Around the Classrooms at RGS Highlights
YEAR 3 Technology
Making Movies
Year 3 students brought a scene from Matilda to life through stop motion animation in their Design Technology studies. The students chose a scene from the novel and began generating ideas. They developed a detailed storyboard, mapping out key actions, character movements, and settings, before creating backgrounds, props, and capturing stop motion sequences using iPads. They next used Premiere Rush to edit and compile their final movies. This hands-on project was an exciting way for students to engage with both literature and technology. They gained a deeper understanding of Matilda and also developed problem-solving, storytelling, and digital media skills. The students lastly presented their completed movies to their peers and families, celebrating their creativity and teamwork.
Thank you RGS CoCurricular Sponsors. For sponsorship enquiries contact Todd Wells, Director of Co-Curricular at twells@rgs.qld.edu.au
YEAR 6 Art
Inspirational Sculptures
Year 6 students worked on a wire sculpture project, where they are created a figure of a sports person or another inspirational individual in a specific pose. At the start of the project, students explored the work of the Yarrenyty Arltere Artists. Based in Alice Springs, the artists sculptures are an exciting expression of life and culture. The students considered how these artists created soft sculptures using fabric and embroidery. Students were encouraged to think about how they could then bring their own individual ideas to life while refining their creative skills. The students printed their own picture books while researching people of inspiration. Using wire sculpture techniques, the students firstly shaped and moulded their figures with aluminum foil, which was eventually wrapped in masking tape before being painted.
YEAR 7 Agriculture
Paddock to Plate Students gained a hands-on approach to understanding the world of farming and food production, with the key focus “Paddock to Plate”. Term 1 focused on the journey of plants, from cultivation, to harvesting, and preparation for consumption. Students explored plant growth, farming practices, and the importance of sustainable food systems. Students developed their own vegetable garden, maintaining it and harvesting the products, and did an experiment into chicken layer breeds. In Term 2, students will conduct a practical investigation, learning about different breeds of chickens and their ability to lay eggs, while considering factors like care, nutrition, and environmental conditions. The units foster a deeper understanding of agriculture, the science behind food production, and connections between what we grow and what ends up on our plates.
Year 10 Sewing
Reflective Fashion
Year 10 students worked on a clothing design project that explored their connection to Australian culture. They learned about First Nations fashion, culture, and traditions, focusing on the historical significance of clothing. The project encouraged students to reflect on both First Nations heritage and contemporary Australian culture as they created their own designs. They explored themes like Australia’s diverse landscapes, history, and multicultural identity, while also considering how fashion can express personal and collective stories. This project combined creativity, research, and cultural understanding, as students developed designs that were both meaningful and reflective of Australian culture.
Year 12 Physics
Magnetic Forces
RGS Year 12 Physics students went back-to-basics during Term 1, when they looked into the fascinating world of magnetism. Using iron filings and bar magnets, the students explored the magnetic fields formed by a single magnet, two magnets with like poles facing, and two magnets with unlike poles facing. The students were delighted to see the magnetic field lines forming as they sprinkled the filings. Magnetism is caused by the motion of electric charges. Every substance is made up of tiny units called atoms. Each atom has electrons, particles that carry electric charges. Magnetism is something we encounter every day, from the permanent magnets that keep our fridge doors closed to the electromagnets in our headphones.
Service to others
One of the greatest lessons we can impart to our students is the importance of giving back. At The Rockhampton Grammar School, service to others is woven into the fabric of who we are. We believe that education extends far beyond the classroom – it is about character, compassion, and a sense of responsibility to the world around us.
Each year, our Leadership team embraces a challenge that not only raises much-needed funds for important causes but also strengthens school spirit and unites our broader Rockhampton community. These challenges are more than just fundraisers; they are powerful reminders of what can be achieved when people come together with a shared purpose.
In our inaugural year, we braved the cold and took part in the Ice Bucket Challenge, raising funds and awareness for Motor Neurone Disease. In 2024, the team suited up in dinosaur costumes and sprinted through the Dino Dash, a light-hearted yet spirited race that brought joy to the community while raising over $20,000 for our neighbours at the Fitzroy Community Hospice.
This year, our challenge was both ambitious and deeply personal. The 86km for a Cure initiative saw our Leadership team, students, the RGS Parent Association, and families commit to hitting the pavement throughout March, culminating in a heartwarming event on the bottom oval where we completed 21.5 laps together. It was truly inspiring to see so many students, staff, parents, and even a few prams and four-legged friends join in. This year’s cause – raising funds for the Children’s Cancer Institute – was especially close to our hearts, as one of our own families is currently facing this battle. It was a powerful way for us to show our support, to remind them that they are not alone, and to demonstrate the unwavering strength of our school community.
The true value of these challenges is not just in the money raised, but in the spirit they ignite. They teach our students empathy, resilience, and the importance of standing together in the face of adversity. They remind us all that small acts of kindness, when multiplied, create a lasting impact. Giving back is not just something we do – it is who we are.
To everyone who participated, donated, or cheered from the sidelines – thank you. Your generosity and enthusiasm make a difference, not only to the causes we support but to the culture of compassion that defines The Rockhampton Grammar School.
Together, we continue to make a meaningful impact, proving that when a community comes together with a shared purpose, incredible things happen.
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
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Stepping into RGS history
RGS Year 2 classes explored the history of RGS during their Term 1 studies. Year 2 studied the changes that have occurred at RGS and the various people and places within its boundaries that are significant both to current and past students.
RGS Year 2 teacher Ms Graff (RGS 2003) was a student at RGS from Year 1 through to Year 12, and has a strong interest in how the RGS Primary School has changed since it opened in 1990. 2G students shared their RGS discoveries:
Harry – “The Primary School opened in 1990 and it started with 75 children. There were children in every grade from Year 1 to 7. There were seven students who went from Year 1 to Year 12, from the first year group. There were no Preps.”
Aryan – “Mr Ryan was the first Head of Primary in 1990. The first sports teams were red, blue, green and yellow. After a while green became purple, yellow became orange and then eventually we changed the teams to Wheatcroft, Wheatley, Kellow and Jardine.”
Jayden – “Mrs Irwin’s room was a play area with one handball court.”
Tobias – “Ms Graff’s classroom was an Art room, a Lego room, a Science room and a Year 7 room.”
Hamish – “There was only one classroom that had air conditioning.”
Maxan – “Mr Ryan ran the Primary School for eleven years. His office was the small room in Mrs Kennedy’s classroom.”
Ziggy – “The current Year 2 eating area was a garden and dirt.”
Lilli – “Students learnt Japanese from Year 1. Ms Graff learnt Japanese and French in one year!”
Briar – “The current Prep M room was an open area used for assemblies. I also learnt the Duggan Hall used to be outside basketball courts.”
Naira – “One of the Year 7’s rang the bell in 1990. There were 75 students when the Primary School opened. There were also seven students that started in Year 1 that year and went all the way to Year 12.”
Thierry – “The Duggan Hall was just a basketball court in 1990.”
Emmitt – “In 1990, there was no Prep or Kindergarten.”
Bella – “Primary School did not have any air conditioning and no drop off!”
Paxon – “Prep K was where Mr Ryan’s office was and also the Staff room.”
RGS Year 2 students on the steps leading to the Prep classrooms. These steps once led to the Primary School Reception, which was in Mrs Kennedy’s Prep classroom.
Leading the Way: The GenAI Journey at RGS
The Rockhampton Grammar School is embracing the future with the launch of GenAI at RGS, marking a significant milestone in its commitment to innovation and preparing students for the world ahead.
The School’s exploration of AI is not new – over the past three years, RGS has been actively engaging with this evolving technology. From attending conferences and hosting in-house training to classroom experimentation and a special project fellowship, staff have been laying the groundwork for what is now an integral part of the School’s strategic vision. In October last year, this commitment was formalised with the establishment of the AI Leadership Group, a dedicated team of teaching and non-teaching staff working to define the framework for AI integration at RGS.
Earlier this term, the Headmaster officially launched the GenAI at RGS programme at the Meet the Teachers event, reinforcing the School’s dedication to embracing AI in a meaningful, ethical and strategic way.
AI at RGS is not about replacing people –it is about enhancing the incredible work already being done. In the classroom, AI offers personalised learning opportunities, supports teachers in planning, and streamlines administrative tasks, allowing educators to focus on what truly matters – engaging and inspiring students. Beyond teaching, AI is set to improve efficiency in areas like finance, marketing, and operations, ensuring that resources are directed where they matter most.
Recognising that AI is a tool, not a replacement for human connection, relationships remain at the heart of the RGS community. As the School moves forward, it is committed to bringing families along on this journey. Learning sessions for parents will be hosted to ensure they understand AI’s role in education and how it will benefit their children.
This is just the beginning. GenAI at RGS is a long-term commitment, and together, the school community will embrace this opportunity with curiosity, responsibility, and a shared vision for the future.
RGS Community: Leading by Example
The RGS Leadership Team took on the ‘86km for a Cure’ challenge in March.
Through the generosity of the Grammar community, the RGS Parent Association, and Blue Sky Heritage Eggs, the team raised over $9,500 and clocked up more than 1,170km for the cause.
This year’s fundraising focus held a deeply personal significance.
Head of Primary, and Leadership Team member, Mrs Kate Harris said when a child in our Grammar community is among the 86 children diagnosed with cancer in Australia each month, the statistic becomes painfully real.
“The ‘86km for a Cure’ challenge gave us the opportunity to unite as a community-showing our support for a Grammar family while contributing to vital research aimed at finding a cure for childhood cancer and developing safer, more effective treatments,’’ Mrs Harris said.
Change: “We can start now”
RGS Year 12 student Kathleen Nguyen is not one to sit back and watch the world pass by. The Zonta Club of Rockhampton Young Women in Leadership Award recipient for 2025 has already achieved so much at such a young age.
“What keeps me inspired is knowing that we don’t have to wait for the world to change – we can start now,’’ Kathleen said.
“It doesn’t matter who you are, what your background is, or where you come from. When you choose to step up, you’re taking part in something bigger than yourself.”
At the Zonta awards, the Club outlined Kathleen’s many commitments.
Among Kathleen’s academic honours are Captain of Music and Public Speaking, Committee Chair, Capricornia and State SHEP for violin, representative on the myQCE Student Reference Group and member of the Australian Youth Climate Council. Kathleen also regularly volunteers at school events.
In the community, Kathleen is co-founder of The Gratitude Initiative – focused on progressing and transforming the landscape of financial disadvantage for young people and women in Queensland, volunteer with RACQ CapRescue, speaker at the 2024 QFCC (Queensland Family and Child Commission) Youth Summit, Rockhampton HeadSpace Youth Consortium representative and engagement and feedback officer, and Kathleen is preparing to attend the National Student Leadership Conference at Georgetown and Columbia University, and UN Youth Aotearoa Tour in New Zealand.
“Juggling school and community commitments is so easy when you enjoy it,’’ Kathleen said.
“Embrace every moment, grab every opportunity, and stay curious about the world. With those three things, the only path left ahead of you is the road to success.”
Kathleen said winning the Rockhampton District Zonta Award was both an honour and a powerful reminder of the importance of leadership and advocacy for women.
“It’s not just a recognition of what I’ve accomplished, but a reflection of the incredible women in our community, and a reminder of the work still ahead to ensure equal opportunities for all,’’ Kathleen said.
Ziran’s voice invited to Constitutional Convention
RGS Year 11 student Ziran Lekha joined 120 Year 11 and 12 students from around Australia at the 30th National Schools Constitutional Convention (NSCC), held at the Museum of Australian Democracy at Old Parliament House, Canberra, from 25 – 27 March 2025.
The topic for this year’s Convention was, ‘Revisiting Sections 51ii and 90 to Reimagine Australia’s Fiscal Federalism’. This topic provided students with the opportunity to examine Sections 51ii and 90 of the Australian Constitution and the fiscal relations between the Commonwealth and the states. A range of stimulus speakers discussed the issues with students for them to debate with all delegates. Emeritus Professor Clement Macintyre from the University of South Australia facilitated the Convention.
Outcomes from the Convention will be incorporated into a Communiqué to be presented to the President of the Senate, Senator The Hon Sue Lines, for tabling in Parliament and recording in Hansard.
“This provided me with a wonderful opportunity to hear from expert speakers and learn about constitutional reform,’’ Ziran said.
The programme also included a visit to Parliament House, a meeting with the Governor-General, Her Excellency the Honourable Ms Sam Mostyn AC at Government House, and an official dinner at the National Press Club.
Primary leaders unite as one
The RGS Primary Student Leaders have been elected for 2025 – a group of students who each bring their own leadership skills to the role but together will work as a team. We asked the students – what does leadership mean to you?
Alessandra Gazal – “Leadership means being a kind and respectful listener, learner, and student. Being a leader isn’t just acting like the best, it is also about letting others respond, giving ideas as well as letting them be in charge sometimes. It is also encouraging everyone to do their best and try even when it’s tough.”
Chase Tippett – “Leadership means to guide others on their way to success and be inclusive”.
Ezriela Sidharta – “Leadership means being there to support others and setting examples. If we can lead by example, we encourage the people around us to be the people they wish to be.”
Henry Houghton -– “Leadership is more than leading, it is more than the badge, it is about being an example for younger students. It also
Growing student voices
The RGS Secondary School Student Representative Council (SRC), elected students from Year 7 to Year 11, is a dynamic group of student leaders dedicated to fostering a positive school culture and amplifying student voices across all year levels.
The RGS Secondary School has introduced a new initiative to provide a greater voice for the student body.
The SRC works alongside the RGS School Captains, and Prefects, playing a crucial role in growing student voice, leadership development and building a positive school culture.
Key responsibilities include:
• Representing their peers’ views and concerns to the council
• Organising year-specific events and schoolwide activities (aligned with the Prefect focus groups)
means that you have to represent all the RGS values.”
Nuala O’Reilly -– “Leadership means setting a good example to others, taking responsibility for your actions, and knowing that people trust you and your decisions. A good leader should be approachable, acknowledge others and engage with students daily in a friendly way to help build trust and create a supportive environment. Listening to others and acknowledging their ideas is one of the most important parts of being in a leadership role.”
Tyler Hancock -– “Leadership is where a person leads despite what others say. You don’t need a personal invitation to do what is right, you just know what to do.”
Bahar Hosseininejad -– “Leadership isn’t a badge or a position, it’s an opportunity that everyone can embrace. It’s about inspiring
others, taking action, and making a difference, no matter where you are.”
Richie Simpson -– “Leadership means displaying our RGS values every day, all the time no matter the circumstances, and making sure everyone is safe, happy, connected and feels wanted.”
Lexie Kirk -– “When someone mentions leadership, the immediate thought that comes to my mind is, how do you show it? I believe you do this by becoming a reliable leader and role model for younger students, which will significantly improve the environment of our school community.”
Blair Rea -–“Leadership means more than the badge. I represent the RGS school values every day. I like to make everyone feel safe and happy around the school, no matter the circumstances.”
• Implementing initiatives to enhance student life
• Leading community outreach
• Collaborating with Prefects and the newly elected Form Captains
The role also provides students with an opportunity to improve their communication abilities, and gain valuable experience in problem-solving and project management.
RGS SRC representatives: (from left) Twaha Noor (Year 11), Rosie Finger (Year 9), Ruby Rowland (Year 10), Dev Gupta (Year 11), Patrick Rae (Year 9), Gus Moreira (Year 10), Archie Mallinson (Year 8), Oliver Lau (Year 7), and Karryn Surendrakumar (Year 7). Inset: Jayda Kidd (Year 8).
RGS ALUMNI
The RGS Alumni continues to reconnect with students from across the decades, from attending breakfasts and award ceremonies to welcoming the newest RGS Alumni from the Class of 2024.
Generations Breakfast
RGS hosted its 3rd annual Generations Breakfast in the School’s Memorial Assembly Hall, to coincide with the RGS Year 12’s Foundation Day Assembly. The event acknowledged RGS generational families. Alumni, staff and students had a lovely morning catching up and sharing stories. A special mention to the Geddes and Burnett families who had three generations of Grammarians at the sold out event. Guest speakers were RGS parent, and RGS Boarder Parent Association President, Toni Frame (nee Davison, RGS 1987) and her son Luke, RGS Year 12 Prefect.
RGS 2024 Dux
Lachlan Wilson accepted the RGS Dux trophy at the School’s Foundation Day and Induction of School Officers Ceremony in February. In accepting the award, Lachlan thanked his family and RGS staff for their support during his school years. He also spoke about the “soft” skills that contribute to success in the years ahead: “you’ll be going in as someone who has persevered in a team, learned to be resilient, and worked relentlessly hard at what you’re passionate about. You will be someone who has strived to become the person they want to be.” Lachlan is now undertaking a dual degree in Mathematics and Engineering at the University of Queensland.
Distinguished Past Student Awards
The RGS 10th Annual Distinguished Alumni Awards Dinner will be held at the School on Saturday, 19 July. Tickets are now on sale at events.humanitix.com/2025-rgs-distinguishedalumni-awards. Award categories are:
• Distinguished RGS Alumni Award
• Young Alumni (under 35)
• Central Queensland Community Contribution Award
• Past Staff Life Memberships of the RGS Alumni
(Pictured: last year’s Distinguished RGS Alumni Award recipient – Graham Clark, right, with RGS Alumni Steve Deaves)
Nick Smith (RGS 2021)
My story
Nick Smith has been interested in theatre and the arts for as long as he can remember. As a child he would dream up wild ambitions of performing and sharing stories and it’s something that has continued to drive him forward as a person.
Taking centre stage as a solo guest artist at the Queensland Performing Arts Centre’s (QPAC’s) Spirit of Christmas concert in the QPAC Concert Hall last December was a dream for Nick.
“I really believe in the power of the art form and the things we can achieve as musical theatre artists.”
Living back in Central Queensland, Nick performed in every production he possibly could, from RGS musicals including Matilda and Singin’ in the Rain, Rockhampton productions of Les Miserables and 13 the Musical, to dance concerts, and music recitals.
“I really really believe in the power of the art form and the things we can achieve as musical theatre artists,’’ Nick said.
“Be it sharing stories that resonate with people, giving them an escape, or simply just making some light in times that could otherwise be a bit bleak. I love that we can create moments of ephemeral humanity.”
While finishing Year 12 at RGS, Nick auditioned for the Musical Theatre programme at Griffith University, which is now known as the Queensland Academy of Excellence in Musical Theatre, and was accepted into the three-year course.
“It was an intense course that covered as much content as possible from dance classes, singing, acting, right through to the business side of things, as well as receiving Mental Health First Aid training throughout the programme,’’ Nick said.
Nick’s invitation to perform in QPAC’s Spirit of Christmas concert was a dream.
“Honestly, I spent most of the week in a state of complete awe. That’s the kind of stuff people dream of, and to have the opportunity to perform alongside some of my biggest idols, and internationally successful performers, was both a privilege and an immensely generous learning opportunity,’’ Nick said.
Nick has now graduated and has entered the competitive world of musical theatre. He has an agent and has started auditioning for upcoming projects.
“The future can be very uncertain in this industry, as I have been told, but I’m excited to ride the wave and keep doing the thing I love most.”
Nick recently graduated from the Queensland Academy of Excellence in Musical Theatre. While studying, he performed the roles of Emmett Forrest in Legally Blonde, Bobby Strong in Urinetown and Captain MacHeath in The Threepenny Opera. He also performed in productions of I Love You, You’re Perfect, Now Change, Cry Baby and 42nd Street. Nick is the recipient of a scholarship awarded by the Rekindle Foundation to aid his future professional development.
Last year, in addition to his studies, Nick performed at the Brisbane City Hall with Epiphany Productions and at the Brisbane Star Casino.
Early career opportunities
RGS Year 11 and Year 12 students welcome opportunities to test the workforce waters when they sign up for school-based apprenticeships and traineeships.
Hunter Clifton is growing his passion for technology with his placement at iAssist, while Georgia Casey has found a spark at her work days at STT Electrical.
Hunter Clifton – iAssist
YEAR 12
“I love coming here. It’s my favourite day of the week,’’ said Hunter, who works at iAssist every Friday.
Hunter said he always had a thing for technology.
“I love the idea of always knowing what the newest thing in technology is, and overall I love working with technology.”
Hunter fills his traineeship days working through varied tasks, including servicing computers, helping with communications installation work, or helping people with network connections.
iAssist has both IT and telecommunications departments, with Hunter working with the IT group.
iAssist Sales and Service Manager Kai Spence said it was good to have Hunter at work in a traineeship role.
“We prefer traineeships because with the unique nature of the IT that we do, there is no training course that teaches you these skills. We prefer to get people like Hunter, start them in Year 11 and teach them the skills we want in this industry,’’ Kai said.
A traineeship is held over two years, before iAssist next moves the employee onto the free desk for a year, helping with customer service.
“The stereotypical tech person isn’t good at dealing with people. If we can teach them the people skills, then the technical skills can come on top of that and then we find we have a well rounded technician.”
Georgia Casey – STT Electrical
YEAR 12
Georgia has always been fascinated by how things work.
“As a female apprentice in a small company, I enjoy the close-knit team and every day brings something new, from installing electrical systems and performing maintenance to troubleshooting faults and working on complex wiring projects, keeping my work both dynamic and engaging,’’ Georgia said.
Georgia said this opportunity offered a pathway for growth, leadership roles, and the satisfaction of contributing to projects that make a tangible difference, along with overcoming hurdles.
“One of the biggest hurdles is overcoming the stereotype that electrical work is not suited for women. However, these challenges have only strengthened my determination to succeed.
“This apprenticeship offers me the opportunity to break down barriers and encourage more women to pursue careers in trades, all while gaining valuable hands-on experience and learning from a supportive team.”
STT Electrical Director Sam Tresize (RGS 2008) said they normally don’t take school-based apprenticeships, but Georgia was keen, eager and very switched on in the earlier work experience phase.
“We bent out own rules a bit and thought we’d give it a go. We encourage students to finish school, at a minimum with their Year 12 certificate,’’ Sam said.
“There’s definitely a trades skill shortage. We need to start training and retaining our apprentices when they become qualified.”
“This apprenticeship offers me the opportunity to break down barriers and encourage more women to pursue careers in trades”
Positive reminders to be your best version
Listening to performance and leadership coach Dan Haesler speak to RGS students, parents, and staff, provided positive reminders about breaking down life’s big picture into manageable tasks. Dan spoke about clear boundaries and timely reminders about the car ride home, giving agency to athletes, and having your child pursue their goals, not yours.
Dan Haesler has worked with some of Australia’s leading athletes, including his current work with the Penrith Panthers, and the same message applies to elite athletes as it does to everyone else.
Dan identified three key areas he wanted to bring to the minds of the RGS community.
“Firstly the idea of individual ownership of the situation. Understanding what we can and can’t control and dialling into what we can control which is along the lines of – how I show up, my effort, and my attitude. Leaning into sports psychology, no matter what is going on around me I can’t control that but I can control how I respond to it.
“Secondly, the power of the collective. No one does it alone. Particularly with the School’s staff leaders I shared the concept of psychological safety and the role that leaders can play in creating that climate. For people to truly be their best they have to go to the edge
of what they are capable of and push past. In a psychological unsafe space I’m going to play it safe, worrying what people think or about the ramifications of a left field idea or challenging the norm.
“Thirdly, ignite some curiosity and momentum to things people are intuitively interested in. When the busyness of school kicks off it can get lost. When we need to talk about it we don’t.”
Speaking with RGS staff, Dan spoke about the importance of psychological safety and realising that school is a high-performance environment.
“We (school staff) have to see ourselves as elite performers and adopt mindsets that can’t just fall into the norm because we’ve always done things this way. We have to constantly examine, is this working for our group?
“Staff are under such scrutiny, from the parents that invest in their childrens education, our colleagues, the students themselves. It’s about having the mental skills and frameworks to be able to navigate all of that. We often talk about this idea of how do we leave the place in a better place than where we found it. Flip it, how does Rockhampton Grammar leave us in a better place as a result of being here as a student, colleague, parent,’’ Dan said.
“Something that is true is the way we see the world is not how other people see the world. Everyone has their own lens they put over it.”
Students were given helpful tips on setting “better” goals – ones that are in their control.
Dan said it was still great to want to make that Queensland team, but use that as the “fuel” on the days you just don’t want to do those other goals that are in your own control.
He said it’s more about a way of “being” rather than what you are doing.
“Think about the conversations in the car ride home, giving agency to the athletes, having them pursue their goals and not yours. Those three things are so powerful.”
“We’re trying to create this idea that high performance is a journey, not a destination,’’ Dan said.
Dan said more sports were also starting to take parents “along for the ride”, looking at how parents can help and talking about boundaries.
“I encourage self-reflection,’’ Dan said.
“It’s this idea of is what I’m doing (as a parent) helping or hindering my child, not as an athlete but as a person, and what do I model as a parent. Parents are usually just trying to muddle through.”
Dan identified some key techniques to help navigate the parent and child relationship.
“Look at how we talk about success in our house – who do we want to be as an athlete, rather than what we want to do. If your child wants to be resilient, how do you model that as a parent.
“How do we think about our own emotional responses watching our child play sport, of when they do or don’t make the team.”
Dan said try to be an “example” rather than an “expert”.
Dan said there is no secret to success.
“I just don’t think we do it – having clear boundaries,’’ Dan said.
“Think about the conversations in the car ride home, giving agency to the athletes, having them pursue their goals and not yours. Those three things are so powerful.”
Dan Haesler –shifting minds
Students Lessons from the best
• Set goals that you are 100% in control of (eg: nutrition, training).
• Pressure is not good or bad – it’s how you think about it. It’s about developing a nice relationship with pressure. Pressure is not going anywhere.
• Every day is an opportunity to learn, grow and develop – learn something about yourself and grow. Be the best version of yourself.
• GOAT mindset – Gratitude, Ownership, Attention, Time.
• Be grateful for the opportunity you have and jump into it.
Parents Sideline champions
• Be interested in the manner of performance, learning, growth and development. Too many focus on just the outcome.
• Don’t be more proud of “what we do” but “who we are”.
• Don’t be an expert. Be an example.
• A sport is a canvas to express your identity. It’s important to create many other canvas’ in life for when one falls down.
• (LATER) Listen, Acknowledge, Talk, Encourage, Reflect.
Staff Clutch every day
• Education is more high stakes than any sport with clutch moments every day.
• Nobody does it alone. Important that everyone knows their role.
• Flip the mindset – (Consequences) What if I do?; (Judgement) Who has earned the right to have an opinion?; (Expectations) Set daily goals that are 100% within your control.
• Focus on the “I am” (values) rather than the “What I do” (teacher, parent, athlete).
“I love a dark, bare stage and the transformation that occurs when scenery, props, lighting, sound, costumes, and performers come together to create a visually magical production.”
30 years of RGS musicals
The Rockhampton Grammar School is proud to present a revival of The Wiz at the Pilbeam Theatre on August 8, 9, and 10 2025. The Wiz originally opened on Broadway in 1974, and was later adapted into a film version featuring Michael Jackson and Diana Ross in 1978. This marks the third time RGS has staged this musical version of The Wonderful Wizard of Oz, with this year’s production featuring a contemporary twist.
Imagine the classic Wizard of Oz characters – Dorothy, Scarecrow, Tinman and the Lion –set to a lively mixture of rock, gospel and soul transported to today’s world of technology and social media where witches are influencers and wizards are tech giants. Despite these modern updates, The Wiz retains its timeless message: there is no place like home.
Notably, this third installment of The Wiz, also commemorates the 30th musical directed by Jan Kennedy at RGS. Mrs Kennedy is renowned for her expertise in transforming musical scripts into captivating RGS productions. Over the past three decades, the Kennedy family has been integral to the show’s success.
“When selecting the next musical, I consider the students who will be participating. I strive to choose a show that accommodates their talents, such as vocal ranges, dance abilities, and acting skills. However, my core philosophy
is that every student can be taught these skills. I do not believe in the phrase ‘I can’t’ because I firmly believe that everyone can,”
Mrs Kennedy said.
“Over the past 30 years, many of my students have pursued careers in theatre in various capacities such as, performing professionally on stage, working behind the scenes, stage management, set design, directing and production photography. My main goal is to impart theatre skills and encourage students to step out of their comfort zones and transform into something extraordinary”.
Mrs Kennedy’s love of theatre began in 1969, participating in her first musical, Snow White.
“I was completely hooked. I love a dark, bare stage and the transformation that occurs when scenery, props, lighting, sound, costumes, and performers come together to create a visually
magical production. The stage is a blank canvas, waiting to be brought to life by the performers who inhabit it. The RGS students are already putting tremendous effort into The Wiz and fully engaging with the new concept.
“If I could dedicate myself solely to theatre work every day, that would be my passion. Directing, choreographing, designing sets and costumes, lighting design and pushing students to become something extraordinary –that’s what I love”.
Mrs Kennedy has been fortunate to have her family’s support over the past 30 years, from when her three children were in school at RGS, to their current roles as adults. The Kennedy team is back for this year’s musical.
Youngest son, Michael (RGS 2001), who played Tinman in the 2000 production and now award winning photographer with Theatre
Mrs Jan Kennedy finds the enthusiasm, and energy, every year to bring another musical to life on the stage.
Ghost, will again contribute to the set design, photography, and bringing the new concept to life – his idea to take The Wiz into the virtual world. Michael’s wife Alaina (nee Alroe, RGS 2001) also participated in RGS musicals, including The Wiz (2000) and served as the RGS Theatre Council Secretary and backstage assistant for many years.
Also involved is her eldest son, Anthony (RGS 1995), the RGS Audio Visual Manager. During his school years, he took on the role of Stage Manager, a passion he has carried forward for over 12 years. His extensive involvement includes serving as Stage Manager, managing sound and lighting, and constructing impressive sets, including a double-story revolving set for Strictly Ballroom (2018). Anthony’s wife Nicole Kennedy, an RGS Prep Teacher, has also worked behind the scenes
“Pushing students to become something extraordinary – that’s what I love”
backstage on RGS productions for many years.
Daughter Elizabeth, (RGS 1998), a dance teacher in Sydney, performed in the RGS production of Gumshoe. Elizabeth has collaborated with her mother to choreograph dance routines for many RGS productions. With extensive experience as a professional dancer and instructor in San Franciso, she will again
AUDITORIUM MEMORIES
Before RGS musicals were hitting the Pilbeam Theatre stage, the Secondary School Musical was performed in the RGS Auditorium. Mrs Kennedy fondly remembers the early days of RGS musicals:
“In those days the Auditorium was a small stage for 30 to 40 students. There was no side stage, just a narrow back entrance, so we had to carry the sets through the side doors, down the stairs onto the stage.
The changing rooms were in the gym, divided by curtains, boys on one side and girls on the other. Everyone would run from the gym to the stage, sometimes through the side door if there were too many students to enter through the back door.
The band initially sat on the floor on the Archer St side and later we built a mezzanine floor for them so they could spread out over two levels. Eventually, I asked for an extension at the front of the stage and to fill it wall-towall. The idea was to fit more students on the stage however it didn’t alleviate the problem of getting sets in and out.
It was surprising what we could carry down the side of Auditorium right beside the audience. Part of the thrill was the audience participation.”
contribute her expertise in choreography.
Mrs Kennedy remains emotional for the unwavering support of her late husband, Phil. Before joining RGS, Phil assisted with sound, and later, as the School’s AV Manager, was Stage Manager at the Pilbeam Theatre.
“Being able to do it together as a family is incredibly special. I also had the joy of teaching my granddaughter, Summer Kennedy (RGS 2018) theatre skills in her RGS musicals”.
“Over the years I have had the privilege of working with many like-minded individuals in the theatre community at RGS. I thank RGS Primary teacher Mrs Elisa Williams for her love of music and her involvement in the RGS musicals over the last 20 years. It is wonderful working with such a professional vocal coach and friend. I also extend my heartfelt thanks to the RGS Board of Trustees and Headmasters, past and present, for their support of the Arts, especially the musicals over the last 30 years. Without them, the show would not go on! I am passionate about inspiring students to love theatre and hope to see their journey continue. This is what drives me to keep working with them and sharing my theatre experience.
“Mrs K”, as she is fondly known by many RGS students, would love to see the RGS community, both past and present, come together to support another wonderful group of students in The Wiz
2025 marks Andy Conaghan’s (pictured left, RGS 2002) 20 year anniversary as a professional actor. He will soon play Otho in Beetlejuice in Melbourne from May. Andy performed in the RGS production of The Wiz in 2000 and has amazing memories of his RGS musical days, and Mrs K’s amazing passion for RGS musicals:
“I love The Wiz as a show – it blends soul and R&B music into a musical theatre setting so seamlessly. The songs are incredibly uplifting and catchy, and the story carries a fantastic message about self-belief and resilience. I have wonderful memories of playing the Scarecrow in that production. With so many different scene changes to navigate, we made it all work in the Auditorium. Jan Kennedy is a titan of musicals at RGS, and I was so lucky to have someone with her enormous talent, creativity, and warm, supportive personality during my time there. She was a true mentor to me. Her passion and dedication were so inspiring – she created an environment where we could push ourselves, grow as performers, and, most importantly, believe in our abilities. She played such a huge role in making me feel like a career in musical theatre was possible, and I know so many others would say the same.”
New horizons on family visits
RGS families are embracing the growing international student programme at the school. During a Boarders’ Long Weekend last term, international students were hosted by RGS families to experience Australian life outside of the boarding dorms. Ria, Momoka, Kaichi and Elias share their stories:
Ria Yamaura and Momoka Okafuji (Japan, Year 10) – visited the Appleton family’s Clermont property, “Blackridge”:
Ria - “The first day, I saw a lot of stars with Momoka, Katie, Maddy’s sister and Maddy’s mum. On the second day, we went to river and we did water tubing. It was very fun. We ate spaghetti, pizza, and chicken.”
Momoka - “I stayed at my friend’s house for a few days several times. Her family welcomed me and made things easier for me to get used to the environment. I was also able to get along with her siblings, and they gave me the opportunity to experience various things that gave me a feel for Australia, such as going to the zoo or water tubing. Although we only have a limited amount of time left together, I would like to stay with them again next term.
Kaichi Watanabe (Japan, Year 10) – visited the McMahon family in Rockhampton:
“I spent the long weekend with the McMahon family in Rockhampton. I made okonomiyaki for them, Kansai style. Okonomiyaki is a savoury pancake and tempura bits. It was great to feel part of their family and experience Australian family lifestyle.”
Elias Honsu (Germany, Year 11) – visited RGS past family, the McCartney’s at their property near Marlborough and also visited the McDougall family in Gladstone:
“I met three Australian families. My host family and the families of two friends. Staying with my host family for my first four days in Australia was a wonderful experience. I couldn’t imagine a nicer welcome than the one I had. It was amazing to be with them and we still catch up sometimes. Meanwhile it feels a bit like home visiting them. Then I stayed a long weekend in Gladstone with my friend’s family. It was so nice to meet them, and I had a very relaxing and fun weekend. For me it is very special to see how different cultures look like and so I was extremely happy to have the opportunity to live with Australian families for a few days and to make experiences with them. All in all, it is amazing to experience this exchange, and I am very grateful for it.”
“They gave me the opportunity to experience various things that gave me a feel for Australia.”
Cultural connections on Fiji netball tour
The RGS Fiji Netball Tour in December 2024 provided an extraordinary experience for RGS netballers, offering a high-quality netball experience along with profound cultural enrichment. While the competition on the court was invaluable, it was the immersion in Fijian culture that left an indelible mark on the RGS players, an experience that will resonate with them for years to come.
From participating in traditional dances and relaxing in therapeutic mud baths to visiting local villages, RGS netballers were given the opportunity to engage deeply with Fijian traditions.
RGS Head of Netball Mr Peter Delley said witnessing firsthand the simplicity and strength of village life provided an invaluable perspective, and the girls embraced the chance to give back by donating educational and hygiene supplies to the local village.
“A highlight was the remarkable bond formed with our sponsor club (Rising Stars),’’ Mr Delley said.
“Watching our girls wholeheartedly connect, cheering on their new friends, playing impromptu games, and immersing themselves in the shared love of netball, was truly inspiring. The impact of these moments extends far beyond the court, forging friendships and mutual admiration that will endure well beyond this tour.”
Mr Delley said, as a club, they were immensely proud of how the players represented RGS with enthusiasm, generosity, and respect.
“The success of this tour only strengthened our commitment to international opportunities, and we eagerly anticipate returning in 2026 to continue this incredible exchange.”
Year 12 students Kaylee Acton and Hannah Hovey were just two of the RGS students who embraced this tour opportunity.
Kaylee said being in Fiji gave her a chance to learn so much more about their rich heritage and traditions, as well as, meeting new people.
“Seeing the country’s vibrant Fijian customs, including the performances they showed us featuring dance and storytelling about their culture, was a truly amazing experience,’’ Kaylee said.
“It was amazing to see how friendly and open they were to have a chat. Whether it was at the courts, talking to our sponsor teams in between playing our games, or the workers at
the accommodation, it was incredible to see how happy and full of joy they were to learn more about us and where we came from.
“I had so much fun in Fiji, and if given the chance to do something like that again I could never say no.”
Hannah Hovey also welcomed the opportunity to learn more about the Fijian culture.
“From visits to the local villages and markets, mud bath and hot springs, trying the cuisine, watching performances of local dancers, along with learning some of the dances, there was a bit of everything,’’ Hannah said.
“We spent a lot of time exploring the area which included daytrips to local islands, seeing wildlife, swimming at the beach, and much more. My personal favourite part was meeting the locals and other Australian and New Zealand netball teams. We learned a lot, both on and off the netball courts, and no two days were the same.”
AROUND THE GROUNDS
AFL
RGS entered Junior, Youth, and Open girls division teams in the AFL Gala Day, playing against schools including TCC, St Ursula’s, Chanel College and Emmaus. The Junior and Open teams had wins and losses, while the Youth girls won all four of their games and qualified to play in the grand final next term, where they have the chance to qualify for the NQ Regional Finals in Townsville.
Secondary Swimming Age Champions
12 Years Girls Emma Hansen
12 Years Boys Oliver Lau
13 Years Girls Evie Francis
13 Years Boys Connor Hill
14 Years Girls Sienna Caton
14 Years Boys Edward Dingle
15 Years Girls Grace Francis
15 Years Boys Thomas Baillie
16 Years Girls Lauren Moody
16 Years Boys Ashton Rodgers
Open Years Girls Hattie Dingle
Open Years Boys Josh Platten
100m All Age
Freestyle Boys Ashton Rodgers
100m All Age
Freestyle Girls Meila Canniffe
Champion House Wheatley
Basketball
RGS entered a Senior Girls and Junior Girls team in the RDDS girls basketball competition in Term 1. The Junior Girls qualified for the Junior B division grand final before finishing runners-up against Emmaus College. RGS will enter both Senior and Junior teams when the boys competition tips off in Term 2.
Chess
RGS Primary and Secondary students joined over 200 students from schools across the region to compete in the Term 1 Inter-School Chess Tournament. RGS Team 1 won the Primary Division A competition while in Division B, RGS placed fourth overall. In the Secondary School competition, RGS Boland placed third overall in Division A. The RGS Woolcock team won Division B.
Rugby Season
RGS Secondary schoolboys and schoolgirls rugby union teams had a bumper season of rugby in Term 1.
RGS hosted the Regional Rugby Championships in March, playing Marist College Emerald, Townsville Grammar School, and a Barbarians team. The RGS Open Boys and Open Girls teams won their respective divisions with the RGS Under 16 boys going down to Marist by just one point in their thrilling grand final. RGS teams also played in the Rockhampton District rugby competition. The Under 14 boys and girls teams both won their premierships, as did the Under 16 Boys and Open Girls. The Under 16 Girls and Open Boys were runners-up in their divisions. At the start of the School holidays, RGS teams played in the Ballymore Cup in Brisbane. RGS won the Under 16 boys division with a 13-5 win over St Patrick’s College to finish undefeated while the RGS First XV finished third in their Under 18 Division 1 pool to place sixth overall.
Cricket Accolades
RGS won the Rockhampton Cricket Third Grade and Division 1 Premierships in the 2024/2025 season. Individual honours were also acknowledged at the season’s end.
At the Rockhampton Cricket awards presentation RGS Year 12 student Sam Gassman received the A Grade Bowling Average award along with Under 19 Player of the Year and Colt of the Year for representing the Queensland Under 17 Boys team and gaining selection in the Queensland schoolboys team.
Henry Lau, Year 11, dominated the Division 1 and Junior representative awards.
In Division 1, Henry was named most valuable player and won the most runs award. Henry also won the Junior batting aggregate, was named best Junior playing Seniors, Junior Representative MVP, and Junior Cricketer of the season.
Cricket
RGS won the RDS T20 Open competition, winning the final against TCC. RGS earlier qualified with a strong win over Emmaus College, which included a hat trick from Tom Macrae. In the RDS T20 Year 7-9 competition, heatwave conditions, followed by rain, forced the postponement of the games until Term 2.
Futsal
RGS was represented by five boys teams in the RDDS futsal competition during Term 1. The RGS Senior A boys team was successful in qualifying for the grand final. RGS finished runners-up to St Brendan’s College, after RGS made a strong start to the final. RGS will enter teams in the Term 4 girls futsal competition.
Primary Friday Sport
RGS Year 5 and Year 6 students hit the sporting fields in Term 1 for the first round of Primary Friday Sport. Students participated in tee-ball, football (soccer) and AFL. In Term 2, a new round of Friday Sport fixtures commences with students have the opportunity to play either hockey, netball, rugby league, or tennis.
Water Polo
RGS Secondary School water polo teams again featured in finals during Term 1. The Junior Mixed grand final was an all-RGS decider with RGS Red defeating RGS Black. RGS also finished runners-up in the Senior Girls division, against St Ursula’s College, and the Senior Boys division, against St Brendan’s College. Water polo resumes in Term 4.
CLOCKWISE FROM TOP LEFT:
RGS students are ready to take on leading roles in this year’s Secondary School musical, The Wiz; Year 12 student Asenka Jayasuriya delves into the world of Physics; Year 11 boarders Caleb Rebel and Harriet Appleton prepare to help clean up the school grounds, and surrounding neighbourhood; Year 1 student Arlia Foster enjoys her lunch break in the school playground; focused on their Year 2 cooking task are Isabelle Houghton, Sanuki Munasinghe and Tucker Curtis; Year 9 student Sammie Liu gets into the inter-house water polo action; Corey Perrett, Year 7, works on his Show Cattle Team skills at Port Curtis Farm; Year 6 boarder Keisha Law-Woibo joins the Year 6 Leadership workshop in Duggan Hall; ready for the Secondary School Student ID Photo Day are Year 9 students Aarya
Goswami and Basitha Hewavithana
CLOCKWISE FROM TOP LEFT: Year 11’s Ollie Weyling-Cain and Year 12’s Chloe Rabbitts-Hick at the Australian Rowing Championships in Tasmania; promoting the Art Club at the RGS Co-Curricular Expo are Year 12 students Keira Lear, Maddisyn McMahon, and Vihansa Dissanayake; Daisy Neilsen, Year 5, displays an autograph she received from the visiting Gold Coast Suns; all smiles for their first Secondary School Student ID Photo Day are (from left) Evie Finger, Charlee Collins, Bella Challacombe, and Matilda Burnett; Prep’s Caitlin Stubbs attends her first RGS Music Workshop; Year 12 students Guomoy
Murphy and Sophie Olive prepare for Valentine’s Day deliveries; Rocket launch success for Year 10 Science students Hamish Rundle, Jude Smart, and Alex Macdonald; Grace Francis, Year 10, won a gold and silver medal at the Queensland Athletics Championships; Year 6 student Brielle North works on her wire creation in Art; Arabella Kerr, Year 3, enjoys her netball at Jardine Park; enjoying life on the Port Curtis Farm in Year 7 Agriculture studies is Macie Donaldson; Year 3 student Ollie Parker is ready for the day at school; Viena Mackay, Year 9, works on her basketball skils during Year 9 PE.
The final word
Dr Justin Coulson met with RGS Year 12 students to talk about “Life Beyond School” – addressing the varied pathways that are available and how life’s path can change direction.
“Use the word ‘energy’ instead of ‘passion’. If something is energising for you, it makes your eyes light up, go for it.”
Life is full of “the big questions” that we are constantly seeking answers to. Dr Coulson asked the Year 12s to sample different things in life.
“If you love it, stick with it, but if another opportunity comes up and you’re not loving where you are, it’s ok to switch,’’ Dr Coulson said.
“I was really terrified in my early 20s because I tried three or five different things and felt I had no stability in my life and wasn’t making any progress. I kept saying yes to every opportunity I could and eventually something stuck. Just start. Still do as well as you can in Year 12. It’s valuable.”
Dr Coulson asked the students to look at some life lessons:
1. Say yes to almost every opportunity before the age of 40
“Opportunities come out of nowhere. Many parents believe that your job is to get as far in front of the field as you can as fast as you can. Be the leader in a field and you will set yourself up for life. What studies have shown in the last 20 years, is the person who streaks ahead really fast, can do great, but the person who samples a whole lot of stuff in life can also do great things. Use the word ‘energy’ instead of ‘passion’. If something is energising for you, it makes your eyes light up, go for it. If you are dialled in, getting the grades, have the discipline, and know what you want to do then great, go to university. There’s also nothing wrong with a Gap year. It’s an opportunity to grow up. Just don’t sit at home in your bedroom. Get out, get a job, travel, progress –it will turn out ok.”
2. Don’t follow your passion –passions change
“If you follow your passion, you will love it for a few years and then won’t love it any more. Vanity careers are like sport, media, and influencers. Get a solid job where 95% of people who want to work in that industry are doing it. You can get a job anywhere doing it. Passions change.”
3. Small steps
“Small steps are important. Look at the people that are killing it at the top of their field. Do you think they just jumped up this ladder? No, they didn’t. They climbed every rung slowly before getting to the top.”
4. There nothing wrong with not going to university
“I have friends who are builders, electricians, furniture removalists. You can make an awesome and meaningful contribution to the world without going to university. You can make a contribution, support a family and go on cool family holidays. There’s also a number of ways to get to university – when you are ready.”
5. Everything worthwhile requires pain
“If you pay up front, you do the hard yards and then you live the life you want. You will experience pain in your life. Pain of discipline – look after my body, healthy and strong. Pain of regret – didn’t look after my body and now unhealthy. When it comes to education go with pain of discipline.”
6. Get certified
“You will have a better life. I hated school. I got the final score they don’t tell you because you weren’t very good at school. I was rock bottom. I just wanted to be a radio announcer, and I had a successful career. I followed my passion. Then I decided I didn’t like radio anymore. I had a couple of kids and had no idea what to do. I did all the things I wish I hadn’t. All the mistakes parents are supposed to make, I made them. I went back to school, to TAFE, and I got certified. Now I’m in this career, I’m a businessman. I had no idea where I would end up, and I still don’t.”
7. Remember, nearly all adults don’t know what they are doing
“I’ve done enough to know the patterns that work. I make decisions but I don’t know if they are good decisions or not. My kids are going to start university degrees. I don’t know if they are in the right course and nor do they. The older you get the better you get at identifying patterns and figuring out what you should do. Every time you make a decision it’s just a gamble and you hope you’re recognising the right patterns.”
Dr Justin Coulson is the co-host and parenting expert on Channel Nine’s Parental Guidance, the founder of happyfamilies.com.au, and one of Australia’s most trusted parenting, relationships and wellbeing experts. His Happy Families podcast is the #1 podcast in Australia for parenting and family issues.
