Capricornus Quarterly, Volume 35, No 3, October 2019

October 2019 e 35; No. 3 m u l o V

u u.a s.qld.ed www.rg

FIELD OF DREAMS RGS students take a leap of faith to realise their dreams

One show only!

Saturday 26 October 2019 6.30pm start

@ The Pilbeam www.seeitlive.c om.

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The Rockhampton Grammar School | Grow in Character and Scholarship

SEE ALL EVENTS, FULL DETAILS AND UP-TO-DATE INFORMATION AT WWW.RGS.QLD.EDU.AU/CALENDAR

What’s coming up at RGS – Highlights Boarder Families 18 October Headmaster and Boarding Staff visit Biloela

Captain Elect Speeches 24 October 2020 Secondary Captains and Prefects Speeches (voting the following day)

RGS Music Festival 26 October The Pilbeam Theatre Tickets at seeitlive.com.au

Exam Block starts 28 October Secondary School Exam Block

RGS Sports Dinner 1 November Celebrate the sporting success at RGS in 2019

RGS Cultural Awards 2 November

Primary Swimming Carnival 19 November

Celebrating student achievements from 2019 across a range of activities

Primary Swimming Carnival at the RGS Pool (Year 1 Year 6)

Year 6 Canberra Trip 3 - 12 November

Year 6 Dinner 25 November

The RGS Year 6 cohort travel to Canberra

CP Week for Year 12 students 7 - 14 November

Remembrance Day 11 November

RGS Year 6 students and families farewell Primary School

Primary Speech Night 26 November Primary School Speech Night in Duggan Hall

Secondary Speech Day 27 November Secondary School Speech Day in Duggan Hall

Year 12 Valedictory Dinner 15 November

Last Day of Term 4 Thursday 28 November

Congratulations to the Class of 2019 Year 12 graduates

Happy holidays to RGS students and families.

Thank you RGS Sport sponsors for sharing with us our mission of developing whole people through a balance of academic, sporting, co-curricular and social activities.

From Australian Rules to Water Polo, RGS students compete in approximately 20 sporting activities including Basketball, Golf, Netball, Tennis and more. We encourage students across all year levels to embrace the benefits of joining in. If you would like to join in as a sponsor of RGS Sports or any co-curricular activity such as Music, Show Cattle or Theatre, please contact Todd Wells, Director of Co-curricular on 0488 778 300.

Dr Phillip Moulds John Casey

Headmaster

The theme for this edition of the is leadership. But what do we actually mean by leadership? And what makes a good leader? A quick search of the internet will find thousands of pages written on leadership. I want to concentrate on just one book – a 2003 publication called The Heavenly Virtues of Leadership.

This book includes the thoughts of eight highly respected leaders on the qualities essential to good leadership. The qualities they identify and call the virtues of leadership are: Humility; Courage; Integrity; Compassion; Passion; and Wisdom.

These are qualities that apply not just to leadership but to life itself and characterise leadership at RGS. The first quality of leadership is to lead with humility. Don’t let your ego get in the way of doing what is right or use your position for your own good. It means that you channel your ambitions for the good of your fellow students and for your school.

To do this often takes the second of the virtues – courage. Courage is about doing what you believe to be the right thing despite the consequences.

It is about caring enough about your values that you uphold them in the face of personal risk. Courageous leaders cannot always expect to be popular.

Popularity is a very fleeting thing.

Facing a hard time from friends because you do what is right may lose you your popularity, but it is unlikely to lose you your self-respect or the respect of others.

Integrity is one of the most important qualities of leadership. This is doing what you say, walking your talk, being honest.

It is about deciding on your own clear set of personal values, telling others what those values are and having the courage to enact them. Good leaders do not compromise their integrity.

The fourth virtue of leadership is compassion. To lead with compassion is to treat others the way we would like to be treated ourselves. Compassionate leaders think through the consequences of their actions and are generous in accepting the weaknesses of others.

Good leaders have passion.

They have energy, enthusiasm and drive.

Good leaders have passion. They have energy, enthusiasm and drive.

They put their hearts, their spirits and their souls into producing extraordinary results. They motivate and inspire others and provide the purpose and drive that allows them to overcome obstacles and setbacks.

The final leadership virtue is wisdom.

This is not about being ‘smart’ or knowing more than others. It means integrating what you experience and know, to improve things around you.

The challenge for each of us is to be strong, but not arrogant. Be kind. Have the courage of our convictions but do not bully others. Be thoughtful. Accept the setbacks that will come our way and rise above them. Be humble in our leadership but not afraid to stand up for what is right.

The Rockhampton Grammar School Archer Street Rockhampton QLD 4700, Australia www.rgs.qld.edu.au (+61) 07 4936 0600 ISSN 1839-4663 ©2019 The Rockhampton Grammar School

Enrolment enquiries 1300 GRAMMAR The Registrar, Mrs Marissa Holloway 1300 GRAMMAR or 07 4936 0700 Fax 07 4936 0701 Registrar@rgs.qld.edu.au

CHARACTER, SCHOLARSHIP AND COMMUNITY

2 News

Speaking Out: RGS students share their passions in the annual Oratory competition CHARACTER AND COMMUNITY

4 News

Michael’s long journey for leadership insight; Alexander delivers a notable effort to celebrate Einstein!

RGS PAST STUDENTS

8 Awarding Achievements

RGS past students recognised at annual awards dinner CHARACTER, SCHOLARSHIP AND COMMUNITY

10 Character in Education

How RGS is helping our students develop their character; and a snapshot look at 2020 changes SCHOLARSHIP

12 Weighing up Career Options Working together to get results

CHARACTER, SCHOLARSHIP AND COMMUNITY

14 STEAMing into Action Meet the STEAM Team and take a glance at their busy term SPORT

16 RGS Sports briefs and Cultural highlights 18 RGS Photo Album LAST WORD

Stephen Scott looks at our future leaders.

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.

Dr Phillip Moulds, Headmaster 07 4936 0615 Headmaster@rgs.qld.edu.au

Volume 35 No. 3 October 2019

20 Leadership

COVER: Henry Dingle gets the opportunity of a lifetime along with another rising star on the microphone. Report, page 7.

Capricornus Quarterly is published by:

inside CQ

Editorial & Advertising Ms Sue Moloney, Acting Director Development and Communications 07 4936 0668 smoloney@rgs.qld.edu.au Mrs Rachael McDonald 07 4936 0776 rmcdonald@rgs.qld.edu.au Mrs Ashleigh Harvey 07 4936 0667 aharvey@rgs.qld.edu.au

Capricornus Quarterly is printed on quality silk art which is 100% recycled (FSC recycled certified SGS-COC-2260; certified carbon neutral and chlorine free) by City Printing Works, Rockhampton.

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CHARACTER AND SCHOLARSHIP

Speaking out!

As terrifying as it might be, speaking in public is an important skill all people, not just students, need to develop. RGS Dean of Studies and Teacher in Charge of Public Speaking, Catherine Cuddihy explains that being able to present clearly and confidently can be the deciding factor in many things such as career advancement, business opportunities and even the relationships people have with friends and family. Public speaking is certainly a life skill worth learning, particularly as it can increase self-confidence, make you more comfortable with people and increase leadership skills.

Sophie Ramsay

There are people in all our lives who inspire and change us. If we’re lucky, they’re not just our hero, they become our role models. But first of all, what is a hero? I’m sure what first comes to mind for many of us are the ones who wear capes and fly through the sky in silly costumes, but no, it is not the cape and the powers that make a hero.

It’s their qualities and traits such as loyalty, selflessness, patience and kindness that make them who they are. I’ve been really blessed to have one truly inspirational person in my life, my Pop.

However, what may be unknown to the RGS community is that public speaking has a long and distinguished history at the School.

Since 1953, the School has been annually running an intraschool public speaking competition called, Oratory. Every year, since its introduction students in the Secondary School are offered the opportunity to compete in the competition. Students are required to present a prepared speech on topics that are relevant and important to them.

This year, students spoke on diverse topics such as: the impact of family members; skateboarding; the justice system; fun-runs; the value of Shakespeare; addiction to technology; and the deadly normality of lies.

To the right are a number of excerpts from our winners across the various competitions.

Sithmi Konara

Drama is a subject that crosses over into many facets of study. Here are some tips from Mashed Theatre actors Matthew Caffoe and Brie Jurss, who caught up with RGS Drama students during the term.

Year 10, dual winner of the Intermediate Oratory

High school isn’t all about studying for exams and doing well, it’s also about embracing youth and living life to the fullest. Now by no means am I saying that we should abandon our studies and seek out thrills but now is the time that we can really explore and adventure with our interests and with our friends. Travel with family and seek out the rest of the world.

Cultivate our experiences and discover new things. Now is when we have the opportunity to really live life in a fun and worthwhile way, when we don’t have responsibilities and the stress of supporting ourselves.

Year 10, dual winner of the Intermediate Oratory

Pursuing success also leaves us wanting more, a bigger car, bigger house, bigger job. Nothing will ever be enough, resulting in jealousy and dissatisfaction. However, reminding ourselves of what we do have will put some focus on all the good in our life, making us satisfied what we’ve achieved so far. These ideals might be hard to maintain because as they require us to go against, what we’ve been taught since birth. So, it’s important to assess the turns that we make.

By examining our choice, we save ourselves from being guided by the wrong reasons and falling to our harmful ways.

CHARACTER AND SCHOLARSHIP

Drama class covers all areas

Harshitha Peddireddy

Year 7, winner of the Junior Oratory

Paige Baker

Year 12, winner of the Senior Oratory

Neuroscience research tells us that we cling to the past and fear the future because uncertainty and change register in our brains in much the same way that errors do. We fear the idea that we may change because the concept of leaving bits of yourself in a past that you can no longer return to is terrifying! If there’s one thing that humans crave, it’s closure. The problem is: growing up rarely ever provides you with such. There’s no neat, comfortable way to compartmentalise your life – you can’t tie everything up with a cute, little bow. You can’t hoard pieces of your being because you’re afraid that you’ll lose yourself if you let go. Life is change and change is life. Closure is achieved when we believe that the puzzle of our worldview has been assembled to our greatest possible satisfaction.

Allow yourself to believe that change can be synonymous with joy, growth and new opportunities. Open yourself to the person you will become. Give yourself closure.

TIP 1

Remember why you chose drama and love it. If you’re feeling nervous or unsure of yourself or what you’re doing, just remember why you love it. I (Brie) love drama because I love telling stories.

TIP 2

Treat it like an opportunity. This is a time you’re getting a chance to treat every room you go into as a chance to grow and develop your craft. And even if you’re not super into drama it’s an opportunity to understand that world and build confidence in yourself and grow public speaking skills. If the only thing you want to get out of drama is how to speak in public, then that’s an awesome goal. If you want to be an actor, treat drama as an acting rehearsal room.

Explore and grow.

TIP 3

If you are serious about becoming an artist of any kind do as much as you can. If you like writing, do it. There’s nothing stopping you.

The more you practice your craft the easier it becomes.

TIP 4

Read. Just read. You need to find your imagination and you can do that by reading a book.

TIP 5

It’s ok to get things wrong. As an artist you are told it’s not about the final product but about the process you go through. Don’t be afraid to get things wrong. Give it a go. Say what comes to your mind. Give it your 110%.

BONUS TIP

Treat each other really kindly in drama. When you go into the room you’re being asked to be vulnerable. It can be a scary process going into drama. Support each other. Develop a safe cultural community.

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COMMUNITY

New Primary Leader

Students will gain a greater insight into algorithmic thinking by developing their problem-solving and coding skills, moving students from technology consumers to creators.

Millie said she finds it “really fun” solving maths problems.

“I became more interested in Maths when I did a few maths competitions in Year 7. The problems were more complex which I found really interesting,’’ Millie said.

“People can start to enjoy Maths more by having fun working together to solve challenging problems.’’

SCHOLARSHIP

Millie studies future career pathways

Millie said at this stage she would like to have a career that has something to do with Maths.

“I think technology is going to continue to advance and hopefully it can be the solution to some of the world’s problems,’’ Millie said.

Millie Rayner is preparing to tap into new knowledge that is shaping future careers.

digIT is designed to inspire, encourage and increase students confidence and interest in using digital technologies. The sessions include practical tutorials in programming and robotics, web design, interactive seminars and lectures along with field trips.

The Year 9 student is one of 60 students from regional Queensland, northern New South Wales and the Northern Territory to gain selection in the digIT 2020 programme.

This programme invites selected students based on their 2018 Australian Mathematics Competition (AMC) and 2019 Computational and Algorithmic Thinking (CAT) performances.

This six-month mentoring programme includes two camps in January and July and is designed to assist students recognise careers in ICT (Information and Communication Technologies).

ROCKHAMPTON GLADSTONE YEPPOON

4921 0399

www.luptonstewart.com.au

RGS Head of Primary Mr Geoff Hadwen spoke at Primary Formal Assembly about good deeds that happen every day, some receive awards and others do not but are still noticed.

Mr Hadwen noted that one student who always goes out of her way to help others, on this occasion was being awarded with a badge.

Congratulations to Year 6 student Emerald Maddy (pictured with Mr Hadwen) on receiving a Primary Student Leader badge in Term 3.

SCHOLARSHIP

Ag studies uni options Students who complete a Certificate III in Agriculture at The Rockhampton Grammar School will be able to arrange direct entry to study a Bachelor of Agriculture degree at CQUniversity. A Memorandum of Understanding (MoU) signed on 16 September commits both organisations to encouraging and facilitating this pathway for eligible RGS students who meet the entry requirements and gain a letter of recommendation from the RGS Headmaster.

RGS Headmaster Dr Phillip Moulds is pictured below with CQUniversity Vice Chancellor Professor Nick Klomp.

Year 9 student Millie Rayner (pictured upper left) has the opportunity to gain a greater insight into technology and how that is shaping future careers.

CREATING CONFIDENT SMILES

FOR PATIENTS OF ALL AGES

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CHARACTER

The road to discovering leadership The University of San Diego in the USA is a long way from home for RGS Year 11 boarder Michael Sullivan.

Michael, from Edmonton in the Cairns region, this year had the opportunity to attend the Tony Robbins Global Youth Leadership programme in San Diego. The overseas event attracted around 450 youths from 26 countries.

Lea Davis-Lesiuk heads up the selection of students for the Tony Robbins Foundation programmes and works with students in the Cape York Leaders Program.

“Topics in San Diego included leadership skills, communication, social media, bullying, self-worth and community service,’’ Lea said.

“Michael was amongst the outstanding group of young men and women from all over Australia who attended the Tony Robbin Unleash the Power Within last year in Sydney.”

Only one scholarship was awarded to an Australian to visit San Diego.

“Michael was a shining example of quiet, determined leadership and demonstrated incredible honesty and empathy, and a burning desire to achieve a great education and be able to contribute to his community and the world at large,’’ Lea said.

“Many people mistakenly believe a leader is the person who speaks the most or the loudest. Michael recognises that great things can be achieved with careful thought and

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consideration and follow through. This young man powered across the firewalk coals just as he will power through life as an example to those around him and was the unanimous choice of those empowered to select one lucky leader to represent Australia.”

Michael (pictured above, second from right,

with participants in san diego) identified three key

areas he learnt from speakers at the San Diego event: 1

Never be afraid to do things no matter how big or little it is;

2 Always have the right mindset no matter what position you are in to always believe you can do anything. All you have to do is break through the barrier; 3 To not worry about mistakes, whether it is big or not. Everyone has made mistakes they wish they had never done but it’s all about growing up and learning.

The Tony Robbins Global Youth Leadership Summit (GYLS) is a five-day programme that provides participants, aged 14 to 16, with an environment designed to boost leadership skills that will change lives and communities.

Tony Robbins is an entrepreneur and for over four decades the American life and business strategist has inspired people, of all ages and backgrounds, from around the world.

CHARACTER AND COMMUNITY

Notable efforts from RGS Primary Standing in front of complete strangers and speaking in public is no easy feat but each year the RGS Year 6 students present their character in the Day of Notables.

This year’s winner Alexander Connell (Albert Einstein) shares his insight on the event: What makes a “notable” person?

A person who has achieved something great in their lives and is famous for that achievement.

Someone who is dedicated to what they do.

Why did you select Albert Einstein as your character?

Because my mum’s family is German and my grandfather lived very close to where Albert Einstein lived. Also, because he is so smart.

What did you enjoy most about the Day of Notables?

Presenting to the judges and making them laugh. I enjoyed becoming the character.

What tips do you have for RGS students preparing for Day of Notables in future years?

Make sure that you are organised and whoever you choose means something to you. It also helps that you have something in common with your choice of character.

RGS 2020

RGS RGS Dance and Musical Theatre Academy’s Beauty and the Beast [left] RGS Secondary School’s Matilda [right]

MUSICAL PRODUCTIONS

Secondary Annie 1-3 May 2020

Primary Mary Poppins Jnr 4-5 September 2020

Stars of the Stage COMMUNITY

RGS continues to play a leading role in the arts in Central Queensland. In term three, the School showcased its depth of talent and professionalism at Rockhampton’s Pilbeam Theatre.

The curtain closes on another amazing RGS production at the Pilbeam Theatre. The curtain closes and signals for staff and students to frantically pack up costumes and props, and move onto other elements of their weekly schedules – studies, work, co-curricular commitments and valuable family time.

Months of hard work culminated in stunning stage productions in Term 3.

Jan Kennedy directed four top-class performances of Matilda, featuring RGS Secondary School students, while at the end of term Michael Robertson unveiled his one-show Showcase/Beauty and the Beast production, featuring the amazing dance and musical theatre talents of performers from the RGS Dance and Musical Theatre Academy.

Even before these shows are performed both Mrs Kennedy and Mr Robertson are looking ahead to the next production to best suit the next generation of performers. And, so are the students.

Mr Robertson said they (students) live for the next show.

“They all ask on the last night – what’s the next show?,’’ Mr Robertson said.

Mr Robertson said it’s exciting to finally see a show come together and look amazing on stage, however, post-production there is no doubt both staff and students are exhausted. There’s

little time to think as they pack down the stage and bump out of the theatre.

So why do they do it year-in, year-out?

“We do it for the students,’’ Mr Robertson said.

“The students at this School are incredibly talented. They’re thirsty and hungry for this sort of thing. They are not interested in second rate productions. They want the full experience.

“We pride ourselves on giving them that professional atmosphere here, getting the chance to work in a space at School that’s the size of the Pilbeam Theatre stage and utilise a professional venue.”

Mr Robertson said there’s also the emotions of seeing the students who at the very first rehearsal have scripts in their hands and they are being directed and towards the end they are developing their characters.

Mrs Kennedy started rehearsals for Matilda in February and that continued right up until opening night.

“The students worked tirelessly to perfect the singing, acting and precise dance moves,’’ Mrs Kennedy said.

“The orchestra also rehearsed diligently to ensure that the creative music by Tim Minchin would come to life throughout our performances.

“From the moment, we received news that we had been successful in our bid to secure the rights to perform Matilda to our final night on stage the production team worked on providing Rockhampton audiences with a polished and professional production.”

Mrs Kennedy said the production never allowed for a dull moment and employed some ingenious moments of theatricality to help tell the story such as Matilda’s storytelling which was augmented by a carnival-like mime and shadow puppetry.

“Visually, the production was a treat with a spectacular set design that included a touch of RGS history such as old books from the archives in the backdrop and stage legs, to the effective costumes worn by the cast,’’ Mrs Kennedy said.

“There was not a single wasted moment in this slick and brilliant production as Matilda appealed to the child in every adult and perhaps strikingly the adult in every child.

“I feel very honoured and privileged that I have had the opportunity to produce, direct and choreograph such a worldwide smash hit musical and bring it to Rockhampton audiences so successfully. I would like to thank my production team for travelling this amazing journey with me!”

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Many Hands Make Light Work Being part of the RGS rowing community is a rewarding experience and there are many ways to get involved, writes Claire Mactaggart.

Trailers laden with boats, a bus load of students, swags and several eskies brimming with groceries may sound like an epic camping trip but these are just some of the items onroute to a regatta when RGS rowers compete at venues away from home. Throughout the event, parents prepare meals (including some 180 meat and salad wraps), working with the coaches and rowers as needed to ensure the weekend is a rewarding and enjoyable experience.

For parents, participating in a regatta is a great way to watch a child develop their skills, learn about the sport, meet new people and experience venues aside from the wonderful Fitzroy facility, such as Townsville, Bucca, Wyaralong and Sydney.

running of successful regattas, in a small way,” Megan said.

John Smyth, the RGS Head of Rowing said parent support is an essential part of the RGS Rowing programme.

“Gratefully, we have many parents with a variety of skills who put their hand up every year to assist. The effort of our parent volunteers enhances the experiences for rowers, creates a vibrant rowing community and improves performance on the water,” he said.

lagoon full of cultural significance in the foothills of the Blue Mountains only to find, after driving and then walking, it was instead full of toxic waste complete with warning signs! Also, trips down the Parramatta River to Circular Quay, towing boats with parents and driving a trailer full of boats through the northern NSW floods. It’s the sheer joy of watching your kids and their crews or friends win, place or even finish after months of gruelling training,” Bob said.

Jane Howland is the current Treasurer of the RGS Rowing Club and her son William in Year 11, has rowed since 2014.

“Everyone is welcoming and friendly and there’s a sense of belonging to a community within the school. We all work towards a common goal of helping our children to achieve their goals and be the best they can be,” Jane said.

The RGS rowing community is a welcoming and proactive group that offers many ways to get involved whether it’s helping on the water, in the shed, transporting boats or food preparation.

David and Megan Storey were involved with rowing throughout their daughter Imogen’s years at RGS and their son Nicholas, Year 11, started in 2016.

“We’ve been lucky to meet other parents who we wouldn’t have otherwise met. We have made some wonderful friends over the years and by volunteering at Regattas (food preparation, boat driving, bow numbers etc) we’ve gained a deeper understanding of the sport, while having a fun time. It’s also given us the satisfaction of knowing that we have helped contribute to the 6

“The rowers work together as a team to help each other, no matter what year level, to achieve their best during regattas Megan Storey. but also during training sessions. They have a mutual respect for each other and a genuine Bob and Kerry Saunders have been involved interest in other’s wellbeing.” in RGS rowing for eight years, both as parents and committee members. Bob is a former George and Kim Sypher’s eldest daughter president of the RGS Rowing Club and member Grace, in Year 12, has competed since 2015 of the Joint Rockhampton Rowing Committee. and her younger sisters Laura, Year 10, and Gabby, in Year 8, also row.

“Our kids Georgia and Luke absolutely loved “the shed” and the rowing community they were “It’s a great environment to connect with part of, and we enjoyed being a part of that many other RGS families. The regatta’s and too, with the fantastic people within the parent rowing in general are a great way to bring group who have now become lifelong friends. boarder and day parents together. You meet With volunteers the club flourishes and that some truly amazing and humble people in this means a lot to the kids - all the kids - not just sport, plus the odd Olympian or two along the your own,” Bob says. way,” George said.

It’s also about having fun along the way.

This inclusive community is grateful for volunteer support at any level and there’s “Some of my fondest memories were the always an opportunity to gain new skills like boat sheer fun of organising outings and social driving or perfecting the art of wrap making. adventures for hard working volunteer parents, Otherwise, simply come along and enjoy a such as leading a convoy of four cars, full of glorious day on the water. parents to what was supposed to be a historic

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“We have made some wonderful friends over the years…and gained a deeper understanding of the sport”

Making the right call Some people sit back and wish they had taken an opportunity. Year 9’s Henry Dingle and Year 8’s Nash Mellers are finding their voice and making the most of some commentary opportunities, writes Rachael McDonald.

It’s after school on Friday and Henry Dingle (top left) has taken up his position in the commentary box to call Rockhampton District Secondary School rugby league finals.

“Even making this (schoolboys grand finals) is just a dream. I’m happy just being here. If I get to go any further it’s a success,’’ Henry said.

Henry was offered the opportunity by RGS teacher, and boarding staff member, Walson Carlos.

“Mr Carlos gave me the opportunity because I’m passionate in the dorm about footy and really enjoyed it,’’ Henry said.

“He’s given me this opportunity and it’s brilliant.”

Henry called grand final games on both the Wednesday and Friday.

“I was a bit nervous and had a bit of the shakes. It’s a weird feeling but once I got into it I felt like I was having a normal chat about footy.

It was a very surreal opportunity,’’ Henry said.

“It’s great being able to speak my mind about something I’m so passionate about. Footy is so enjoyable and I love bringing that to everyone else.”

Nash Mellers (bottom left) is also bravely using his voice, and overcoming any nerves, to entertain the crowd at Rockhampton’s Great Western Hotel when he steps up as an announcer at the rodeos.

Nash has been calling rodeos for the past three years, first stepping into the arena after watching a Wednesday practice night and they didn’t have an announcer.

“I thought I’d jump in and help out a bit,’’ Nash said.

“I won’t lie, but it was very scary at first and after a while it came good and everyone liked me out there. I say where the riders are from, who they are, what bull they have and just make up a joke about the cowboys.”

Nash would like to be an auctioneer one day, already closely listening to how auctioneers “rattle off” their words at bull sales.

As for working as an announcer on the pro bull riding circuit one day?

“I’d like to see myself on the pro circuit for actually bull riding,’’ Nash said.

In the meantime, it’s just more announcing and bull riding practice at Rockhampton’s Great Western Hotel.

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Distinguished Past Students Every year The Rockhampton Grammar School recognises past students who have forged ahead in their careers, and making lasting legacies. They all have a common thread, the education and learnings from their days at RGS.

Cameron Forbes

Andrew Colvin

CAMERON’S JOURNALISM CAREER SPANNED ACROSS THE WORLD, INCLUDING HIS APPOINTMENTS AS THE AGE FOREIGN EDITOR AND THE AUSTRALIAN WASHINGTON CORRESPONDENT. HIS ASSIGNMENTS COVERED MANY WARS. CAMERON WON A WALKLEY AWARD IN 2010.

ANDREW WAS APPOINTED THE AUSTRALIAN FEDERAL POLICE COMMISSIONER IN 2014 AND RETIRED FROM THE ROLE THIS YEAR. ANDREW HAS BEEN A CAREER POLICE OFFICER.

(RGS 1953 - 1956) Distinguished Past Student

“I last stood on the sacred soil of Rockhampton Grammar School in 1956. I left (school) with a sense of enquiry and curiosity..... and then there was essentially, for me, a love of words. For a year I meandered in a bank. Then I found the meaning of my working life. I became the Cadet Journalist at the Rockhampton Morning Bulletin. Journalism took me into the good and the wicked. I thank journalism. I thank The Rockhampton Grammar School.”

Dr Hilary Mercer

Distinguished Past Student

(RGS 1983 - 1987) Distinguished Past Student

“When you leave school, for me as a naive 17-year-old, most of us can’t wait to leave behind the classes, the discipline, the structure and the routine. It is not until many years later that you realise what an influence those school years really are. They shape us as people and provide the building blocks upon which life’s experience develop us. The day I heard of his (Mr Geedrick’s) passing I reached down and made sure my socks were pulled up and straight, my shoes were polished and I went out and got a haircut. Some things do not change.”

Dr Greg Malone

Arthur Butler

(RGS 1972 - 1987) Past Staff Life Membership of the Past Students’ Association MR BUTLER WAS APPOINTED THE SIXTH HEADMASTER OF THE ROCKHAMPTON GRAMMAR SCHOOL. IT WAS AN ALLBOYS SCHOOL AT HIS ARRIVAL BEFORE RETURNING TO CO-EDUCATION IN 1977.

“Any organisation, educational or otherwise, which produces a quality product can only work with the raw material with which it commences.

It is clear that RGS, since its foundation, has always attracted and educated young people to grow in character and scholarship and with the help of the Past Students’ Association and similar support groups may it continue to do so. I congratulate the Board of Trustees, Dr Phillip Moulds, and all the School staff on their leadership, management and considerable efforts which ensure that RGS remains in the forefront of Central Qld schools and a leader in non-government regional education.”

(RGS 1959 - 1962) Central Queensland Community Contribution Award

(RGS 1981 - 1985) Past Students’ Association Outstanding Achiever Award

Further information on our 2019 award recipients will feature in the Summer Edition of The Grammarian, the RGS past student newsletter.

HILARY IS A LONG-SERVING MEDICAL PROFESSIONAL IN ROCKHAMPTON, SPECIALISING IN PAEDIATRICS.

BRISBANE-BASED DR GREG MALONE HAS EMBRACED TECHNOLOGY SINCE GRADUATING FROM MEDICINE. IN 2010 GREG PERFORMED THE FIRST ROBOTIC PARTIAL NEPHRECTOMY (KIDNEY PRESERVATION/ RENAL CANCER) SURGERY.

Do you know someone who should be nominated for the 2020 awards?

“My own time at the school was a happy time. The four years were fun. The teachers were decent men. They looked after us. Footy was a great occupation, the only trouble was there was a cement cricket pitch right in the middle of the oval. It’s pleasing to see the school has advanced so much over the years. I’m proud to be numbered as one of the old boys of Rockhampton Grammar School.”

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“I’m blessed to have parents who valued education. I found this school exceptional and enjoyed every minute of it. For the students (of today) you need to have resilience, be persistent, apply yourself and collaborate.

Embrace technology.”

Visit the RGS website at http://www. rgs.qld.edu.au/distinguished to find out more information and fill out the nomination form.

Nominations close on 6 March 2020.

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9

SCHOLARSHIP

Character in Education “Character goes to the heart of what we, as a school, do; what we say we do; and what we believe we should do. Character matters and we want to be able to understand it in a way that is not just tacit but is conscious, so that we’re aware of what we are doing and how we are doing it. Additionally, that we are aware that what we don’t do is as important as what actions we might take.” Dr Phillip Moulds, RGS Headmaster Sports organisations commit inordinate amounts of time, effort and resource to ensure they are not only recruiting the finest talents but also the characters and personalities that best fit their values.

It stems from the notion that the best people make the best athletes, a view that has taken hold across major North American sports, where teams routinely carry out psychological profiling of potential recruits and, once they are in the building, endeavour to provide support services that reach ‘the person behind the athlete’.

The idea has also gained traction in Australian sport in recent years, while over in Europe, one team, Danish Superliga side FC Nordsjælland, went as far as appointing football’s first Head of Character Development, Keith Sharpe, in 2016.

“I saw the former Everton coach Steve Round say on Sky Sports that he thinks the next big gain in football over the next ten years will be in the area of developing character,” wrote Tom Vernon, the man who hired Sharpe at Nordsjælland.

Yet there is a sense that sport is still scratching around in the dark when it comes to character development. Teams and coaches may have a firm understanding of what they are after but little comprehension of how to find or, indeed, cultivate it.

The education sector has long stolen a march, with independent boarding schools in particular, such as The Rockhampton Grammar School, enjoying a long history of character education. In fact, the School’s motto Macte Virtute et Litteris translates to Grow in Character and Scholarship.

RGS is noted for the quality of its education with students each year achieving outstanding results and forging their way into the country’s top universities, and pursuing careers beyond what they would have imagined at school.

Equally valued is its reputation for developing well-rounded individuals who understand values such as teamwork, self-discipline and gratitude, and see their role in contributing to the communities which they are a part to benefit others not only themselves.

In preparation for the launch of the School’s new Leadership Institute, which has a large focus on character development, RGS Headmaster Phillip Moulds talks about that there is a recognition that character education is becoming more and more prominent in educational discourse worldwide. Since its foundation in 1881, RGS has remained at the forefront of education due, in part, to its continuous thirst for innovation of which the establishment of the Leadership Institute is one example.

SO HOW DOES THE ROCKHAMPTON GRAMMAR SCHOOL ENABLE OUR STUDENTS TO DEVELOP CHARACTER? AS A STARTING POINT, HOW IMPORTANT IS ADDRESSING THE QUESTION OF CHARACTER DEVELOPMENT, PARTICULARLY AS A BOARDING SCHOOL? Dr Philip Moulds It’s crucial, as the boys and girls at RGS, and in particular boarders, spend the majority of their time at school. This is where they have their major social networks – in the classroom, in the co-curricular programme, in service to others, and importantly through the informal education they get from their peers. The social and physical grounds of RGS are the places where students develop an understanding of the School’s values that is central to the development of leadership and character.

I HAVE HEARD YOU TALK ABOUT THE IMPORTANCE OF THE RELATIONSHIP BETWEEN TEACHERS AND STUDENTS. WHAT DOES THAT MEAN IN PRACTICE? PM A student’s relationship with their teachers at RGS develops over their entire time whilst they are at school. Be it in the classroom, on the sporting field, in a band, or in the boarding houses, each teacher has a responsibility to get to know their students and help them develop not only academically but personally. This includes those characteristics of being able to get on well with a group, to be able to contribute to the common good, to be kind and compassionate towards others, as well

Snapshot of RGS in 2020 The new school year in 2020 will bring changes at RGS, in different areas.

Remaining the same is the School’s commitment to our students growing in Character and Scholarship.

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* The Term 4 Capricornus Quarterly will provide more information on the Secondary School changes for 2020 .

as things such as self-discipline and motivation.

Each teacher has the responsibility of reflecting back to the student what they might need to work on, praising them for what goes well but also what he or she could do to develop their learning and character. A teacher doesn’t just have the responsibility of making sure a student is safe and well, they also takes on an active role in helping the student to grow and develop in both character and scholarship. A student has an equally important role in this relationship that is symbiotic with that of the teachers. Students need to ensure that they are fully engaged in developing their character consciously, are open to continuous learning, reflect on their actions and behaviours not just their grades, and support each other in their character development. It must be a true partnership if we are all to develop our character.

WHEN IT COMES TO PROVIDING FEEDBACK TO STUDENTS ON AREAS FOR IMPROVEMENT, HOW IMPORTANT IS THE USE OF LANGUAGE? PM We have done a lot of work on growth mindsets, positive education and Habits of Mind, part of which is focusing on how we talk to students and how we feedback and guide students in their development. If you talk about the way a student has approached something, recognising what has been positive about that but also encouraging a student to reflect on how he or she might do something differently and better in the future, then you are fostering a growth mindset. If, however, you just focus on how talented a student is or how well he or she did at something, the outcome, you encourage a fixed mindset. In quite subtle ways, language really matters to the values you pass on to the students.

YOU HAVE EXPLAINED THAT LEADERSHIP AND CHARACTER ARE ESSENTIAL PARTS OF WHAT YOU BELIEVE YOU SHOULD DO AS A SCHOOL, AND THAT LEADERSHIP AND CHARACTER DEVELOPMENT ARE ALSO BECOMING MORE AND MORE CENTRAL IN EDUCATION. HOW DOES THE LEADERSHIP INSTITUTE SUPPORT THAT VIEW? PM It builds upon work we have been doing for several years. We have already done research on growth mindsets and on wellbeing, which taps into a number of character areas

CHANGE

end of Term 3 week holiday at the of Term 2.

3 instead of the end 2020 Term Dates: - 3 Apr Term 1 29 Jan r - 26 June Term 2 21 Ap - 11 Sept Term 3 14 July 26 Nov Term 4 7 Oct -

SCHOOL HOLIDAYS

like optimism and social connectedness and gratitude; it was a natural extension to look at character more broadly. Additionally, whilst leadership has been a core part of the curriculum the Leadership Institute provides the opportunity to align leadership development throughout the School – students, staff and the community. We are very clear as a School that we aim to teach our students values and how to live well, how to be purposeful and how to serve the common good; all of these character values are in our stated aims and our School strategy. I also wanted to do something at RGS that would touch on what everyone here cares about: the teachers, the support staff, the boys, everyone. Leadership and character are obvious candidates for that.

HOW DO YOU CHART PROGRESS WHEN IT COMES TO LEADERSHIP AND CHARACTER DEVELOPMENT? PM There are various adults who get to know a student very well and the traditional method has been that their professional judgement, their expertise and the amount of time they spend with a student would allow them to have a clear idea of how a boy or girl is developing. That works and we have been doing that for decades. But now we have our Leadership Institute we’re interested in gathering hard data because we’re conscious that when we do this, on the whole data tends not only to confirm what we already believe to be the case but sometimes to give us new insights that are counter to received wisdom, insights that even an experienced teacher wouldn’t necessarily spot.

THE ROCKHAMPTON GRAMMAR SCHOOL HAS RUN A STAFF LEADERSHIP COURSE. WHAT DID THAT LOOK LIKE?

been slightly different but what happens in all of the cases is that we are taking the staff out of their normal social contexts, their social bubble, and putting them into unfamiliar environments where we knew they would come up against unfamiliar challenges, whether we could give them the tools which they could then put into practice to overcome those challenges. These tools are leadership and character disciplines: be your best self; take the lead; be ethical; keep the end in mind; be strategic, plan to succeed; maintain control; be adaptable; be just and fair; look for results not faults; inform relentlessly; work hard, play hard; generate unity; uphold standards; and foster learning.

WHAT ARE SOME OF THE CHALLENGES AND OPPORTUNITIES YOU FACE IN THE NEAR FUTURE? PM We need to make sure that every girl and boy is provided the opportunity to thrive and shine throughout the School, Early Learning Centre to Year 12. That every student and staff member are consciously developing their leadership and their character. Opportunities?

I think an opportunity for a school to spend time, resources and energy thinking in structured ways about how we teach leadership and character, talking about how we can improve and tapping into the research to inform our discussions, and using this understanding to further improve a Grammar education is very exciting. It brings everyone who is working here together with a common focus, even if they work in very different aspects of a student’s education because leadership and character is something that cuts across every aspect of the School. The establishment of the Leadership Institute is a cornerstone for the further growth of the School over the next five years.

PM This is a course that we developed five years ago in collaboration with Steve Scott and the 15 disciplines. It has been run for every year for the past four years and has included staff for all parts and levels of the School. Fourteen staff have been involved each time and they come from areas as diverse as the Early Learning Centre and the secondary school, included teachers middle managers and the Leadership Team. Importantly it has also involved teaching and non-teaching staff together. Each year has

CHANGE Head of Secondary School/ Heads of Year Heads of Year 7, 8, 9, 10, 11 and 12 will report to the Head of Secondary School in 2020.

SECONDARY SCHOOL

CHANGE

Year 12 in 2020 wi ll sit the ATAR (Australian Tertiar y Admission Rank) exam, for th e first time in Qld, instead of sit ting for an OP score.

The highest poss ible ATAR score is 99.95.

ATAR

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THE CHALLENGE: Nick Blevin listed a set of health and fitness goals.

Jackson Cheesman wrote an eight week exercise programme.

THE INSTRUCTOR

Changing Roles

Fitness SCHOLARSHIP

Weighing up career options

RGS Secondary School fitness studies are providing long term employment pathways for our students, writes Rachael McDonald

Classroom meets on-the-job training RGS fitness studies are helping pave career pathways for our students.

In partnership with Vector Health, the RGS Certificate III in Fitness and Certificate II in Sport and Recreation studies are helping give students on-the-job training for potential careers in the future.

Certificate teacher, and Vector Health head coach Glenn Hansen said his business had employed seven RGS students over the past six years, both in his gym and helping run the courses at RGS. Jacob Spark (RGS 2018) is the latest past student benefitting from this association and he is slowly adjusting to now being the teacher instead of the student.

“I’m still young and still learning,’’ Jacob said.

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“It’s great that the people I’m coaching have complete respect for me and it’s a good culture and environment to be around, especially for my age.’’

Jacob himself completed the Certificate III course while studying at RGS, while also keeping busy with this high level sporting commitments in swimming, surf lifesaving and rugby league.

“I love being around the physical side of fitness work. I love coaching and passing on the knowledge I’ve learnt from people like Glenn and my family,’’ Jacob said.

“It’s right for me.”

Glenn was more that happy to hand Jacob an opportunity after seeing his own work ethics as a student.

Glenn said it was not easy to get a job in the fitness industry that was “meaningful” just out of school.

“It’s hard to coach adults at 18 years of age,’’ said Glenn, who first coached Jacob when he was eight-years-old.

“Having students come back and coach in our (RGS) system builds age relevance,’’ Glenn said.

“Jacob is like an older brother and he’s still doing the hard work in his sport and competing at a high level.’’

Glenn said he hoped students studying this course could finish school, walk into any gym and feel confident.

“It’s a basic level of knowledge – anatomy, programming, coaching, instruction, identifying potential health issues people might have. It’s the baseline level,’’ Glenn said.

Glenn said it was a Level 1 strength and conditioning course, brining an understanding of how to programme a rugby league player verses working with a swimmer.

Jackson Cheesman is a Year 10 student studying a Certificate II in Sport and Recreation at RGS. “The course looks at how to manage clients and work with different people. I’m normally the one being trained, but training someone else gives you a different perspective. When you’re writing a training programme you have to take into account that every person is different.

Writing this programme was more about what Mr Blevin wanted to achieve. He’s enjoying it, and that’s the main part. Glenn Hansen has helped me out writing the programme, but I’m also doing my own research in my spare time.

Personal training is something I’ve wanted to do for a while.”

THE PARTICIPANT

The Instructor:

The Participant

Mr Nick Blevin is the Acting Head of Social Science at RGS.

“I have some goals personally but I’m doing this more in support of Jackson’s studies. When I first saw his programme I thought that he has more confidence in me than I have in myself.

I haven’t done gym for over 12 months and it’s (the programme) an extension of what I’m capable of at the moment but I’m finding my body is adapting pretty quickly to what he’s asked. It’s easy to do because Jackson takes it seriously and is keen to hear what my results are.

He’s eager for feedback and is excited about what he’s doing. I’m getting a personal health benefit but I’m also getting to see what the boys are passionate about away from the classroom and the footy field.”

Callum converts classroom studies into employment Callum Robertson (2017) is the Mackay and Districts Development Officer of Rugby Union which is the Queensland Reds franchise (or the QRU). He started the role in March this year. Callum studied a Certificate III in Fitness at RGS. WHAT DOES THE ROLE INVOLVE? CALLUM I like to think of the job has different roles working together to achieve the outcome of mass participation in the sport of rugby. We do this through the delivery of our programmes: ‘Rookies 2 Reds’, ‘Get Into Rugby’ and ‘Touch 7’s’. I event plan, for example, our region’s high school and primary school 7’s tournaments, school gala days, ‘activation come and try’ sessions, club home games and many more.

Secondly, there is the stakeholder engagement side of my job, where I report at club meetings to see how I can help grow and link up neighboring clubs. The last thing I do is

education. I do this in schools by coaching the kids and running foundation level 1 coaching courses to up-skill local volunteer coaches and referees.

WHY DO YOU ENJOY WORKING IN THIS INDUSTRY? CALLUM It allows me to work within a team of like-minded people that share the same passions. I have a love for team sports and rugby, and this job allows me to use my interests and skillsets to help others.

HOW DID YOUR CERTIFICATE III STUDIES AT RGS HELP SHAPE YOUR FUTURE EMPLOYMENT? CALLUM I definitely would not be where I am today if it wasn’t for studying Cert III Fitness during my time at The Rockhampton Grammar School. Up-skilling myself in this way opened up so many avenues in the workforce and ultimately got me my first job in rugby. Two months after graduating in 2017, Vector Health employed me as a group fitness instructor. From there, I worked closely with Glenn Hansen (our Cert III teacher) where I was able to learn valuable knowledge about the industry that helped me get to where I am today.

ANY ADVICE FOR CURRENT RGS STUDENTS STUDYING THIS COURSE? CALLUM Make sure you work hard and do your best because you never know where it might take you. I never expected my first job could be in the industry, let alone working for the Queensland Reds.

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STEAMing into Action RGS has joined forces with Independent Schools Queensland (ISQ) to participate in ISQ’s STEAM Mentor programme. This RGS STEAM Team is breaking new ground.

At the end of 2018 the RGS STEAM Committee successfully applied to participate in the Independent Schools Queensland (ISQ) STEAM Mentor programme which runs until July 2020.

The School’s mission statement speaks of providing students with a ‘stimulating and

innovative learning environment to inspire them to become a successful lifelong learner’.

The ISQ programme encompasses this and allows the STEAM Committee to research and consider what STEAM should look like at the School.

The programme has five key strategies 1.

Increase teacher capability and capacity within the realms of STEAM

2.

Increase STEAM engagement and participation by students

3.

Support and improve STEAM education opportunities within the school

4.

Facilitate effective partnerships with tertiary education providers, business and industry

5.

Build a strong evidence base

Alana Mikkelsen

Nikki Kelly

STEAM Leader

“STEAM brings further opportunities for our students to interact with real world problems, as well as opens the door to creative and innovative problem solving. It allows them to become solution makers, who work through a design thinking process in order to prepare them for jobs of the future. I always enjoy the moment when a student works through the iteration stage and continually improves their possible solution, being comfortable when their code doesn’t work in robotics and works collaboratively in their team to find a better coding solution. It is a powerful tool to be okay with failure and know that it means you are one step closer to success.”

STEAM Co-Leader

“STEAM education promotes problem solving, and creative and critical thinking, and requires communication and collaboration to produce useful outcomes. The focus of education should not be memorising on content that we can Google, but rather on futureproofing our kids and preparing them with skills for the jobs that don’t yet exist. These skills are not just for those students interested in the core STEAM areas but for everyone, as we need solution-finders for all real-life problems.

Presenting learning opportunities that encourage students to learn from their failures – Flearning – encourages thinking for a purpose and helps kids adapt to an ever-changing society.”

MEET THE STEAM TEAM

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Throughout the year, the ISQ Project Leader, Rebecca Harris, has provided advice and support to the RGS STEAM Committee in order to develop the first whole school STEAM Action Plan. The plan developed includes classroom based and extra-curricular activities, as well as the beginning phases of a whole school design thinking process. Each aspect of the evolving action plan is designed to encourage students to develop the much needed 21st century skills and extend their scholarship through engagement with the design thinking process.

As educators, we are all aware that students today face a future which involves many global issues. As such, empowering them with a mind and skill set to become solution makers is vital for their future.

These strategies are the focus through each planning and implementation phase that occur at RGS. To the right are a sample of the Term 3 activities, which demonstrate the opportunities given to Grammar students.

Cindy Murray STEAM Member

“If life was a canvas, and we dipped our brushes into pots of the past, future, and the present, what picture would we paint? How do we explore the unknown, if it’s unknown? From a simple challenge to solving real world problems, the skills and strategies that are developed through STEAM opportunities support a growth mindset and prepare our students for the integrated, dynamic and ever-changing world within which they live. Creativity; critical thinking; collaboration and teamwork; problemsolving; design, systems and computational thinking skills; the list continues! STEAM isn’t a way of learning, it’s a way of life – providing context and connections as well as purpose and passion, and all aboard the lifelong learning rollercoaster of fun, failure and success.”

Science Week

Destination Moon

The STEAM Committee held three main events to celebrate Science Week, with activities focused on the theme for Science Week, Destination Moon, as well as offering experiences that celebrate the diversity and beauty of Science, as a subject.

Dr Gurion experience

On 14 August, the School hosted Dr Gurion Ang from the University of Queensland. As part of his visit, Dr G conducted data analysis workshops with Year 10 and 11 Science students and provided specialist training in analytical skills, which will be vital for Year 12.

Students were provided with sample data sets which they manipulated using data analysis tools within Microsoft Excel in order to interpret meaning. After the workshops, many students reported that they gained valuable knowledge in relation to working with data and felt more confident in being able to communicate their results in an appropriate written. That evening, Dr G presented his National Science Week seminar at the School titled: ‘Pokemon: are they biologically possible?’ Approximately 50 participants from the School and the community attended the thought-provoking session.

Brooke Graff STEAM Member

“Integrating STEAM into the classroom opens each student’s abilities to real world challenges and gives them an opportunity to solve problems in a supportive, team environment. STEAM creates a learning environment that is innovative and powerful because it gives the students more meaning to the concepts being taught. STEAM helps to link the different curriculum areas together to help solve real world problems. By giving the students the opportunity to participate in STEAM projects, it gives them the opportunity to problem solve, think creatively, deepen their understanding of the concepts taught and develop their team building skills as they work together to achieve one outcome. It is fun, interactive and most importantly, it gives students time to collaborate and build upon their skills to be learners for life.”

Year 8 Questacon Experience

In Week 4, the Questacon Smart Skills team ran a challenging, hands-on, science and technology-based Wind Tunnel Challenge workshop for Year 8 students. The open-ended nature of this workshop allowed students to explore different ways to solve a problem and helped to build their confidence in trying and testing new ideas.

This experience challenge students to engineer an object, using limited materials, that would float in a wind tunnel for a minimum of 10 seconds. Students worked through the innovation process of think, make, try and refine, and were encouraged to learn from their mistakes, which is an integral and invaluable part of the learning process. Scientific concepts such as air resistance and lift were reinforced through the process rather than being the main driver for the workshop. This allowed students to make discoveries at their own pace in an interesting and safe environment. Ultimately, students learned what makes certain shapes and materials more effective than others and how to use these to their advantage in their designs.

Christie Mahon STEAM Member

“I love that STEAM education provides a creative design space for teachers in different learning areas to collaborate in developing integrated curricular for student engagement. I enjoy seeing students get excited about STEAM when trying something new – watching the Year 4 students discovering ways to solve our plastic problem by making biodegradable and renewable plastic out of milk was a highlight this year.”

Year 11 Kindy Science week activities

Senior Chemistry teacher, Angela Wells and her Year 11 Form class were the first group to trial a new venture with the Rockhampton Grammar School Early Learning Centre Kindy students. Empowering our senior students to share their love of Science with the younger generation is a terrific way to share the excitement of learning and joy of discovery.

Do you want to get involved in RGS STEAM? RGS invites community and industry partner organisations and individuals to support this endeavour by donating time, energy and expertise to the School.

Contact Alana at amikkelsen@rgs.qld.edu.au or Nikki at nkelly@rgs.qld.edu.au

Matt Davis

STEAM Member

“As the School’s Senior IT Systems Administrator, the practicalities of identifying, describing and designing solutions for issues occurs weekly. I view STEAM and the design process as a pedagogical reflection of how the best in the IT industry operate. STEAM, to me, is less about robotics and tech-toys, and more about integrating the diverse skillsets of a group of people into a large, open-ended problem and fostering creativity. We all know that one person who thinks outside the box, finding amazing solutions to unorthodox problems, and RGS’s STEAM projects facilitate opportunities for students. Design iterations in a project give students a safe environment to fail in. Learning how to deal with failure of something you have poured your heart and soul into, while not a pleasant experience, is critically important throughout life.”

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Around the Grounds

ATHLETICS

Cooper McInnerney (Year 7) won a bronze medal in the 12 years boys 100m sprint and gold in the 12 years boys 4x100m relay at the Australian Schools Track and Field Championships in Darwin. Sophie Wright (Year 5) contested the 1500m and 800m events.

Sophie placed 12th in her 1500m event and 5th in her 800m heat.

In other athletics news, RGS continued its hot run in Rockhampton District Secondary Schools Athletics winning the district title for a 16th consecutive year. RGS Primary placed second overall at Rockhampton District with the girls winning the “A” Schools Girls Shield.

SPORT AEROBICS

Ella Kibblewhite-Claus (pictured left) and Genavieve Cooling (pictured right), both Year 11, won a gold medal in the Level 3 Senior Pair competition at the National Gymnastics Australia Aero-Schools Championships at the Gold Coast in September. RGS also had top 10 finishes from: Isabella Wells, Maggie Clifford, Ruby Newell, Grace Hansen, Abigail Scotney, Lara Littleton, Thomazine Cumner, Keeley Tzoutzias and Grace Humphries.

HOCKEY

Cassidy Knuth and Sean McDonald, both Year 12, represented Queensland 18 years hockey teams in New Zealand over the holidays.

RUGBY UNION

RGS students Spencer Smallcombe, Carter Wight and Nicholas Matauiau represented the Queensland Junior Gold Cup Maroon team at the 2019 Junior Gold Cup Northern Conference Championships in Brisbane. The event included three Queensland teams along with teams from Western Australia and a National Indigenous team. Jaiden Green was also originally selected to play in the Queensland White team but was unavailable for the championships.

It was a big term of sporting success for both Cooper and Sophie. Cooper also represented the Queensland White 12 years and under rugby league team at nationals while Sophie also represented Queensland in cross country, placing 17th overall and winning a bronze medal with the Queensland relay team.

ROWING

RGS Rowers in medal haul The RGS Rowing 2019 season has wrapped up in style with the School collecting 14 medals at the Queensland Schools Rowing Championships at Lake Wyaralong in south-east Queensland.

Striking gold in her last outing for RGS was Year 12 student Grace Sypher, winning the Open Girls Single Scull. Sister Laura Sypher won the Year 10 Girls Single Scull.

Also crossing the line first was the Year 10 Boys Double of Marshall Leeson and Riley Godwin.

RODEO

RGS won three gold, seven silver and four bronze medals racing against rowers from across Queensland.

The RGS Rodeo team hit the arena at the St Brendan’s Rodeo in Term 3. Team members (pictured above) were Luke Curr, Jack Neilson, Bryn Francis, Jack Neilson, Layney Deguara, Nash Mellers and Dyllan Thompson. Nash also had an opportunity to compete for an Australian schools team against New Zealand.

Silver medallists were the Open Boys Eight; Bradley Burr and Nicholas Storey in the Open Boys Pair Final; Year 9’s Chad Willett in the Year 9 Boys Single Scull; Year 11 Pair Nicholas Storey and Reece Byrne; the Open Girls Quad Scull; the Year 11 Boys Four and the Year 8 Boys Quad.

PRIMARY SPORT

The Primary School Friday Sport grand finals were held in Term 3. It was three wins from three grand finals for the RGS netball teams, with premierships for the Senior A, Senior C and Junior A teams. The 6C rugby league team also had a win while the 5C’s were runners-up. At the tennis, RGS won A and D grades and were runners-up in B and C grade divisions.

16

Bronze medallists were the Year 10 Four; Lee Mauger and Liam Germann in the Year 8 Double Scull; the Open Boys Quad and the Open Girls Double combination of Grace Sypher and Keeley Dunne.

RGS Head Rowing Coach Mr John Smyth said this was the most medals an RGS team has achieved at the Queensland Schools Rowing Championships.

“The State Championships was special as medals were brought home in every age group in some very competitive fields,’’ Mr Smyth said.

“It demonstrates the depth in our rowing programme and that our coaches and rowers are moving in the right direction.”

Mr Smyth said the School’s parents, once again, played a major role in the success of the regatta.

“The team behind the team is as strong as ever with massive catering and logistical efforts for the State Championships at Lake Wyaralong,’’ Mr Smyth said.

The State Championships wrapped up a big year of rowing for RGS. “We started the season in January with a positive camp and the Queensland Club Championships,’’ Mr Smyth said.

“This led to the most medals RGS has achieved at a national championship - six medals in total including one gold, two silver and three bronze.

“The rowers followed that up with great results at regional regattas and finished the season at the Queensland Schools Rowing Championships.’’

Mr Smyth said another highlight this year was the introduction of a full Year 7 rowing programme.

“The Year 7’s certainly brought some enthusiasm to the shed and that sort of energy is contagious,’’ Mr Smyth said.

NETBALL

RGS Magic and RGS Storm qualified to represent the Central Queensland Southern Region at the Vicki Wilson State Championships in Brisbane on the school holidays. Magic narrowly missed a start in the top 8 play-offs, eventually placing 10th in the Cup division, while RGS Storm placed 15th after some competitive, tight losses. The State Championships were played at the Queensland State Netball Centre.

ROWING

Olympic rower: keep setting higher goals Duncan Free rowed for Australia at four Olympic Games, finally striking gold at the Beijing 2008 Olympic Games. The sporting prize arrived after constant self-analysis.

Catching up with RGS rowers during a visit to Rockhampton in Term 3, Duncan explored key areas to help achieve success. These included – persistence, commitment, determination, work ethic, positive mindset, commitment, persistence, team work.

“If you don’t have this you won’t be the best you can be, and you have to rethink why you’re doing what you do,’’ Duncan said.

Duncan did win that Olympic gold medal he was chasing, but only after questioning his preparation after earlier winning a bronze, placing fourth and then seventh.

“My attitude wasn’t where it should be.

My work ethic, work load, training, volume, intensity, boat speeds. I put those limits there and got there. I realised they needed to be higher.

“You need to train, get fit, get strong. At the end of the day it’s the psychology that wins the race. Use that in training to prepare you more.”

“I wasn’t always good at [rowing], but I stuck with it,’’

Duncan identified another key area for sporting success – the right sport- life balance.

“When I was working or studying that made me perform better. I Duncan Free (4-time Olympic rower) could switch off and do something rather He said it’s the decisions you make in a race than living rowing. It doesn’t matter what it is – and make daily in training that will get you that working, study, a trade or volunteering – having better result. Make sure you choose the right something else going on in your life is extremely answer. important,’’ Duncan said.

“I thought I have to change something. Why aren’t I getting the results I deserve to get. I evaluated myself and used a lot of people around me to help me,’’ Duncan said.

“It also helped me when I retired from rowing because I already had other things going on in my life.”

Duncan is now a Director at the Griffith University Sports College and is now sharing his elite sport insight with the next generation of Australian sport stars.

“I wasn’t a super star when I was younger,’’ said Duncan, who also participated in AFL, triathlon, basketball and rugby during his school years before focusing on rowing in his last year of school.

“I was 12-years-old when I started rowing. I fell in. I didn’t finish. I wasn’t always good at it (rowing), but I stuck with it, enjoyed it, I made the most of it. Every bad experience I had I turned around to make sure it was better after that.”

Duncan said everyone faces issues and challenges all the time in their careers.

This included Duncan being on the brink of competing in a fifth Olympic Games in rowing (London 2012) until he was hit by a car during a bike ride. He recovered and gained initial team selection before having to succumb to a secondary injury resulting from his earlier accident.

“It was unpleasant, but I learnt about myself and what humans are capable of doing during that bottom line,’’ Duncan said.

Duncan said to find success in sport you need persistence and you need to enjoy it.

“If you don’t enjoy it maybe look at a different way of doing it,’’ Duncan said.

Pictured above with Duncan Free are (from left) Reece Byrne, Will Howland, Olivia Cook, Laura Sypher and Keeley Dunne.

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top row: Riley Macrae (Year 8) meets one of the new chicks at Port Curtis Farm; Lara Farmer (Year 4) joins the action at the Cap Coast Junior Cup netball carnival; Ben Hinman (Year 11) gets to work at Belmont Station;

Top row: Benedict Wright (Year 9) plays an original song at Grammar’s Got Talent; Griffin Keating (Year 10) tests his bricklaying skills at the Try-a-Trade day held at CQUniversity’s Canning Street campus; Year 5 student George Pentecost bursts into action in the Primary Capras Cup rugby league final at Browne Park;

2nd row: Abigail Scotney (Year 9) tests her Zumba skills during the Year 9 What About Me Programme; Year 6 students gather to celebrate the Day of Notables presentations; 3rd row: Shobi Salam (Year 10), Mahalia Spratt (Year 8), Aaliyah Spratt (Year 7) and Siannah Pitt (Year 9) take a lead role in celebrating NAIDOC Week; Prep’s Oliver Mullen, Tann Naylor and Kees Nowland keep themselves busy with paper, scissors, rock as they wait for the Whole School Photo.

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2nd row: Prep’s Ella Cashion looks a picture in pink at Book Week festivities; Grady Wight (Year 8) puts his design skills to the test during a Questacon visit; Year 10’s Rhett Austin with his clock creation from Year 10 Introduction to Industry studies; 3rd row: Ella Plumb (Year 7) hits the stage as Matilda; Ella McCauley (Year 8) joins a Japanese-English language study session

with visiting students from the Waseda school network in Japan; Joining the RGS Rowing programme in 2019 are Year 7 students (from left) Harrison Hepburn, Jared Godwin and Jack Lynch; 4th row: Mackenzie Wood and Paige Baker, both Year 12, officiate at the annual Oratory competition; Year 1’s Isabella Teather reads to her mum Elle at the Year 1 nursery rhyme book launch where children could read their original stories to their parents and other classroom visitors.

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THE FINAL WORD

Leadership: What does the situation require of me?

Stephen Scott is the author of The 15 Disciplines, a concept relevant to all leaders in all environments.

A former officer in the Royal Australian Air Force, Stephen now works closely with education institutes across the country. Stephen shared his leadership throughts with Rachael McDonald.

WHO CAN BE A LEADER AND HOW DO THEY GET THERE? Stephen Scott Anyone can be a leader provided the desire to lead is authentic and well-intended. Despite many people still attempting to influence others using their rank, authority, age, gender, experience, knowledge or qualifications, leadership has nothing to do with any of these things.

Leading is about asking yourself, ‘what does the situation require of me?’ and then consciously recognising the influence your fear and ego are having on your ability to action the answer to that question.

“Connection makes you feel included, accepted, proud, respected, empowered, successful and dignified.”

WHAT ARE THE FUTURE EXPECTATIONS FOR LEADERS (IN EDUCATION)?

Stephen Shifting social values and attitudes, changes in future government funding to independent schools, government investment in public school infrastructure, increasing regulatory and legislative compliance and the availability of critical school data on smartphones. These are all changing the world of education in Australia.

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Expectations of leaders are to provide a greater value proposition to fee paying parents.

With the increasing alignment of physical building quality between public and private schools, the value now comes down to what happens inside the walls of the buildings. I believe the future expectation for leaders will be to be more strategic and less operational.

WHAT DOES A SCHOOL COMMUNITY LOOK FOR IN LEADERSHIP?

Stephen Connection. It is a human instinct that we cannot deny and must understand the impact of it on human behaviour Stephen Scott and decision making. Belonging to a school community is akin to having a membership in an exclusive club. You feel like you have access to something that others do not, and you enjoy the company of those who you share this privilege with.

Connection makes you feel included, accepted, proud, respected, empowered, successful and dignified. This is what the great leaders do in any context and is most important in a school community whether it is with staff, students or their parents. There is no doubt that some parents want the academic results before all else but connection will still figure strongly in their decisions.

WHAT ROLE DO STUDENTS PLAY IN LEADERSHIP AND HOW IS THAT EVOLVING? Stephen Students are our next generation of leaders, so what happens inside a school regarding student leadership development is fundamentally important to the future of society.

The good news is that I believe students are better informed than my generation ever was at the same age. Because of that, they have greater concern for the future and a stronger desire to be better global citizens.

The challenge is whether or not the current generation of leaders will empower them to pursue their social agendas. It must start in schools, with greater alignment between teacher and student leadership development.

The same language, the same underlying philosophy and a breaking down of superiority barriers between the two groups are essential.

HOW CAN STUDENTS BUILD THEIR LEADERSHIP CAPABILITIES? Stephen By their teachers, parents and older students modelling productive leadership to them.

If students exist in an environment where they consistently observe their leaders modelling productive leadership practise and behaviour as they interact with each other, then experience the same when those people interact with them, it is a guarantee that they will practise the same in their own leadership.

The 15 Disciplines The 15 Disciplines is a package of checklists that assists any leader to consciously reflect on how productively he or she is leading. As leaders we are weighed and measured by the legacy we leave for others to build on.

This can be easily broken down to three key result areas: 1 The productivity you achieved during your time as a leader;

01 Be Your Best Self

2 The quality of life experienced in the environment the leader created;

02 Take the Lead

3 The capacity of the team to sustain and improve on that productivity and quality of life, long after the leader has departed.

03 Be Ethical

There are 15 areas of leadership in which a leader must be disciplined in order to achieve an optimal legacy. These begin with Discipline 1 - Be Your Best Self. This is about the leader’s ability to recognise the influence your fear and ego needs are having on your thinking and consciously finding the courage and humility to respond, not react. When you have the selfdiscipline to Be Your Best Self, you have the foundation to achieve an extraordinary legacy.

04 Keep the End in Mind 05 Be Strategic

08 Be Adaptable 09 Be Just and Fair 10 Look for Results,

Not Faults 11 Inform Relentlessly 12 Work Hard, Play Hard 13 Generate Unity 14 Uphold Standards 15 Foster Learning

06 Plan to Succeed 07 Maintain Control

S UMM E R

R ACING

Saturday 15 February 2020 Early bird tickets now available trybooking.com/BFVOJ

Raising funds for 21

REDFORD SOFA Making living more comfortable 22