THE BLUE AND GOLD - Friday, 22 November 2024 - Toowoomba Grammar School

Dear TGS

As I approach the end of my fourth year as Headmaster at Toowoomba Grammar School, I am once again struck by the strength and warmth of this incredible School community. These past weeks have been a whirlwind of remarkable events that capture the essence of what makes our School unique—the unity, dedication and spirit that bind us all together.

Our 2025 Senior Prefects have stepped into their roles with confidence and maturity, and our Year 12 students recently completed their final exams. It was a privilege to witness their transition into young Old Boys at the Year 12 Final Assembly, a ceremony filled with heartfelt moments. The Formal was an equally memorable occasion, providing a meaningful and emotional conclusion to their TGS journey.

Next week, both the Senior and Junior Schools will hold their Speech Day and Prize Giving Ceremonies, celebrating our boys’ achievements across academics, cultural and sporting pursuits, as well as their service to the community. These ceremonies will be enhanced by outstanding performances from our talented musicians, honouring hard work and talent while encouraging continuous growth and excellence. I am especially pleased to welcome Dr Linda Evans, Principal of Fairholme College, as our guest speaker this year. After 15 years as Principal and 21 years with Fairholme, Dr Evans will conclude her time at the College at the end of Term 1, 2025. I look forward to the insights and inspiration her address will bring to our students.

As we approach the final week of School, I want to acknowledge and thank our dedicated staff. There are countless aspects to the life of our School—too many to list—and it takes a collective effort to ensure everything runs smoothly. Whether teaching, supporting students in various ways in or out of the classroom, or managing the myriad of behind-the-scenes tasks, each staff member plays an invaluable role in making our School the vibrant and welcoming place it is.

We continue to make strides in our facilities development, with the construction of the new Design, Engineering, and Technology facilities underway. I’m also excited as plans progress for the Agriculture and Industry Centre on Herries Street, both major projects within the School’s Master Plan. For a full update on the School’s Master Plan, please visit the Masterplan website.

Looking ahead, 2025 will be a special year as we celebrate our 150th anniversary. With a rich history dating back to 1875, our School community is truly one of a kind. “Grammar 150” promises to be an incredible year, with a calendar of events that will give our entire community the opportunity to come together and celebrate this momentous occasion.

Jo and I want to extend our deepest appreciation to each of you for the privilege of being part of this extraordinary community. We wish you a joyous Christmas and a relaxing holiday season shared with family and friends. I look forward to welcoming the boys back in 2025 and embarking on another memorable year together.

Kind regards,

Dr John C Kinniburgh
Headmaster

Appointments

Director of Philanthropy and Fundraising

I am delighted to announce Tegan Parker has accepted the role of Director of Philanthropy and Fundraising, and will commence at the School Monday, 2 December 2024. Tegan is an experienced leader in community engagement, marketing and communications. Tegan comes to us from A.B. Paterson College, a leading private school on the Gold Coast and held the role of Head of Community Engagement and Marketing, Head of Foundation wherein she managed the A.B. Paterson College Foundation, the Parents and Friends Committee, and had oversight of the College Alumni Program. Tegan holds a Bachelor of Business, majoring in Management, and Diploma of Health and Human Sciences from Southern Cross University, and a Diploma of Tourism (Operations Management) from Northern Melbourne Institute of TAFE. Tegan is well-versed in managing relationships with donors and corporate partners, successfully introducing new initiatives to expand the foundation and alumni programs at A.B. Paterson College, and we are excited to see Tegan’s skills contribute to TGS Philanthropy and Fundraising.

Internal Appointments

I wish to congratulate our existing staff on the following appointments:

Kabe Cicolini has been appointed to the promotional position of Head of Sport, which took effect on Monday, 4 November 2024. This is a significant achievement for Kabe who brings over 13 years of experience in high-performance sports, coaching and leadership of sports programs, demonstrating a strong commitment to holistic student-athlete development and community engagement. Kabe previously held the role of Head of Basketball and while in this role significantly expanded the Basketball program from 11 to 23 GPS teams, including achieving a GPS Premiership. His previous initiatives include the Blazers Basketball Academy which has set a high standard at TGS, reflecting his dedication to both athletic and personal development for our students. Kabe was successful against a highly competitive field and he impressed the panel with his innovative approach and presentations to support the development of sport at TGS. Kabe’s approach aligns with the School’s mission to support student wellbeing, growth and success.

I would like to take this opportunity to acknowledge and thank Kellie Dixon for her exemplary leadership of the Performing Arts Program during Term 4. I am delighted Kellie has agreed to continue in this role in an acting capacity for Semester 1, 2025.

Jayson Mullins has accepted a permanent position as Junior School classroom teacher, commencing in Term 1, 2025. Jayson is well known to TGS, as he is currently employed in a contract capacity as a Junior School teacher. In addition, Jayson previously held the position of Director of Information Technology from 2019 to 2022. He is also a former TGS parent, with both his sons being graduates of the School. Jayson holds a Masters of Learning and Teaching (Primary – specialising in Literacy) from USQ.

Departing Staff

Peta Vincent from the role of Teacher - Senior School, effective at the end of the School year. Since joining TGS in 2019, Peta has been an invaluable asset to the English and Geography departments. Her knowledge, experience and commitment to her subject areas have inspired countless boys, fostering both their academic success and personal growth.

Senior School teaching staff member, Samantha Meager, will also be leaving us at the end of the year. Samantha joined TGS in January 2023 and has made significant contributions during her time here. She has held various roles, including Teacher of Science, Tutor for our Boarder Enrichment Program, and Acting Assistant Head of Department in Term 1, 2024. In addition, she has been actively involved in the TGS Cadets Program. As a Science teacher, Samantha played a pivotal role in leading the implementation of explicit instruction within the Science curriculum.

Samantha Costello from the role of Teacher - Diverse Learners - Junior School, at the end of the School year as she accepted a role within the Learning Enhancement team at Fairholme College. Samantha joined TGS as a classroom teacher in 2019 and has provided great value to the Diverse Learning Team in the Junior School, strongly contributing to constructing support plans for students, assisting teachers with curriculum adjustments and working directly with students and their parents.

Senior School Teacher and Head of House – Groom Boarding, Chris Stearn, has placed his resignation with effect from the end of the year. Over the past three years, Chris has been an integral member of the Toowoomba Grammar School boarding community, making significant contributions to the culture and experience within Groom House for both students and their families. We extend our gratitude to Chris for his dedicated efforts and leadership. We also thank Chris for his contributions to the Geography department as well as the co-curricular sport and service areas. Chris has accepted the position of Head of Boys Boarding at Canberra Grammar School, a promotion that is well deserved and a testament to his unwavering commitment to boarding.

Henry White has placed his resignation from his position as Head of Corfe House, effective at the end of Semester 1, 2025. Henry has played an instrumental role in providing a warm and welcoming atmosphere for our youngest boarders, ensuring they have the best possible start to their boarding journey at Toowoomba Grammar School. Henry and his wife, Samantha, have decided to pursue an opportunity at a top-tier International Baccalaureate school in Indonesia, aligning with their long-term professional goals and personal aspirations. Henry’s contributions have been considerable, not only in Corfe House but also to the English Department, the Rugby program, and the work he has undertaken with the ISBC Action Research Program.

I wish to sincerely thank all departing staff and wish them the very best for their personal and professional future endeavours.

Dr John C Kinniburgh
Headmaster

Dear TGS Parents and Guardians

Earlier this year, members of our School community participated in an independent, confidential survey of parents (Prep to Year 12), students (Years 6 to 12) and staff as part of our commitment to continually monitor and improve the quality of education we provide to our students. The survey results are important to the School for our operational and strategic planning, as well as for tracking changes in our performance.

For the 2024 review, a total of 363 parents completed the survey. The surveys were extensive and covered in excess of 300 aspects of education at the School.

Satisfaction with TGS

Parents reported very high overall satisfaction with Toowoomba Grammar School.

Very high (80%+) scores were rated for the School’s academic program, boarding program, co-curricular program, communications, management and leadership, facilities and resources, community engagement and reputation. High scores (70%-80%) were rated for affinity (loyalty), sports program and the pastoral care program.

Expectations met or exceeded

Part of the survey asked parents to rank their key reasons for choosing TGS for their son and whether their expectations had been met or exceeded in these key areas.

Parents ranked quality of teaching, balanced education, the School’s values, the School’s focus on providing a welcoming, safe and caring environment and facilities and resources as their top five most important reasons for choosing TGS. The results for expectations met or exceeded in these five areas is as follows:

89% of parents noted their expectations were met or exceeded in relation to the quality of teaching
94% of parents noted their expectations were met or exceeded in relation to a balanced education
93% of parents noted their expectations were met or exceeded in relation to the School’s values
90% of parents noted their expectations were met or exceeded in relation to the focus on providing a welcoming, safe and caring environment
96% of parents noted their expectations were met or exceeded in relation to facilities and resources

What parents value most

In response to the question about what parents valued most about their association with Toowoomba Grammar School, the top five areas noted by parents were:

Quality, balanced and well-rounded education
Academic curriculum and standards
The School community
Friendships and connections developed between students, staff and parents
Safe, caring and supportive environment

Areas for further attention

Overall, we are very pleased with the results. However, there are areas identified where further attention will be given. These include an ongoing pursuit for academic excellence, aspects of the pastoral care program and aspects of the sports program.

Thank you very much to our 2024 parents and guardians for your feedback and for the extent of information and quality of views expressed.

Please do not hesitate to contact Director of Advancement, Tammy Wilson, on t.wilson@twgs.qld.edu.au if you have any questions about the survey results.

Dr John C Kinniburgh
Headmaster

The Annual Speech Day and Prize Giving Ceremony is the most important public event in the School’s calendar. Speech Day provides an opportunity for our community to reflect on and celebrate the year as well as to acknowledge the academic achievement of the boys.

As per the invitation from the Headmaster, all boys in Years 7 to 11 are required to attend Speech Day. If there are extenuating circumstances and your son is unable to attend, please email me at m.oliphant@twgs.qld.edu.au to explain his absence.

Parents are welcome to attend. Boys are aware if they are receiving an award as it was announced at a recent assembly. Parents of award winners will receive a separate email notification.

Please find details of transport, seating and ticketing arrangements below.

Transport

All Senior School boys from Years 7 to 11 will be transported by bus from the School to the Empire Theatre on the afternoon of Speech Day, Wednesday, 27 November 2024. Boys will supervised and transported by bus from the Margaret Street bus loop. Boys are not to be collected until after the conclusion of the event.

Following the conclusion of Speech Day at approximately 6:30pm, dayboys are to be picked up from the Empire Theatre. Boarders will have transport provided to travel back to the School.

Seating Arrangements

Seating Arrangements for Speech Day for the boys are as follows:

Years 7 to 11 prize winners will be seated at the front of the Empire Theatre.
Boys in Years 9 to 11 who are not prize winners will be seated with their House in the Empire Theatre. Boys will be allocated tickets in these areas and it is expected that they sit in their allocated seat.
Boys in Years 7 to 8 who are not prize winners will be seated in the Armitage Centre in the Empire Theatre Complex and will view the ceremony via video link.

Ticketing Arrangements

The School’s Speech Day and Prize Giving Ceremony is a ticketed event to ensure all parents and guests can be seated. Please note that you must hold seating tickets issued by the Empire Theatre to be able to enter the theatre. There is no charge for these tickets except an online or over the telephone booking fee, as described below. Please note, you are not required to book tickets for your son/s.

Ticketing Arrangements are as follows:

Tickets are now available for booking. Please call the Empire Theatre on 1300 655 299 to book tickets. Bookings can also be made online by going to The Empire Theatre. Please be aware that there is a $5.00 processing fee per booking made online or by telephone. If you visit the Box Office in person to book there is no fee.
Tickets can be collected from the Empire Theatre Booking Office. Where possible, please collect tickets prior to the day.
As boys in Years 7 to 11 will be allocated a specific seat, please only make bookings for you as parents and any guests – not for your son/s. As Year 12s are not required to attend Speech Day, if your son is in Year 12 and he wishes to attend, a ticket will need to be booked via the Empire Theatre for his attendance.

I look forward to having you join us for the Speech Day celebration.

Mark Oliphant
Head of Senior School

Excitatory Negative Peer Attention and Peer Influence

Neumann and Strack (2000) explored how mood contagion operates within groups, demonstrating that disruptive behaviour can negatively affect not just the individual, but also the emotional state of their peers. When a student acts out, their mood can spread through the group, creating a cycle of negativity. This is significant for classroom dynamics, as disruptive behaviours can lead to an overall tense atmosphere, affecting both academic performance and emotional wellbeing. Such contagious negativity underlines the importance of addressing peer dynamics early on, as the effects of mood contagion can have long-lasting consequences on students' social and emotional development.

The Role of Mirror Neurons in Empathy and Peer Relationships

Research by Baird, Scheffer and Wilson (2011) and Valéria Paz et al. (2022) highlights the role of mirror neurons in fostering empathy. The activation of the mirror neuron system allows students to unconsciously mimic the emotional responses of their peers, amplifying both positive and negative emotions. In classroom settings, this explains why negative behaviours, such as teasing or exclusion, can quickly escalate and affect the entire group. The emotional atmosphere created by such interactions underscores the need for teachers to foster positive peer relationships, as mirror neurons can reinforce both empathy and negative emotional contagion.

Dopamine and Impulse Control in Adolescents

The sensitivity of the dopamine system during adolescence, as discussed by Reynolds and Flores (2021), plays a critical role in students' behaviours. Dopamine is strongly involved in reward-seeking behaviour and adolescents are more likely to pursue immediate rewards, including the attention gained from disruptive actions. The brain's reward pathways are more reactive during adolescence, which makes impulsivity and attention-seeking behaviours more prevalent. This understanding underscores the need to guide students toward positive behaviours that elicit dopamine responses associated with achievement, collaboration, or engagement in productive tasks, rather than relying on negative attention-seeking behaviours.

Cortisol and Stress in the Classroom

Chronic stress, as explored by du Plessis et al. (2019), particularly in the context of bullying or peer victimisation, can have damaging effects on emotional regulation and cognitive function. The release of cortisol, a stress hormone, is often triggered by negative peer interactions, leading to disengagement and difficulties in learning. This is particularly evident when students are subjected to attention-seeking behaviour or exclusion. To mitigate these stressors, it is essential to create a classroom environment that supports emotional regulation and fosters positive peer interactions, helping students build resilience and cope with stress.

Building Positive Dopamine Cycles

Lim and Okuno (2014) emphasise the importance of positive social exchanges in activating the brain's reward centres, releasing dopamine in a manner that enhances motivation and emotional wellbeing. Schicker (n.d.) further argues that positive dopamine cycles are crucial for students' motivation, suggesting that positive behaviours such as collaboration, goal achievement, or engaging in physical activities can trigger dopamine release. Creating opportunities for these positive interactions in the classroom can shift the focus from attention-seeking behaviours to more constructive actions, reinforcing a cycle of positive reinforcement that benefits both the individual and the group.

Gender Differences in Stress Responses

Wright and Bukowski (2021) suggest that girls tend to experience heightened cortisol levels and internalise stress in response to social exclusion or relational aggression, often leading to emotional distress. In contrast, boys may exhibit different stress responses, such as aggression or withdrawal, with their reactions more focused on externalising behaviours and status within peer hierarchies. Understanding these differences is critical for developing strategies that cater to the unique emotional needs of both genders and individuals.

Integration of Dopamine Strategies for Classroom Management

Schicker’s article Mastering the Dopamine Game: Turn Your Brain's Chemistry into a Winning Strategy provides practical insights into how students can learn to optimise dopamine levels to enhance motivation and academic success. Schicker differentiates between "cheap dopamine," derived from quick fixes such as playing video games, scrolling through social media, binge-watching TV shows, or constantly checking their phones for notifications, all of which offer quick rewards but may not lead to long-term satisfaction or personal growth., rather than "sustainable dopamine," which comes from effort-driven, goal-oriented behaviours.

Sustainable dopamine refers to activities that provide longer lasting, fulfilling rewards, fostering personal growth and wellbeing over time. Examples include exercising, engaging in creative hobbies, building meaningful relationships, learning new skills, volunteering, or practicing mindfulness and meditation. These activities may take more effort and time, but they contribute to a deeper sense of accomplishment and satisfaction compared to instant gratification.

Schicker also introduces the concept of balancing pleasure and discomfort. Drawing on Dr Anna Lembke’s Dopamine Nation, the article emphasises that indulgence in cheap dopamine can lead to a cycle of excess and eventual burnout. This is particularly relevant in classroom settings, where students may gravitate toward behaviours that offer immediate gratification but do not contribute to long-term goals. By guiding students to embrace the discomfort of challenging tasks or delayed rewards, educators can help them build resilience and enhance their self-regulation.

The practical strategies suggested by Schicker, such as scheduling, minimising distractions and cultivating new habits, align well with promoting healthy dopamine cycles in the classroom. Clear goal setting and reducing exposure to "cheap dopamine" can help students stay focused on tasks that contribute to personal growth. Additionally, incorporating small wins, as suggested by James Clear in Atomic Habits, can trigger dopamine release, reinforcing positive behaviour and increasing students' motivation to engage in productive tasks.

Conclusion

Integrating the insights from the references above enhances our understanding of how peer attention, dopamine dynamics and emotional contagion impact students' behaviours and learning environments. By recognising the complex interplay between emotional contagion, dopamine-driven reward systems and individual stress responses, adults can better support students in cultivating positive peer relationships and self-regulation. Strategies that encourage empathy, impulse control and goal-oriented behaviours, while reducing reliance on negative attention-seeking actions (cheap dopamine), are key to fostering an emotionally and academically supportive classroom environment.

Reflection Questions for Students

How can your emotions impact your classmates and vice versa?
Can you think of a time when you saw someone act out for attention? How did it affect the group?
What are some ways you can improve the way you interact with others, especially when feeling stressed?
What activities help you feel positive and connected with others? How can you encourage your peers to join you?

Let’s work together to help students foster positive connections and build a supportive, emotionally healthy School community. If you have any questions or would like further assistance regarding student wellbeing, emotional support, or guidance on navigating peer and adult interactions, please feel free to contact me directly. I am here to support both students and families in fostering positive relationships and emotional resilience.

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

Reference List

Baird, A. D., Scheffer, I. E., & Wilson, S. J. (2011). Mirror neuron system involvement in empathy: A critical look at the evidence. Social Neuroscience, 6(3), 327–335. https://theneuronfamily.com/meet-the-neuron-family/mirror-neuron/

Bosse, T., Duell, R., Memon, Z. A., Treur, J., & van der Wal, N. (2009). A multi-agent model for emotion contagion spirals integrated within a supporting ambient agent model. In P. D. Leen & M. Lees (Eds.), Principles of Practice in Multi-Agent Systems. PRIMA 2009. Lecture Notes in Computer Science (Vol. 5925, pp. 48-67). Springer. https://doi.org/10.1007/978-3-642-11161-7_4

du Plessis, M. R., Smeekens, S., Cillessen, A. H. N., Whittle, S., & Güroğlu, B. (2019). Bullying the brain? Longitudinal links between childhood peer victimization, cortisol, and adolescent brain structure. Frontiers in Psychology, 9, Article 2706. https://doi.org/10.3389/fpsyg.2018.02706

Hamilton, D. (n.d.). How to deflect negative emotion. David R. Hamilton. Retrieved October 31, 2024, from https://drdavidhamilton.com/how-to-deflect-negative-emotion/

Lim, A., & Okuno, H. G. (2014). A recipe for empathy: Integrating the mirror system, insula, somatosensory cortex and motherese. International Journal of Social Robotics, 7(1), 5-19. https://doi.org/10.1007/s12369-014-0262-y

Neumann, R., & Strack, F. (2000). Mood contagion: The automatic transfer of mood between persons. Journal of Personality and Social Psychology, 79(2), 211–223. https://doi.org/10.1037//0022-3514.79.2.211

Reynolds, L. M., & Flores, C. (2021). Mesocorticolimbic dopamine pathways across adolescence: Diversity in development. Frontiers in Neural Circuits, 15, Article 735625. https://doi.org/10.3389/fncir.2021.735625

Schicker, A. (n.d.). Mastering the dopamine game: Turn your brain's chemistry into a winning strategy. Procrastination.com. https://procrastination.com/blog/40/mastering-the-dopamine-game-turn-your-brain-s-chemistry-into-a-winning-strategy

Valéria Paz, L., Wendt Viola, T., Bueno Milanesi, B., Henz Sulzbach, J., Gemerasca Mestriner, R., Wieck, A., & Leal Xavier, L. (2022). Contagious depression: Automatic mimicry and the mirror neuron system—A review. Neuroscience & Biobehavioral Reviews, 134, 104509. https://doi.org/

The last few weeks of Term 4 is a flurry of activities with assessments, Twilight rehearsals, transition day, picnic day and of course a fitting finale with Speech Day to celebrate 2024. It's an exciting time of year and important for the students, but also families and staff, to recognise the progress each student has made throughout the year, celebrate those achievements and thank people for their efforts and support.

Twilight Concert

At the time this publication is released we will be enjoying a significant community event together on Old Boys’ Memorial Oval for a Twilight concert. Describing ‘Twilight’ to someone who hasn’t attended before is a little difficult. At its core each class performs a dance item to music but it’s much more than that. There are elements of performing arts with dramatic aspects and speech. Then depending on the year level there is often a reflective aspect which tells a story of their year or journey through the Junior School (Year 6 typically have a montage of experiences they highlight). Enveloping the whole evening is a sense of fun, excitement, celebration and gratitude being the end of term. From every perspective, Twilight is a valued community occasion for whole Junior School to enjoy. I extend my sincere thanks to the boys for their performances, families for supporting the evening, teachers for their incredible talents in choreographing this event and our Junior School Supporters’ group for generously organising pizza meals and multi-draw raffle.

Junior School Supporters’ Group

I would like to extend my sincere thanks to the committee for their dedication and efforts to support the Junior School throughout the year. Significant highlights for this group include the inaugural Family Fun Night held in Term 1 with games, activities and a movie on the big screen for the whole family to enjoy on Old Boys’ Memorial Oval. This was a tremendously successful evening and a wonderful way to start the year bringing families together.

The Junior School Supporters' Group organise and promote many occasions each term from evening events for parents, final day of term meal deals for the boys, Mother's and Father's Day stalls and meet regularly to support projects for the benefit of Junior School boys and their families. I am immensely grateful to this committee for all of the work they do for our community. Regular attendees to the Junior School Supporters Group include Mrs Tessa Chamberlain – President, Mr David Moffatt – Treasurer, Mrs Shelley Folkard and Mr Simon Fleming. Our sincere thanks to you all for a fabulous 2024.

At the resent Annual General Meeting for the Junior School Supporters’ Group and new committee was confirmed with Mrs Naomi Hardeman as President, Mrs Lara Strohfeldt as Vice-President, Mr David Moffatt as Treasurer and Ms Rachel Lee as Secretary. We offered our sincere thanks to Mrs Tessa Chamberlain for her two years as President of the committee, in her time the Junior School Supporters Group has made several significant contributions to the Junior School with the Family Fun Night event, Colour Run and Lego Engineering tables to name a few; Tessa has also been a consistent and passionate supporter/organiser at every occasion through the year which we are tremendously appreciative of. 2025 will be an exciting year for this group with Grammar 150 celebrations and a raft of occasions and projects to complement this.

Year 6 Celebration and Dinner

On Friday, 15 November our Year 6 celebrated the culmination of their Junior School journey with a dinner together with their families in our Junior School Hall. This was a lovely moment to recognise the efforts the whole family has made throughout their Junior School years with a graduation signifying their readiness for the next stage in their education in moving to the Senior School.

Transition Day

On Monday, 25 November, all classes will move up a year level for the morning, seeing their classroom and meeting their teacher for 2025. This will be a nice opportunity to become a little familiar the new surrounds before we move into the break period. Our Diverse Learning Team have also been making contact with families of boys with learning plans to provide further assistance in supporting a confident start to the new year. If you feel your son would benefit from an early connection point with their class teacher before the start of term please feel comfortable making contact with Mrs Chantelle Bauer – Deputy Head of Junior School Teaching and Learning. Sometimes a short visit to the classroom and a quick chat before school starts is a helpful way to begin the year for some students.

Speech Day

On Thursday, 28 November the Junior School Speech Day returns to the Senior School Hall. This event acknowledges the academic achievements made throughout the year. Every student can be extremely proud of the progress in their learning and personal development this year.

Best wishes for the final week ahead. I look forward to sharing these many occasions with you and your family. On behalf of all the staff in the Junior School I would like to extend our genuine thanks for your support throughout the year in living our core purpose at School each day - Educating boys and developing their good character. It is an honour for us to support the boy's educational journey and share that with you as a family.

Ken Raven
Head of Junior School

At TGS, we are committed to providing an engaging and rigorous academic experience for our boys. Our program is fully aligned with the Australian Curriculum Version 9 and we are dedicated to further enhancing the academic rigour of our programs. By challenging our boys with more demanding work and higher expectations, we aim to cultivate a deeper understanding and mastery of subjects.

Academic rigour is not just about harder tests or more homework. It is about connecting classroom learning to real-life problems and scenarios. By integrating practical applications and problem-solving activities into our lessons, we help students see the relevance of their studies in the world around them. This approach not only makes learning more engaging but also prepares our students to think critically and creatively, equipping them with the skills they need to navigate and contribute to an ever-changing world.

Year 1 Excursion: Learning in Action

A perfect example of this approach was our Year 1 excursion. During Term 3 in Science, our Year 1 boys explored different types of living things, such as plants and animals. They identified the similarities and differences between living things’ needs and explored how an animal or plant’s environment can meet those needs. This term, they used this prior scientific knowledge as part of their Design Technologies unit, where they explored how plants and animals are grown for food, clothing and shelter. They examined how farms meet people’s needs and designed solutions for problems on a farm.

During their visit to 9Dorf Farms, the boys saw first-hand how sustainable farming practices are implemented. They learned about irrigation, aquaculture and the controlled movement of cattle and the use of poultry to rejuvenate paddocks. The boys were highly engaged, asking insightful questions and demonstrating impressive retention of prior learning. Their enthusiasm continued back at school, where they applied what they had seen to their Lego farm creations.

Future Developments: Design, Engineering and Technology (DET) Centre

Excitement builds with the continued development of our DET Centre, which will provide innovative and creative learning areas equipped with the latest technology. This facility will support students in both the Junior and Senior School, further enhancing our curriculum and co-curricular offerings. The new building will ensure our boys are well-prepared for the future, with hands-on experiences in robotics, coding and other advanced technologies.

Evidence-Based Teaching Practices

Another key aspect of our academic program is its delivery through evidence-based teaching practices. Our explicit teaching methods provide clear, structured guidance, promoting active student engagement and long-term retention. We focus on utilising the principles of cognitive science through daily reviews in Literacy and Numeracy, reinforcing foundational concepts and transferring them to long-term memory. Frequent checking for understanding ensures active participation and allows teachers to address any misconceptions immediately.

We believe in nurturing each boy’s individual passions and needs, encouraging them to perform to the best of their abilities in a supportive and respectful environment. For the boys who may not receive an official award during assemblies and speech days, please know that their dedication and hard work does not go unnoticed. We see the progress they make, the resilience they show and their courage to learn. These qualities are the true markers of success. We are incredibly proud of all our students and their continuous commitment to excellence. To parents and staff, thank you for supporting and encouraging them every step of the way.

Chantelle Bauer
Deputy Head of Junior School (Teaching & Learning)

As we wrap up 2024, it’s time to reflect on the wonderful journey our boys have travelled throughout the last 12 months. This year has been filled with memorable moments, growth and the strengthening of our community spirit. It has been a joy to join the Toowoomba Grammar School community in Term 3 and I thoroughly look forward to what 2025 will bring. Although my time in the Junior School this year has been brief, I glean there have been a number of highlights including:

MATES Program: Our MATES program has been a standout success, fostering mentorship and support across different year levels. The bonds formed through this initiative have been truly inspiring, with students helping each other navigate both academic and personal challenges.
House Events: From spirited sports competitions to creative arts showcases, our house events have brought out the best in everyone. These events have not only highlighted individual talents but also reinforced the importance of teamwork and house pride.
Character Development: This year, we’ve placed a strong emphasis on character development. Through various workshops and activities, students have learned valuable life skills such as resilience, empathy and leadership. These qualities will undoubtedly serve them well in the future.
Building Relationships: One of the most rewarding aspects of this year has been the establishment of meaningful relationships across different year levels. Whether through collaborative projects, performance opportunities such as the musical or social events, students have built connections that transcend the classroom.

Holiday Ideas Without Screens

As we head into the holiday season, it’s a great opportunity to take a break from screens and enjoy some offline activities. Here are a few ideas:

Outdoor Adventures: Explore local parks, go hiking, or have a picnic with family and friends.
Creative Pursuits: Try your hand at painting, crafting, or writing. Let your imagination run wild!
Reading: Dive into a good book or start a book club with friends.
Board Games and Puzzles: Gather around for some classic board games or work on a challenging puzzle together.
Cooking and Baking: Experiment with new recipes and enjoy the process of making delicious treats.

Looking Forward to 2025

As we look ahead to 2025, we are excited about the possibilities that the new year holds. We will continue to build on the foundations we’ve laid this year, with more programs, events and opportunities for growth. Let’s embrace the new year with enthusiasm and a commitment to making it even better than the last.

Wishing everyone a joyful holiday season and a fantastic start to 2025!

Amanda Hall
Deputy Head of Junior School (Students)

Date	Event	Location	Time
Friday, 22 November 2024	Corfe Boarding Graduation Dinner	Old Hall	6:00pm
Friday, 22 November 2024	Cricket Luncheon	Blue Mountain Hotel	11:00am
Monday, 25 November 2024	Senior School Transition Day	Jacaranda Room	8:30am
Tuesday, 26 November 2024	Remote Boarder Transition Day	Jacaranda Room	8:30am
Wednesday, 27 November 2024	Speech Day and Prize Giving Ceremony	Empire Theatre	4:30pm
Thursday, 28 November 2024	P&F Drinks on the Lawn	School House Lawn	5:00pm

Date	Event	Location	Time
Monday, 25 November 2024	No enrichment programs in final week of term
	Transition Day Prep – Year 6 2025		8:25am - 3:10pm
	Morning Tea for new boys and parents		8:45am
	Staff Briefing	Staffroom	10:30am - 10:35am
	Sails Assembly	Sails	1:35pm - 1:45pm
Tuesday, 26 November 2024	Junior School Picnic Day		8:30am - 3:10pm
	Library closed for Speech Day Prize wrapping
Wednesday, 27 November 2024	Junior School Speech Day Rehearsal (All boys and Staff)	Senior School Assembly Hall	11:00am - 12:30pm
Thursday, 28 November 2024	Junior School Speech Day	Senior School Assembly Hall	9:00am - 10:20am
	Holidays commence for students		10:30am
Friday, 29 November 2024	Staff Professional Development Day

THE BLUE AND GOLD - Friday, 22 November 2024