News from Grammar | Issue 68 - October/November

NEWS FROM LAUNCESTON GRAMMAR / VOL. 2 2023 ISSUE 68 – OCTOBER/NOVEMBER

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

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20 News from Launceston Grammar

TABLE

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Message from the Principal

02 Message from the Board Chair

04 Message from the Chaplain

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HAWKES BOARDING HOUSE Living a Full Life

18 COMMUNITY NEWS It Takes a Village

JUNIOR CAMPUS

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Head of Junior Campus

Peter Sculthorpe Alumni of the Year

07 Indiana Williams’ Winning Speech

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22 Celebrating Community

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Welcome to Grammar: Martha Parkinson

09 When Words Are Not Enough

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ALUMNI NEWS From Graduation to Giving Back

26 Upcoming Grammar Gatherings

SENIOR CAMPUS Being the Best of You

12 The Resilience Project

27 Good People of Grammar

30 Vale

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In Memoriam

Nurturing Compassion in Our Students

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Dale Bennett

Principal

A School With Wellbeing at Its Heart My experiences in teaching and learning have enabled me to develop an informed perspective on what really matters in the education of current and future generations.

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he Launceston Church Grammar School purpose statement reflects contemporary expectations of a private school education. At Launceston Grammar, we exist to nurture, challenge and inspire young people to lead fulfilling lives and positively contribute to their communities.

This is a far cry from my early career experience in northwest NSW. I was in a classroom to teach students what to think and write about if they were to be regarded as successful learners.

Thankfully, that approach to learning has changed. Teachers are no longer the “sage on the stage”, no longer armed with textbooks as the sole holders of knowledge required for successful examination results. The evolution of digital technologies has forced a change from a teacher centric model to a student centric model as a framework for education. The table (right) illustrates the change I have witnessed and how educators think about learning and the nature of learning we witness in our classrooms today.

This shift in ‘how we do school’ impacts not just what is expected of teachers and learners but also the nature of what is being taught. It also informs how we think about the future of learning at Grammar.

Earlier this year, the Senior Leadership Team and Board embarked on a journey to evolve the next iteration of Grammar’s Strategic Plan 2023 – 2028. We are still consulting and developing the proposed areas, where we will focus on the next five years, using the current Strategic Plan

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Directives framework to shape the plan.

In our Term 1, 2024 edition of News from Launceston Grammar we will be formally launching the plan.

Grammar has always placed a high value on wellbeing through strong relationships between students and staff, school, and home. Like any community, sometimes these connections have been tested. It is timely that we forge a pathway, where we can draw on the strengths and experiences of the past and create a powerful iteration of being a strong community.

As we evolve our Strategic Plan, it makes sense to place wellbeing at the heart of all we do. Using this idea, our working title for the plan is “Wellbeing of our People and their School”.

To further prompt our thinking, Senior Leadership asked ourselves the question: “What would our school look like if we were to explicitly place a lens of wellbeing over all that we do?” We have commenced work on strengthening our understanding of what this question looks like, in application.

Old Paradigm Education 1.0 20C

New Paradigm Education 4.0 21C

Teaching is done. What is learnt is decided by the teacher for the student

Knowledge is co-created, collaborative and curiosity drives learning

Passive learners and limited engagement

Active learners with high engagement and student agency

One-size-fits-all knowledge curriculum

Personalised and individual learning plans becoming the norm

The focus is on academic outcomes

Emphasis on holistic growth of individuals as educational outcomes

Textbooks at the core

Multiple tech devices and diverse apps used

Assessment tools measure what is retained with specific skills signed off

Assessment is for further learning, so that diverse skillsets developed

Teacher learning certified and credentialed

Continuous learning and development

Traditional classrooms as the place of learning

Learning happens anywhere/anytime and classrooms are dynamic workspaces

Limited pathways into future learning opportunities and workforce readiness dictated by IQ

Multiple pathways into known and unknown further learning opportunities or workplaces

Students prepared for known career pathways

Learners prepared for multiple careers and unknown futures *1

MESSAGE

Wellbeing as a whole of school approach Over the course of this year, we have been working on three areas of wellbeing: • Student wellbeing using the pillars of Academic, Spiritual, Psychological, Social Emotional and Physical to enable students to develop an understanding and application of behaviours and habits which contribute positively to their personal growth. Our staff will develop the capacity and skills to create learning experiences which enable our learners to flourish.

• Staff Wellbeing where our “People Promise” to staff delivers a safe workplace. This includes: o Clear policies and processes regarding psychosocial safety; o Workplace discrimination, harassment and bullying; o The provision of appropriate facilities and environments; o Responsive and proactive understanding of employee professional needs with a commitment to their development; o Responsible service of workload; and, o An inclusive culture where people are valued and feel connected to our purpose, and each other.

• Organisational wellbeing to ensure that our school business model applies the lens of wellbeing to practice and decision making. This includes data driven actions such as commissioning significant work to better understand the current population trends for Tasmania, through a thorough analysis of our budget and how it is working to support transformational growth.

We will also question what it is to be a deeply felt community and how we may thrive together to support our learners now and into the future.

Our commitment to Alumni and the important role they play will also be recognised in our planning.

Educational Excellence: The case for student wellbeing We know that our students arrive at school each day with a diverse range of experiences. They reflect the power of enduring love, they place value on the importance of a ‘whole of life’ education, lead healthy lifestyles, and know what it is to be content. However, many may also have experienced trauma and disruption in their lives which we know

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impacts our ability to thrive as individuals.

Equipping our young people with the skills to leverage the joy in their lives and make sense of the challenges, is a joint responsibility of both home and school.

I often reflect on the thought, that given the brief expanse of a lifetime, how may we create active learning which enables us to optimise our life experience? I am a firm believer that school should be a place where we create opportunities for the betterment of ourselves and others.

Improved outcomes in all aspects of student wellbeing are positively associated with improved outcomes in all other aspects of schooling. Positive psychological characteristics have been linked to a range of outcomes including academic achievement, fewer risky behaviours, and better physical health in adulthood (Durlak et al. 2011). A recent Edstart survey found that student wellbeing tops the list of reasons why Australian Private School parents would choose to enrol their child, or leave a school. When asked what they want their school to provide more support on, these included more attention to individual students (24%) wellbeing programmes (23%), and career and pathways support (20%). I am pleased to you that we are resourcing and developing each of these areas at Grammar2.

Strong leadership as we plan for future success We have started placing an increased emphasis on explicit teaching programmes and pastoral structures that focus on supporting and developing student education. This year our Senior Campus students have been participating in The Resilience Project and our Junior Campus students have been working with the Smiling Minds programme.

Both of these and future programmes link directly to the requirements of the Australian Curriculum: Personal and Social Capability.

Staff have conducted a comprehensive audit of our current educational offering and have suggested potential opportunities for our wellbeing programme development moving forward. They have also been undertaking training opportunities linked to Child Protection, Australian Disability Standards, Trauma Informed Response, and Coaching.

I am delighted to announce that on each campus there will be a leader of Student Wellbeing with significant allocation of time and resources to do their job well. On the Junior Campus, our Assistant Head, Lisa Watson, will be responsible for the portfolio and will work closely with a team of three staff who are responsible for the development of wellbeing programmes across the educational offering. In 2020, a study by the Australian Council for Educational Research (ACER) for the International Baccalaureate Organization (IBO) found that students in the IB Primary Years Programme (IB PYP) demonstrated consistently higher levels of wellbeing than those educated outside the programme.

On the Senior Campus we welcome back to Grammar, Monique Austen as our Director of Student Wellbeing.

Monique will lead our Heads of House team and work with our Chaplain, Head of Boarding, School Counsellors, Head of Learning Enrichment, Head of Grade 7, Head of Digital Technologies and School Nurse to ensure we have comprehensive leadership, embedding programmes into campus life to grow our students.

In a Tasmanian first, we have allocated significant time for our Heads of House on the Senior Campus, so they can become the ‘hub of the wheel’ in the lives of our students and families. Our Heads of House will also be teaching students in their House for Grades 8, 9 and 10. The content of these lessons will be informed by the broader programmes of the school including HPE, Outdoor Education and Grade 10 Retreat.

There are other actions being put in place across the school and throughout the remainder of this year we will be preparing to finalise their implementation.

It is an exciting time for Launceston Church Grammar School. This significant commitment to wellbeing will help us drive towards the realisation of our greater purpose.

Sources: 1. OECD Learning Compass 2030 https://www.oecd. org/education/2030-project/teaching-and-learning/ learning/learning-compass-2030 https://www. dreamformula.education/edu4 2. https://www.theeducatoronline.com/k12/news/ for-parents-school-choice-comes-down-to-studentwellbeing--study/283018

As part of our programme planning and budget cycle for 2024, we have made provision for additional resources to be available to ensure we meet our goal to be Tasmania’s leading wellbeing school.

Key to the achievement of our goal is our ability to create capacity for our pastoral staff to implement changes which will have positive measurable, educational outcomes, for all our students.

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MESSAGE

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Nigel Bailey

Board Chair

Building a Bright Future T

he second half of this year has been significant for the Launceston Grammar Board, as we commence to set the strategic direction for the next five years. In readiness, we have worked with our Principal and the Senior Leadership Team to continue to strengthen a strong and stable operating environment with a clear desire for them to be future focused as they work with our students, their families, and our broader community. It is apparent that the Grammar community shares a common goal, which is to strive to be a great school that is healthy and thriving by any gauge. There is no doubt Launceston Grammar is in a time of transition and we have, like other schools across the nation, challenges to face, some of which are beyond our ability to influence. However, as a Board we are committed to positioning Grammar to prosper in an environment where challenge and change is common place.

As we work with leadership on our purpose, we have kept a simple focus: Our vision is to educate learners so they may lead fulfilling lives and positively contribute to the lives of their current and future communities.

Our mission is to find the ways in which our key community stakeholders may nurture, challenge and inspire our learners.

The Board and Senior Leadership Team meet regularly, and this year we have focused our efforts on the key measures which will enable us to progress with confidence and clarity. Specifically: • Enrolments are up with strong numbers in our key entry grades • Verbal and written feedback from our students indicates strong engagement and happiness • Our staff are developing and reimagining our innovative curriculum and broader unique offering • School leadership is effective and the review and shift of culture from management to leadership for our Middle Leaders gives us strength and opportunities to leverage and realise their ambitions for an educational offering that will position us as Tasmania’s school of choice

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• We celebrate the strengths of our current staff and our ability to continue to attract highly skilled and motivated employees • Our current families, alumni and broader community engagement has increased, and the school is putting in place initiatives which will continue to improve these further. We are honouring our contract with our students and their families in that Grammar will provide them with an education for life and enable them to lead fulfilled lives • We continue to focus on how we will continue to maintain, enhance and replace the infrastructure needed to keep our School exceptional.

The financial operations of a school are complex as we endeavour to balance the day-to-day – the costs associated with delivering high quality and contemporary teaching and learning programmes – with the obligation to fund the current and future infrastructure needs of the school. Future investment in infrastructure is needed if we are to upgrade and sustain our commitment to excellence in education which we all value.

The foundation of a financially healthy school is enrolments, and we are cognisant that we are in an environment where there is limited growth of population for potential new enrolments in Tasmania. The Board has been impressed with the Leadership Team’s desire to look at the ‘Excellence in Education’ as a strategic directive. In addition to wellbeing, with our endorsement, they are investigating Digital Transformation and how the phases of learning in school will shape curriculum development. It is our belief that the current thinking and proposals being taken to Middle Leadership, will strengthen our ability to attract enrolments into the future.

Not-for-profit organisations need to make a healthy surplus to invest into the future. Income from enrolment fees and levies go some way towards offsetting the costs of operating the school (51%) with Australian and State government grants providing approximately 44% of operational income. As with any people centric organisation, tuition and salary expenses are substantial and account for 82% of the operational expense (LCGS Annual Report 2022 figs). It is apparent that the Board must focus its efforts on seeking alternate funding streams if we are to enable the School Leadership to realise their ambitions for our students and their learning. Earlier this year, we asked Mr Dale Bennett

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Data sourced from LCGS Annual Report 2022

and Chief Financial Officer, Ms Linda Holdaway to work with Mr Dallas Frost, Chair of the Board Finance Committee to consider how we may strengthen our philanthropic approach and consider the options for alternate income streams.

One initiative has been the commissioning of a review of present operations with a view to developing a more effective fundraising operation at the school. The School Board and other leadership groups supported the review, its scope and timing.

It was agreed that Marts&Lundy, a leading philanthropic consulting firm, would undertake an initial familiarisation, followed by a review of fundraising at Launceston Grammar. This would include: • A review of the current situation, including fundraising activities, fundraising material, case for support, donor stewardship, key stakeholder views and ambitions, community engagement activities, quality of data and information systems; • Insights into and a review of the role of the School Board, philanthropy at Launceston Grammar and the perceived culture of philanthropy; and

We are looking for a high performing leader, with a good understanding of independent schools and its communities.

Whilst we have benefited greatly in the past from key benefactors, we know that the facilities and resources which support our students’ education cannot be funded through fees alone. We have always relied on the generosity of our community to underpin the development of infrastructure necessary to deliver outstanding educational outcomes. The goal of a Director of Advancement will be to develop a positive spirit of giving, restoring partnership with our community and, if appropriate, industry to create a distinctive and sustainable culture of philanthropy. This is a common approach used by many of Australia’s leading schools and we aspire for it to not only serve future infrastructure needs but also scholarship opportunities which reflect the values of Grammar.

These are exciting times for Launceston Church Grammar School.

I look forward to seeing many of you at the upcoming Graduation and End of Year celebrations. 2023 has been a great year for Grammar and we look forward to an even more successful 2024.

• Advice on leadership, staffing, programmes, systems, and communication.

This report has now been finalised and tabled with the Board.

We have agreed with the Principal that he appoints a Director of Advancement and administrative support so that work in this area may commence from the start of 2024.

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MESSAGE

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Reverend Matthew Pickering

Chaplain

The Gift of Love O

ur students are navigating a profoundly challenging world every day. They are managing it well, but to continue to succeed they will need to augment to their evident courage and enthusiasm, their joy in life, the ability to understand and grow their wellbeing.

‘Wellbeing’ is a modern word that describes an ancient wisdom captured in the concept of Shalom, or as you may have heard it Salaam. Often used as a blessing, it speaks of a way of experiencing a peace in life that is comprehensive and complete.

I will use Shalom in this short article to describe wellbeing.

Don’t be tempted to over spiritualise Shalom – in the Bible it is practical and earthy as much as it is transcendent. Shalom in life can be as basic as contentment and happiness deriving from safety against enemies or adversity, but it can also be an experience of fullness, even when circumstances are difficult, or familiar things are vanishing.

The reason for this is that Shalom is all about relationships more so than circumstances. In the Bible, Shalom is a gift from God that is given to us from His grace – it is a free gift that is intended for sharing and it is best described as love.

“Grammar is made up of people with all kinds of beliefs and we need to do everything possible to seek and secure their ability to experience wellbeing.”

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That is why the Bible tells us that we should love God with all of our heart, soul, mind, and strength and to love our neighbour as ourselves. If you give that some thought, you won’t be surprised that Shalom seeks out and thrives on justice, forgiveness, kindness and hope, because each of these is ‘other person’ centred.

In another place, the Bible tells us that the Spirit of God bears particular fruit in our lives. They are worth careful consideration – love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control. These are a description of Shalom and indicate that wellbeing is not therapeutic so much as choices about how we treat others.

The Bible teaches that you can’t have Shalom without God. As my job is to teach the Bible, I need to describe Shalom with Him in mind. However, Grammar is made up of people with all kinds of beliefs and we need to do everything possible to seek and secure their ability to experience wellbeing.

This is what I think Shalom contributes to our thinking on wellbeing.

• Wellbeing is best understood as being able to live in a way that is complete and content even when circumstances are difficult.

• Wellbeing is not therapeutic in purpose because it is focused on relationships with others as much as our relationship to ourselves.

• Wellbeing is progressive and adaptable – resilient – it has a better future in mind and is not defined just by the ‘now’.

To advance the wellbeing of our students, we need to give them the assurance that if they work on the basics of peace, including good relationships based on and tempered by love, much of the rest will undoubtably follow.

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Sheona Carter

Head of Junior Campus

The Building Blocks That Help Us Thrive W

ellbeing is vital for a fulfilling life. It promotes happiness and contentment, better relationships, and higher productivity. Wellbeing is essential to thriving as it has a profound impact on the health and success of our community.

At the Junior Campus, wellbeing is a major focus where we aim to nurture the spiritual, social, psychological, academic and physical development of all our students so that they can thrive.

Spiritual: At the Junior Campus, we prioritise the spiritual development of our students through Chapel services, mindfulness activities and discussions about values. As our students grow and mature, they learn to be aware of qualities such as respect, responsibility, and reverence for self and others. Although we are an Anglican school, our inclusive approach ensures that we welcome those from all faiths and none, fostering a sense of unity and understanding.

Social: Our Junior Campus is a vibrant community where students build lasting friendships. By engaging in personal and social learning, students learn to understand and express a range of emotions, develop resilience, and appreciate diversity. Students explore the importance of a range of social relationships, including within families, peer groups and the community. With

numerous co-curricular opportunities, house events, excursions and camps, students develop social bonds, communication skills, and a sense of belonging.

Psychological: Pastoral care is the responsibility of all staff, and we do our best to prioritise the safety of students in our care, however, should students require further support, our counsellors are available. The wellbeing programmes provide opportunities to learn stress management, resilience, and emotional intelligence.

Academic: The IB Primary Years Programme (PYP) educational framework is designed to foster inquirybased learning, the development of skills, knowledge and conceptual understanding, global awareness, and holistic development. Our goal is to foster a love of learning, to develop critical thinking and academic success, enabling students to reach their full potential.

Together, we will continue to strive for excellence and empower our students to reach new heights. Our students should be proud of what they have achieved.

Physical: We have wonderful indoor and outdoor facilities for the students to learn about active participation, skill development, commitment,

perseverance, and teamwork. Promoting a healthy, active lifestyle helps to instil habits of physical wellness that students can carry into adulthood.

To further understand the importance of physical wellbeing, Grade 5 students have been attending fitness sessions at LIFT gym, run by four Grade 11 students, currently undertaking their Certificate III in Fitness. The sessions have been run fortnightly for each class and have been a huge success. The children have learned about the importance of fitness and maintaining physical and mental wellbeing through exercise. Owned and operated by Adrian Finch, former Head of HPE and former Acting Deputy Head of Senior Campus, and his family, Adrian has been a significant supporter of the Senior and Junior students engaged in this programme.

These examples illustrate how the domains of wellbeing are all interconnected and are addressed in formal and informal learning at school and beyond. From an early age, our children and young people are supported to develop an understanding and appreciation of wellbeing through spiritual, social, psychological, academic, and physical development. We hope this enhances their capacity for success and fulfillment, now and into the future.

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Advocating for Friendship: Indiana Williams’ Winning Speech At the heart of our Junior Campus, where our student’s voices resonate with enthusiasm, we had the privilege of sitting down with a remarkable young talent, whose eloquence recently took centre stage.

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eet Indiana Williams, a bright and spirited Grade 6 student whose recent triumph in the Junior Campus Public Speaking Competition left a lasting impression on the school community.

This interview, however is not just about her public speaking prowess, it’s a glimpse into the world of a young mind passionately advocating for a cause close to her heart – the importance of friendships. As we delve into her journey to victory and thoughts on friendships, prepare to be inspired by the wisdom that can often come from the youngest members of society - in this instance, the mind of a sixth grader.

Tell us about the public speaking competition. How did it work and what did you have to do?

I had to give two speeches – a prepared speech and an impromptu speech. For my prepared speech, I chose the topic ‘Plastics’ and spoke about how they are draining our resources and that it’s just not good for our environment. I then progressed into the next round, which was the impromptu speech. I was up against two other students in my grade, and we had to pick a random topic from three options.

Those topics were: • Music • The Most Important People in My Life • The Best Thing I’ve Learnt at School

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How did you end up talking about ‘Friendship’ for your impromptu speech?

How do you think your speech was received by your peers? Did you receive any feedback?

Out of the three topics, I was given ‘The Best Thing I’ve Learnt at School’ as the other two were already chosen. However, when I received the topic, I immediately knew that I didn’t want to talk about subjects like English or Maths. I wanted to talk about something relatable to everyone in the room.

I think it went really well. I ended up winning the competition for my Grade and I received great feedback on both of my speeches. Mrs Calvert even told my mum that her two children were talking about my speech around the dinner table that night.

Grammar is the fourth school I’ve been to, so I’ve had to make new friends a few times. I spoke about an incident I had with some friends at my old school and how it could happen to anyone, no matter your age. This is something that I feel everyone experiences. You have to make new friends all the time through life, and I felt this was an important topic to discuss with my fellow peers.

Friendships are messy and sometimes they just don’t work out the way you want them to. Since I’ve moved to Grammar, my friendships have been much better.

I’ve become really close to them, Izzy, Ivy and Millie, my three friends – we are buckled at the hip.

What advice would you give to any students that are thinking of competing in the public speaking competition next year?

My advice would be, just don’t overthink it. You can prepare a hundred topics and answers in your head, and I guarantee you that the topic you get on the day won’t be one of them. It’s good to practice with your family too. Get them to give you a wide range of topics to speak about, it’s a great way to practice.

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Martha Parkinson

Lay Chaplain, Junior Campus

Welcome to Grammar Martha Parkinson was appointed Lay Chaplain of the Junior Campus in July this year. We caught up with her to learn a little bit more about her past history, values and aspirations at Grammar.

Can you tell us a bit about your background and what inspired you to become a school Lay Chaplain?

I started my teaching career as a high school maths teacher, which I then continued for 27 years. I took a five year break from teaching to pursue my Masters degree. During this time, I started to take part in church ministry.

After completing my Masters degree, I then went back to teaching, however I always knew that I wanted to go into school ministry someday.

If I think back through my career, one of my biggest inspirations in taking on a Chaplaincy role, was a professor I had at university. Whilst studying my Liberal Arts degree at Wheaton College, Illinois, the professor that taught my Old Testament studies class had a background in archeology. For every story in the bible, he had an archeological dig to back it up, telling us countless stories about how proven the history in the bible is. Being exposed to that much history and knowledge around all the stories I grew up with as a child was so inspiring.

What does the role of Lay Chaplain on the Junior Campus entail and what makes you most excited?

Day to day, I teach one class of Christian Studies per week to each class - Early Learning to Grade 6. These classes usually involve teaching a story from the bible, along with the values that we can share. These classes are inclusive of all faiths and none. While I do get excited about the Bible, I make sure I use language in the classroom like “Christians believe”, so that everyone feels welcome and accepted in my classes.

Outside of that, I also hold a chapel service once a fortnight with all of our students. I’m also on the welfare support team, ready to help any student that may need some extra support.

While I studied subjects such as Mathematics and Spanish, the one thing I have used my entire life is the biblical teachings I had at a young age. No matter the obstacles I have encountered in life, those biblical teachings have always provided truth and comfort. Having a foundation of this and having the option of faith in adversity, is something that I feel is more valuable than gold. This is what I am most excited about, being able to offer this incredibly valuable tool to students.

How do you plan to create a welcoming and inclusive environment for students of all backgrounds and faiths at Launceston Grammar?

Through asking questions and inquiry based learning, students are given an inclusive environment to learn about other backgrounds and faiths.

How do you see the Chaplaincy received at Launceston Grammar, to contribute to the overall wellbeing and spiritual development of our students?

The Chaplaincy received at Launceston Grammar gives students the opportunity to explore their sense of purpose, as well as understand and learn about important life values such an honesty, respect and kindness, things that are an essential part of education. I love the quote “You cannot go to the museums in Europe, without having a basic understanding of Christianity”. Understanding any one religion deeply allows you to explore the others more easily. It gives a framework for deepening a christian faith or other faiths as they grow older.

I have a high respect for every child - I am learning every student’s name so that I can talk to them personally when I see them around the campus. I use words like ‘it’s safe to share all of your opinions’, so that they know that I respect what they have to say. I also invite students to be honest. Sometimes I get some interesting, very honest responses, but I say ‘Yes, that’s valid, I’m glad you shared that with me’. It works both ways; I show them respect and in return, they show respect to me.

As part of my role, I allocate time to just be a friend to any students that need an extra positive person in their life, that can walk with them and talk with them, no matter the situation. I want all of our Grammar students to know that school is a safe place to be and that there are many people walking with them along their schooling journey.

Throughout my life, I’ve been exposed to many different faiths and draw on this experience with my students.

For example, in one of my classes, we recently spoke about the story of Daniel and how they were asked to eat the Kings food, but chose to eat only vegetables and water instead. This started discussions around diets and how some religions explore food laws.

The easiest way to get in touch with me is through my email address which is mparkinson@lcgs.tas.edu.au. I work on the Junior Campus from Monday to Wednesday, and I’m also contactable via email for the rest of the week. I am always available for a chat. If you have any concerns or just need a prayer, please get in touch.

How can the Launceston Grammar community connect with you and utilise your services as a Lay Chaplain?

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Martine Cook

Learning Area Leader of The Arts Junior Campus

When Words Are Not Enough Art is many things but at the heart of Art is storytelling and empathy.

It connects us and teaches us to be human. – Patricia Piccinini

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atricia’s words resonate with me as I understand the necessity of sharing this idea of care and compassion through sharing art and art making. Connection is wellbeing, and art makes me feel connected.

There is significant global evidence on the role of the arts and how it improves health and wellbeing. Recently, I attended a conference, where Australian Artist, Patricia Piccinini spoke of her artistic roots, and how they had been laid over forty years ago with the guidance of her Grade 10 Art Teacher. Patricia describes this as a pivotal point in her wellbeing journey as an emerging artist and how it conceptually framed her work in terms of ‘care’.

Piccinini describes humans as …’needing hope more than fear and the path to hope is through care’. When I reflect on wellbeing and visual arts, I think about my own creativity and how I feel when I experience and share art. Making and creating brings me joy and therefore, sharing my skills with our young artists, promotes reciprocal joy.

I think of our Grammar students inquiring into the question, ‘What is an artist?’ Their ideas have a common theme of being yourself, having fun and feeling free. Our young artists have an innate understanding that creating art and positive feelings go hand in hand. I feel fortunate to witness this each day.

Our Grammar Junior Campus ‘Art House’ is special. It provokes wondering, expression, curiosity and collaboration. It invites our community in, to share the multi-purpose exhibition and workspace upstairs. Access to spaces with well curated, enriching and high-quality resources, provides our artists with the freedom to create. They feel at ease, cared for and comfortable to explore.

‘An artist is a risk-taker because they try new things even though they don’t know what will happen’ - Mia (Grade Two) ‘An artist goes deep into their own mind, and they reflect on other people’s work’ - Lagu (Grade One) Our young artists know that creating and exploring for selfexpression makes them feel good. The rush of students to Art Play during their break time, is an example of this.

‘If no one is speaking and it’s warm and sunny, art feels like you don’t want to stop doing it’ - Tommy (Grade Five) ‘I think artists are really good at art but not so great at packing up because they just want to keep going with what they are making and creating’ - Cleo (Prep) Tommy and Cleo are describing the theory of ‘flow’. Flow is a construct developed by Mihály Csíkszentmihályi that describes a psychological state of optimal attention and engagement.

Creativity and improved wellbeing have been empirically linked to the flow experience. Flow often facilitates our best ideas or inspiration.

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“Flow is the optimal state of consciousness where we feel our best and perform our best. All aspects of performance are incredibly heightened—and that includes creative performance.”

Steven Kotler, flow researcher and author.

Our Grade Six Junior Visual Arts leader Asha says, ‘Art relaxes me, when I am having a rough day. Making art is always a reliable source to help me feel better.’

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We now know that our brain gets information from two different sources; Your senses tell you what is going on in the outside world, while your emotions exist inside your body to tell you what these events and circumstances mean to you. Our young Grammar artists feel connected to, and comfortable within art making. They have freedom to express themselves and learn to communicate their feelings. They are exposed to a wide range of styles from the past and present, from our first artists and artists around the world. They learn to seek inspiration from their surroundings looking closely with all their senses, understanding that art is essential to wellbeing.

An artist can be anyone – Zoe (Grade Two).

Experiencing the arts helps children to make sense of the world around them. They are not restricted by rules and can delve into a wide range of methods to express and communicate their knowledge, feelings, and problem-solving skills. Eisner (2002) argued that a curriculum that included music, dance and art was essential in developing critical thinking skills in children to make-meaning and sense-make ideas about the world. This feeling brings comfort and gives us confidence.

‘An artist has ideas, and they just do it. They don’t copy other people; they just go for it’ - Elias (Grade Two) ‘An artist is someone who thinks for themselves and does things in their own way’ - Arabella (Grade Two) Our young artists have decided that everyone is an artist. What wonderful Arts opportunities we have at Launceston Grammar, for increasing our wellbeing.

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Nicholas Foster

Deputy Principal | Head of Senior Campus

Being the Best Version of You Wellbeing is a concept that involves many aspects of one’s life.

W

hen we have all these aspects working simultaneously, we are at our most productive and most happy.

Through the many activities on the Senior Campus, our students have numerous opportunities to explore how to proactively promote wellbeing and self-care.

failure and setback we can grow, restore and rebuild. We can come back stronger.

As John Maxwell writes in Failing Forward;

They explore ways to improve their physical wellbeing, their psychosocial, academic and spirited wellbeing as well as their social emotional wellbeing.

Through many different activities they can develop coping strategies to help when things are not as “rosy” as they would like, but also how to proactively plan to prevent those moments.

This is just one example of how we are exploring aspects of our wellbeing here at Launceston Grammar.

I observed a class recently taking part in a Japanese art form called Kintsugi, or “joining with gold”. In this art form students make, then break, small ceramic objects. They then repaired them with gold, restoring the objects to their former structure.

“The more you do, the more you fail. The more you fail, the more you learn. The more you learn, the better you get.”

- John Maxwell

The gold stands out, emphasising the remade, repaired and sacred object, with fractures highlighted as being a feature of beauty. There is a powerful lesson to be learnt through this practice; through

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The more you do, the more you fail. The more you fail, the more you learn. The more you learn, the better you get.

Through classrooms, to tutor groups, stages to chapel, our students are given opportunities to learn and grow on their own, as well as others’, wellbeing.

Through both intentional activities and coincidental events to learn skills and strategies they are empowered to look after themselves. From feeling the thrill, and at times trepidation, of time in the outdoors and how it makes them feel; to how to cope with injury in sport. They explore their raison d’etre, their reason of being and how to be well.

Our students are nurtured, challenged, and inspired to look at how they can bounce back when facing setbacks, while putting plans in place to set themselves up for success.

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The Resilience Project W

hen Mark Webster and Simon Shaw were appointed Co-Directors of Pastoral Care at Grammar, they set out to establish a framework for wellbeing in the school that was rooted in positive psychology.

“We know that mental health is a growing concern for young people and we wanted to take a proactive approach in giving our students agency to take control of their own wellbeing – which means helping them understand their emotions and giving them the tools to manage it,” explains Simon.

In the middle of the COVID pandemic, Simon attended a presentation given

by Hugh van Cuylenburg, founder of The Resilience Project. This project’s mission is ‘to teach positive mental health strategies to help people become happier’.

“His talk was inspiring and informative, and I could see how it would benefit our

Students in Grade’s 8-12 attending their tutor group, with Dr Nick Clements. These sessions are an opportunity for students to connect with a singular staff member for their entire senior campus journey.

school community just as it does other schools, as well as elite sport teams.

Resilience Project resonated and are relevant,” said Simon.

“What struck me that evening was the Princess Theatre was packed full and there were many families from Grammar there, showing that the pillars of The

The key pillars of The Resilience Project are:

“It’s about giving the students agency to take control of their own wellbeing” - Simon Shaw

• Gratitude – being grateful for what you have, rather than being resentful for what you don’t have • Empathy – seeing the world from the perspective of others, not just yours

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On the 14th August, 2023, we had the privilege of hosting Dr Jodi Richardson, anxiety and wellbeing speaker, bestselling author and host of the popular weekly podcast ‘Well, hello anxiety’ to our Senior Campus. We hosted multiple events, allowing staff, students and the wider Launceston community to attend and hear her speak on this important topic.

• Mindfulness – the ability to focus or stay focused, to live in the moment • Emotional Literacy – being a foundational skill to practise the development of resilience.

Grammar’s Health and Physical Education programme also includes mental wellbeing and we have been actively measuring wellbeing at school through the Flourish and Mission Australia Surveys. Flourish has been a useful tool for providing a snapshot of how our students are faring, and by participating in the Mission Australia survey, Grammar is able to benchmark our results to other schools across the country.

When speaking about The Resilience Project, Mark said, “We saw an opportunity to augment our curriculum by embedding The Resilience Project

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pillars into the Health and Physical Education Programme, introducing a language across the school that students could understand and use in our pastoral periods”.

Since implementing The Resilience Project framework, both students and parents have given positive feedback.

Pastoral leaders at the School have conducted a series of Grade-based sessions targeted at addressing specific issues, relevant to the age of the student.

For example, managing exam stress for our senior students, forging positive relationships in the middle years and responsible online behaviours in Grades 7 and 8.

The Resilience Project has proven to be a positive addition to the curriculum and aligns well with the values of the school.

Looking ahead, and as mentioned in the Board Chair’s report, more time and resources will be given for each house

head, to assist with focusing on wellbeing for students with scheduled fortnightly sessions.

Simon reflects, “Young people today are growing up in an environment that is polar opposite to their parents’ and teachers’ childhoods, with social media having a huge influence on their mental wellbeing. If we can help our students to have improved confidence and self-esteem and give them the tools to understand and express their emotions, we will be equipping them to look after their emotional wellbeing not only during their time at Grammar, but beyond into adulthood”.

The Resilience Project has given us a common language and a solid basis for which to work. We are set up well to implement the full learning and wellbeing model of Grammar into the future.

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Nurturing Compassion in Our Students L

earning to cook Nepalese dumplings, playing the world-wide favourite game of Carrom and celebrating colourful Hindu festivals have been highlights of our growing relationship with the Bhutanese Australians of Launceston. This is a two-way relationship established with the Northern Migrant Resource Centre with one of our goals being to nurture and inform the compassion of our students.

The foundational idea of compassion in the Bible is that people are ‘seen’.

Seen as they are in the world; Seen for their strengths; Seen for their knowledge;

Seen with dignity and sometimes, seen in their need.

Compassion blossoms within relationships that offer safety, diversity, and challenge. Consequently, our students’ compassion is predominantly nurtured and moulded as they engage in humble and joyful friendship circles.

I don’t know how this special friendship will develop exactly, but I am looking for two indicators of success. Firstly, we will see our students grow in their willingness and interest in ‘seeing’ people – in this case especially the Bhutanese people.

Our students will come to know their stories, their culture and their lives.

Secondly, we will see our Bhutanese friends grow in confidence and life agency – they will know that we are glad to know them and that they have a valuable place in our community.

Some social commentators observe that the ‘online world’ slants our young people toward unhealthy self-interest – I am not sure, but I am certain nurturing compassion in our students will be a blessing to them and others.

Grade 10 student, Ava F, presenting Dilip Pradhan, of the Migrant Resource Centre with a Grammar Cap, a token of our appreciation for collaborating with us this year.

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What Wellb Mean Stud

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t Does being to The dents?

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HAWK ES

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Theunis (TJ) Pieters

Head of Boarding

Living a Full Life I

nside the Hawkes Boarding House our mission transcends beyond academics to a place where our students are nurtured, and their wellbeing forms the cornerstone of a successful boarding journey. The culture within Hawkes House is aimed at creating an environment that allows for student growth and happiness. The transition from the comfort of home, to the independence of a boarding house, can be a significant adjustment for any student no matter their age or experience. Our dedicated boarding staff play a pivotal role in providing emotional support, mentorship, and a listening ear for every student. This allows Hawkes House to truly feel like a home away from home, where students are given agency to speak up and know that they will be heard and supported.

The Hawkes Boarding House staff are committed to prioritising the mental and emotional health of our students. With the support of our amazing counselling team, Corinna and Bethany, and our school nurse, Lesley, our boarders are provided with one-on-one support to work through coping strategies to manage the stresses and challenges of living away from home. On top of improving the mental and emotional wellbeing of our boarders, the students are encouraged to stay active and maintain a healthy lifestyle. To achieve this, we ensure that our boarders have access to facilities and programmes

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News from Launceston Grammar

to improve their physical health. The boarders love the opportunity to use our performance centre and swimming pool every night after prep, and the mountain bike track is a favourite pastime, too.

An important part of physical and mental growth is a healthy and balanced diet.

Thanks to Mark (our wonderful Head Chef) and his team, our boarders are always provided with nutritious meals.

Mark is wonderful at getting to know our students, listening to their opinions, and adjusting meals based on feedback.

Mark and his team also do an amazing job catering for students with various dietary needs and preferences. Our student food committee meet with the Head Chef once a term and together they discuss all things food. Hawkes Boarding

House is very fortunate to have such amazing catering staff that understand the importance of good nutrition on our boarders’ health and wellbeing.

We understand the importance of performing activities outside of school to ensure a balance remains consistent between school-life, boarding-life, and social-life. Students in Hawkes Boarding House are encouraged to explore other interests, passions, and work opportunities. Our staff do an amazing job to support our boarders in their extra-curricular activities. This includes getting students organised and transporting them to and from music and drama lessons, club sport training sessions, or work. As a boarding house, it is essential to support these activities, as they provide boarders with avenues for personal growth, skill development, and social interaction.

Life in Hawkes Boarding House is so much more than just a place to stay for students that live outside of Launceston.

It truly is a nurturing community where each student is valued and cared for – to grow in their emotional, mental, and physical health. Along with the support of our boarding parents who entrust us in co-caring for their children, we are privileged to have the opportunity to help shape the future of every single boarder inside Hawkes Boarding House in an environment where their wellbeing is paramount.

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From flower-arranging, to fire pits, formals to falls, life in Hawkes Boarding is so much more than just a place to stay for students that live outside of Launceston. It is a nurturing community where each student is valued and cared for.

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It Takes a Village We had the privilege of sitting down with Amara Doyle, one of our dedicated Parent Grade Representatives and valuable member of the Launceston Grammar community. During our conversation, Amara shared her valuable insights into her experience, emphasising the significance of nurturing a strong sense of unity and support within our school.

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y name is Amara Doyle, and I am the Parent Grade Representative for Grade 10 this year. My husband and I have three daughters currently studying at Launceston Grammar, in Grades 5, 8 and 10. Being a Parent Grade Rep provides the opportunity to be part of the school community and promote inclusivity and involvement within our Grammar family.

Bringing parents and carers together to create connections is a real game changer. It allows us to share the highs and lows, navigating these pivotal years together. It is truly enriching when parents of students in older grades discuss opportunities that their kids have enjoyed and can provide those insights in an informal setting. I have received such good advice over the years from many parents. It is also a real win when parents in your group discover they have other children in the same grade. I have found a perfect match for all three of my kids, including a few Grade 10 parents. When you stumble upon those connections, it really brings us closer together and strengthens that feeling of unity we all share in the larger Grammar family.

They say it takes a village. I believe that getting parents to know each other first is what truly builds that village and I am so grateful for the parents in our year groups. If I am running late for pick-up, it is quite common for me to get a call from someone offering to collect my children. I think our village is alive and well! After moving to Tasmania in 2017, I am often asked how we found the move; was it difficult? The answer is always a resolute no. It was very easy, and that was all due to the welcoming nature of the Grammar community.

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This year we have had a couple of events, one at the newly opened Tatler Lane and another at DuCane Brewery. The most recent event was during the Grade 10 formal. It was great to share the excitement of our kids and the realisation as parents that they are rapidly becoming adults. These get-togethers are always fun and they remind me of the strength within our community.

It is hard to believe we are in Term 4, somehow the year is winding down fast. Before we know it, Grade 11 will be here!

Let’s make the most of the time we have left in 2023 and continue to find ways to make our school community even better as we head into 2024.

“When you stumble upon those connections, it really brings us closer together and strengthens that feeling of unity we all share in the larger Grammar family.”

- Amara Doyle

“The greatness of a community is most accurately measured by the compassionate actions of its members.”

- Coretta Scott King

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Celebrating Our Peter Sculthorpe Alumni of the Year 2023: Audrey Youl H

ere at Launceston Church Grammar School, we take immense pride in celebrating the extraordinary accomplishments of our entire community. Each year, the Peter Sculthorpe Alumni of the Year award is bestowed upon one of our former students, who has demonstrated outstanding excellence in their chosen field.

marked her as a true trailblazer for Tasmanian swimming. She became the first Tasmanian swimmer to win a Commonwealth Games medal, earning a well-deserved bronze in the 100m backstroke event.

Her success at the Commonwealth Games was only a glimpse of her remarkable swimming career. In 1983, at

the national finals, she continued to shine, by winning gold in the 100m backstroke event. Her performance in the following year was equally outstanding, as she secured silver medals in both the 100m and 200m backstroke events. In 1984, she represented Australia at the Summer Olympics in Los Angeles, competing in three events: the 100m and 200m backstroke and the 4x100m medley relay.

In 2023, we had the honour of presenting the Peter Sculthorpe Alumni of the Year award to Audrey Youl (nee Moore), Alumni of 1981, a true Olympic swimming champion and an embodiment of the values and spirit that Launceston Grammar holds dear. Audrey has not only etched her name in history as one of Tasmania’s most exceptional athletes but has also served as a beacon of inspiration to our community.

Audrey Youl was born in Tasmania in 1964. Her journey towards becoming an Olympic swimming champion began at an early age when she displayed an extraordinary talent for the sport. Her achievements were nothing short of remarkable, as she clinched her first state gold medal at just nine years old.

This early success hinted at a promising future in the world of swimming.

Audrey’s talent and dedication to the sport soon led her to a path of international recognition. In 1982, she achieved a milestone that

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Ross Youngman presenting Audrey Youl (nee Moore) with her Peter Sculthorpe Alumni of the Year Award.

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(L-R) Senior Campus Co-Captains Thomas Beaumont and Asha Pohan, Audrey Youl (nee Moore), Principal Dale Bennett, Ross Youngman, Chair of the Board Nigel Bailey.

Her journey to the Olympics inspired not only her peers but also countless aspiring swimmers in Tasmania and beyond Beyond the medals and accolades, her love for swimming was evident in her every stroke. She maintained a genuine passion for the sport, emphasising that the joy of moving through the water at speed was what truly fuelled her dedication. Her approach to swimming was a reminder that success in any field is not solely measured by the number of awards, but by the love and enthusiasm one brings to their craft.

In addition to her illustrious swimming career, Audrey embarked on another journey that was equally rewarding.

She married Andrew Youl, a former Tasmanian grazier known for his ownership and operation of Symmons Plains Estate until 2011. Together, Audrey and Andrew had two sons, Nicholas and Hamish Youl. This transition in her life showcased the importance of a balanced life and highlights her role as not just an athlete but also a dedicated wife and mother.

From her early days at Launceston Grammar to becoming an Olympic swimming champion, Audrey Youl is a testament to the power of dedication, perseverance, and love for one’s

craft. Her achievements in the world of swimming have not only brought her personal glory, but have also left an indelible mark on the swimming community, especially here in Tasmania.

Audrey Youl’s recognition as Launceston Grammar’s Peter Sculthorpe Alumni of the Year for 2023 is a well-deserved tribute to her remarkable achievements and contributions to the world of swimming. Audrey’s story is not just a celebration of personal success but also an inspiration to all aspiring athletes and individuals striving for excellence.

Her legacy will undoubtedly continue to motivate and resonate with the Launceston Grammar community and beyond for years to come.

The Peter Sculthorpe Alumni of the Year Award was established in 2015 to recognise a member of our school community who, within their field of endeavour, has achieved significant success.

In addition to honouring the individual and their accomplishments, the award aims to bring the awardee back to the school, providing an opportunity for current Launceston Grammar students to meet, interact with, and learn from them. Another important goal is to showcase the school and the quality of

alumni it has produced, demonstrating that Launceston Grammar excels despite being a relatively small regional school.

Public nominations are now open for the Peter Sculthorpe Alumni of the Year Award for 2024. To be eligible for nomination: • The successful applicant, within their field of endeavour, must have achieved at least state, national, or international recognition and/or received national awards in their field of expertise.

• The nominee should have a good reputation as a just and ethical person.

• Ideally, the awardee should be alive, allowing current students to benefit from an in-person experience that demonstrates that Grammar is a school that produces graduates who, through leadership, make a positive impact on society.

To submit a nomination, please use the QR code below.

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Celebrating Community The Spring Cocktail Party was held on an unusually warm September evening in the Memorial Hall. It was a wonderful occasion to connect and celebrate with our extended Grammar community.

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n just its second year, this gathering saw a significant increase in attendance, with over 150 guests joining in on the festivities.

In partnership with the Old Launcestonians Association, our Spring Cocktail Party successfully united the wider Grammar community for an evening filled with delectable food, refreshing drinks and cherished reunions with old friends.

The event aims to facilitate, strengthen and nurture lasting connections that contribute positively to the broader Grammar community, while creating wonderful memories.

Our event draws a diverse crowd, including current, new, and prospective families, as well as dedicated staff, proud alumni, and esteemed Board members, to create a vibrant tapestry of connections. Everyone shares a genuine sense of joy, amplified by the delicious catering that received rave reviews from all attendees.

On the 22 September 2023, the Grammar family came together as one school, for an evening filled with delectable food, refreshing drinks and cherished reunions with old friends. Thank you to everyone that attended our Spring Cocktail Party.

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Adding to the evening’s significance, was the official announcement of the Peter Sculthorpe Alumni of the Year award. This annual award pays tribute to a member of the Launceston Grammar community who has made remarkable contributions to their chosen field(s).

This year’s recipient, the illustrious Olympian Audrey Youl, graced our event with her presence and delivered an inspiring speech that beautifully rounded out the festivities.

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“...an evening filled with delectable food, refreshing drinks and cherished reunions with old friends. The event aims to facilitate, strengthen and nurture lasting connections that contribute positively to the broader Grammar community, while creating wonderful memories”

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From Graduation to Giving Back T

he legacy of Launceston Church Grammar School echoes through the years, connecting generations of students and fostering a vibrant community of alumni. Their stories are as diverse as the paths they’ve travelled, from adventures around the world to careers close to home. However, they share a common thread – a passion for Grammar and a desire to give back.

In this interview, we delve into the journeys of two remarkable Launceston Grammar alumni: Madeline Gordon (nee Weeding) and Tom Harrison, who have recently joined the ranks of the Old Launcestonians Association (OLA). They share their experiences, motivations, and visions for the OLA, offering insights into how alumni can make a lasting impact on both current and future students at Launceston Grammar.

Join us as we explore the power of connections, the strength of shared experiences, and the invaluable role of alumni in shaping the school’s future through their new positions on the OLA committee.

Tell us about your journey as a Launceston Grammar Alumni and what inspired you to become involved in the Old Launcestonians Association (OLA)?

Madeline: After graduating from Launceston Grammar in 2000, I moved to Melbourne to attend university, before moving to Sydney and London for various work ventures including software project management, marketing, and stakeholder engagement in both the private and public sector. With a few stops and side

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News from Launceston Grammar

hustles along the way, I eventually moved back to Tasmania in 2009. Fast forward to today, I am happily married with three beautiful children (aged 3, 7 and 9) who all attend the Junior Campus. I recently purchased Gallery Pejean in Launceston, where I get to fill my day with beautiful conversations about art.

The motivation to become involved in the OLA was driven by the fun I had while I was at school, and the wonderful larger community past, present and future. To involve myself and help where I can and to enable everyone to come together while actively being a part of my children’s schooling at Launceston Grammar is a very rewarding position to be in.

Tom: I am a fourth-generation Alumni of Launceston Grammar.

I completed my education in 1998, whilst attending the boarding house. After graduating, I ventured away from Launceston for 12 years where I earned a Bachelor of Commerce from Deakin University and worked at a multinational corporate recruitment firm in Melbourne. During this time away I also gained valuable professional experience living in London whilst working in the recruitment industry. I eventually found my way back home to Launceston in 2012, where I became involved in the family business, Harrison Agents.

Today, I hold the position of Managing Director for the brand across both the Launceston and Hobart offices. Outside of my professional responsibilities, I’ve been deeply engaged with the Old Launcestonians Football Club for a decade and serving as its President for the past six years. This experience has exposed me to the tremendous impact that alumni communities can have on the continuation of the school’s values on past students

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Tom: My long term goal is to take a leadership role in motivating former alumni to recognise the immense value in fostering a robust network, rekindling their awareness of the advantages that stem from post-school engagement. I firmly believe that a thriving alumni community holds the potential to enrich the lives of both past and current students. By continually strengthening this platform, we can cultivate an environment where all Launceston Grammar stakeholders, be it on a personal or professional level, can reap ongoing significant benefits.

Tom Harrison

Madeline Gordon

and preserving and nurturing lifelong relationships. Motivated by witnessing firsthand the vital role played by the alumni community in passing down values and sustaining meaningful connections, I was inspired to become more involved with the OLA. It became clear to me that active participation in the OLA could further enhance the sense of continuity and unity within the Launceston Grammar community, benefiting both past and present students alike.

Upcoming Grammar Gatherings

As a committee member, what specific areas or initiatives are you passionate about and how do you envision these benefitting both current and future students at Launceston Grammar?

Christmas Carols

Madeline: I am very passionate about creating a sense of fun and a place where the Launceston Grammar community can engage and grow, both inside the school and after their educational years. We all have so much to give and there are so many ways of supporting different ages and stages, it’s a matter of listening and seeing how we can connect and support each other.

BHOGA Communion Service and Lunch

Tom: Two areas that hold a special place in my heart are the school’s football programme and the sustainability of the Boarding House. A robust Grammar School football programme possesses the power to forge enduring friendships and foster community engagement. This connection can be further fortified by establishing a more robust pathway between our school and its alumni team, the Old Launcestonians Football Club. By nurturing this relationship, we can cultivate a vibrant alumni community where both current and former students can not only maintain existing friendships but also forge new ones.

Simultaneously, I am deeply committed to supporting the success and longevity of our school’s Boarding House. My personal experience within its walls greatly enriched my own educational journey, and I am passionate about ensuring that this unique opportunity continues to be available to future generations of students.

Building a strong network among alumni is crucial. How do you plan to engage with other alumni and encourage their involvement in the OLA and school activities?

Madeline: There are a lot of busy people within the Launceston Grammar community that would love to be involved, but are unable to due to time constraints. My goal is to create varied opportunities so that more alumni and community members can become involved.

Wednesday 29th November at the Chapel, Senior Campus

Tuesday 5th December at Chapel, Senior Campus

John Bailey Trophy Cricket Match & Savigny Bat Centenary Thursday 14th December at the Main Oval, Senior Campus

Combined Reunion Friday 15th December at Café 1846, Senior Campus

Save The Date Combined Reunion / Alumni Reunion 21-23 June 2024

Interested in hosting a milestone reunion?

Please reach out to Danni Monypenny Phone: 6336 6060 Email: community@lcgs.tas.edu.au

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Celebrating the Class of 2023 28

News from Launceston Grammar

2023 WALKATHON FINAL FIGURES

$70k Raised for the Sony Foundation Australia

415 Nights of free accommodation for youth cancer patients

=

All costs covered Launceston Grammar school community has covered the costs for ALL Tasmanian patients in the program for one whole year

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John Brett

Archives Volunteer

Good People of Grammar The year of 1919 was a new era at Launceston Church Grammar School. This was the year that Rev. John Walter Bethune took up the position of Headmaster of Launceston Church Grammar School, located in Elizabeth Street, Launceston.

To begin his headmastership, Rev. John Bethune’s wrote his first Headmaster’s Letter in the 1919 Launcestonian.

The Honour board located in the Chapel was a gift to the school by headmaster Rev. J W Bethune.

It read:

My Dear Boys, I wish to thank you all for the welcome you have given me; as you know, I came straight to you from Camp life, having had no experience of school mastering; and to take charge of a school under these circumstances is not an easy task As I said to you on Speech Night, I shall no doubt make mistakes, probably I have made some already but I want you to bear with me if I do and I will ask you to believe that I always have your welfare at heart. While I am with you, I shall try to make our time together as happy and as useful as I can.

From you I shall expect obedience, for without that we can do very little, and I trust I shall also win your friendship and affection. The Grammar School has a great record and inspiring traditions, and I look to you to keep up the standard of Honour, Uprightness and Truthfulness that has been the glory of the past. If I can trust the boys under me to act honourably and speak truthfully at all times, I shall feel contented. We cannot all gain scholarships, but we can all aim at an ideal - and after all character is worth more than scholarship.

If we face the future with an earnest resolve to play the game and to be true to God and our fellow men, we should have no fear. I do not wish to preach you a sermon, but I think you will believe that the words I write are sincere and that I have a personal care and affection for each one of you.

Your very sincere friend and Headmaster, J. W. BETHUNE

Rev. John Bethune’s his first headmaster’s letter, featured in the 1919 Launcestonian.

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The Wellbeing theme that is threaded throughout this publication, and forms a cornerstone to the school’s future vision may appear to some as a new, modern concept to embrace.

But the truth is, concern for the wellbeing of our students has been engrained in our history, and is so aptly displayed in this letter that Headmaster Rev. Bethune wrote to the boys at the school in 1919.

Wellbeing, in essence, was Rev. Bethune’s philosophy which he repeated frequently and on which he based his regime at Grammar.

Many people utter such sentiments, but Rev. Bethune was absolutely sincere. He made every effort to implement his words and inspire every boy with his beliefs. According to Old Boys, he was remarkably successful.

He certainly invigorated the School at once, for the number of pupils grew each year. Although Rev. Bethune remained a bachelor all his life and had few, if any, family commitments, he was never a man of means.

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Mowbray Racecourse

Button Street

Invermay Road

Poimena New 1921 site at Mowbray Heights

Aerial map of Mowbray, Tasmania, and the site of the new school, taken in 1921

During several years of his headmastership when the school was going through difficult financial years, Rev. Bethune accepted no salary at all. All he asked for was that the school’s Board, put what it was able to save into the pay envelopes of his masters. Sometime in the early 1920’s he came into a modest inheritance. A good slice of that found its way into the school coffers to help pay for the education of a number of boys whose parents could not otherwise afford it.

Elizabeth Street site 1919

Early in 1923 Launceston Church Grammar School celebrated a great occasion – the laying of the foundation stone of the new School by the Prime Minister, Stanley Bruce. It was said that Rev. Bethune and his staff ‘have lifted the school to the high plane of one of the best secondary schools in Australia’. This will always be his legacy, for it was his enthusiasm, initiative and relentless energy that made it all possible. His magnificent communal efforts were rewarded as he was decorated as a Commander of the Order of the British Empire.

By now, the school in Elizabeth Street was outgrowing itself, so he proposed that a new school complex be built at Mowbray Heights. Four years later, the school moved from Elizabeth Street to the new Mowbray Heights site.

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Vale

Source: The Mercury

Ewan Crawford: 1941 – 2023 Mr. Justice Ewan Charles Crawford AC, an esteemed Alumni of Launceston Grammar, left a lasting mark on both the school community and the legal profession. Born in April 1941, he was a dedicated member of a multi-generational Grammar family.

He was the son of the distinguished Sir George Crawford, Judge of the Supreme Court of Tasmania and a former Chair of the Launceston Grammar Board.

Justice Crawford attended Launceston Grammar from 1951 to 1958. Following in his father’s footsteps, he forged a successful career as a lawyer, judge of the Supreme Court of Tasmania and Chief Justice of Tasmania, spending more than 54 years in the legal profession. He was the first Chief Justice in Australia to have done away with the red and white robes and long ceremonial wigs in the Supreme Court.

His contributions to the community extended beyond his professional life, actively engaging with various organisations, including the Law Society, the University of Tasmania Council, and as an acting governor. Just as his father did before him, he also assumed the role of Chair of the Launceston Grammar Board in 1993 and held this position until 1996.

Justice Crawford’s passing represents the loss of a notable ‘Old Boy’ who carried the spirit of Launceston Grammar with him throughout his life. His legacy will be remembered and cherished by the school and its community, and his contributions to both education and the legal profession will continue to inspire future generations of Grammar students.

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News from Launceston Grammar

Bertrum (Snow) Thomas: 1931-2023 Mr. Bertrum (Snow) Thomas, Alumni of Launceston Grammar, left an indelible mark on both the school community and the world of literature. Born on the 1st of April, 1931, he was also a proud ‘Old Boy’, who held Grammar close to his heart. Attending Launceston Grammar between 1942-1948, his love of literature became apparent in his later years, where he published two books; “Henry Hellyer’s Observations: Journals of Life in the Tasmanian Bush 1826-1827,” in 2011, and “Snow at North Down: 91 Years from 1931,” in 2022.

Mr Thomas’ contributions were not limited to the realm of literature. He was a cherished member of the Northern Tasmania community, where his presence was felt as a source of wisdom, inspiration, and community spirit. Mr. Bertrum (Snow) Thomas’ legacy, will forever be remembered in Launceston Grammar’s history. His literary achievements will continue to enlighten readers, and his commitment to his community will serve as an enduring source of inspiration for generations to come.

In Memoriam

Norman Andrews 1959

Mary Hutton (nee Hill) 1950

Jenny Barrenger (nee Gunn) 1961

Faith Layton (nee Docking) 1942

Lillian Bennell 1967

Donald Medwin 1950

Ewan Crawford 1958

Leesa Richards-Childs (nee Richards) 1976

Lena Demauna 1983 Richard Ruddle 1957 Derek Denton 1940 Anthony (Tony) Teague 1962 Ronald Gee 1952 Bertram (Snow) Thomas 1948 Annette Goble (nee Youl) 1946

2023 / Issue 68

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36 Button Street, Mowbray Heights TAS 7248 CRICOS Number 00650K lcgs.tas.edu.au

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News from Launceston Grammar