your mistakes, and to take every day as it comes, acting with humility, authenticity and kindness. My advice to future student leaders is to embrace who you are. There is no one on this planet like you, so be the leader you are made to be.
Launceston Grammar is proud to launch a limited-edition 100% woolen 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 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.
To own a piece of this story, please complete the online form and a member of our Advancement Team will be in touch to organise delivery/collection.
349 including free postage Australia-wide.
FOR MORE THAN TWO DECADES, GRADE 10 RETREAT HAS BEEN A DEFINING EXPERIENCE IN THE GRAMMAR JOURNEY - A TIME OF PAUSE, REFLECTION, AND CONNECTION.
In 2024 and 2025, the program evolved further, drawing on national best practice in adolescent development and a strengthened Wellbeing Framework. Over five days, students stepped away from routine to reflect on who they are, who they are becoming, and the values that will guide them into adulthood.
In this article, Retreat Coordinator, Dr Nicholas Clements, offers a behind-the-scenes look at the renewed program from a teacher’s perspective, while Parent, Kristy Fairbairn and Grade 10 students, Chanel Charles and Jack Britton, share personal reflections on the challenges, discoveries, and moments that made the experience unforgettable.
Retreat 2.0 was ambitious. It would now take place across three sites and parents would be intimately involved.
The evolution of Grammar’s Grade 10 Retreat began in 2023, when a small team set about reimagining the program. We wanted to retain the best bits while being more intentional about providing opportunities for connection and growth.
Drawing on practice from Australia’s best schools and the Wellbeing Framework now at Grammar’s core, Retreat evolved into a rite of passage program. Relationships and selfawareness remained key focus areas, but the transition to adulthood now became the framework that held everything together.
Retreat 2.0 was ambitious. It would now take place across three sites and parents would be intimately involved. As we prepared to launch the program in 2024, we assembled and trained a dedicated team of facilitators, supported by numerous general staff and a School leadership who believed in what we were doing.
So, what were we doing?
Retreat was to be just that – a retreat from technology and the obligations of normal life, a space for young people to connect and explore who they want to be. A student’s day would consist of downtime, feasting, games, challenges, activities, and facilitated conversations about questions pertinent to the lives of people on the cusp of adulthood. To safely explore gender-based issues, boys and girls would spend the first three days apart, before coming together for 24-hours of empathybuilding fun and discussion. On the Friday afternoon, students would return to Grammar for a three-hour program with parents designed for sharing gratitude and providing opportunities for both generations to learn from each other’s experiences.
But would students and their families get the enjoyment and value out of the program our team hoped they would?
We ran three Retreats this year, building on the foundation we began in 2024. To our delight (and relief) the feedback from students and parents has been overwhelmingly positive. Students stand taller after Retreat, they have new and deeper friendships, and they understand that everyone is going through something. Just as we had hoped, they appear to have taken a big step towards becoming mature, thoughtful adults. For our team, watching so many young people and their families benefit from Retreat has been profoundly rewarding.
NICK CLEMENTS Retreat Coordinator
Story continued on page 28
KRISTY FAIRBAIRN
Grade 10 Parent
I wanted to openly extend my sincere thanks and appreciation for the recent Grade 10 retreat. My daughter Bella found it incredibly impactful. Despite some initial hesitations, she returned with a noticeable shift in confidence, emotional awareness, and connection to her peers.
As a parent, it’s been uplifting to witness this growth. I’ve seen real improvements in Bella’s emotional intelligence, communication, and ability to advocate not just for others, but for herself as well. The final day of the retreat, where we heard from students and other parents, was a particularly powerful moment of connection. It affirmed the value of this work and reassured me that the School’s wellbeing focus is both genuine and impactful. This retreat has reassured me that the School’s investment in staff development around wellbeing is being meaningfully applied.
CHANEL CHARLES
Grade 10 Student
For me, Retreat was an opportunity to take a break from life and focus on making connections with those around
JACK BRITTON
Grade 10 Student
For me, Retreat was not only a chance to open up to my peers, but a chance to unlock further relationships within the
fundraiser has developed over the years into a significant community building Events Team for planning and executing the many other fundraising events the have contributed to fundraising totals soaring from around $10,000 to upwards
The Launceston Grammar Walkathon and positively life-changing challenge for all who undertake it. It has brought me great satisfaction to help the young men and women of Grammar to achieve more than they dreamed possible and to find deeper reserves of compassion and empathy for all who face struggles in life by enduring such an experience. Caring for each other, our community and citizens of the world are the greatest of Grammar’s values, and it has been a wonderful privilege to be present when those values have been so hard earned.
THE WALKATHON CONTINUES TO STAND AS A DEFINING RITE OF PASSAGE FOR OUR GRADE 12 STUDENTS.
It is an extraordinary event, rooted in challenge and tradition. My initial involvement in the Walkathon stemmed from a belief in the power of voluntarily embracing challenge as a catalyst for growth. Few opportunities in a student’s school journey offer such profound potential for personal development. The students’ knowledge that they have taken on and succeeded in something difficult leaves a lasting imprint, giving them confidence to draw from when faced with adversity in the future.
The Walkathon has grown to become an intergenerational tradition at Grammar. Many of this year’s participants followed in the footsteps of their parents, who walked during their time at the School. The Departure and Return Ceremonies, witnessed by the whole school, provide the Grade 12’s with a sense of excitement and achievement, while also allowing younger students to observe the event and look forward to participating in years to come.
What stood out to me most about this year’s Walkathon participants was the remarkable connection that developed among the students. I witnessed moments such as boys walking back to support mates, and others pushing a wheelchair up an unforgiving hill. These moments spoke volumes about the collective spirit and camaraderie forged amongst the cohort through shared hardship.
I witnessed moments such as boys walking back to support mates, and others pushing a wheelchair up an unforgiving hill.
Thank you to all of the parents and staff volunteers for your generous support throughout the event, to John McLaine for his stewardship of this legacy tradition, and to the class of 2025 for showing us all how to take on a milestone challenge with such solidarity and strength.
JORDAN TRAVERS 2025 Walkathon Coordinator
Completing the Walkathon was one of the most physically and mentally demanding things I’ve ever done – but doing it for a charity that means so much to me made it truly special. The National Breast Cancer Foundation is a cause close to my heart, as I have family members who have been and still are affected by this horrible disease, and this gave me a reason to keep going.
One of the most memorable parts of the journey was walking during the day up to the midnight stop. Listening to music, chatting, and walking with different people made it all fun and kept me going.
After midnight, the walk got tough. The hill on Ecclestone Road tested me mentally, but what made me proud was seeing Noah pushing Tillie in her wheelchair up that same hill. It was such a strong reminder of the strength and support in our cohort - everyone looking out for each other, even when completely exhausted.
Finishing the walk felt incredible. I was very, very sore, tired and proud. The Walkathon is a powerful Grammar tradition and it taught me that even though our cohort is comprised of different groups and interests at School, when we came together and experienced the same mental and physical challenges of this huge walk, everyone connected, showing resilience and encouraging one another.
For someone who dislikes walking A LOT, I would 100% encourage future students to embrace the Walkathon. Tape all your toes, find encouraging people to walk with, and don’t load up on sugar too early – but most of all, find your ‘why’. That’s what pushed me through and will push you through the hardest parts.
KENZIE CHISELETT
Grade 12 Student
WHAT HAPPENS WHEN TWO SCHOOLS, WORLDS APART, COME TOGETHER WITH A SHARED VISION FOR SERVICE AND CULTURAL UNDERSTANDING?
Launceston Grammar’s growing partnership with Thailand’s Mechai Bamboo School is more than just an exchange program, it’s a transformative journey for students both here and in Thailand. From life in rural Thai villages to bushwalks on the Tasman Peninsula, this unique collaboration is shaping global citizens through hands-on learning, deep connection, and a spirit of shared purpose. One of the first to experience this firsthand is Grade 10 exchange student, Khao Sereecharoenwanich.
Q. What inspired you to take part in this exchange program?
A. I first heard about the program from one of my English teachers, who encouraged me to apply. Studying overseas has always been a dream of mine and my family. My dad passed away a few years ago and he really hoped I would have the chance to experience education abroad. Being part of this exchange is a way for me to honour his dream. I’ve always been interested in seeing what education is like in other countries, and international experiences like this offer better learning opportunities than those available in Thailand.
Q. What were your first impressions of Grammar, and how has your experience compared to life at Mechai Bamboo School?
A. My experience at Grammar has been really positive. Everyone has been friendly, which helped on my first day. The campus felt big and overwhelming at first, especially compared to the smaller layout at Mechai. I’ve really enjoyed my time here so far, and I love the weather!
There are quite a few differences between the two schools. The uniform is very different, and at Mechai, we don’t have recess, pastoral care, or a tutor system. The curriculum at Grammar is more challenging, and I sometimes struggle to keep up, but I’m doing my best.
Q. At Mechai Bamboo School, students play an active role in maintaining the gardens and teaching agricultural skills. What do you enjoy most about being part of this?
A. I’m proud of it because it’s something I’ve done with my own hands. Being involved from the start; planting, looking after the crops, and then seeing everything grow, is such an amazing feeling. We grow a lot of vegetables like eggplant, cabbage, basil and bok choy. It’s rewarding to see the results of our hard work, especially because we use what we grow to cook our own meals. It makes me feel more independent and connected to what I eat.
Q. What subjects or activities have you enjoyed the most since starting at Grammar?
A. I really loved the bushwalking camp. We went to the Tasman Peninsula and hiked 15 kilometres every day. It was my first time ever camping, so everything was new - sleeping and cooking outdoors, carrying a heavy pack – I had never done anything like that before, and I loved every part! I swam in the sea with my friends, and at night we played Uno in our tents (even though we were supposed to be asleep!).
I also really enjoy PE. Back at my school in Thailand, we usually do one sport per term. But at Grammar, I’ve had the chance to try so many new sports like pickleball, tennis, and footy. I had never even heard of some of these before, so it’s been exciting to try them for the first time.
Q. What advice would you give to future exchange students from Mechai Bamboo School before they come to Grammar?
A. Try as many things as you can - there is so much to do! It’s been an amazing experience. If you want to learn English, it’s the best way to do it. Sometimes I struggle to say something because I don’t feel confident to speak to the native English speakers. But I feel like my English is better now and I’ve learned so many new words.
Q. How did the partnership between Grammar and Mechai Bamboo School come about?
A. The partnership began after I visited the Mechai Bamboo School. What started as a teacher exchange was extended to offering a scholarship for one of their students to attend Grammar for a term. In return, we are sending our students to Thailand in November to gain hands-on experience and help teach English to Mechai students.
Q. What are the key goals of the exchange program, and what makes it stand out from other student exchanges?
A. The exchange program is grounded in service. What sets it apart from typical exchange initiatives is its deeper purpose: fostering empathy, sustainability, and cultural understanding through shared daily routines. From 5am starts with cleaning and gardening to learning alongside students from remote villages, our students will gain insight into a way of life vastly different from their own. It’s not just about travel, it’s about contributing meaningfully and developing humility through lived experience.
Q. How can students and the wider community support or get involved in the program in the future?
A. Students, families, and staff can get involved by expressing interest. The program is open to Grades 11-12, with plans for Thai language preparation and a future Cambodia expansion. Opportunities include hosting visiting Mechai students, attending talks like Dominic Sharpe’s in July (founding trustee of CamKids and Director of Liger Leadership Academy), and registering early for the 2026 exchange trip.
SUSAN BELL VET and Workplace Learning Coordinator
We believe that sport offers an opportunity to develop camaraderie and esprit de corps. From the joy of a student’s first steps onto the playing field to the remarkable achievements of alumni who have represented Australia at the Olympic and Commonwealth Games, competed in The Ashes and Wimbledon, swum the English Channel, and played at the highest levels of AFL and other professional sports—our community continues to strive and also excel.
As part of our Strategic Directions 2024–2029, Launceston Grammar is committed to intentionally supporting High Performance Sport.
LAUNCESTON GRAMMAR HAS A PROUD AND ENDURING TRADITION OF STUDENT PARTICIPATION IN SPORT.
This initiative is designed to nurture and empower students who aspire to compete at elite levels, providing them with the environment, resources, and guidance needed to thrive.
In 2025, we proudly launched High Performance Tennis, a program aimed at supporting talented tennis players within our school. This marks a significant step in our broader vision to implement systems and structures that enable student-athletes to pursue excellence in their chosen disciplines. As we move into 2026 we are looking at ways to support all students pursuing sport at the highest levels to create an environment that best supports their wellbeing and training.
To better understand how this vision is being brought to life each day, we spoke with three of our coaches, dedicated professionals who are shaping the next generation of student-athletes at Grammar.
Nicholas Foster Director of Grammar Enterprise
Q. Tell us about your coaching role here at Grammar and how it aligns with the High Performance program.
A. My coaching role here at Grammar is very diverse. It involves taking our already talented tennis students to the highest level attainable through dedicated individualised training and structuring not only their full training week but also their extensive national and international tournament schedules. Combining this with the incredible academic offerings that we have at the School allows us to help foster well balanced and successful students.
Q. What first drew you to coaching tennis, and what motivates you to continue in this role?
A. A deep love and passion for the sport first drew me into coaching and provided numerous magical experiences that I’ve been able to share with friends and family. The opportunity to now guide multiple students into similar experiences and see them continue to grow is what really motivates me. I am really grateful for our achievements as a team and the incredible opportunities we share.
Q. What aspects of tennis do you focus on that you believe are key to studentathletes development—physically and mentally?
A. Our main focus for a student’s overall development is consistent monitoring of all aspects of their training: physical, mental and technical. Planning and regularly adapting to each student’s needs allows us to guide them on the optimal performance path. Having a clear structure and focus on development over performance also alleviates pressure and allows us to bring them closer to their full potential.
Q. How do you balance focusing on individual development with fostering teamwork in a sport like tennis?
A. Tennis can be a lonely sport if you don’t have a team, so creating and maximising team experiences, and allowing time to reflect on them, is an important benefit of our environment for both our athletes and their families. Balancing our individual and team goals allows us to unite the two together and create something deeper and more meaningful than a simple win or loss.
Planning and regularly adapting to each student’s needs allows us to guide them on the optimal performance path.
Q. What values do you hope to instill in your players, both on and off the court?
A. We aim to see our athletes embrace every opportunity with confidence and a growth mindset, allowing them to forge their own path within a team environment. We want them to always be respectful, appreciative and grateful for the efforts of those around them towards shaping their future. Finally, we hope they will value giving back to the communities they have been involved in, whether in words or actions.
I see every training session as an opportunity to educate the athletes on strategies to help them achieve their potential.
Q. How do you approach coaching such a diverse range of events in athletics?
Training programs are tailored to individual events and the age of the athlete, so there’s quite a lot of individualisation. However, I generally only coach track events, and there is some overlap in requirements for each event in athletics, so, for example, all athletes will work on maximal speed.
Q. How do you balance pushing athletes to achieve their best while ensuring they avoid burnout or injury?
In addition to closely monitoring each athlete, I try to educate them to listen to their bodies and take short breaks to allow niggles to settle as needed. As a coach, it’s important to have an understanding of their training loads from other sports and the things going on in their lives that may impact their athletics. My philosophy is to encourage age-appropriate training which focuses on quality over quantity, as this also reduces injury risk.
Q. Looking ahead, what are your goals for the athletics program at the school?
My goals are to help individuals develop their technique and abilities in their chosen events or sport, and to continue to strengthen the overall athletics program with an increase in participation in all its aspects.
Q. Can you tell us about your background in rowing and how that experience shapes your coaching approach today?
A. I’ve been involved in rowing for 10 years, both as an athlete and as a coach. I competed nationally and had the privilege of training under some exceptional coaches who instilled in me a deep respect for the process, discipline, and team spirit that rowing demands. That experience shaped how I coach today – I believe in a technical and athlete-centred approach that combines high standards with strong support. I draw from my own time in the boat to connect with athletes, helping them understand not just how to move a boat efficiently, but how to think and lead like rowers to ensure the best outcomes for the whole crew.
Q. What have been some of the most defining moments in your own rowing or coaching career?
A. A few moments stand out –competing for Tassie in a national competition at home and achieving podium finishes at national events are career highlights as an athlete. As a coach, helping crews achieve milestones they didn’t think possible has been incredibly rewarding. One defining moment was guiding a young, relatively inexperienced crew to a State Championship. What was incredible was not only the support the rowers in the boat showed one another, but also the support shown by the wider crew. Those moments when a team discovers its collective strength and the joy of sharing in each other’s success stay with you.
Q. How do you build a strong team culture in rowing, given the sport’s emphasis on individual and group performance?
A. Rowing is unique – it demands individual excellence within a team built on strong mutual support. Building culture, particularly in rowing, starts with shared values, including accountability, resilience, and mutual respect. I work hard to create an environment where every athlete feels their role is vital, whether they’re in the first boat or just starting out. We celebrate progress, not just performance, and emphasise that the crew moves forward when every individual commits to the standard and supports one another, both on and off the water.
THIS YEAR’S FUN & FOOD FEST WAS A STANDOUT EVENT IN OUR 2025 CALENDAR.
Ahighlight this year was organising the Fun & Food Fest, which due to the exciting new Patricia Roberts Precinct development on the Junior Campus, was re-located to the Senior Campus. For the first time, this event was combined with the Grade 12 Acoustic Evening. This proved to be a great success, as we all enjoyed listening to the many talented musicians from Grades 7-12 sing and play, while enjoying delicious fare from various food vans and the OLA sausage sizzle. The Grade 12-led games (face-painting, tug-o-war, cricket and basketball) were a great hit, allowing parents to relax even more. We thank all those who came along to support the School and contributed to this year’s Walkathon Charity, the National Breast Cancer Foundation.
ZARA ROBERTS
OLA Committee Member
On Sunday 14 September, we invite you to be a guest at our table: Grammar Graze.
As we celebrate the wonderful camaraderie in which Grammar is built upon, savour each bite and sip as you mingle with friends, both old and new. Together, we will take you on a culinary journey.
Pairing local Grammar family wines, with the culinary delights of Tasmania’s premium caterers, Hubert + Dan. Their love and respect to the exquisite produce of our island home, promises to delight your senses.
Sunday 15 September 12-4pm
$130 per person or $1250 for table of ten Senior Campus, Mowbray
RSVP by 8 September
SUNDAY 14 SEPTEMBER
$150 PER PERSON
TABLE OF TEN BOOKINGS AVAILABLE
SENIOR CAMPUS, MOWBRAY, TAS 12-4PM RSVP
Friday 5 December 2025
5:00pm - 7:30pm | Broadland Park, 47 Cypress St, Newstead
Join us for an evening of family fun at Christmas Carols at Broadland Park!
This community celebration brings together families and friends for a night filled with live entertainment, student performances, and a special guest appearance from Santa himself. With a wide range of kids activities, and delicious treats from local food trucks, bring a picnic rug, sing along to your favourite carols, and soak in the spirit of Christmas under the stars.
WE ARE PLEASED TO INVITE NOMINATIONS FOR THE 2025 GRAMMAR GREAT AWARD.
A prestigious honour recognising individuals whose voluntary service has had a significant and lasting impact on our School. Nominees must have demonstrated extensive, continuous, and exceptional service over time, contributing meaningfully in a variety of ways. This award is reserved for those whose efforts have shaped the School community through dedication, generosity, and integrity.
If you know someone who fits this description, we encourage you to submit a nomination. Nominations close Sunday 19 October 2025
I WOULD LIKE TO MAKE A SINGLE GIFT OF:
$50 $100 $500 $1000 Other $____________
I WOULD LIKE TO MAKE A RECURRING GIFT OF:
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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
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In publications and donor honour rolls I/we wish my/our names to be read as:
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I would like to receive information on making a lasting 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 ordermade payable to LCGS Scholarship Trust OR LCGS Building Trust
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We recently caught up with Asha Pohan (‘23) and Lochie Dean (‘22), two Launceston Grammar alumni who chose a different path after graduation. Instead of heading directly to university, they opted for a gap year - trading textbooks for work, travel and personal growth.
ASHA POHAN CLASS OF 2023
When the conversations about our ‘futures’ began in Year 10, I really struggled to figure out what I wanted to do after graduation. As time went on, nothing became clearer, and I felt rushed into making a decision. I wanted the simple answer of going straight to university like everyone else. Eventually, I realised I wasn’t ready for university — and that was okay. Accepting that was the first and most important step in deciding to take a gap year.
During my gap year, I worked in retail, hospitality, and as a Teacher’s Assistant. I also did nannying, dog sitting, and house sitting. These jobs gave me a broad experience and helped me save for an eight-week backpacking trip across Europe, visiting seven countries: Greece, Croatia, Italy, Spain, Switzerland, France, and England.
A typical day during my gap year started with nannying in the morning, followed by a five-hour shift at another job. Afterwards, I’d come home to no homework — instead, my “homework” was planning my Europe trip, which was way more fun!
One of my favourite places was Interlaken, Switzerland. If you enjoy hiking, nature, or adventure, I highly recommend it. I also loved the Greek Islands! I highly recommend an experience like this if you can make it work — and I’m happy to help anyone thinking about it, because I know it can feel overwhelming at first!
The biggest challenge I faced was going against the crowd. Our lives are long, and taking one year (or even more!) off won’t set you back. Whether you spend your gap year working, travelling, or simply recovering from the stress of Year 12, the experience is valuable. It’s helped me figure out who I am outside the structure of school. My plans for the year after also changed, so if you’re unsure about what comes next, taking a gap year might be exactly what you need.
Asha is now studying a Bachelor of Dental Science (Honours), in her first year at La Trobe University, Bendigo.
I made the decision to take a gap year because, at the end of school, I wasn’t yet entirely sure what I wanted to do. Throughout Grade 12 I was so focused on my studies and sport that I didn’t have enough time to properly think about it, and the thought of university was overwhelming.
Reflecting now, taking a gap year was the best decision for me, and I’m so very grateful for the experience. For the first half of my year, I had to time focus on sport, work, and save up to travel during the second half of the year. Most importantly, I had time to carefully consider what I wanted to do. In July, I sat my UCAT exam in the hope of being accepted into Medicine at UTAS. That done, I set off on my travels.
I travelled to London with two of my friends from school, and then back packed around Europe for four months, travelling to 17 different countries. This was one of the most exciting and enjoyable periods of my life. I gained independence and new perspectives which I have now carried into my medicine studies.
My favourite moment was travelling to the Albanian Alps with a group of 15 Australians. We hiked for five days through beautiful mountain ranges and stayed in small towns where we spent time meeting and having fun with the locals.
Organising, planning and constantly adapting to new environments during my travels was challenging but ultimately very rewarding, and has made me a much more open-minded and capable person.
I would highly recommend a gap year to anyone uncertain about what they want to pursue. It’s also a great opportunity to work on yourself, achieve other goals, and take a break from all your study efforts!
Lochie is now in his second year of a Bachelor of Medical Science and Doctor of Medicine at UTAS, Hobart.
In Grade 9, we hiked the Walls of Jerusalem and ended up snowed in, waiting in a hut for two days before trekking out in thigh-deep snow. Now, living outside Tasmania, I realise how unique it was to have access to this during my school days.
My fondest sporting memories are of my rowing days. I came to rowing later than most but was lucky enough to row with a group of outstandingly skilled and dedicated girls. In Grade 11 I rowed in a Four and, together with those three other girls, then joined the Eight in Grade 12, going on to win the School Girls Head of the River at Lake Barrington’s beautiful international rowing course. Rowing taught me a great deal about camaraderie, teamwork and common pursuit. It also allowed me to explore the extent of my physical limits and the psychology of sport – both as a team and an individual.
In Grade 12 I was School Co-captain with Jamie Roberts. We were good mates - he was the classic leader: wellrounded and respected. I never saw myself in that role and was genuinely shocked to be appointed, but Jamie and I complemented each other well and it was a great learning curve.
Q. Did you always have an interest in medicine or surgery? If not, what sparked that path?
A. I always enjoyed the sciences and had an interest in medicine from early on. I wasn’t the top of the class, but I worked hard. Around Grade 9, I had this idea that I wanted to help reconstruct
people’s faces, whether from trauma or illness. I didn’t really know what kind of doctor that made me, but the seed was planted.
Looking back, I was lucky to have that direction in high school. It meant I could choose the right subjects and understand the scores I needed to aim for. I knew medical school was the first big stepping stone, and I worked my way up from there.
That focus came with compromises though. I wasn’t able to take subjects I also loved like Fine Art, because I needed to prioritise the sciences. Interestingly though, my work now is quite creative. There’s an artistic element to plastic surgery that brings things full circle in a way I didn’t expect.
Q. Plastic surgery can often be misunderstood. What drew you to this field, and what do you find most fulfilling about the work you do today?
A. It’s correct that plastic surgery is often misunderstood. Many people think it’s purely cosmetic, but it covers a wide range, from reconstructive surgery to hand surgery, and aesthetic procedures. It’s a large specialty, and while some surgeons focus solely on aesthetics, many of my colleagues do a mix, and some focus only on reconstruction.
It’s unfortunate that plastic surgery has become associated with the word ‘plastics’ in a way that sounds artificial. The term actually comes from the
Greek word meaning ‘to mould’. That really reflects what we do; moulding and shaping tissues, and restoring form and function. This is something we constantly work to educate the public about, as many misunderstand the breadth of our work.
Q. Your professional ethosparticularly around honesty, service, and ongoing education - resonates strongly with the values we nurture here at Grammar. Do you feel your time at school helped shape these principles?
A. For sure. Growing up in Tasmania and attending Grammar gave me a grounded perspective that I carry with me to this day. I spent time working on farms, which meant learning to relate to all kinds of people, from shearers to now surgeons. That ability to connect across a broad spectrum has been invaluable in my work.
At Grammar, and more broadly in Tasmania, there was a strong sense of community and humility. I think that shaped my approach to patient care. I’ve found that what people appreciate most is feeling heard. Many of my patients are going through a challenging and often emotional surgical journey, and empathy in how my team and I approach them becomes essential.
Q. You’ve done meaningful voluntary reconstructive surgeries in communities across the Asia Pacific. What has that experience taught you?
A. Before the political situation changed in Myanmar, I visited regularly to support a program training local surgeons from the ground up, with the goal of empowering them to carry on the work independently.
I found the experience deeply rewarding, though oddly enough, selfish, because I gained so much satisfaction from giving back. It was inspiring to see the dedication of the surgeons there, and how much could be achieved with so few resources in a third world setting. It is not a glamorous career, but they were deeply committed to their patients and the cause.
I truly felt I was making a difference both to the local community and to my own growth as a surgeon.
Q. You speak about the importance of giving patients honest and realistic expectations. In today’s world of curated perfection, how do you balance empathy with truth in your practice?
A. The social media era has changed things significantly. With phones and selfies, image has become everything, making it harder to manage realistic expectations. In Australia, social media standards of plastic surgery are heavily regulated, unlike some countries where image editing post-surgery is common. Part of my role is to set realistic expectations. If a patient wants to push beyond what I believe is safe or achievable, I make that clear from the start. I cannot promise what I cannot deliver. While they may find another surgeon, I am known for being honest about the risks and outcomes. Honesty usually prevents trouble in the long run.
Correcting something that has been a psychological trigger since childhood, like prominent ears or a large nose, is profoundly impactful. Patients sometimes break down in tears, sharing their stories of bullying or insecurity. While being able to fix that may not be saving a life, it can certainly change one. Above all, if a patient feels heard and understood, that makes a real difference. Sometimes they just need to express what they have carried for years before focusing on surgery.
Q. Looking back, what advice would you give to current students at Grammar - particularly those who might be dreaming of a future in medicine or surgery?
A. Medicine isn’t a career where you have to be top of the class. I wasn’t, but I worked hard and enjoyed learning. If you’re motivated and focused, there’s a good chance you’ll succeed.
In Grades 11 and 12, I had to make sacrifices. After the rowing season ended at the start of Grade 12, I made the difficult decision to drop sport, which was heartbreaking. But I had this self-fulfilling prophecy: I will get into medicine, and I will succeed. If you have the passion, it will come.
There’s a lot of talk about work-life balance these days, and I won’t sugar coat it, the training years are tough. You lose social time and friendships, and your career becomes the priority during your ‘prime years’, but once you finish your specialist training, life gets better and more flexible.
At the end of the day, it’s all about motivation and focus. Don’t let anyone tell you that you can’t do it; people certainly told me that more than once. If you’re determined and passionate, it will happen. I have no regrets, and life is good now.
Q. And finally, what does success mean to you? Has that definition changed since you left school?
A. In my early days, success was driven by a fear of failure. I wanted to succeed, and that pushed me forward. Now, I’m still moving forward, but success today means managing a balanced life, which is extremely important to me. As surgeons and doctors, we’re not always great at that balance, but you come to realise there is life beyond your job.
I still have a healthy fear of failure; I don’t want to let my patients down or fail in surgery and that continues to drive me. But over time, I’ve come to see that it’s only a part of life. It’s just as important to nurture relationships and the other parts of who we are.
The Old Launcestonians’ Association invites expressions of interest for its nomination to the Launceston Grammar Board. We are seeking a committed and values-aligned individual to join the board and contribute to the governance of the School.
The Board member will:
• Contribute to the strategic direction and long-term success of the School
• Support the next phase of growth and development
• Uphold and reflect Launceston Grammar’s values
• Commit to a five-year voluntary term
The ideal candidate will demonstrate:
• An understanding of educational principles
• Skills in corporate governance
• Entrepreneurial thinking, especially in business networking and advancement
• Contemporary leadership capabilities
Applications close: Monday 18 August, 5pm
For a confidential discussion or to request the position description, contact Will Green, OLA President, on 0427 050 347.
To apply, please request a Board Nomination Form by emailing Fleur Castle, OLA Secretary, at ola@lcgs.tas.edu.au.
Congratulations to the following Grammar community members who have extended their families since our last edition of Blue, Black and White.
In December 2024, Alice Ashley-Jones (née Gordon) (‘05) and Nick Ashley-Jones, welcomed baby George.
Also in December 2024, Wil Sauer (‘06) and Olivia Moore welcomed baby Hugo.
In January, Jane Chester (‘09) and Alex Chester welcomed baby Charlie.
Annabel Wallace (‘07) and Jack Salter welcomed baby Peggy in February.
Hamish Dowling (‘07) married Madeleine Farrar in Flinders, Victoria in February 2025.
Stephanie Freeland (2017) married Micah Darbyshire on Saturday 21st June in Port Douglas, Queensland. Her sister, Lavinia Freeland (2024) was a bridesmaid.
We extend our sincere condolences to the families and friends the following Grammarians and community members who have passed away since our last edition.
Stephen Cornish (1970)
Geoffrey Cresswell (1952)
Shirley Dennis (née Titmus, 1955)
Moira ‘Wendy’ Gollan (née Dean, 1945)
Marilyn Harrison (née Howe, 1960)
Stuart Holloway (1996)
Dianne MacKinnon (née Roberts, 1969)
Diana Midson (1956)
Ian Routley (1962)
Anthony ‘Tony’ Rundle (1957)
Suzanne Simon (née Sheehan, 1940)
Daryl Sproule (1961)
Sandra Trollope (née Hirst, 1946)
Timothy Whyte (1961)
Valerest Yencken (née Foster, 1949)
John ‘Michael’ Youl (1946)
Revd John Campbell – Previous Head of Junior Campus
Stephen Banfield – Past parent and Grammar staff member
When today’s students walk through the gates of our Junior Campus, few may realise that the ‘pisė de terre’ building at its heart, now the School’s reception, was once home to Broadland House Church of England Girls Grammar School: the oldest private girls’ school in the southern hemisphere.
Established in 1845, Broadland House flourished for more than a century as a proud and progressive school for girls. Prior to amalgamating with Launceston Church Grammar School in 1982, the campus was a thriving centre of all-girls education and community.
In 1893, the Broadland House Old Girls Association was formally established, one of the longest-serving alumni associations in Australia. ‘Old Girls’ gathered regularly to reconnect, raise money for various initiatives, and share memories of their school days.
From 1929, Launceston became the home of the annual Broadland House Communion Service and breakfast, a much-loved event that continued without interruption for nearly a century.
April 2025 saw the 96th gathering, which also marked a poignant milestone in the association’s history. At an
extraordinary meeting, the committee voted to formally dissolve the Broadland House Old Girls Association. This was a decision years in the making, with care and consensus across the committee.
When a committee member became unwell, and no one was able to take on the role, the remaining members knew it was time to rethink the future of the association.
“We are grateful for the guidance of the late Ewan Crawford and members of the Stevenson family who helped when we were contemplating dissolving the association.
Dedication of the E.L. Street Memorial Library Thanksgiving Service in St John’s Church for the life we all spent at our school. 1904 1965 1982
Hogg’s
This bedspread featured 300 signatures and was presented to Miss Hogg (Principal, 1885-1908) by her past and present pupils, as a memento of the 20th anniversary of the School.
The Old Girls Association having contributed £13,150 towards the project.
This service is more than a sentimental journey — it is a heartfelt thanks to God, to Old Girls, and to all who have supported Broadland House throughout its life.
Above: Bette Stevenson (neé Boatwright, 1932)
We have been a family where each member knows one another well and has the common purpose of upholding our ideals and learning to become equipped for life in the awareness of, and under the guidance of, our school motto, “Nisi Dominus Frustra” - without the Lord all is in vain.
BETTE STEVENSON
President of the Old Girls Association, 1982
“Their suggestion to close with dignity while we still had control was one we appreciated,” shared Rosemary Stobart.
While emotional, the decision at the AGM was met with acceptance, a sense of peace, and a collective sigh of relief by the members.
While the association may have formally concluded, its spirit will continue to live on.
The annual gathering will now continue under a new name, the Broadland House School Communion Alumni Service and Luncheon, and is open to all who attended Broadland House up
until 1982, no longer requiring a 50-year threshold for attendance. Alumni will also meet informally for lunch on the 4th Friday of every month.
The association’s remaining funds will continue to support current students at Launceston Grammar through awards across both campuses at end of year Presentation Events, including the Nora Beresford Prize, the Broadland House Old Girls Association Art Prize, and the Broadland House Old Girls Award. Future donations from Broadland alumni will continue to be administered through this fund, with larger gifts directed to the Junior Campus.
ROSEMARY STOBART (NÉE WILLIS, 1963) Archives Volunteer
DONA BRADLEY (NÉE DRAKE, 1961)
Archives Volunteer
1991
2018
2025-26
Launch of An Establishment for Young Ladies
The Broadland House Old Girls’ Association launched this history of Broadland House, compiled by Mrs Faith Layton.
Dedication of the Broadland Window in the School Chapel.
The required funds of over $33,000 were raised in 632 days due to the generosity of our Broadland House families. The Broadland Window in the Grammar Chapel will be a lasting memorial to Broadland, a window of healing, caring and forgiveness and of looking to the future - one of Christian love, care and education and its continuation through the present school.
Tree Dedication
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
On Thursday 5 June, the Grammar Old Lads hosted their annual ‘Meet the Principal Luncheon’ featuring guest speaker Mr Peter Manchester, a geologist/ palaeontologist. He spoke about the paleontological riches of the Mowbray escarpment, where the Launceston Church Grammar School is located. His talk, titled “Is the Grammar School 250,000 Years Old?” explored the significance of leaf fossils and petrified wood in revealing the region’s ancient ecosystems and climates.
Peter shared personal childhood memories of watching the Tamar rowing Regatta from the escarpment, which he explored with his father. Their shared experiences created lasting bonds and memories, showcasing the escarpment as a place where personal and geological histories intertwine. The Mowbray escarpment serves as a testament to the connections between nature, history, and individual narratives, reminding us of our ties to the land and its rich legacy.
Thursday 21 August
Amber Koroluk Stephenson Exhibition Opening
Wednesday 27 – Thursday 28 August
Discover Grammar Tours
Saturday 30 August
Class of 1975 - 50 Year Reunion
Sunday 31 August
Walkathon Ladies’ Lunch
Friday 5 September
Hobart Alumni 2025 Catch Up
Saturday 6 September
2000 Soccer State Premiership Reunion
Sunday 14 September
Grammar Graze 2025
Thursday 9 October
Brisbane Alumni 2025 Catch Up
Friday 10 October
Melbourne Alumni 2025 Catch Up
Friday 17 October
Flinders Island Show
Wednesday 5 – Thursday 6 November
Discover Grammar Tours
Friday 21 November
Christmas Carols at St John’s Anglican Church
Friday 5 December
Christmas at Broadland Park
Friday 19 December
Young Launcestonians’ Reunion
