News From Launceston Grammar / Issue 67 – June/July 2023

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Experiencing our nurturing Nature Play sessions.

– Early Learning Student

Front Cover

In our Early Learning and Kindergarten we have been working towards weekly Nature Play sessions.

Magazine

Editor/ Tamara Clark

Natural Identity

Publisher

Launceston Church Grammar School

Marketing and Communications Department

36 Button Street, Mowbray Heights TAS 7248 Phone +61 3 6336 6000 lcgs.tas.edu.au

Creating an environmental identity for our young people is essential, now more than ever. The average 12-year-old today will, upon waking, check their social media on their phones while still in bed, listen to music with headphones on the bus, check their phones (again) during a recess and lunch break, and head home to watch TV while still checking their socials. They may have been outside for 20 to 30 minutes during the day – perhaps walking from the bus stop to school and home again. If we position this daily routine through the lens of an environmental identity, we come up short. Research has shown that when our young people spend time in nature the health and wellbeing benefits are remarkable. Increased concentration, reduced depression and psychological distress, to name a few.

In this edition of News from Launceston Grammar we highlight the many activities and programmes at Launceston Grammar whose basis help to form an excellent environmental identity. Enjoy!

Tamara Clark, Editor

Photography/ Rob Burnett, Tamara Clark, Ryan Farrington, Curly Haslam-Coates, Clint Leonard, Ross Marsden, Outdoor Education Team, Jason Stroja, Emily Wynn Graphic Design/ Jason Stroja

Dale Bennett Principal

Golden Threads

Since arriving in early January, my wife Jane and I have felt the warm embrace of the Grammar community. Some 5 months later we continue to discover and delve into the fabric of this grand school and find ourselves marvelling at the fortitude and commitment that are palpable in those connected to the school. We have made the right choice. Grammar is a place where I hope to continue to nurture the next generation of young people to set them up for life success, encouraging them to seek challenges so they may make the world a better place. I know this will happen if we have created a learning environment that inspires our students to ‘be more’ in all that they do and say in their Grammar learning journey.

My role over the last 5 months has been to look, listen and learn and there is a lot of learning (and at times unlearning!) to be done. The Senior Leadership Team have partnered with me in this quest, and we are of one resolve which put simply is ‘to know so we may grow’. The knowledge and lessons are coming thick and fast. Occasionally this has seemingly been overwhelming as I can assure you that embracing 177 years of education is not for the faint hearted. However, for the most part it has been a series of captivating conversations and rich reading which enables me and the team to feel confident in our leadership. We know that we are custodians of an

enduring legacy which has shaped and will continue to shape future generations of Australians to play their part in creating a just world. Our quest has been to find the golden threads which shape our identity and will continue to be the reference point for our future. Our motto Nisi Dominus Frustra and Anglican values of compassion, respect, community, safety, and inclusion inform the heart of our endeavours.

My goal has been to evolve the climate of the school and deliberately focus on addressing those areas which impact on how we are perceived as a school. Simply put, I know it is important that we put in place strong leadership, effective communication, efficient process and procedures and considered resourcing to ensure we have a solid basis from which to work. These are priority areas in my endeavours during my first year as Principal. I know that these fundamentals must be in place before I may work more broadly with the good people of Grammar to decide what the next iteration of our proud story will be.

My learning thus far has helped me to deepen my understanding of what it is we want for our young people in our care. We know their education must be driven by the development of their character. That we will provide an education that shapes the whole person and values their wellbeing. In times of uncertainty and challenges we must ensure our students are able to thrive into the future. We must never be complacent in our understanding of the changing nature of education. Now, more than ever, our purpose is about working with children and their families to create a community where an individual’s academic, physical,

One of life’s great rewards is when you know in your heart and head that you have made the right decision.

Our community came together at the start of the year for a wonderful Fun & Food Fest event.

psychological, social, and spiritual needs are understood and intentionally developed. This will then enable them to make a successful contribution to their world as humble and compassionate leaders in a multitude of contexts.

At present there are significant challenges in education. One of the key challenges, which is not dissimilar to all workplaces across Australia, is the significant shift in the availability of a trained and accomplished workforce across all areas of the organisation. We are working hard to ensure that we develop future proofing approaches and remain focussed on attracting the best people. Leadership have been working with both our teaching and professional services staff on ways in which we can together create a value proposition to ensure we are a school of choice. Our commitment to addressing workload concerns, looking at job design and offering learning programmes which focus on student wellbeing, engagement and agency are key to creating a positive learning and work environment.

A school is not a school unless we place the students at the heart of our learning promise. I have loved watching, participating alongside, and learning about the student journey at Grammar. The calibre of our children is second to none. Our responsibility to them drives our purpose. There have been numerous events and signature learning experiences which have allowed me insight into the character of the students.

I will always treasure the challenge issued to me by our School Captains, Asha and Thomas at my commissioning where I was asked to “nurture our school through both hardship and success to enable our staff and student’s creativity and personality to shine. To challenge us in times of complacency to bring out courage and compassion so we can grow in everything we do. And finally, to inspire us to be curious about the future and what it may hold for us all”.

I will cherish the book of advice on How to be a Principal which was presented to me at the Junior Campus assembly full of wonderful tips and ideas about how to be a good Principal. The three that resonate with me most are

1. If you get stuck on a problem, ask Mrs Bennett (Ed: wisdom beyond their years)

2. Play on the monkey bars with us

3. Be a principled Principal

I am mindful that a Grammar education has a lifelong impact for those who are privileged to be a part of this village. Our endeavours must always honour this goal. The passing of time and how we ‘do school’ empowers our learning village to be different. I have been working with our staff and students to better understand the learning that will ensure life success for Grammar graduates. We will over time embrace new ways of doing. We will evolve our offering to reflect the needs of our students and maintain our

relevance by being the lighthouse leaders of wellbeing and learning in Tasmanian schools.

Wellbeing and character education shaped by the values of the Anglican Church are in our DNA. They sit comfortably alongside our rigorous academic standards and commitment to not just be a school but to be a community. It is these golden threads which we have proudly maintained and relied upon when the going gets tough. They will serve us well as we embark on this next chapter of Grammar’s story. I invite each community member, whether a student, former student, current parent or former parent of Grammar, have a generational connection to the school or perhaps just starting their family’s relationship with our school, our incredible staff … each of us has a role to play. Importantly, I would urge you please not to wait by the sidelines, but to embrace the opportunity to be a part of the conversation about how we ‘do school’.

I look forward to meeting and getting to know our community – a community like no other. Let us work together on our mission because together we are stronger and with that strong partnership in place our children will thrive.

“Embracing 177 years of education is not for the faint hearted.”

A strong

Nigel Bailey Board Chair

community

As Chair of the Board I am honoured to be leading a team of professionals who share a common purpose, which simply put is to ensure Grammar maintains and grows its reputation as Tasmania’s leading coeducational school.

This year we celebrate the 50-year milestone of this significant change in our school. The 1972 Board of Governors, under the inspired leadership of Board Chair David Gunn and Headmaster Robert Hutchings, created an opportunity for our school to thrive into the future. In 1983 the community welcomed the coming together of two of Tasmania’s great schools Launceston Church Grammar School and the Broadland Church of England Girls School.

The amalgamation strengthened the commitment to coeducation and the opportunity for the school to acknowledge and celebrate diversity and inclusion. We are a strong community where difference is celebrated, and inclusion sits at the heart of all we do. We are committed to being a school that is relevant and provides an educational offering that allows young people to experience learning that sets them up for future success.

The Board’s purpose is to provide strategic leadership and governance to our school. As you may be aware our strategic objectives have been designed to:

1. provide holistic, excellent educational opportunities in a nurturing, challenging and inspiring environment;

2. facilitate a constructive culture, encouraging an environment of continuous improvement and learning;

3. equip our people with the skills to adapt to a rapidly changing world;

4. strengthen belonging and involvement across the School Community and beyond;

5. prioritise and manage business development activities through the responsible use of our resources;

6. embed socially, ethically, and environmentally responsible practice in the School’s decision making; and

7. be agile and progressive, advancing our systems and technology platforms.

These directives enable our Senior Leadership Team to focus on their core responsibility of leading school operations.

The single most important role of the Board is to appoint the Chief Executive Officer. As you know we conducted an extensive and thorough search process in 2022 and were delighted to announce Dale Bennett as our 21st Head of the School and 1st Principal.

Although only 5 months into his headship, Dale has proven to be the dynamic and community-minded leader we desired for our school. He is well supported by his Senior Leadership Team: Adrienne Kile as Executive Officer: People, Compliance, and Information; Linda Holdaway as Chief Financial Officer: Finance and Property; Nicholas Foster as Deputy Principal and Head of Senior Campus, Sheona Carter as Head of Junior Campus; and capably supported by Elysa Oliver-Bennett as Executive Assistant to the Principal.

Dale’s focus has and will continue to be to get to know the Grammar Community and I encourage you to make yourself known to him. He has also been working with the team to ensure we have a settled operational climate – understanding and strengthening the key areas of Community, Leadership Structures, Communications and Marketing, Process and Procedures, Infrastructure and Risk Management.

In 2022 the Board made the decision to acquire over 5000 metres of land and property on High Street. This was in direct response to Junior student feedback about the need for play space. The High Street property will be developed as part of the Junior Campus Masterplan, and we anticipate moving into a refurbished facility in 2026 as the final stage of the current Strategic Plan.

Construction is about to commence on the Food Technology Centre at the Senior Campus as the first stage of the Senior Campus Masterplan development. The generous support of Brian and Wendy Faulkner continues to enable us to develop learning facilities which reflect the changing nature of education. The skills and talents required to flourish into the future cannot always be taught in traditional learning spaces.

Together with the Board I look forward to us providing the strategic leadership that will see our school prosper for many years to come.

Reverend Matthew Pickering Chaplain

Adventure in Action

Let us define an adventure as an experience that is exciting or daring and which is typically bold and sometimes risky. On that basis we have lots of adventures together at Grammar, not least in our community service.

Adventure Example 1 – we have a team of students who participate in the craft group at New Horizons in Mowbray. It is not the craft that is the adventure, but the real risk and daring of stepping outside our comfort zone and building friendships with other people. What is the danger you ask? Rejection, feeling foolish, being misunderstood, making a mistake, or offending someone – these are all genuine threats, but our students commit to the adventure with courage, humour, and humility. You will not be surprised to know that they are both a blessing to others but also blessed by others. I wish more of our young people would take on that adventure.

The model we operate on in understanding service is not a model of ‘giving back’ or sharing our strong capacity with people weak in capacity –rather it is the simple response to the challenging command from God to love your neighbour as you love yourself.

There are two implications that form our practice. The first is that love is best understood as a gritty real-life relationship, not a sentiment – so our best expression of service is in mutual relationships. We need to know and be known. Secondly, when Jesus was asked to define who our neighbour is, he told the story of the Good Samaritan (Luke 10:25 – 37). That story is as radical a riff on service as any piece of literature the world has known, not least because of the way it turns expectations on their head. The simple idea is that whoever you come across is your neighbour and you should go to them and be with them for their benefit even at your cost. Nice.

Adventure Example 2 – Just up the road from Grammar is the Migrant Resource Centre. The people there are our neighbours. Among the recent Migrants to Australia are the Bhutanese refugees. Theirs is a mixed story. There is the harrowing persecution, isolation, hardship, and trauma but with equal parts of courage, resilience and practical hope.

We have begun the adventure of building a relationship with our Bhutanese neighbours. Our current Grade 10 have heard the Bhutanese story, met with one of their leaders and considered what it means to have such neighbours – how to listen and love with care and courage – to take the risks that lead to the exciting experience of living deeply and bravely in the company of fellow adventurers.

The next step in this adventure is to grow the relationship through spending mutually beneficial time together – they can teach us how to cook spicy, and nutritious food in their resource centre kitchen, we can teach water safety in our heated pool to people who don’t know how to swim but live beside a river on an island surrounded by an enticing coastline. We can learn about ancient music and culture, and they can practice English speaking and reading with our brilliant students. The adventure will grow – watch this space – and if you would like to be involved in some way, please contact me.

Enjoyable memorable and safe

Since meeting Thomas Beaumont, I have come to learn that he is passionate about sports, such as football and cricket, his family, his friends, and being a leader in everything that he does. He shows a lot of pride in this school, which stood out to me when I first met him and has recently been more evident as we work more closely with each other. Tom shows courage, motivation, accountability, and self-awareness, which are only a few of his leadership qualities that I respect him for. He shows a great understanding of how a team works, not only in his sports, but as my Co-Captain.

Together we work on balance and time management and are fast learning the power of delegation. We have in a short time learnt many things from each other, which is what makes us a highly effective team. As leaders our hope is to strengthen our connection with the Junior Campus students. We believe that through unity of the student body we can enhance the sense of community at our school and have greater agency in our learning. It is important to interact and engage with younger students and as the older students we can be positive role models. Ultimately, by building a strong and connected school community, we hope to make students feel valued, supported, and motivated to succeed.

We have loved working with the Junior Campus Captains Ivy Rapley and Zane Dean and know that they will fulfill their leadership goals as kind and caring role models for their peers. They have shown great attitude in their commitment to the school, which we truly admire. As a team of four, we have already started achieving our goals of connecting the two campuses, and as a bonus, we have all got along so well.

Asha Pohan 2023 Co-Captain

Ifirst met Asha Pohan when she came to Grammar in Grade 6. It was immediately evident that she was reserved but also smart and she always seemed to be one step ahead of the rest of us. It is a pleasure to work alongside Asha as School Captains as she is extremely supportive whether this be making sure I am on time for meetings or reassuring me not to be too nervous about public speaking. Asha is both very intelligent and has a passion for sports specifically rowing and netball.

The core values that I admire in Asha are that she is always willing to be selfless and put others before herself; she leads with action and passion and is also always willing to hear every one’s side of the story and does not judge people.

Our goals this year is to leave the school as a more enjoyable, memorable, and safe place. We want students from across the school to find and learn about their passions. We have been working with Sam Quinn and Poppy Loane as the Vice School Captains and 15 Prefects in the leadership group for 2023. Poppy and Sam bring new perspective and ideas to the leadership group, and this helps us in planning how we might engage the wider student cohort. They are always willing to go the extra mile to help those around them and continue to prove their versatility as leaders. This year we have already held many successful school events including the Walkathon and concert with Kartik Kuna early in the year. Some events include Acoustic Night where our school bands show their talents, Down Ball competitions

with the younger year levels at lunchtime and for the adults the Walkathon Cocktail Party. We are loving working with our peers and student body as we create a positive environment for all to enjoy!

Thomas Beaumont 2023 Co-Captain

(L-R) Junior Campus Co-Captain, Ivy Rapley, Senior Campus Co-Captains Asha Pohan and Thomas Beaumont, and Junior Campus Co-Captain Zane Dean featured together at our Junior Campus.

“As a team of four, we have already started achieving our goals.”

Sheona Carter Head of Junior Campus

Learning in Nature

Nature based learning can happen in natural settings, and in the built environments, such as classrooms, as long as there are elements of nature such as plants, animals and water. It can be planned or spontaneous. Our children benefit from learning about our natural world through incursions, excursions, and camps, as well as free play opportunities in the gardens and the grounds, and we are excited by the opportunity that presents with the impending opening of the newly acquired greenspace.

Our learning spaces are inviting, enhanced with timber, cane, and earthtone colours. Natural materials provide interesting sensory experiences in many areas of the school. Twigs, wood slices and small stones enhance sensory learning for our younger students. In the younger years, plastic manipulatives have been replaced with natural ones, such as acorns and large seeds, which are used to develop number and nature knowledge. Our indoor environments are calm, ensuring our students can focus on learning without too many distractions.

We are fortunate to have magnificent views of Launceston and its surrounds and an abundance of natural light. There are plenty of studies that indicate indoor plants provide a number of benefits for health and wellbeing.

We also know that getting students out of classrooms to play, learn, explore and engage first-hand with nature, not only develops new skills, it also fosters a sense of wellbeing and respect for our natural environment.

On the Junior Campus, our students are curious about the magnificent trees and have learned about what nature provides, right outside our classroom doors. Our school is a perfect environment to learn about the importance of trees. As budding environmentalists, our students learn how our trees remove carbon dioxide from the atmosphere and produce oxygen, how our trees cool the air and surface temperatures, how they are habitats for creatures and that their roots hold soil in place and help fight erosion. Even the fallen tree leaves create compost that enriches the soil.

stories which were then dramatised and performed outdoors, heightening the connection with nature. It was a magical experience for everyone!

Visitors to the Art House will see how natural materials are used to engage children with the diverse textures, shapes, and colours found in nature. Having an Indigenous artist-in-residence, Annie Hay, work outdoors with the students enabled them to appreciate the wonder of our local natural environment through the lens of an artist. The rivers and waterways, the land and skies were the source of inspiration for the beautiful artwork that depicts the land on which our Junior Campus is built. This artwork is a reminder to us that we pay our respects to the traditional custodians of this land, the Palawa people, and that we must look after it.

Beyond the Junior Campus, there is a strong focus on the cross-curriculum priority of personal and social learning as well as learning about sustainability and the environment. Our camps and incursions provide outdoor education opportunities to develop our students’ knowledge and understanding of the natural world, our place in it and our responsibility to preserve it for the future.

Our majestic trees are also a source of inspiration for our young authors and performers. Award-winning oral storyteller, Tamas, helped our Grade 2 to understand the awe of nature by sharing stories from a variety of cultures. Through this engaging experience in nature, our students’ knowledge about storytelling, culture, traditions, and global connections was extended. Excited by the giant oak tree which crowns the campus, the children created

Read on to find out more about how nature inspires wonder in the Early Years at Grammar. Early Learning Leader, Georgia Greig, explains how our Early Learning educators collaborate to ensure that learning for our younger students is a constant source of joy. Our Primary Years Programme Coordinator, Claire Calvert has written about the extensive programmes that enable our students to learn about the environment through immersive and engaging opportunities.

“Earth and sky, woods and fields, lakes and rivers, the mountain and the sea, are excellent educators … and teach us more than we can ever learn from books.”

John Lubbock

Our staff understand the benefits of learning in nature and find creative ways to bring elements of nature inside.

Georgia Greig Learning Area Leader – Early Childhood

Nature Play

Working towards a Nature Pedagogy in our early childhood setting is the focus of the Early Learning and Kindergarten team.

As early childhood educators, we have an essential role in fostering children’s connectedness to the natural world, their ability to live sustainably, and their understanding and respect for diverse cultures.

Research has shown that when children spend time in nature, they benefit both physically and mentally. They develop sharper sensory awareness, a stronger immune system, improved emotional wellbeing, and enhanced cognitive abilities. Therefore, it becomes necessary for us as educators to use the natural environment as our inspiration and to encourage children to explore with curiosity, creativity, and wonder.

According to Claire Warden, who pioneered the concept of Nature Pedagogy: “Children need to go outside every single day, even if it is just for a little bit. They need to get their hands in the soil, feel the texture of a leaf, hold insects, and learn about the patterns of the natural world”. As educators, we must embrace ecological choices and use nature as not only a location, but a resource, and context for learning.

In our Early Learning and Kindergarten setting we have been working towards weekly Nature Play sessions off site. By doing so, we enable children to develop a deeper connection with nature and instil a sense of awe and respect for the natural world.

When you enter an Early Learning classroom at Grammar you will notice that the outdoors has made its way indoors. Children are surrounded by plants and can play with natural materials, as loose parts and to look more closely

at natural objects. They have access to books and pictures that depict the flora and fauna of the world around them, and they are creating with materials that might otherwise have ended up as landfill.

Additionally, educators incorporate sustainability into our Units of Inquiry, teaching the children about the value of conserving resources and reducing waste. Our children learn about sustainable practices such as water conservation, composting, and using recycled materials. These activities provide opportunities for children to connect with nature and develop an understanding of the interdependence between society and the environment.

Integrating Nature Pedagogy into an early childhood setting has numerous benefits for children’s overall development. By adopting a Nature Pedagogy approach, educators can help children to develop a connection with and love for the natural world while at the same time learning to appreciate the customs and traditions of Indigenous peoples. Ultimately, we hope that our Early Learning students will gain the ability to live sustainably, with a deep respect for the environment and

awareness of how their everyday choices can impact the world around them.

As educators, it is our responsibility to create a learning environment that instils values of respect, understanding, and sustainability. By working towards these goals, we can create a better future for ourselves, our children, and future generations.

Claire Warden asks us to consider the question: “What kind of planet will we leave for our children?” Will it be one where they will look back at the actions we take and feel proud of the wise choices of their ancestors? And in turn asks us to consider “What kind of children will we leave for the planet?” How will we help them make wise choices in their lifetimes as they find themselves in an increasingly technological world?

“Children need to go outside everyday even if it’s just for a little bit. They need to get their hands in the soil, feel the texture of a leaf, hold insects, and learn about the patterns of the natural world.”

Claire Calvert Primary Years Programme Coordinator

Outdoor Agency

We

At the Junior Campus, we believe that to learn about the environment you need to be immersed in the environment. The engaging learning experiences we design must matter so much to our students that they want to take action with their new learning. We find that experiential learning experiences often lead naturally to student led service or action-oriented initiatives.

As an International Baccalaureate Primary Years Programme (IB PYP) School, each Grade level explores environmental learning in differing ways. The Australian Curriculum directs us to teach about the environment through cultural, geographic, and scientific lenses, and through lines of sustainability and responsibility.

Upon authorisation as a Primary Years Programme school the International Baccalaureate organisation commended our school on the levels that we go to, to form connections and enrich student learning.

• In the Early Years, our students inquire into the idea that ‘Nature inspires wonder’. This encourages respect and appreciation of the environment. Students in Early Learning explore the

outdoors during regular Nature Play sessions and by bringing nature inside the classroom environment as often as possible.

• In Prep, our students extend their learning to delve deeper into the interconnectedness of humans and the environment. A range of outdoor learning experiences are usually offered depending on student interests.

• Grade 1 students learn about light and its impact on life. Students visit the Mole Creek Caves; an environment that reveals the contrast of life without light.

• Grade 2 sees our students investigating water and its connection with life. Students visit sites where they can see and feel water and learn more about this vital resource.

• Grade 3 students learn about symbiosis and investigate soils and plant life.

• In Grade 4 our students investigate the idea that ‘Life on Earth is fragile’. Students usually work together with Forestry Tasmania and conduct

inquiries in the forest at Hollybank Nature Reserve.

• Grade 5 takes our students out to different farms connected to our community. Students learn about sustainable farming practices and commodities while they follow different supply chains.

• Additionally, Grade 5 students learn about animal adaptations and visit Trowunna Wildlife Sanctuary to take their learning further. Students at this year level also inquire into conservation and the community groups who contribute towards conservation efforts.

• Students in Grade 6 continue to build upon their understanding of adaptation while they investigate human adaptations forced by changes in nature.

The interactions our students have with experts in differing environments are invaluable. Our teachers often use these interactions to discuss perspectives. Questions you might hear in our classrooms afterwards could be, “If you were a Park Ranger, what would you do?” or “What might an Ecologist’s view of this be?”

aim to be a school where learning is always relevant, significant, and challenging; a school where students do not ask ‘Why do I have to learn this?’

With relevant learning a clear goal of ours, experiential learning offers endless opportunities to teach all the disciplines. Our staff are adept at pointing out the presence of Mathematics out in the field, and the connection between Science and Art to experiences on excursions. More and more, our teachers are intentionally planning learning beyond the classroom, and our students know that learning opportunities exist in all environments.

Over the past few years our systems have been improved and our capacity to take students offsite and into the surrounding environment has strengthened. The benefits of outdoor education experiences mean the time and effort that goes into these experiences is worth it!

“The school regularly and effectively uses resources and expertise to enrich student learning and provide local and global connections.”

2021, International Baccalaureate organisation

“Nature is a tool to childrengetto experience not just the wider world, but themselves.

” STEPHEN MOSS

Nicholas Foster Deputy Principal | Head of Senior Campus

Rising when we fall

At times that can be quite a formalised process offered as part of our co-curricular programmes with activities such as cross country running, being on the ocean as part of our sailing programme, or for many, time spent on inland lakes and rivers with their boat moving through the water. At other times, students engage with the outdoors as part of our world-class Outdoor Education programme spending time in some of the most pristine environments in the world.

In all these activities, our students get to experience setbacks and challenges, adversity and success. It is through such activities that they grow and learn. The American philosopher Ralph Waldo Emerson wrote that; The greatest glory in living lies not in never falling, but in rising every time we fall. While we can understand the concept of courage, we need to be courageous to really feel it.

We do that when we step over the cliff edge when abseiling and are afraid of heights, or on the start line at a rowing regatta with trepidation in our hearts. These experiences all allow us to test and push ourselves.

I often speak with parents when their students return home from Outdoor Education camps. So often I hear the same sentiment voiced; that their children seem to have grown that little bit taller, that little bit more confident and that little bit more resilient in their time away with our staff.

Current research clearly demonstrates the significant health benefits that the outdoor environment offers. In the journal Current Directions in Psychological Science, it is suggested that being exposed to natural environments improves working memory, cognitive flexibility, and attentional control.

We innately know that being in that great playground called nature is good for us.

As Khalil Gibran wrote forget not that the earth delights to feel your bare feet and the winds long to play with your hair.

As I finish this article, I am watching a group of students back from our Grade 10 Retreat programme and camp, walking past my office. Their smiles tell me all I need to know about their week away. Tired young faces, but with a sense of fulfillment.

I have always felt that one of the truly outstanding opportunities that Grammar offers is the opportunity for our staff and students to learn together, and play together, in the great classroom that is the outdoors.

Shaping and

Defining

Experiential learning which capitalises on our proximity to some of Australia’s most significant areas of natural beauty is very much a reality for students participating in the School’s Outdoor Education programme. This is evident within Grade 10 Enrichment Weeks with one week on Retreat, one in the Futures programme and one on an Outdoor Education expedition.

The Enrichment Weeks have been developed in line with the School’s commitment to provide an environment in which students are challenged to become confident, creative, self-reliant, thoughtful, and sensitive to the needs of others.

Head of Outdoor Education, Jennifer Tait says through the Enrichment Weeks students are engaged in challenging learning experiences which helps to develop a stronger sense of self and community.

“Outdoor Education provides the framework for many of life’s skills, including the sense of responsibility, resilience, pride and fun that comes from overcoming challenges with a group of peers,” says Jennifer.

“The Grade 10 Expeditions are a culmination of students’ Outdoor Education learning so far at Grammar.

“This programme focuses on independence within the context of an outdoor journey-based expedition where students select, lead and conduct their expedition, allowing them to hone their problem-solving and communication skills and form bonds over shared experiences.

“It is an opportunity to put into practice the skills that have been learnt in earlier years and to demonstrate independence, teamwork and leadership.”

There is a wide variety of expeditions being offered, to all parts of the State including the

Gordon River

Overland Track

Huon River

Gordon River Sea Kayaking, White water rafting and kayaking the Huon River, and bushwalking the Overland Track.

These expeditions provide the perfect opportunity to reflect and contemplate Tasmania’s pristine natural environment – where students can appreciate first-hand, the river, the water reflection on a clear day and cascading falls and the natural beauty that is held in Tasmania’s wilderness.

Outdoor Education at Grammar shapes and defines students into more independent and confident people, with each camp building upon, teamwork, resilience, independence, courage,

mateship, and practical skills. These skills, provide students with the qualities and experiences required to be a leader in any walk of life.

“I believe the Outdoor Education programme at Grammar is one of the most significant assets to the school, as it provides students with strengths and qualities that complement the academic learning that happens in the classroom,” says Jennifer.

The scenery, the silence

Q. What advice would you give to other Grades about the Enrichment Weeks programme and specifically the expedition you chose?

News from Launceston Grammar caught up with Grade 10 student, Rory Douglas (featured above) to ask him about his Grade 10 Enrichment Weeks Outdoor Education camp, which camp he chose and why. Rory has been at Grammar since Grade 7, joining fellow students in the purpose-built learning zone, the Log Cabin.

Q. Why did you choose this camp as part of the Grade 10 Enrichment Weeks programme?

A. I was very excited to go kayaking and chose the Gordon River Kayaking trip. The scenery is beautiful, and you feel like an intruder – it is such an isolated, and untouched part of the world.

Q. What was a highlight of the camp?

A. For me, the highlights were seeing a dolphin, catching a big rainbow trout and being in such a silent place.

Q. Do you believe the camps are designed to help build leadership, problem-solving and communication skills? And if so, in what way?

A. I think the camps make you realise you cannot use usual ways of relating and thinking. The camp leaders wanted us to relate in an adult manner and learn to be content with looking after each other, encouraging each other, and putting ourselves second. These new ways of thinking required leadership and communication skills.

A. What you put into it is what you get out. Try to enjoy each moment to the fullest, even if you are not enjoying yourself. I highly recommend going on the Gordon River Kayaking trip. The scenery, the silence, and beauty of rivers, mountains, and trees tens of thousands of years old is crazy. You will probably never get another opportunity like this –the Gordon River is as far away and wild as you can imagine.

Q. Did the camp help you with your team building skills? If so, in what way?

A. The camp taught me that everyone has a story behind their character. At school everyone behaves differently. But on camp, people realise they are not as tough as they think they are.

“The Gordon River is as far away and wild as you can imagine.”

Graeme Williams (1964)

Fifty-mile

walkers

Being a boarder in the early 60s meant that apart from long weekends you were required to stay in the Boarding House every weekend so the opportunity to take up the challenge of J.F. Kennedy (President of USA) and leave the Boarding House and walk 50 miles over the weekend was worth the challenge.

With no preparation, we were jammed into the long wheeled base school Land Rover after tea on a Saturday night in September and driven to the 50 mile post which was near Sassafras. We climbed out and started walking back to Launceston.

My special (and only) walking shoes were a pair of Dunlop Volley sand shoes.

It was tough going mentally and at about the 4am mark our group of 12 were spread out over a good distance. The lights of Westbury did not seem to be getting any closer.

Breakfast and a 1 hour rest were a big lift – I remember taking off my shoes and seeing blood around my toes. I just put them back on and slowly got walking again.

Our finishing point was Brisbane Street (with no crowds) about 2.30pm on the Sunday. We slowly climbed back into the Land Rover and headed to the Boarding House.

We went straight back to school on Monday morning.

The 1963 Old Launcestonian reports ‘The year J.F.K. said that any fit man should be able to walk 50 miles in less than 20 hours. They each started on a Saturday night, after everyone and all the equipment had been jammed into the School’s Land Rover. In went enough food to feed everyone while they were away, a cook and first-aid kit.

[On the final leg] The last 5 miles were the hardest. Most motorists were friendly, some joked with walkers, and some even gave them fruit. Three boys did not complete the walk.

“My special (and only) walking shoes were a pair of Dunlop Volley sand shoes.”

“A 60-year tradition that embodies our school values and commitment to service.”

Marking 60-years

This year we marked 60 years of participation in the annual Walkathon, an event often described as a ‘rite of passage’ for the final year at the school where Grade 12 students walk 80-km in 24 hours to fundraise for a chosen charity.

Principal, Dale Bennett said the Grammar Walkathon is one of life’s great school memories for our students.

“It pushes them out of their comfort zone, tests their resilience and is a wonderful celebration of esprit de corp,” says Dale.

“However, it is not the test of character that it is remembered for. It is the purpose of being able to take an action that makes a difference to support individuals and their families who are facing significant challenges in their life.

“I am so proud of their efforts and proud that this is a 60-year tradition that embodies our school values and commitment to service.”

This year’s Walkathon recipient is the Sony Foundation Australia’s You Can Stay program, which delivers a national accommodation service for regional youth cancer patients who must travel to city hospitals for life-saving treatment, at no cost.

The program is a cause close to Grammar’s heart due to the support provided to one of our students at a time when it was needed most.

In 2021, Grade 12 Student, Miles Chilcott was diagnosed with cancer. The best treatment for his rare cancer was in Melbourne. The You Can Stay program provided Miles and his family with a 2-bedroom apartment at Quest at no

cost while he was in Melbourne for his treatment over the course of many months.

Since starting the program nearly three years ago, You Can Stay has supported over 200 patients nationally with over 13,000 nights of free accommodation.

CEO of Sony Foundation, Sophie Ryan said, “Our You Can Stay program is about lessening the gap between city and regional health services to support youth cancer patients. We know that cancer does not just affect the young person, it affects the whole family and through You Can Stay, we are ensuring families are kept together as they face the toughest time in their lives.

“The Launceston Grammar’s Grade 12 Walkathon is an incredible example of the impact a community can have in addressing some of our most pressing social issues.”

History of the Walkathon

The Walkathon grew from a challenge by the late United States President, J.F. Kennedy, that a fit man should be able to walk 50 miles in 20 hours. Recent research has established that the challenge predates Kennedy and can be traced back to Theodore ‘Teddy’ Roosevelt, 26th US President (1901 –

1909), the man after whom the Teddy Bear was named.

Kennedy shared Roosevelt’s interest in health and fitness and decided to investigate the fitness of his White House staff by putting the challenge to them. He informed his Secretary for State Pierre Salinger that someone from amongst the staff would have to do the walk, someone who would inspire millions of out of shape Americans to do the same thing. Eventually it was Robert Kennedy, the President’s brother, and US Attorney General, who took the challenge on, along with four of his aides from the Justice Department. The walk started in sub-zero temperatures but by the 35 mile mark the last of the aides had dropped out. Kennedy went on to be the only one of the five to finish the distance.

The walk was widely reported in the world press and appeared in the Launceston Examiner where it was read by Headmaster Don Selth. He put the challenge to the prefects over a breakfast meeting and it was taken up by them. The Walkathon is now an annual event on our calendar.

60+

1973 Handicapped Infants Group

1975 Save the Children

1976 Launceston Benevolent Society

1977 Royal Guide Dogs For the Blind Association

1978 RAFT

1979 The Asthma Foundation

1980 The Spina Bifida Association of Tasmania

1981 Toy Town Lending Library

1982 Royal Tasmanian Society For the Blind and Deaf

1983 The Epilepsy Society of Australia / The Muscular Dystrophy Association of Tasmania

1984 SIDS Research (Sudden Infant Death Syndrome)

1985 The Asthma Foundation / Royal Guide Dogs Association

1986 Huntington’s Disease Association / Caring Parents for Disabled

1987 Roland Boys’ Home / School for Visually Impaired

1988 Camp Quality / PolioPlus

1989 Cancer Council Tasmania / Asthma Foundation

1990 SIDS Research (Sudden Infant Death Syndrome) / Diabetes Australia

1991 Canteen / Royal Flying Doctor Service

1992 World Wide Fund for Nature / New Horizons Club

1993 The Fred Hollows Foundation / Royal Guide Dogs Association

1994 World Wide Fund for Nature / Canteen

1995 WP Holman Clinic / AIDS Research

1996 Good Samaritans / City Mission

1997 Huntington’s Disease Association / Toy Town Lending Library

1998 Philip Oakden House / Wattle Group

1999 The Asthma Foundation of Tasmania / Giant Steps Tasmania

2000 Cystic Fibrosis / Parkinson’s Foundation

2001 Muscular Dystrophy Association / Mersey Community Hospital

2002 Epilepsy Foundation

2003 Time Out / National Heart Foundation of Australia

2004 TEAR Australia

2005 Tasmanian Acquired Brain Injury Services

2006 Giant Steps Tasmania / Tarime Goodwill Foundation

2007 Launceston Women’s Shelter / Rotary Club of Deloraine

2008 The Fred Hollows Foundation / Menzies Research Institute Tasmania

2009 The WP Holman Clinic / Care for Africa

2010 KIDS Foundation

2011 Fight Cancer Foundation

2012 Life Without Barriers

2013 Give Me 5 for Kids

2014 Variety Tasmania

2015 Cystic Fibrosis Tasmania

2016 National Breast Cancer Foundation

2017 Epilepsy Tasmania

2018 SPEAK UP! Stay ChatTY

2019 StGiles

2020 FightMND

2021 Cancer Council Tasmania

2022 #LetUsSpeak – The Survivor Voices Project

2023 Sony Foundation Australia You Can Stay Program

Theunis (TJ) Pieters Head of Boarding

Where wellbeing is

prioritised

The opportunities as a Hawkes Boarder allow students to grow and learn beyond the classroom and prepare them for the challenges and realities of adulthood.

Students develop the ability to live independently, which is a critical skill to learn while residing in a home away from home. Our students must learn to manage their own schedules, make decisions for themselves, and take responsibility for their actions. Something as simple as going to sports training requires a lot more communication and planning as a 10-minute trip can turn into many detours, resulting in spending an hour on the road and missing out on valuable study time. However, this teaches our Boarders to take ownership of their schedules, their co-curricular activities, and education.

In Hawkes Boarding we value student agency and want our students to have a voice. Living in this environment with over 40 other students means the Boarders must make choices about their daily routines, such as how to spend their free time (which includes the dreaded tech-free Tuesdays). We have started a student-led kitchen committee and in Term 2 the students have been meeting regularly with our head chef to discuss all things food.

Our weekend recreation activities are also planned by our students, providing

them with the freedom to make choices and plan activities based on their interests. Learning to make choices and take responsibility for them is an essential skill that can help prepare our students for life after school.

In addition to supporting our Boarding students with all their extracurricular activities, we also aim to provide opportunities for academic enrichment. Students have structured study times with the opportunity to receive academic assistance from our academic tutors.

One of the greatest rewards of living and working in Hawkes Boarding is the friendships and bonds formed between students. The saying of the Boarding House being a home away from home is one that we value and can only be achieved by working closely as a community.

We had our inaugural Hawkes Boarding Parent Support Group meeting at the commencement of Term 2 and one of the key points discussed was that of co-caring. Through collaboration with our Boarding Parents, we hope to improve the support and care provided to our students. This inclusive community allows our Boarding staff and parents to co-operate with trust, and work together to provide a constructive and positive environment based on the students’ experience.

They are not left to navigate the challenges of living away from home on their own; instead, they are part of a community that is invested in their success. Our Boarders develop close relationships with their peers and with adults who care about their wellbeing. These relationships provide a sense of belonging and support that is critical for adolescent development. The Boarding House community serves as a safety net for students, providing them with a place to turn when they need help or support.

The culture and climate inside the Hawkes Boarding House is constantly growing and developing, making us a strong community where our students’ safety and wellbeing is prioritised. The opportunities our students are offered with to live independently, develop their sense of agency, and become part of a community that is invested in their success is what makes Hawkes Boarding unique. We are excited to see where the rest of the year will take us as a community.

Life as a Hawkes Boarding student is a transformative experience where students are presented with the unique opportunity to live independently, develop their agency, and foster community through co-caring.

“In Hawkes Boarding we value student agency and want our students to have a voice.”

Hawkes Boarding House Captain, Mackenzie Grant.

One

community

We welcomed in the 2023 school year with our Fun & Food Fest.

What a success. The attendance was incredible and atmosphere warm and friendly – with many new families welcomed into the ‘Grammar Family Fold’ and current families delightfully reuniting after an end-of-year break.

We were thrilled to see our community enjoying each other’s company, as well as the many food and beverage options available.

Featuring at our Junior Campus each year, the event is hosted by the Old Launcestonians’ Association (OLA) as a friend-raising and fundraising initiative.

“Sincere thanks to all members of the OLA.”

oneschool

Sincere thanks to all members of the OLA, especially Fleur d’Antoine (1993, featured over, top left). Our Facilities team are also to be thanked for their dedicated support to the event.

We are looking forward to many more events this year to celebrate our great school and our wonderful community. Look out for upcoming events listed on page 31 of this edition.

Grammar Team

Our Grade 3 families enjoyed an Easter egg hunt and picnic at Cataract Gorge.

The community spirit of Grammar reaches far beyond our students. The heart of it lies in the families themselves; the children, parents, grandparents – all working cohesively towards the common goal of their child’s future.

Whether a family is brand new to the Grammar Community, or bound in generational ties, our Parent Grade Representatives are there to support each and every family on the ground. Knowing that there is someone to reach out to when a birthday party invitation gets misplaced, when a schoolbag goes missing or when families of our boarding students just want to feel connected from afar. Knowing that they have someone to reach out to, a space to support one another and a group to connect with, is what makes our community what it is – one in a million.

Term 1 saw a range of events, activities, and support groups flourish, as our Parent Grade Representatives stepped up to the challenge to ensure every parent, new or current, felt included and part of ‘Team Grammar’.

Grade 1 parents enjoyed a casual catch up at Tatler Lane by Sweetbrew, where new and current parents got together for a chat.

Grade 3 families enjoyed a wide range of events, from a Mum’s Night at Mudbar, to an easter egg hunt and picnic at Cataract Gorge (featured above). Both the Grade 5 and Grade 8 families got to enjoy a night at the Twilight Maze at Rupertswood Farm, thanks to the Clark family.

Grade 10 parents also enjoyed a casual catch up at Tatler Lane, with 45 parents coming along to the event. Forty Grade 11 parents enjoyed a night at Du Cane Brewery, while Grade 12 families were all about raising money for their chosen charity, the Sony Foundation. From completing the 60th annual Walkathon, to holding car washes, BBQ’s, and acoustic sessions, students managed to surpass the $30k mark of their $50k goal. Well done!

“The community spirit of Grammar continues to strengthen and grow.”

Emily Wynn Digital Marketing Specialist

“Term 1 saw a range of events, activities, and support groups flourish with thanks to our Parent Grade Representatives.”

100

On 18 April we marked a momentous period in the Launceston Grammar calendar – 100 years since the laying of the foundation stone at our now Senior Campus.

Years On

The centenary event holds a lot of meaning to our school community, with many students, past and present, having direct family ties to those students of 1923. One of them is the class of 1957 alumnus, Mr Christopher ‘Gus’ Green OAM. An active member of the school community, both Gus’s father and uncle attended the original laying of the foundation stone, with his uncle playing a vital role in the fundraising committee at the time.

The laying of the foundation stone comes with a lot of history before its becoming. 1923 was a very different place to the Launceston we see today. Tasmania was going through a period of post-war growth, with migration and population recovery at an all-time high. Launceston was a thriving agricultural and industrial city with a population of approx. 26,500 people –the hub of the north. A new woollen mill and spinning mill were built, reflecting the connection between agriculture, the river and global trade. The finance and medical sectors were also booming, and the city had a strong reputation in these sectors in Australia and abroad.

With all this growth, the bold decision was made to relocate the Elizabeth Street school site, to a 25-acre farm, known at the time as Stephenson’s Farm at Mowbray.

Supervised by the 9th Headmaster, the Reverend John Walter Bethune, this was a plan three years in the making, spending the princely sum of £2,700 or $5,517.49 today to secure the new location.

The laying of the foundation stone was an important milestone for the state, as it not only commemorated the construction of this important structure for the school but also doubled as a fitting memorial for the 100 Old Scholars that gave their life for King and Country in The Great War.

Over 2,000 people attended the event back in 1923, as the first schoolhouse was completed and plans for the new school buildings were marked out across the site. The Prime Minister of Australia, the Hon S.M. Bruce also attended the official opening, reflecting on the school’s traditions and the impact of the fine young men that had been educated here. He spoke of the great sacrifice of the Grammar students who had served in the war and those who had made the ultimate sacrifice noting that each of these boys had brought honour to their school.

After the Prime Minister spoke, a detailed account of the school’s finances was then given by the Trustees. Fundraising had raised £16,000 with the line of sight sitting

at £22,000. A mortgage was raised for £8,500 and an appeal on that day was for the remaining building and endowments totalling just over £37,000. The crowd applauded. What an amazing day it must have been.

Fast forward to today, approximately 50 of our community members, past and present students, local members of parliament and more, braved the weather to attend our centenary event at Café 1846 to mark the occasion. A variety of speakers shared their stories and history of the school, including Gus, expressing his love for the school, the importance of celebrating this centenary and prompting those attending to think about what the next 100 years may look like.

We are grateful for the foresight and courage to envision a new school campus all those years ago, enabling us to dream big for the next 100 years and to see what this campus may look like in the many years to come.

“2,000 people attended the event back in 1923.”

Purrrfect

Performances

The CATS musical production at the iconic Princess Theatre was a triumph!

The school made the bold commitment to take its performing arts to the next level and it paid off with punters travelling from the mainland and all parts of Tasmania to witness the show. Director, Ross Marsden said the reaction was overwhelming from those who attended.

“We took our grandkids to see CATS on Saturday,” says local community member, Carolyn Welch.

“We really had no expectations and thought it was just a kids’ school thing. Our expectations were low but wow, what a show.

“Congratulations to the whole cast and crew. There were so many highlights I cannot single one out. The singing was phenomenal, and we could hear every word, particularly in the group speaking at the start. The choreography was outstanding – it was just purrrfect.”

Almost 2,500 people attended CATS over the four performances. The cast adapted to the set and theatre environment like professional performers and their delivery was inspiring.

“My heartfelt thanks to the entire production team for achieving excellence in everything they did and to Nick Foster and Dale Bennett for their faultless support,” says Ross.

“Launceston Grammar’s production of CATS will go down in history as the first ever annual school performance staged at the Princess Theatre and now cements the school as a serious performing arts option for students into the future.”

“Congratulations on finishing your season … It was absolutely amazing and I’m so proud of you guys – I wish I’d seen it live.”

Cian Hughes, playing Carbucketty (and understudy for Mr Mistoffolees and Mungojerrie) in the International touring company of CATS the Musical. To check out the full video visit our socials.

Grammar Gatherings

We look forward to catching up with you soon. Here is a listing of our upcoming major events to watch out for across our Junior and Senior Campuses. If you have any questions, please reach out to us at community@lcgs.tas.edu.au or visit us at bit.ly/3AT4CzT

Grade 10 Information Evening

29 June, at Café 1846, Senior Campus

NAIDOC Week

Various activities from 3 July

Wall of Fame

5 July, at Café 1846, Drama and Dance Centre, Senior Campus

Spring Concert

12 September, at The Tailrace

Spring Cocktail Party

22 September, at Memorial Hall, Senior Campus

Flinders Island Show

20 October, Grammar display

“At the start of the year we welcomed our wonderful Boarding families to Hawkes Boarding House with a special twilight event held within the grounds of Grammar House.”

We

OLA Leadership

The Old Launcestonians’ Association creates and nurtures a sense of community, connection, and fellowship within the Grammar family inclusive of students, alumni, staff, and families.

The association fosters this through community events, fundraising, provision of scholarships and election of Board members through a transparent process of application and election.

The OLA supports the school to nurture, challenge and inspire global learners and leaders by engaging, supporting, and contributing to the community that the school serves.

Meet the OLA committee

President/ William Green

Vice Presidents/ Georgie Eastaugh and Hamish Wallace

Honorary Secretary/ Fleur Castle

Treasurer/ Charles Henty

Principal/ Dale Bennett

Immediate Past President/ Simon Wood

Committee Members

Bridget Dunn

Tom Diprose

Melissa Freeland

Kathryn Millar

Deb Stewart

Fiona Woolcock

Claire Gregg

Tom Dowling

Meet

the committee

William Green / Class of 1996

President of the OLA. Local farmer and father of four children. Max (Grade 9) and Charlotte (Grade 8).

Deb Stewart (Mitchell) / Class of 1989

Mother to Grace (class of 2017), Olivia (class of 2019), Finn (class of 2021) and Mac (class of 2023). Nurse Unit Manager of Pool at the Launceston General Hospital. Admin for the Class of 89 Facebook page and organiser of the 30th and subsequent year group reunions.

Fleur Castle (d’Antoine) / Class of 1993

Fleur has a wholesale agency selling homewares throughout the state. Her son Angus is in Grade 2 at the Junior Campus.

Georgie Eastaugh (Winspear) / Class of 1988

Georgie has a background in education and has had three children attend Grammar. Fergus, Poppy, and Lola who is in her final year of school.

Tom Diprose / Class of 2000

Owner and director of Gradco Pty Ltd. Father of four children with three currently at the school, Rupert, Clementine, and Vivienne.

Melissa Freeland (Scott) / Class of 1988

Works at The Launceston Preparatory School as a teacher and Executive Support. Her siblings (Paul and Annabel) and husband (Pete) all attended Grammar. She has two daughters, Stephanie (Class of 2017) and Lavinia, who is currently in Grade 11.

Claire Gregg (Hughes) / Class of 1997

Claire is a private practice town planner. She joined the OLA Committee in 2015. Her son Charlie is in Grade 6 at the Junior Campus.

Fiona Woolcock (Williams) / Class of 1990

Fiona is the Nursing Director: Northern Cancer Service. Married to Sam (1988) and past parent of Molly (2020) and Henry (2022). Vice Chair of the School Board.

Charles Henty / Class of 1990

Works at MyState Bank and has two children at the Senior Campus, Ella in Grade 12, and Angus in Grade 10.

Bridget Dunn (Rockliff) / Class of 1990 28 years teaching and leadership experience with the Department of Education, Children and Young People. Currently has 2 daughters, Lily (Grade 12) and Evie (Grade 10) at the Senior Campus and a son, Ted (Grade 6) attending the Junior Campus.

Hamish Wallace / Class of 1999

Hamish is the Operations Supervisor for the Northern Region of Ambulance Tasmania, Intensive Care and Wilderness Rescue Paramedic. He lives in Launceston with his wife Kate and their son Alistair who is in Grade 1. Hamish enjoys spending time at his shack at Binalong Bay and fishing with his family.

Tom Dowling / Class of 1985

Farmer at Cressy. Father of Amelia (Class of 2017), Sam (Class of 2019) and Mollie (Class of 2021).

Reunions

We have had the pleasure of hosting the annual Lyttleton Street Chapter Luncheon for our Broadland House Old Girls Association on their ‘home turf’ at the Junior Campus and the Elizabeth Street Chapter Luncheon at the Senior Campus.

The Lyttleton Street Chapter Class of 1973 was inducted – each receiving a memento on the occasion presented to them by Principal Dale Bennett.

The Elizabeth Street Chapter reunion consisted of an Easter service in the chapel, followed by a fabulous luncheon prepared by the Grammar Catering Team. As everyone gathered for the event, stories were shared, and the sound of engaging conversation and laughter filled the Hawkes Boarding House Dining Hall.

The class of 1973 was inducted into the Chapter during the luncheon, and presented with an Elizabeth Street Chapter tie to commemorate the occasion.

Chloe Brown Science Teacher

Alumnae Reflects

Q. What drew you back to Launceston Grammar?

A. Grammar is home for me. The strong sense of community that I experienced as a student here never left. I have always felt part of something special here, whether that is on the student or teaching side of things. The mission statement of Nurture, Challenge, and Inspire really speaks volumes to me, as I see first-hand every day, those nurturing, challenging and inspiring moments in and around the school. I studied abroad and lived on the mainland for a period, but always felt like I would return to the island one day. I am just thrilled that it happened to be back at Grammar.

Q. What do you love most about your role here?

A. I am employed as a Science Teacher, and teach across the trajectory of Science, Grades 7 to 10. I love the diversity and feel that this is a real strength in my practice. I can see the trajectory of skills from Grades 7 to 10 so I can both differentiate students that may need more help and time, but also understand the pathway into TCE and extend into that for students that show a keen interest in this.

I love being part of the Science faculty. They are very upbeat, dynamic, professional, well organised, and supportive of each other. I am very passionate about science, particularly as a female engaged in the subject area. I want to inspire more females into the field. It is a real passion of mine, to the point where I am a bit geeky.

My role at Grammar is not just about the subject roles in science. I have diversity in my role here, particularly in the pastoral care side of things. I’m also a tutor group teacher, so love being part of the pastoral care that needs to sit front and foremost. The vertical support programmes found in tutor groups and house structure, where students are mixed, is such an integral part of Grammar. Students are supported by a teacher that is known to them, but also older students in these groups.

I really enjoy my sport too. I have been involved in tennis this year and appreciate the opportunity to get to know students outside of the classroom.

Q. What do you believe are the strengths of Grammar?

A. Two things; The strong sense of community, but also how students are at the centre of everything we do here – every decision, every teachable moment, our students are always at the heart of it all. A lot of schools throw that term around, but it really means something here at Grammar.

I think both of those things are so important at this stage in a student’s life. They’re trying to find themselves and work out their place in the world. It’s important for them to be a part of something, feel that sense of community within themselves and have that support network of both staff and students around them. That is a massive strength of Grammar.

There are extremely talented teaching staff here, (especially in the Science department – I love our faculty). When quality teaching, curriculum and relationships align, those three things create an optimal environment for student success.

Q. What are you excited about as far as the school’s future directions?

A. It is a time of growth for the school and a time for change. I’m excited to see where the new Senior Leadership Team take the school. The added emphasis on pastoral care and the house groups is incredible and I am excited to see this model extend into more areas of the school. It all links back into that sense of community that Grammar is so well known for. It’s important that students know their place in the world and that it’s not just about academic outcome. It is about building people with strong skill sets, that are active and confident contributors.

The school is also currently undertaking a wellbeing focus, delivering The Resilience Project. Urgent action is needed to tackle Australia’s youth mental health crisis and this programme teaches positive mental health strategies to prevent mental illhealth and build young people’s capacity to deal with adversity. I’m excited to see where this initiative goes and how it will positively impact our students and their lives.

News from Launceston Grammar caught up with Science Teacher and alumnae (2002), Chloe Brown about her role and what she sees are the key strengths of the school.

Meet our Archive Volunteers

The School’s DV Gunn Archives is a valuable repository of material relating to our history. The collection is available to the school and wider community, held in trust for future generations. We are fortunate to have four wonderful volunteers who spend each Thursday, term-time within the Archive Centre, providing invaluable input to the collection.

News from Launceston Grammar asked each of them why they volunteer their time to the school.

John Brett

I joined the Archive’s team in 2016. With a long professional career in both IT and photography, I felt I could provide the skills to implement change in the way we preserve the valuable history of our school.

The ultimate outcome of digitising, reorganising, and streamlining our archives allows easier access to our 177 years of history and makes it more available to students, teaching staff and the broader community. In preserving our artefacts, we are ostensibly bringing the precious school history to life –presenting it in a way that is accessible in today’s world.

Rosemary Hirst

After delving into my own family history, I was asked to be involved in the Grammar Archives over six years ago. We welcome all donated items from school wear to book prizes, old trophies of former students of Broadland House and Grammar.

My niece asked me if I would like her pair of brown gloves and stockings she came across – yes please! These proved useful when displaying Broadland uniforms. Another contact of mine had her father’s oar from rowing in the Bourke Cup in 1909 –currently on display in one of our cabinets in Café 1846.

Recently I came across an old letter from my uncle with the dates of when two great uncles attended Grammar at the Elizabeth Street Campus. It was in 1890 and 1899 with my grandfather commencing in 1900. It would seem a bit like a family affair thru the ages!

Rosemary Stobart

I have a love of both schools. I spent my school years at Broadland House and my two sons attended Launceston Grammar.

Broadland was once the oldest school beginning in 1845 and so the continuation of Broadland House history, traditions and culture is important. We are fortunate

to have the support of Grammar to ensure its longevity.

The Broadland window in the Grammar Chapel is a wonderful reminder that our old school is not forgotten.

Alan Beecroft

Having attended the school for the best part of 12 years, from Grammar Prep in High Street to the big school at Mowbray, I can relate to many of the names and photos we as a team come across in our work in the school Archives area.

I have enjoyed discovering the recorded history and many photos and personalities relating to the 177 years that Grammar has existed and the work we are doing in preserving that history for future generations.

(L-R) John Brett, Rosemary Hirst, Alan Beecroft and (inset) Rosemary Stobart –We thank you.

In Memoriam

Mrs Barbara J Barr (nee Cartledge) 1950

Mr Robert J Dowling 1956

Miss Barbara A Ferrall 1960

Mrs Patricia M Gason (nee Waldron) 1961

Miss Roslyn A Willis 1959

Mr Antony E Woodward 1960

Our challenge isn’t so much to teach children about the natural world, but to find ways to sustain instinctive connections they already carry.”