THE BLUE AND GOLD - Friday, 15 March 2024 - Toowoomba Grammar School

Dear TGS Families

Service at TGS - Cultivating Compassionate Leaders

With the Toowoomba Regional Council election taking place this Saturday, it is difficult to travel anywhere in the region without seeing signage on the roadside promoting aspirant Councillors. All our local Councillors play an important role in the region and act to serve the interests of the community as a whole. Considering this, I am mindful of the role that service plays at Toowoomba Grammar School (TGS) and the impact that this has on boys who attend the School. Service and the associated learning that goes with this activity extends the boys beyond traditional education, providing them with unique opportunities to cultivate empathy, compassion, and a sense of social responsibility.

Combining academic learning with community service

Service programs at TGS provide more than an opportunity to support a cause in need. It is an intentional and integrated educational approach that combines learning with meaningful service to the community. Here at TGS, we believe in the power of service learning to transform students into engaged citizens who understand the needs of others and actively contribute to positive change. There are a variety of opportunities available to the boys to engage in service at TGS and which support them to be well-rounded individuals who place the needs of others before their own. Interact, the White Ribbon Committee, Sony Camp, the Student Representative Committee and House service activities are just some of the options boys can become involved with.

Fostering empathy and compassion

Engaging in service projects allows our students to step outside their comfort zones and interact with diverse communities. Whether through volunteering at local charities such as Rosies – Friends on the Street, participating in environmental initiatives such as Clean Up Australia Day, or assisting those in need such as through our support of St Vincent de Paul, students develop a deepened understanding of the challenges faced by others. The boys also spend time in their House groups preparing for activities such as the AEIOU Take a Hike, ensuring that all boys are ready to participate to the best of their ability. This firsthand experience fosters empathy and compassion, crucial qualities that extend beyond the classroom and into their future roles as leaders in society.

Building strong community connections

Service empowers students to become active contributors to their communities. Through hands-on experiences, they develop leadership skills, learn effective teamwork, and understand the importance of taking initiative. The School’s Cadet Program and House-based service programs provide excellent opportunities for the boys to be engaged in this way. As they collaborate on service projects, such as the Homework Assistance Program for example, students discover their capacity to make a positive impact, instilling in them a sense of responsibility to contribute meaningfully to society.

The value of service extends beyond the duration of a project or a school year; it instils lifelong values. Students who engage in service learning are more likely to continue volunteering and advocating for social causes throughout their lives and we have many TGS Old Boys who are testament to this. By embedding a commitment to service within our educational framework, we are nurturing individuals who will carry the spirit of giving back into their professional and personal endeavours.

In an increasingly interconnected world, service promotes a sense of global citizenship. By addressing global issues through local actions, students develop an awareness of their role in a broader context. This global perspective fosters open-mindedness, cultural understanding, and a commitment to making a positive impact on a global scale.

TGS will continue to focus on service as a cornerstone of a TGS education. Together, we are shaping compassionate leaders who not only excel academically but also carry a deep sense of social responsibility, ready to contribute meaningfully to the betterment of our world.

In closing, I wish the boys well for their end of term assessment and trust that Senior School boys will enjoy the forthcoming Activities Week.

Warm regards,

Dr John C Kinniburgh
Headmaster

Farewell to our Junior School Deputy Headmaster, Mr Mike Sharpe

TGS families will have previously received an email advising of the resignation of our Junior School Deputy Headmaster, Mr Mike Sharpe. After more than twenty-one years of dedicated service to Toowoomba Grammar School Mr Sharpe will finish in his role at the end of Term 1. Mr Sharpe has decided to embark on a new chapter of his life which will see him move closer to his family.

Mr Sharpe’s journey with us began in 2003 as a Junior School teacher of Japanese and Physical Education. At that time, the Junior School, then known as ‘Grammar Junior School’, comprised of Years 4-7. Years 1-3 were integrated into the Junior School in the years to follow where Mr Sharpe played a pivotal role in nurturing our developing community.

In 2005, alongside his teaching responsibilities, Mr Sharpe embraced the role of Corfe Boarding Housemaster, a role he dedicated himself to for 17 years. During this time he was also appointed to the role of Junior School Sportsmaster in 2007 and then in 2008, his current position as Deputy Head of Junior School.

Mr Sharpe’s contributions have been extensive and diverse, encompassing teaching across all year levels of the Junior School, coaching Tennis, Basketball, Futsal, Football and Cricket, attending camps from Years 2-7 and numerous international student tours. A notable accomplishment of Mr Sharpe’s was the establishment of an afterschool activity program that began with a fitness club and grew into the full complement of enrichment activities we enjoy today from Prep to Year 6. His passion for Japanese cooking has been enjoyed by all classes in the Junior School with annual cooking days, celebrating the culture of food and language together as a community. His involvement in every facet of school life has shaped the development and culture of the Junior School for two decades. A hallmark of Mr Sharpe’s leadership is his dedication and service to the pastoral care of students and families of the School. This is a fitting legacy he leaves with us and one we will sincerely treasure.

Mr Sharpe’s profound experience and deep understanding of the School, and its families, have left an indelible mark on our community. We are deeply grateful for his contributions and will be honouring him formally at School on our final day of term, Thursday 28 March, after the conclusion of the Junior School House Cross Country Carnival on Mills Oval.

Looking ahead, we will begin a recruitment process for a Deputy Head of Junior School, seeking applicants who share the same values, care and commitment to excellence that Mr Sharpe has demonstrated during his tenure.

Please join me in extending our heartfelt thanks to Mr Sharpe for his remarkable service and in wishing him all the best for his future endeavours.

Appointments

We are pleased to share that Chris Dodd will be joining TGS as an IDT Teacher, commencing at the beginning of Term 2. Chris comes to us from Bremer State High School, where he worked as their IDT Teacher, and Shadow Head of IDT. Chris has an academic background that includes a Bachelor of Health Science at University of Queensland, a Graduate Diploma of Education at Griffith University, and a Masters of Education completed at UniSQ. With prior experience as a Residential Boarding Supervisor at Brisbane Boys’ College, and previously attending The King’s School as a student, Chris is familiar with boarding schools. In addition to his teaching and boarding experience, Chris brings a wealth of experience as a Rugby Union coach, having dedicated five years to coaching rugby at BBC. We look forward to welcoming Chris to the School in Term 2.

Amanda Grogan will join TGS as a Teacher of Science, commencing at the start of Term 2. Amanda will be joining us on a short-term contract, replacing Lance Treloar as he takes a period of leave. Amanda holds a Bachelor of Engineering (Chemical) from the University of Sydney and a Graduate Diploma in Education from Macquarie University. We look forward to welcoming Amanda in Term 2.

On 4 and 5 March, Toowoomba Grammar School supported the two-day course with instructors Lyle Gothmann and Rina Wilson Scott, in the Mental Health First Aid program which provided a crucial opportunity for enhancing mental health literacy and crisis intervention skills within the School community.

As statistics reveal, mental health issues among young people are prevalent, yet seeking professional help remains less common, emphasising the significance of initiatives like Youth Mental Health First Aid. With almost two in five young adults experiencing a mental health problem, it's imperative for schools to prioritise mental health to foster a supportive environment where everyone can thrive.

Mental Health First Aid offers practical, skills-based education to equip individuals with the knowledge and confidence needed to recognise and respond to mental health issues. The program is grounded in research and informed by lived experiences, ensuring high-quality, effective training to strengthen support systems across Australia.

During the two days of training, participants engaged in interactive sessions led by experienced instructors, delving into topics such as recognising signs of mental health problems, providing initial help and guiding individuals to appropriate professional support. The curriculum emphasised the importance of mental health, acknowledging its impact on academic performance, relationships and overall wellbeing.

For teachers, who often face challenges in managing student dynamics, workload and personal wellbeing, Mental Health First Aid training offered valuable tools to navigate these complexities. It enabled educators to enhance their ability to support students while also recognising and addressing their own mental health needs.

Moreover, the program facilitated open discussions about mental health, reducing stigma and fostering a culture of understanding and empathy within the School community. By empowering participants with practical skills and knowledge, Mental Health First Aid training contributed to creating a compassionate and caring environment where everyone feels supported and valued.

In conclusion, the two days of participation in the Mental Health First Aid program served as a pivotal step towards promoting mental health awareness and intervention skills within the School community. By empowering individuals to recognise and respond to mental health issues, the program contributes to a safer, more supportive environment where everyone can thrive.

We extend our heartfelt gratitude to Toowoomba Grammar School for the invaluable support in facilitating these two transformative days of Mental Health First Aid training. The commitment and dedication of the School leadership, particularly Mr Mark Oliphant, who supports and prioritises mental health education, has truly made a significant impact on the wellbeing of our School community.

We also want to express our sincere appreciation to the exceptional teachers who participated in this program: Kabe Cicolini, Karen Marshall, Hannah Winter, Kimberley Reeve, Philip Kefford, Luke Caffey, Elouise Parrington, Rowena Staude and Melinda Drummond. Their enthusiasm, engagement and willingness to learn were truly remarkable. It is through their dedication to enhancing their skills and knowledge that we can create a safer and more supportive environment for all members of our School community.

Furthermore, we extend our deepest thanks to my esteemed colleague, Dr Rina Wilson Scott, whose expertise and guidance was instrumental in delivering an insightful and impactful training experience. Her passion for mental health advocacy and her commitment to empowering individuals with the tools to support others in times of need have left an indelible mark on all participants.

The support and collaboration of Toowoomba Grammar School, combined with the dedication of our teachers and the expertise of our instructors, have enabled us to take significant strides towards fostering a culture of mental health awareness and support within our School community. We are truly grateful for this opportunity and look forward to continuing our journey towards creating a compassionate and caring environment where everyone can thrive. Please reach out me if you’re a parent, student or teacher who would like to participate in further Youth Mental Health First Aid Courses.

Teacher comments from Mental Health First Aid Training:

Elouise Parrington, Head of Department – Languages

“As professionals, with so many competing demands relating to our curricula, co-curricular and pastoral roles, it was fantastic to be able to afford significant time to commit to this very important course. The MHFA course allowed us the opportunity to reiterate our knowledge and understandings and has served as a brilliant ‘refresher’ in terms of the vast variety of signs to look for and how to best keep the channels of communication open when supporting our boys who may be experiencing mental health problems.”

Rowena Staude, Learning Support Teacher

“The Mental Youth First Aid course proved invaluable in developing essential early intervention skills to effectively support students experiencing mental health challenges. With one in five teenagers from the age of 16 upwards experiencing a decline in their mental health, the course targets stigmas around mental health and supports teachers to work with adolescents to develop a mental health first aid action plan.”

Abby Varley, Head of Health and Physical Education

“The Mental Health First Aid course was invaluable as it equips teachers with the knowledge and skills to recognise early signs of mental health challenges, strategies to support and also promotes empathy for students within a school environment.”

Philip Kefford, Head of House - Stephens House Boarding

“Thank you very much for all the work that you put into the delivery of the First Aid course in Youth Mental Health over the last couple of days. It was incredibly valuable, and I certainly feel equipped and confident with the ‘ALGEE’ approach, and, in a boarding environment, I feel that I am better placed to see signs and pick up on cues to support our boys.”

Kabe Ciccolini, Assistant Head of House - Corfe Boarding and Head of Basketball

“As mentors to young men in sport, and facilitators within their 'outlet' spaces, integrating the importance of Mental Health skills, strategies and Mental Health First Aid into our narrative and approach is simply essential. It's vital as a holistic tool for our School sports teams and necessary for the wellbeing-centric roles of boarding staff".

Kind Regards,

Lyle Gothmann
TGS Counsellor

Telephone: (07) 46872 627
Email: L.Gothmann@twgs.qld.edu.au

Outdoor Pursuits and Activities Week

Parents have all received letters regarding the upcoming Outdoor Pursuits and Activities Week in Week 10 of this term. Parents of boys in Years 7, 8, 9 and 11 need to ensure they have completed the camp permission via the Parent Lounge. Year 10 parents need to ensure that one parent has signed the work experience agreement. Year 12 parents will receive notification of the different events that their son is involved in during the week.

A reminder to all day parents of boys who are going away on camps during the week that any medications that your son needs to take during the week must be clearly named and include detailed instructions. These are to be handed in to the Health Centre in a clear plastic container during Week 9 (March 18 – 22).

Please contact the Student Services Office if you have any questions regarding the Outdoor Pursuits and Activities Week. The following are the key contacts if you have any questions regarding the Outdoor Pursuits and Activities Week:

Year 7 – Mrs Jodi Blades (Dayboys – j.blades@twgs.qld.edu.au) or Mr Henry White (Boarders – h.white@twgs.qld.edu.au)
Year 8 – Mr Allan Westman (a.westman@twgs.qld.edu.au)
Year 9 – Mr Doug Michael (d.michael@twgs.qld.edu.au)
Year 10 – Mrs Tanya Simpson (t.simpson@twgs.qld.edu.au)
Year 11 – Mr John Anderson (j.anderson@twgs.qld.edu.au)
Year 12 – Mrs Anthea Richters (a.richters@twgs.qld.edu.au)

Parent-Teacher Meetings – Term 2

There is a slight change to the plans for Parent-Teacher Meetings for Term 2 including some changes to the format of the interviews. These will be communicated to you in a separate letter from me in the coming weeks.

Student Wellbeing Surveys

In 2024 we will continue to implement several wellbeing surveys to track our students’ wellbeing. One of these is the STEER tracking assessment. It’s not always easy for us to know which students need our help as they don’t or can’t always tell us, even though we ask. Sometimes we only know something is wrong when we see a change in their behaviour or a dip in their learning. We want to know which students need our help, as early as possible, even if their needs are hidden or masked, and what we can do to help.

Mentors have recently completed some training on how to read the information from the STEER assessment and are implementing action plans to assist any students that they are concerned about. We will also conduct our annual bullying survey in Term 2.

The annual bullying survey has been run since 2018 and gives us data about student interactions in all year levels and between boarders and dayboys. It seeks to identify when and where bullying may be occurring, both at School and online. It is not a bullying report but a tool to help us target programs to the boys. We know that Years 8 and 9 are crucial years for building respectful relationships and resilience and our respectful relationships curriculum is focused at these year levels. If your son reports that he is experiencing bullying, he is encouraged to report it through the Bullying Notification Form which can be found in the online Student Locker Room.

The data we collect from surveys is for the benefit of the staff. However, if we are concerned about your son, we will contact you. Should you have any questions or concerns about the information that we gather, please contact your son’s Head of House.

End of Term

The conclusion of Term 1 will be Thursday, 28 March, which is when most boys will return to Outdoor Pursuits and Activities Week. Term 2 begins on Monday, 15 April with the return of the boarders on the travel day.

Wishing all families a safe and blessed Easter.

Mark Oliphant
Head of Senior School

It has been a busy term in Pastoral Care, implementing the revised suite of lessons and building towards another stage of the program review and updates. Students have covered a vast array of topics from online safety, responsibilities online, growth mindsets and various other materials. Special thanks to Mr Gabe Robbie, Head of Curriculum for the supply of the Learners Toolkit lessons that have assisted students to develop and focus on strategies to improve their academic outcomes. Please see photos attached of boys completing goal setting activities, brain dumps and other collegial study techniques.

A continuous review has also been implemented as it is important to align up-to-date research with past practices to assist boys to navigate their way through the development of their identity formation. These improvements will be shared across the School to enhance the wellbeing and character development program working in conjunction with key stake holders in providing support to the boys in the Blue and Gold.

It is important for members of the Toowoomba Grammar School community to understand the benefits of pastoral provision. Teachers need the arsenal supplied in this program to showcase systems of managing class behaviour through meaningful relationships with the students they teach. I believe our Service opportunities both internal and external are at the point of readiness for expansion. Restrictions relating to COVID have relaxed and will allow us to enhance our ability to expand into our community, both domestically and globally. I would hope there is room for more of our students to connect with initiatives abroad and share information from their experiences that can be utilised and driven by the students aligning with our pastoral program and school projects.

Over the holidays, the School will be implementing significant upgrades to the Year 9 and Year 10 suite of lessons to assist student development. I am excited by the next phase of the pastoral development and look forward to assisting staff, students and parents in finding engaging moments that build authentic connectivity between staff and students.

Mr Michael Hall
Head of Pastoral Care

Recently, we held our Outdoor Education Week where many of our cohorts enjoyed a camp experience at the following locations:

Our Prep and Year 1 students spent the day off-campus at Peacehaven Park together with their peers from Fairholme College.
Year 2 remained on-campus, staying overnight in the Junior School Library.
Years 3 and 4 travelled together to Currimundi on the Sunshine Coast, spending two nights and three days away from home.
Year 5 travelled to Tallebudgera on the Gold Coast, spending three nights and four days away from home.
Year 6 will travel to Canberra for a week later this year.

Each camp is age-appropriately tailored to provide an exciting experience while growing their personal development skills, stretching their comfort zones and building confidence in their capabilities.

For Preps and Year 1s, it’s their first or early experiences travelling away together. They work on activities and games to build relationships with their peers, follow instructions and work together. And it's wonderful fun too!

With Year 2 students, their overnight at School is perhaps the first time many of them have stayed a night away from home. It’s a big step; School is a very familiar space and there is no better place to stay than the Junior School Library where the boys enjoy setting up their beds and cubby houses amongst the forest of books. During the day, there are many activities to grow their teamwork skills and confidence with activities that are a little challenging at first. On the second day parents join the fun, which is a lovely feature of this camp. The boys really enjoy having their parents with them to work on activities together and our parents enjoy that milestone moment also.

At the Year 3/4 Camp, the groups take their first big trip away from home to Currimundi on the Sunshine Coast. It’s a beach camp with lots of water activities designed to grow their self-management skills and support for each other; it's also great fun too! The activities include body boarding, beach games, canoeing, rock climbing and teamwork challenges. The boys stay in cabins where they are responsible for remembering a 6-digit code into their rooms, which is a great memory skill stretch for them also.

Year 5 camp travels to Tallebudgera. It’s a similar camp structure to the Year 3/4 experience but a bit more of a stretch with the activities to further develop their self-management skills, teamwork and confidence. The activities include body boarding, kayaking, rock-climbing and abseiling, team challenges and water sports games. The boys also learn about the local indigenous culture and how the environment has supported indigenous communities for generations. Our groups really enjoyed these sessions and exploring through the mangrove areas.

Camps have tremendous value for personal development. The themes that run through all the camp experiences include personal development – being able to manage their own belongings or time in order to be ready, working together to achieve goals or build friendships and to grow in confidence as they accomplish things on their own away from home. Each age group has their own developmental milestone and, in our Junior School setting, that begins with staying local and gradually works through regional experiences before travelling further away interstate. My sincere thanks to all the teachers involved in the camp preparations and families for your support, they are wonderful experiences for the boys.

Parent – Teacher Meetings
With Parent-Teacher Meetings in the coming weeks, this is a wonderful opportunity to connect in with your son's class teacher and get a sense for the learning progress they are making. The key questions to reflect on at this time include:

What are the key goals they are working on?
How are we tracking, what progress are they making?
Where to next? Which focus area/s are we working on and is there anything we can support with?

There is tremendous value in adults having a shared understanding for the three sets of questions above. I would also advocate this is even more powerful when a student can articulate for themselves ‘where the learning goals are’, ‘how they are currently tracking towards them’ and ‘what their next step is’. This is more challenging than it sounds though and takes practice to become confident in sign-posting (visible thinking) of these learning stages.

Visible thinking practices promote transparency of the learning process for students, but also adults too. The three questions, ‘where are we going?’, ‘how are we tracking?’ and ‘what’s the next step?’ in a visible thinking context articulates learning intentions, success criteria and what the next step of their learning is.

Learning intentions define a learning focus.
Success criteria share how students will recognise they have achieved the learning intention and often this can be supported with exemplars.

What’s the next step? Students reflect on their learning either by self-monitoring, peer-review or teacher feedback to know how they will progress their learning.

It’s wonderful to see and hear students talking about their learning in a way that shows they understand where their learning is going. If you’re finding your son is unclear on their learning progress or has trouble explaining what their core focus areas are for the Term ahead, encourage them to speak with their teacher and clarify those key points; it really makes a significant difference when students know exactly where to focus their efforts, as it does for all of us. Enjoy the Parent / Teacher Meetings in the week ahead, it’s a wonderful opportunity to talk through this first phase of the year with your child's teacher.

With warmest regards and appreciation,

Ken Raven

Unlocking Literacy - The Big Six Elements for Your Child’s Reading Success

Literacy skills are a core component of each day for our students and parents often ask how they can support this from home. I am delighted to share with our parent community the essential components that underpin successful reading development. These elements, known as the Big Six, provide a solid foundation for your son’s literacy journey. These critical building blocks include:

Oral Language: Communication skills are the bedrock of reading. Encourage rich conversations with your child. Discuss daily experiences, ask open-ended questions and listen attentively. A robust oral language base enhances vocabulary and comprehension skills.

Phonological Awareness: This refers to recognising and manipulating sounds in spoken language. Play rhyming games, clap out syllables and engage in wordplay. These activities foster phonological awareness, which directly impacts reading fluency.

Phonics: Alphabetic knowledge is crucial. We teach letter-sound relationships explicitly through our PLD program. Students explore letter blends, digraphs and high-frequency words. Regular practice with phonics builds decoding skills, enabling the boys to tackle unfamiliar words confidently.

Fluency: Reading fluently involves smooth, expressive reading. Encourage your son to read aloud, emphasising intonation and pacing. Regular reading practice enhances fluency, making the reading experience enjoyable and meaningful. You will see this as part of the homework routine across the Junior School.

Vocabulary: A rich vocabulary opens doors to comprehension. We encourage curiosity and exploration across all learning areas of the Australian Curriculum (V.9) and explicitly teach content-related vocabulary. Families can introduce new words through books, conversations and real-world experiences.

Comprehension: Ultimately, reading is about understanding. At home, discuss texts together. Ask questions about characters, plot and main ideas. Encourage predictions and connections. Comprehension strategies empower your child to delve deeper into texts.

By nurturing these Big Six elements, we empower our young readers to flourish. Together, let’s cultivate a love for reading and pave the way for lifelong learning.

Chantelle Bauer
Deputy Head of Junior School, Teaching and Learning


Thursday, 21 March	Blazer Dress Day, Junior School
Thursday, 21 March	Assembly, Junior School Hall, 2:30pm
Friday, 22 March	Junior School Enrichment Program concludes for Term 1
Thursday, 28 March	House Uniforms
Thursday, 28 March	Junior School Cross Country Carnival, P - 6, TGS Ovals, 9:00am - 12:00pm
Thursday, 28 March	JSSG Meal Deal

Date	Event	Location	Time
Friday, 15 March	Read My Lips Concert	Assembly Hall	7:00pm
Friday, 15 March	Student Art Show Opening	Henderson Art & Drama Centre	6:00pm
Thursday, 21 March	Grammar Art Show Sneak Peak	Assembly Hall	5:30pm
Friday, 22 March	Grammar Art Show Opening	Assembly Hall	6:00pm
Saturday, 23 - Sunday, 24 March	Grammar Art Show Gallery	Assembly Hall	10:00am
Saturday, 23 March	Grammar Art Show High Tea	Pavilion	10:00am
Saturday, 23 March	Grammar Art Show Art Amongst Friends	School House Lawn	4:00pm
Sunday, 24 March	Grammar Art Show High Tea	Pavilion	10:00am
Thursday, 28 March	Corfe House Family Meet & Greet	Old Hall	4:00pm

WO1 (RSM AAC) Erik Sheppard during the TGS Open Day 2024.

Warrant Officer Class 1 Erik Sheppard has been appointed as the first Toowoomba Grammar School Regimental Sergeant Major in our long and meritorious history. WO1 Sheppard received his Pace Stick and appointment from the 16^th Battalion Commanding Officer, MAJ (AAC) Gary MacLachlan at last Monday’s TGS Army Cadet Dining-in night.

MAJ(AAC) MacLachlan had nothing but praise for the dedication and fortitude demonstrated during the recruitment phase. He said that, “WO1 Sheppard has the right skills to get the job done and is committed to achieving all the tasks set to him during his time in rank, to the best of his ability.”

WO1 Sheppard enlisted in the TGS Army Cadet Unit just before the COVID shutdown in 2020. Although this was not the ideal way to begin a cadet career, WO1 Sheppard was able to adapt and overcome the virtual parades, lessons via Teams and the continuously evolving COVID situation to come out stronger and more determined to achieve all he could within the Army Cadets.

WO1 Sheppard attended his first promotion course in 2021 and was promoted to the rank of Corporal. As a Corporal, WO1 Sheppard demonstrated his commitment to TGS Army Cadets by attending all Home Trainings, leading his section of recruits during Bivouacs, attending the Annual Field Exercise as a Section Commander and was fortunate enough to fly in the Army’s MRH-90 helicopter during the Oakey Aviation Centre’s Open Day.

Following on from 2022, WO1 Sheppard attended the Senior Leadership and Instructors Course in 2023 and was promoted to the rank of Sergeant. During 2023, WO1 Sheppard completed three rounds of Weapons Training at Oakey, attended Oakey Aviation Open Day and was successful in the preselection for 2024 National Adventure Training Award.

At the end of 2023, interviews with the TGS ACU Commanding Officer were conducted with the inclusion of position preferences for the new year. WO1 Sheppard proudly nominated for both Company Sergeant Major (CSM) of TGS ACU and Regimental Sergeant Major (RSM) of 16^th Battalion. 16^th Battalion Army Cadets is the largest of all the SQLD Battalions and is made up of school-based units including the Anglican Church Grammar School, The Southport School and St Paul's Anglican College. During 2024, WO1 Sheppard hopes to visit each of these units to see how they run and what they are doing to make the Army Cadet program all it can be.

In April, TGS ACU looks forward to seeing WO1 Sheppard along with SGT McKenzie depart for the National Adventure Training Award in Tasmania. During this activity, the cadets will be tested through a multitude of challenging experiences including canyoning, abseiling, hiking and kayaking. Once complete, they will be awarded the prestigious ATA ‘golden boomerang’ badge, which is one of the highest honours in the Army Cadets.

TGS ACU is looking forward to watching and learning from WO1 Sheppard as he shares his leadership and stewardship with the younger recruits. TGS ACU is proud to welcome the first RSM ever in TGS ACU history and wish him all the best.

LT (AAC) Lauren Trevisani
Head of Toowoomba Grammar School Army Cadets