RGS provides technology support for Rockhampton Special School Page 4
Opportunities to look beyond the student, classroom and school Page 10
RGS ANZAC Day tribute to fallen past student Page 12
See all events, full details and upto-date information at RGS Parent Lounge
Scientific Amazement
RGS Headmaster Dr
Phillip Moulds shared his passion of Science with the three RGS Prep classes during Term 2. The young scientists watched on in awe as Dr Moulds amazed the students with experiments featuring chemical reactions - looking at solids, liquids and gas. The Prep students also enjoyed a picnic under the stars this term to expand on their Science knowledge. The students, and their families, gathered on the School’s bottom oval to learn more about constellations.
Bugs on Parade
Year 1 students became miniature entomologists and immersed themselves in the world of bugs and celebrated with a Bug Ball! Little heads are now bursting with factual knowledge. Did you know …
– Bees can fly up to 100kms a day to gather nectar.
– Insects have inhabited our planet for about 350 million years.
– About a third of all insect species are carnivores and hunt for live food.
– If humans were as strong as ants, we could carry about 4.5 tonnes in weight.
– Ancient dragonflies had a wingspan of about 60 cm and were fierce predators.
Building Connections
Entering Year 7 can be an exciting and life changing time at RGS, and as in life, also presents many opportunities and challenges to grow. The RGS Outdoor Education Year 7 programme is designed specifically for students to be given the best chance of making their experiences filled with new opportunities that develop their character through challenging endeavours, whilst at the same time sharing this with their class Form Teacher and mentoring Form Seniors. Students are encouraged to try new things, meet new people, work on team building and have fun!
Speed Machines
CO2 dragsters are miniature balsa wood racing cars that are propelled up to 60 kph along a 20 metre track using carbon dioxide ‘soda’ cartridges. This unit provides a unique, interactive and exciting way for students to learn about physics, engineering concepts and the design process to build a race car that meets a rigorous set of specifications. Students design, build, test, evaluate and redesign their own dragster after exploring the concepts of aerodynamics, friction, drag and weight distribution. Creativity, critical thinking and teamwork are required. The highlight of all CO2 dragster programme is race day.
Glowing Success
Bacterial transformation required the Year 12 Biology students to perform a heat shock treatment to induce the bacteria to uptake the plasmid containing the Ampicillin resistance gene and a jellyfish fluorescent protein gene. Transformed bacteria were then grown on agar containing the antibiotic Ampicillin and the IPTG ‘switch’ to turn on the green fluorescent protein so that the bacteria would glow in the presence of UV light.
Thank you RGS sponsors for sharing with us our mission of developing whole people through a balance of academic, sporting, co-curricular and social activities.
If you would like to become a sponsor of RGS Sports or any co-curricular activity please contact Todd Wells, Director of Co-Curricular on 0488 778 300 or email twells@rgs.qld.edu.au
The values that we espouse at The Rockhampton Grammar School are more than just words; they are our school’s foundation and guide all that we do.
These values are essential for preparing our students for their future success and providing the foundation for their role as members of their communities.
At RGS, our ambition is to develop and grow young people to be intelligent, independent, interdependent, creative thinkers who are hopeful, resilient, innovative, globally minded, and successful lifelong learners. Our values play an essential role in successfully achieving this ambition.
The RGS values of:
Integrity and Honour are evident when we are honest, principled, and trustworthy in all that we do.
Respect and Care are evident when we value the worth of people and property and treat people with consideration, compassion, acceptance, and empathy, or as we would like to be treated ourselves.
Endeavour and Responsibility are evident when we work hard, try new things, are reliable team members and are accountable for our words and actions.
Courage and Resilience are evident when we are prepared to take responsible risks to advance our learning and support others, and we have good coping strategies for when things go wrong.
I am proud to say that our students live these values daily. They are curious and engaged learners. They are kind and respectful to each other. They are compassionate and helpful. And they are making a difference in their community.
We are committed to upholding our values and ensuring they are lived out daily in our school community. Our values are the foundation of our school, and we are proud to be a school that is guided by these.
By supporting our efforts to promote these values, together, we can help a generation of young people be the best possible version of themselves and positively impact the world.
The Rockhampton Grammar School takes seriously the challenge of preparing students for today’s world. We treat each student as a whole person through a balance of academic, sporting, co-curricular and social activities. Our School motto is Macte Virtute et Litteris or Grow in Character and Scholarship.
Capricornus Quarterly
is published by:
The Rockhampton Grammar School
Archer Street, Rockhampton
QLD 4700, Australia www.rgs.qld.edu.au
(+61) 07 4936 0600
ISSN 1839-4663
©2022 The Rockhampton Grammar School
Dr Phillip Moulds, Headmaster
07 4936 0615 Headmaster@rgs.qld.edu.au
Enrolment enquiries
The Registrar, Mrs Marissa Holloway
07 4936 0700 Registrar@rgs.qld.edu.au
Editorial & Advertising
Ms Sue Moloney, Director Development and Communications
07 4936 0668 smoloney@rgs.qld.edu.au
Mrs Rachael McDonald
07 4936 0776 rmcdonald@rgs.qld.edu.au
The Rockhampton Grammar School became the first school in Australia to receive an iFarm.
The iFarm is a fully computerised interactive farm science research station designed specifically for Australian secondary schools. Supported by funding from the Australian Government Department of Agriculture, Fisheries and Forestry as part of the Educating Kids About Agriculture: iFarm programme, interest in the iFarm attracted 150 applications and RGS was one of 50 successful schools across Australia.
RGS Head of Agriculture Sarah Streeter said the iFarm tied in well with the School’s programme, from Year 8 agriculture to Year 12 Agriculture Science.
“The students have hit the ground running with the iFarm,’’ Ms Streeter said.
Year 9 horticulture studies assessed the growth patterns of spring onions, basil and snow peas, measuring fertiliser treatments and response in plant growth.
The iFarm captures wind energy and solar energy, and stores that in batteries, which runs the computer system and pumps to deliver water and liquid fertiliser to the unit.
“We can programme each of the eight individual plant growing cells in the unit to receive specific irrigation schedules or fertiliser treatments. These can be accessed and managed remotely,’’ Ms Streeter said.
The iFarm’s purpose is to improve student’s understanding of the resources required to produce food and fibre, and to stimulate interest in careers in agriculture and related fields.
RGS Year 10 students put their knowledge, and team work, to the test when they won the Science and Engineering Challenge at St Brendan’s College in Term 2.
The challenge engaged students in eight tasks testing team-work, creative thinking, innovation and critical thinking across the STEM disciplines.
The RGS team undertook the challenge with an amazing approach, with some standout performances both individually and as a team.
Leadership was evident across the day, with many demonstrating adept skills in leading, collaboration, overcoming challenge and supporting their team members.
The challenge, which gained success at the United Nations Day Honours Award 2022, allowed students to test their STEM skill, cement ideas for those considering STEM, build confidence with STEM and encourage students into STEM careers.
Thank you to the Rotary Club of Rockhampton South for donating books to every Prep student at RGS during Term 2.
Rotary Club member Mike Fitzgerald kindly delivered the books to the RGS Prep students and they are already loving reading their new stories!
The Rotary Club is supporting an early literacy programme for Prep students across all schools in the Rockhampton area, with around 1200 students from 40 schools receiving the beautiful books.
The Rotary Club’s Early Literacy Project Team said: “Being able to read fluently is one of the most important life skills your students will ever develop in the years ahead. If this small personal gift helps to spark a lifelong love of reading in even one of your students, we can rest easy knowing that we have achieved our goal.”
The RGS Show Cattle team has wrapped up a busy term on the show circuit around Central Queensland.
The Secondary School students competed at The Caves, Ridgelands, Baralaba, Biloela, Yeppoon, Rockhampton and Mt Larcom shows throughout the term. Capping off the busy schedule was a successful outing at the Rockhampton Show, where the RGS team won the Overall Interschool Challenge.
Several students gained places in their parading and judging classes while individually Alexandra Olive (Year 12) and Charli White (Year 10) also impressed the judges.
Alexandra and Charli competed in Region Finals for Junior Judges, both Stud and Prime, with Alexandra winning Reserve Champion for Stud Judging and Champion for Prime Judging. Alexandra will now represent the CQ Region at the Ekka.
Charli was named Reserve Champion for Prime Judging. Charli also won overall aggregate All-Rounder Student, winning a steer for the School, sponsored by Brad and Nicole Saunders from Pheasant Creek Brangus. Students will next compete at the Moura Show and Brisbane Ekka in Term 3.
Students at the Rockhampton Special School have welcomed the donation of 20 laptops from The Rockhampton Grammar School to help with their studies. When the opportunity presented itself to purchase some laptops from RGS, laptops no longer in use by the School’s students and staff, RGS decided to donate the devices to Rockhampton Special School.
A helping hand is always appreciated when it’s assisting students grow in the classroom. Rockhampton Special School staff, and past students, Principal Erin King (nee Gill, RGS 2000) and Prue Moore (nee Dodson, RGS 2003) welcomed the additional laptops.
Erin said the donation was amazing, as the vision for the school was to ensure all senior secondary students had access to individual devices at school as some of the Rockhampton Special School’s laptops were old and outdated.
“Instead of the traditional handwriting pencil they can use a keyboard to engage in the curriculum successfully,’’ Erin said.
“Some Junior secondary students will also receive a laptop to use as we have some students who have difficulties with accessing traditional methods of pen and paper.”
Erin said she found students at the school engaged more successfully on the computers.
“There is no focusing on pencil and paper to write, which takes up a lot of energy for our students,’’ Erin said.
“They can also utilise a variety of platforms such as internet research and develop skills to support them to be life-long learners.”
“Instead of the traditional handwriting pencil they can use a keyboard to engage in the curriculum successfully.’’
Sunny Chan, Lucy Dohl, Mackenzie Little and Tessa Marxsen (RGS Team 1) qualified for the next round of the CQUniversity Business Challenge on 20 July. The Challenge is for secondary schools in teams of four students from Year 10, Year 11 and/or Year 12. Teams answer questions on Accounting, Business and Management, Economics and Law from the Years 10 and 11 studies. There was also a General Knowledge round. RGS Team 1 placed equal second at the Central Queensland regional competition. RGS was also represented by RGS Team 2 (Gabby Reading, Jessica Bate, Lachlan Donoghue and Caroline Sparks) who placed equal third.
RGS students and their families gained a valuable insight into future careers at the RGS Vocational Education and Training (VET) Careers Information Evening in Duggan Hall last term. Guest businesses included CQUniversity, Rockhampton Regional Council, MRAEL, Alma Street Veterinary Hospital, Penti-M Engineering Australia, Milne Bros, Stanwell, ThomsonAdsett, Leisure Employment Australia, My Place Hair and Beauty and Vector Health and Performance.
Congratulations to RGS students who represented the School in the Maths Team Challenge during Term 2. Competing in teams of five students, RGS won the Year 5, Year 7, Year 8, Year 9, Year 10 and Year 11/12 divisions. The RGS Year 6 team placed second to Heights College by just two points. The results were a credit to both the students and RGS staff who prepared for the annual event with many training sessions prior to the competition.
The RGS Year 12 Cancer Awareness Committee hosted their annual High Tea Fundraiser in the beautiful gardens at St Aubins during Term 2. The afternoon raised around $2000 to support the Cancer Council Australia. Thank you to guest speaker Kim Milner who bravely shared her cancer journey. Local businesses were again generous in donating raffle prizes. The High Tea was organised, and hosted, by Year 12 Cancer Awareness Committee chairs Lilly Fraser and Tessa Marxsen.
The Rockhampton Grammar School’s Parent Association hosted a high tea event on 12 May, hosting around 100 guests at Headricks Lane. Guest speaker was RGS parent Claire Mactaggart, a talented writer and beef producer based in Central Queensland, who shared her passion for rural Australia and the importance of family in regional communities. The event also raised funds for Do It For Dolly, a campaign aimed at raising awareness about bullying and helping promote kindness.
RGS Dance and Musical Theatre Academy (DMTA) students are preparing to dazzle the audience when they hit the Pilbeam Theatre stage on 2 September to perform, “In the Spotlight”, featuring “42nd Street Youth Edition”. The evening includes dance performances, from some of the DMTA’s young dancers through to the more senior dancers, and breathtaking musical performances. From tap-dancing to jazz, and everything in between, the performers will transport you to a world of glitz and glamour, where the spotlight is always shining bright. Tickets are now on sale at seeitlive.com.au
BEN CONDON (RGS 2017)
NRL Pathway
Having made his NRL debut and played 12 games with the North Queensland Cowboys, Ben Condon is now at the start of a three-year deal with the Manly Sea Eagles. Ironically, Ben’s previous last game in the NRL was against Manly in 2021, where he scored a try for the Cowboys against Manly in Townsville. Ben scored his first try for Manly in his team’s win over Canberra this season. Manly coach Anthony Seibold says this of Ben: “There’s no fuss to Ben. He is a country guy. He just goes about his business in a really reserved manner. Ben is still only a young guy who is at the very beginning of his NRL career. It’s not how you get your opportunity, it’s what you do once you get there.”
Agriculture Leaders
Past student, and current RGS parent, Bronwyn Christensen was selected in the National Farmers’ Federation’s 2023 Diversity in Agriculture Leadership Programme. Bronwyn was one of 12 incredible women selected from across Australia. The annual mentoring and networking program is in its sixth year. It is the NFF’s flagship initiative to fix the under representation of women in agriculture’s leadership ranks. Programme participants met in Canberra in June, where they outlined their goals, met their mentors and heard from inspiring speakers. The group will graduate at the NFF’s National Conference in October.
Living on campus is so much more than just a room. It’s an experience. It’s friends that you’ll have for life. Each of our residences provides academic and wellbeing support, as well as a variety of social activities. Finding the right accommodation to suit your individual needs is an important step in preparing for life at JCU and our Accommodation Team can help you find a place that suits your needs. jcu.edu.au/accommodation
Theo Fourie has patiently worked away for his next opportunity to realise his rugby dreams. This breakthrough arrived this year, making his debut off the bench for the Melbourne Rebels in the Super Rugby competition. Speaking to the Melbourne Rebels after his debut, Theo reflected on the opportunity: “Everyone at the club has been so supported with all the host families have been a part of my journey, all the coaches and all the players have been so supportive. To be able to share these moments with them was unbelievable.” This season, Theo was also awarded the Rebels Community Engagement Award.
Patrice Brown received a CQUniversity alumni award. Patrice completed a Bachelor of Science (Applied Chemistry) while working in Mackay’s sugar industry, then taking a Master of Civil Engineering into environmental management roles. Patrice founded CQG Consulting in 2003 after seeing growing demand for consultants across CQ industry – and realising most were being flown in from cities. The business now has five offices across Queensland and nearly 40 staff. Patrice has also helped create new jobs and training for Traditional Owners as a founder of local Indigenous business Tunaba, a joint venture between the Darumbal People and CQG.
Australian honour
Sophie Smith represented the Australian under 18 girls touch football team in the Asia Pacific Youth Touch Cup in Brisbane during May. Making her Australian debut, Sophie’s team won their division after a 13-3 win over New Zealand in the final. The Australian Emus team also played games against Cook Islands (winning 17-2) and Singapore (winning 21-2). Sophie is now studying at James Cook University in Townsville.
Peta is an internationally award-winning researcher, digital designer, and technology training specialist and a recipient of the Australian Academy of Technological Sciences and Engineering Elevate Scholarship. It’s an exciting change of direction for someone with over 20 years experience as a Secondary School English teacher.
CQ: Did you have an interest in STEM subjects while studying at RGS?
PE: Feeling intimidated, frustrated, and foreign to Science, Engineering, and Mathematics, I opted out of studying these subjects during my senior years. Although I was naturally fascinated by science and its mysteries, my curiosity often got in the way of my learning. STEM had always been a tantalising and elusive fascination to me, and it wasn’t until recently that I found my place within the field.
CQ: What sparked your interest in STEM?
PE: Curiosity has been the driving force behind my career, rather than strategic design. My professional interest in research has always been focused on leveraging technology to transform education and training and empower individuals to thrive. This vision drives my current research, which now centres on safeguarding the Universal Declaration of Human Rights in the age of big data.
CQ: What’s been your biggest challenges entering this field?
PE: My biggest obstacle in STEM has been understanding the complex terminology, concepts, and theories, which makes it difficult to make sense of the calculations. However, what motivates me to persist is not just curiosity, but a deep sense of responsibility for social justice. I also had to overcome my feeling of inferiority and ask for help, which presented another challenge. I was anxious about revealing my lack of competence in junior high maths and science, and I feared being rejected or dismissed by others. Through the STEM community I realised that asking for assistance is not a sign of weakness; but
a strength that enables everyone involved to grow and succeed.
CQ: How rewarding for you is it working in this field?
PE: I have noticed a significant shift occurring, especially in my area of Extended Reality, data, and privacy. There is a renewed focus on human-centred design, ethics, and a growing need for legislative and regulatory reform. With over 20 years’ experience as an English teacher and a Design degree, my unique perspectives are valued in this evolving landscape.
CQ: Where do you see this dynamic field moving in the future?
PE: I am currently working in Extended Reality and Data Privacy, and I see this industry rapidly splitting into two directions. One direction this industry is moving towards is quantum computing and artificial intelligence to solve complex challenges and develop solutions to wicked problems that were previously inconceivable. The second direction this industry demands is a review of legislation, regulation, compliance, and accountability measures for data breaches and violations of human rights.
CQ: What advice do you have for someone who is unsure if they are a STEM person?
PE: It took me 42 years to feel invited into the field, and curiosity and social justice may not be your driving forces. Your imagination may lead you towards a career in STEM… or the Arts. Either way, your imagination has the potential to inspire and effect the changes you desire in the world.
“Curiosity has been the driving force behind my career, rather than strategic design.”
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The Cape York Leaders Programme and The Rockhampton Grammar School were interested in establishing a pilot language programme for First Nations students at the School. This provides support for students to maintain their ancestral languages as an important part of their personal and academic lives, and to support the establishment of ancestral language fluency and literacy as recognised academic and professional skills leading to career pathways.
Earlier this year the Pama Language Centre was approached by RGS and the Cape York Leaders programme to work with them to design and deliver a pilot language programme for two Wik Mungkan students at RGS. The first Wik Mungkan Language Engagement workshop was delivered at the School in Term 2.
Keziah Yunkaporta (Year 11) and Shakaya Wolmby (Year 8) joined the workshop along with Pama Language Centre Wik Mungkan Language Experts Phyllis and Eloise Yunkaporta and linguists Ragnel Jansdotter, Dr Jessica Yang and Dr Alan Ray.
Shakaya said this opportunity meant a lot. “It’s important because it deepens the knowledge I have and when I am older I can teach young kids. It helps keep culture alive,’’ Shakaya said.
Wik-Mungkan is a Paman language variety. The majority of Wik Mungkan speakers reside at Aurukun, a community established on the west
coast of Cape York in 1904 and is now home to approximately 1300 people with a number of clan and language affiliations.
The shire of Aurukun includes Wik, Wik-way and Kugu country. The Wik Mungkan language is the first language of most people born and living in Aurukun.
Pama Language Centre General Manager Karin Calley said the primary goal of this first workshop was to establish the needs, learning styles and interests of the students.
After initial discussions on the workshop’s opening day, the group then focused on literacry followed by singing in Wik Mungkan. Ms Calley said the students would continue working on writing in Wik Mungkan in their weekly online tutorials.
“The students will also be working with the Pama Language Centre language experts and linguists to begin developing course materials for a communication and literacy based Wik Mungkan curriculum,’’ Ms Calley said. Comprehension questions developed by the team during the Term 2 workshop, for the Wik Mungkan picture book Jonah a’ Gavin Aak Kech Iiy Pul, will be incorporated into a comprehension quiz for the book.
Ms Calley said the RGS students had already begun contributing to the development of a learning resource for other Wik Mungkan learners.
A further workshop will be held in Term 3 with a focus on a song writing and recording workshop with with Pama Language Centre’s libretist Joshua McHugh.
Pama Language Centre works with First Nations Language Champions of Cape York Peninsula to record, revive, revitalise and maintain our ancestral languages. Song is an important medium for learning and sharing fragile languages.
“It’s important because it deepens the knowledge I have and when I am older I can teach young kids. It helps keep culture alive.’’
A new RGS Boarding initiative, Beyond Boarders, has three key layers - Beyond the Student; Beyond the Classroom; Beyond the School. This programme aims to give the RGS boarding community the opportunity to expand their own boundaries through varied activities within the School, and outreach in the broader community. RGS Head of Year 12 Boys Boarding Mr Kyle Langman is driving this opportunity.
Kyle Langman was looking for something extra to help grow ambition and personal leadership within the RGS boarding student community. “I wanted to provide the boarders with experiences they were not used to in different environments and develop a programme where the students could experience new things,’’ Mr Langman said.
There are three key components to the programme:
• Beyond the Student – Co-Curricular (commitment to sports and activities within School)
• Beyond the Classroom – Super-Curriculum (attending workshops to broaden knowledge)
• Beyond the School – Outreach (helping others in the community) Students obtain different levels throughout the programme, depending on their commitment to accessing the opportunities.
“This is all about going beyond yourself and your own boundaries. It’s about learning new things, new skills, new knowledge, getting out in the community and helping other people. It’s about learning more about yourself, which in turn, develops leadership,’’ Mr Langman said.
Mr Langman, also a teacher, fully understands the pressures on teachers in the classroom to deliver the prescribed curriculum within time restraints. Leaving little room to meaningfully explore discussions on life, within a lesson.
Fellow RGS teacher Mr Nick Blevin was invited to speak with the boarding community towards the end of Term 2, providing an emotional and passionate insight into his upbringing in Zimbabwe and his family’s move to Australia – a new country and a new culture.
Mr Blevin’s many inspirational messages to the students included the story of the chameleon and how it is a metaphor for a human being.
Left: RGS students helping at North Rockhampton Special School; Right: An attentive audience for Mr Blevin’s talk.
“You know your friends. If they are capable of being one person with you and another when you’re not there – I give you the chameleon. We have all been in those awkward social situations and we do what we need to do to fit in and make your way into a new group of people. Never do that at the expense of your morals and values. Know who you are and be proud of it,’’ Mr Blevin told over 200 boarders in the School’s Auditorium.
“Opportunities like this (Nick Blevin’s talk) help shape your knowledge about things that you might not have known. It helps you grow and gradually become a better person through all the experiences. It’s also about listening to life lessons,’’ Mr Langman said.
Personal finance courses where they can learn about tax returns and bank accounts, listening to visiting lecturers from CQUniversity or helping cook meals for food banks are just some opportunities being presented through Beyond Boarders.
Year 12 boarders this term also visitedt the North Rockhampton Special School, joining the students’ classrooms and play breaks.
Mr Langman said the RGS students were initially nervous because it was “new and scary”, but this was about creating an environment where the students could thrive.
“They did so well. They interacted, showed love, and put their arms around these students. They were shown a different side of the community, they loved it and wanted to come back again.”
Mr Langman said our environment was so “fast paced”.
“Everything is so quick and teenagers can get bored easily. This is about creating the right environment for them and helping them find some time to learn new, meaningful and applicable knowledge.”
Mr Langman wants the boarders to leave School and show their parents and future employers what they have achieved in this programme.
“Beyond Boarders is about looking beyond yourself and realising you can do good things and learn from it,’’ Mr Langman said.
“There are many educators in the boarding environment that are keen to collaborate with the programme from across the world, which opens endless possibilities to share resources, courses, ideas and speakers. It will be amazing for our students to have possible opportunities to work with students from other countries and even spend time in their boarding schools for a short exchange.
“I’m excited to see where this all goes. I’m sure it will go beyond my imagination.”
“This is all about going beyond yourself and your own boundaries. It’s about learning new things, new skills, new knowledge, getting out in the community and helping other people.
Peter Fitzallan MacDonald Stuart was born in 1894 in Rockhampton and attended RGS from 1903 - 1913. During this time, he was a talented athlete and demonstrated leadership from an early age. At the outbreak of World War I Peter Stuart, like many other young men around the country, enlisted for the Australian Imperial Force. He would not return home to his family and friends. This is Peter Stuart’s story.
Peter Fitzallan MacDonald Stuart excelled both in the classroom and sporting field during his years at RGS. He was active in many co-curricular activities including tennis, cricket, and rowing. He excelled at rugby, often described as an unselfish tower of strength to the team, and won the Archer Cup in 1911 and 1913. Peter was also heavily involved with cadets rising to the rank of Colour-Sergeant. In 1912 he travelled to Canada to represent RGS and Queensland at the Imperial Cadet Competition. The same year he was also captain of rowing and rugby. In his final year at RGS he was a Senior Day Boy and Prefect.
After school, Peter worked as a jackeroo on his uncle’s cattle property while waiting to enter Duntroon Military College. In support of this ambition, former Headmaster Mr Wheatley wrote, “he is a boy of enormous strength of character, fit to lead, with a good influence over his fellows. He will make an ideal soldier.”
Knowing entry to Duntroon would delay his
joining the war effort, Peter enlisted with the Australian Imperial Force, aged 20, on 1 September 1914. He was assigned to the 9th Battalion, a part of the First Division to arrive in Egypt in 1914. After extensive training, he was deployed to the Gallipoli campaign. At Gallipoli, Peter was wounded and transferred to Malta. Once recovered, he re-joined his Battalion in Gallipoli where he continued to serve until the campaign ended in March 1915. Peter returned to Egypt before making his way north to the Somme region in France. In February 1916, he was transferred to the 49th Battalion where he was joined by fellow Queenslanders. Peter was now promoted to the rank of Lieutenant. In June 1916 he attended a training programme to become a bombing officer. Peter joined the Australian contingent in the taking of Mouquet Farm located in France. Here he was killed in action on 4 September 1916.
Several years later, Peter’s family received a
commemorative medallion, also known as a Dead Man’s Penny, presented to the next of kin of all British Empire service personnel to remember those who were killed as a result of the war. The family displayed the Penny at the family cattle property “The Oaks”. The property had changed ownership several times and with scrubby growth, the Penny was all but lost. The recent owners stumbled across the Penny, and it was returned to Peter’s family.
In August 2022, Peter’s family contacted the School wishing to donate his Dead Man’s Penny. The links to the School and Peter’s family run deep. Peter’s brothers and other family members would go on to attend the School. Peter’s grandfather, Peter Fitzallan MacDonald was one of the first subscribers to the School and the original 25m swimming pool was dedicated in this grandfather’s memory.
The Penny now resides in the School’s Long Room. Peter Stuart is a Grammarian forever.
1916 RGS Capricornus magazine, in honour of Peter Stuart’s memory.
At The Rockhampton Grammar School’s Secondary School ANZAC Day Service this year, the School to honoured the memory of past student, and fallen World War I soldier, Peter Fitzallan MacDonald Stuart.
The frame includes:
• The story – the life of Peter Stuart, both in his years as a student at RGS and the years that followed as a jackaroo and soldier.
• The photograph – Peter pictured in 1913, RGS tennis team captain.
• The Dead Man’s Penny – This commemorative medallion was presented to the next of kin of all British Empire service personnel to remember those who were killed as a result of World War 1.
• The cross – The survivors of the 49th Australian Infantry Battalion erected this wooden cross in memory of the men (including Peter) who died fighting at Mouquet Farm. The farm was the site of nine separate attacks by Australian divisions and cost them over 11,000 casualties.
Lest we forget
Cameron Porter (RGS 2001) always had an interest in the Australian Defence Force. Returning to RGS during the term, as a guest for the RGS Secondary School ANZAC Service, Cameron was paying his respects to fallen RGS past student Peter Stuart and all other past students who have served in war. Cameron also met with RGS students interested in pursuing a career in Defence.
“It was a privilege to honour the memory of Lieutenant Peter Stuart. He was an extraordinary Australian and an exemplary Grammarian, someone we should all seek to emulate,’’ Cameron said.
Cameron appreciates the ongoing relevance of ANZAC Day.
“We’ve just been through a period of 20 years of constant military operations, our largest numbers since Vietnam, and we continue to acknowledge and appreciate the service of people who have made significant sacrifices,’’ Cameron said.
“ANZAC Day is not something to be taken for granted. It’s remarkably different.”
As a young boy growing up in Mackay, Cameron attended war commemorations in Mackay, before arriving at RGS as a boarder and visiting military displays during major exercises. Cameron then joined the Australian Army after graduating from RGS.
Lieutenant Colonel Porter is now Deputy Director Space Domain Awareness at Defence Space Command.
“Space command is an exciting place to work. I particularly enjoy the international aspects,’’ said Cameron, who has a key role in project management.
“Nothing you do in space is isolated to a single geographical location. Anything you do in space has potential global impact.”
Based in Canberra, Cameron said it was amazing where he had ended up.
“The advice I give to junior folks is to make luck for yourself. You can do this by preparing for things, because luck is what happens when preparation meets opportunity,’’ Cameron said.
“Not all the things you prepare for will bear fruit. Sometimes the opportunities just never come but other opportunities do.”
Cameron is grateful for his career in the Australian Defence Force – a career that has built special friendships and wide ranging experiences.
“All the qualities that we are accustomed to associate with Peter Stuart – strength, courage, heartly goodnature, patience, in short manliness – were proved and tested and found incorruptible. Stuart was one of nature’s gentlemen.”
The pages are turning towards embracing evidence-based practices in learning to read. RGS Head of Primary Mrs Kate Harris is leading the push to provide further opportunities for the region’s teachers to learn more about “teaching reading”.
It’s not only the students working with refreshed reading concepts, but teachers are also discovering what the scientific evidence says is the best way to teach young children to read.
The Rockhampton Grammar School has sought opportunities to host some of Australia’s renowned reading practitioners and share this learning across our region, including hosting the MultiLit’s “Science of Reading” Seminar and Decodable Readers Australia Seminar at the RGS Rowing Club last term. Hosting teachers from schools across the region, MultiLit Seminar presenter Monica Wright said reading was the key to everything, both at school and in life.
Monica Wright, General Manager Queensland, MultiLit, said there had been a switch in teaching reading.
“If a student doesn’t know how to read proficiently, they can’t bring that skill to the entire curriculum,’’ Monica said. Multilit’s approach is to find out what skills students do have and which areas are cause for concern, and to then fill in their knowledge with direct, systematic and intensive teaching of these skills.
Camilla Occhipinti, from Decodable Readers Australia, reinforces the message that the Science now proves that the most effective way for teaching beginning readers is through systematic and structured literacy instruction. Teaching reading by using decodable readers to reinforce the skill of sounding out words is the key to providing cumulative practice for decoding skills.
The scientific studies into optimal reading techniques sits well with RGS Head of Primary Mrs Kate Harris.
Mrs Harris said the more we can get out there as advocates for education of teaching of reading, the science of reading and structured literacy is the way to go.
“Science of reading is the evidence-based reading process. This evidence has been around for the last 20 to 30 years, but educators may have been reluctant to get on board because we have to get rid of some more entrenched ways,’’ Mrs Harris said.
“This reading process will help get the most success for our developing little readers.”
Mrs Harris said parents of younger children will notice the difference when reading at home with their children.
She said previously children received a “predictable” text where the child would look at the picture and the first cue in the text would be what is happening in the picture. Children were encouraged to have a guess at what the word could be by looking at the pictures for clues.
“Immersing children in the picture and text will only support readers until there are no longer any picture texts. By the time they get to Year 3 there are no more pictures and that strategy becomes inefficient,’’ Mrs Harris said.
“The move is towards the introduction of decodable readers. Children will apply the sound knowledge they have been taught and apply this skill to their reading in a systematic way ensuring that teaching, learning and practice are aligned. We know children are capable of sounding out words and applying the skills they have been taught. Yes, it appears harder, and it is certainly messy as they are learning but the results are magic.”
RGS Primary students share their passion for reading
Ilisha (Prep) - “ I love reading because it is fun and it tells cool stories. My favourite book is Beauty and the Beast because I like the character in this book.”
Ella (Prep) - “I love reading because it has nice pictures and has cool names. I like Possum Magic because it tells a nice storyline.”
Amelia (Year 1) - “Reading is my favourite activity. My favourite book is Billie B Brown.”
Gus (Year 1) - “I like reading because it makes me smart. My favourite books is Lego City.”
Hannah (Year 2) - “I like learning to read and practise because it helps me read my spelling words and I can read signs when I drive past one. My favourite book is Disgusting Mcgrossface because he leaves his undies everywhere and he is funny.”
Charlie (Year 2) - “I love reading because it’s just good for you and it’s fun. My favourite book is my dinosaur encyclopaedia book. I keep it in my library bag, and I like to read it every morning. There are facts about dinosaurs, and I love dinosaurs.”
Natalia (Year 3) - “I love reading to keep me entertained and it’s also a great way of learning. My favourite books are the Dogman series because it’s so entertaining and it’s really easy to read.”
Allie (Year 3) - “I love reading because it lets your imagination run wild. My favourite books are the Wolf Girl series by Anh Do, because they are so exciting and you never know what’s going to happen next.”
Nuala (Year 4) - “I like reading because if it’s really good you can feel like you are in the spot with all the characters. My favourite book is Anne of Green Gables because I really like how the characters act and I really like Anne’s personality.”
Richie (Year 4) - “I love reading because it’s fun and if you pick up a really good book it feels like you’re in the book. My favourite book is Harry Potter and the Chamber of Secrets because it’s fun and I like the climax in the story.”
Brielle (Year 5) - “I love reading because it really connects me into books, and it makes me feel like I’m in a whole other world. It’s just really calming for me. My favourite book is The Railway Kitten because I adore the cute kitten and the storyline.”
Johanna (Year 5) - “ I love to use my imagination to imagine whatever I want, without the pictures telling me. My favourite book is Harry Potter because it is so imaginative and creative and JK Rowling describes Harry Potter and his classmates well.”
Max (Year 6) - “I love reading because when I read it takes me into another reality and I can just imagine it so vividly. I also like reading non-fiction books because I enjoy learning. I really enjoy reading the Wizard of Once series by Cressida Cowell because it is described very well.”
Kate (Year 6) - “I love reading because it takes me to a whole different world and it makes my imagination work. I also love reading because it just makes me relax and it makes me so happy that someone in the world is reading the same book as me. My favourite book would probably Hugo Cabret because it takes me to a whole other dimension.”
Mrs Harris said children will come home with lots of sound knowledge and their phonemic knowledge will be strong as they demonstrate how they can use what they know to read the words in the text.
“For each sound they learn in class they will be given a text with that sound in it. We’re making connections between the sounds and the book and not just memorising words,’’ Mrs Harris said.
Mrs Harris said reading was vital to all future learning success and that parents could also help in the reading process.
“Whether that’s oral reading or listening to reading. New bookmarks help parents know how to respond when children don’t know the word. Reading and talking about books is a small thing that has a big impact. Audio books during car travel is another easy strategy to help at home. When children can share literature with their parents and talk about what happens in the book, this supports our developing readers,’’ Mrs Harris said.
“Children who love literature love it from being engaged with reading all of the time.”
Monica, who spent 20 years in education as a classroom teacher, literacy coach and deputy principal inclusion in the public school sector in Queensland, said people were once taught to read in phonics before a teaching switch in the late 1970s.
“This happened across all English speaking countries, but there’s been a big decline in literacy levels and we believe that’s a big reason why. The shift away from phonics was a cause,’’ Monica said.
Monica said she hoped Seminar attendees look at the ways children do learn to read and look at how it’s translated in the classrooms, and how they can implement the six big ideas to teach reading.
The big six include: Oral Language; Phonemic Awareness; Phonics; Fluency; Vocabulary; and Comprehension.
“Learning words by sight only gets you so far. As the text gets more complex you can’t apply those techniques any more. We want to get them applying the alphabetic code early,’’ Monica said.
The “code” is explicit and systematic instruction in phonics. It is one part of a number of skills required for reading. RGS primary teachers have the alphabetic code available for learners and are explicit in teaching this in their classrooms.
Monica and Camilla both agree that learning to read was not a naturally occurring process and it requires systematic instruction to give students the best chance at success. It requires a connection in the brain between sound and meaning.
“Written language is a new skill as far as the evolution of the brain is concerned. It is not naturally acquired like spoken language or learning to walk. There is no single “reading” area of the brain. Making sense of the printed words requires making connections between regions of the brain that were originally devoted to other processes,’’ Monica said. Brain imaging studies have taken place throughout the world, and the images are consistent again and again. Camilla introduced her workshop participants to the work of cognitive neuroscientist Stanislas Dehaene who states, “It simply is not true that there are hundreds of ways to learn to read....When it comes to reading, all [children] have roughly the same brain that imposes the same constraints and the same learning sequence” (2009).
Monica said she hoped the Seminar will help teachers do more of their own private study and reading and keep learning. This was a learning focus in RGS Primary last year and continues to be the 2023 focus of teacher professional development and learning.
The School’s Firsts netball team, RGS Magic, is taking every opportunity that comes their way.
Magic won the Open A Schoolgirls Grand Final with a 38-25 win over TCC. This was followed by Magic competing in the statewide QISSN competition over the school holidays. The team has more netball ahead in 2023, continuing to compete in the RNA competition and Magic also qualified to represent the
region at the Vicki Wilson Cup State Finals in Brisbane during August.
RGS Schoolgirls grand finals:
(Open A) RGS Magic d TCC 38-
25 (Player of Final - Paige Jones)
(Open B1) RGS Meteors d TCC
38-26 (Player of Final - Kaylee Acton)
(Open C2) RGS Blazers d TCC
34-19 (Player of Final - Ava Mann)
(10C) NRSH d RGS Phantoms 19-7
Australian swim team selection
RGS Year 12 student Taryn Roberts gained selection in the Australian Junior Dolphins swim team! The Australian Junior Dolphins will compete at the 2023 World Junior Championships in Netanya, Israel from the 4th – 9th September 2023. Taryn also competed at the Australian World Championship trials in Melbourne. She qualified for the 800m A Final where she raced against Olympic gold medallist Ariarne Titmus and world record holder Lani Pallister.
Providing new opportunities
RGS Year 12 student Clem Boston welcomed the opportunity to take on coaching duties for the School’s Junior and Senior AFL boys teams this season. “Footy is very important to me and to have a chance to bring that love of the game to Grammar is something that meant a lot. It was always interesting teaching players from different codes how to adapt to a completely new game, yet the one thing that remained constant, no matter the background, was the energy and passion shown in the red and black colours.”
Futsal
The RGS Junior Boys futsal team won their division at the Football Queensland Capricornia Schools Futsal Championships. RGS scored a 4-2 win over Emmaus College in the final. RGS was also represented by Senior Boys, Senior Girls and Junior Girls teams.
The RGS Secondary schoolgirls rugby league teams were in action during Term 2 with the Year 7/8 and Year 9/10 teams qualifying for the semi-finals. These players also competed in the Karyn Murphy Cup.
AFL RGS Junior and Senior boys teams competed in the StreetSmarts AFL Queensland Schools Cup competition at Kele Park. The Junior Boys lost their final to St Brendan’s by just four points while the Senior Boys team was competitive in their three round games.
12 Years Girls Hollie Foot
12 Years Boys Yuto Yokoyama
13 Years Girls Grace Francis
13 Years Boys Spencer Swaffer-Selff
14 Years Girls Sophie Wright
14 Years Boys Tanner Munro
15 Years Girls Katie Cooper
15 Years Boys Henry Lau
16 Years Girls Asha Stewart
16 Years Boys Connor Munro
Open Years Girls Eliza Acton
Open Years Boys Cooper Broadhurst
Percy Withers 75 yard sprint: (Girls) Mia Bourke; (Boys) Will Patrick
Champion House Kellow
6 Years Girls Eugenie Ostwald
6 Years Boys Riley O’Hanlon
7 Years Girls Elizabeth Hayman
7 Years Boys Thomas O’Sullivan
8 Years Girls Molly Garland
8 Years Boys Beckett McMillan
9 Years Girls Evelyn Varrell
9 Years Boys Henry Houghton
10 Years Girls Aria Caton
10 Years Boys Oliver Lau
11 Years Girls Grace Evans
11 Years Boys Eddie Dobson/Aidan Li
12 Years Girls Sophia Benton
12 Years Boys Valentino Cook
Hindmarsh Trophy 100m Sprint: (Girls) Grace Evans; (Boys) Valentino Cook
Champion House Jardine
All three RGS boys Secondary School football teams qualified for the grand finals. The Middle A team won their division defeating Emmaus College in the final. The Middle B’s finished runners-up against St Brendan’s College after a penalty shootout and the Open A’s also finished runners-up agaisnt Emmaus.
Basketball RGS nominated seven boys Secondary School basketball teams in the Rockhampton District Sport competition. The Year 9/10A team reached the grand final before finishing runners-up against TCC.
RGS boys and girls teams competed in the regional round of the inter-schools tennis. The RGS Boys A team of Lenny MacLean-Booysen, Neal Dhamsania, Toby Rowland, Shriyan Geddada and Jonte Beasley played in the State Final where they placed third in the Country Cup.
The RGS 2022/2023 season team of the year: Sam Gassman, Eddy Atkinson, Adelaide McArthur, Griffin Bennett, Abbey Harvey, Henry Lau, Josh Peckett, Riley McDonald, Sam Young, Richard Pershouse, Archie Clifford, Fletcher Hewitt.
RGS fans celebrate a netball grand final win at Jardine Park; Year 11 students Lara Crawford and Maddy Lynch march in the Rockhampton ANZAC Day parade; Henry Huang, Year 6, prepares to entertain the Secondary School assembly; Year 11 student Greta Smith assists Ben Gibbs, Year 3, at the Primary Before School Reading sessions; Year 11’s Connor Munro and Henno Muller join the basketball trick shot competition in the Spaceframe; Year 6’s Janya Dave has fun with the Primary Rock Band; Elsa Li, Year 6, practices her chess moves; Year 12’s Tyler Bell works with sticks and seeds in an Art workshop; Year 7’s Archie Becker competes in his first single scull rowing race; Year 9’s Ollie Weyling-Cain prepares to launch his dragster.
The pirates were a hit in the Secondary School musical Peter Pan; Year 12’s Charlie King (Peter Pan) and Year 9’s Kalani Williams (Wendy) perform at the Pilbeam Theatre; Prep’s Briar Bridges enjoys some outdoors play fun; Year 6’s Ava Brown wins her parading class at the Rockhampton Show; Year 9’s Rohan Vasoya finds success in making bubbles during Science; Matilda Kitchen dives into the action during her Year 7 Form Camp; the Lost Boys on stage during their performance of Peter Pan; the crowd scores a 10 at the basketball
trick shot competition; Ella Holcombe and mum Amy at the Year 7 Showcase; Indianna Henke dresses up for the Prep Nursery Rhymes day to celebrate the end of term; Year 12 students Zavier Wedel and Cooper Mackenzie support the First XIII rugby league team’s annual Shave for a Cure, raising funds for the Leukaemia Foundation.
The Youth Advisory Group was established by the Netball Queensland Board to provide a forum for members to discuss views and ideas and provide feedback to Netball Queensland management on the youth sentiment and netball experience. RGS Year 10 student Katie Warmington was selected for the 2023 Group.
Katie Warmington is a Year 10 boarder from the Biloela district who both plays netball and umpires for the RGS Netball Club.
It was while sitting at home over a school holiday break that Katie spotted a Facebook post calling on applications for Netball Queensland’s 2023 Youth Advisory Group (YAG).
This is just the second year the State body had hosted this Group.
“I thought it looked interesting. I thought I’d give it a go so I wrote my application,’’ Katie said.
Katie was one of 10 people, ranging in age from 12 to 22 from across Queensland, selected for this year’s programme.
The group has already held a series of online meetings this year, looking at the workings of the advisory group and collaborating ideas.
“One of the ideas I brought to the table was I would love to see more men participating in netball around Queensland,’’ Katie said. “There’s lots of other ideas. Indigenous inclusion a big one.”
Katie had already enjoyed immersing herself in netball, enjoying both playing and umpiring with the RGS Netball Club in Rockhampton, but she was keen to further expand her connection to the sport she first started playing in Biloela in 2019 as a Year 6 student.
Netball Queensland sees the Youth Advisory Group as a great personal and professional development opportunity. The Group is not a decision-making body but provides insight based on the collective wisdom of the group and the best available information provided by Netball Queensland.
The Group catches up across 10 meetings from February through to November.
Netball Queensland General Manager Glenn Dennis said last year’s Group provided valuable
feedback to Netball Queensland management on youth sentiment and the experience of participating in netball.
“They set a platform for members to discuss views and ideas on multiple topics,’’ Mr Dennis said.
“We are excited to see what this new cohort can achieve in 2023 to build on this platform and provide benefits to themselves and the entire netball community.”
Why did Katie want to become even more involved with the sport?
“I would just love to see the sport grow further. Someone has to do it (help the growth process),’’ Katie said.
“I fell in love with netball when I first started playing. Netball has a great culture around it.”
The Netball Queensland Youth Advisory Group is midway through their meetings for 2023 and is now starting to finalise their action plans before coming together at a Leaders Conference later this year.
Katie said the Group was more involved than what she initially thought it would be.
“I thought it would just be a group of young people and I wasn’t sure if anyone would really listen to us,’’ Katie said.
“Our meetings include the Netball Queensland Chief Executive Officer, Head of Inclusion and different people at the online meetings.
“They (Netball Queensland) really care about what you have to say.
“I’m a student from Central Queensland in these forums with people leading the sport in our State. It feels amazing.”
“I’m a student from Central Queensland in these forums with people leading the sport in our State. It feels amazing.”
