THE BLUE AND GOLD - Friday, 24 May 2024

Dear TGS Families

Strategic Plan

I am pleased to provide an update on our ongoing Strategic Plan. The Executive team has been working diligently with the Board of Trustees to review our progress at the midpoint of our five-year plan. Several important events have already taken place this year in this regard, including a key presentation to the Board on Thursday, 9 May 2024. During this meeting, the Executive team outlined the strategic priorities that will guide us through the second half of our plan, which runs until the end of 2026.

Since we launched our Strategic Plan in 2022, we have made significant strides in various areas. Our original plan included more than 200 initiatives across five essential pillars:

• Character & Wellbeing
• Teaching & Learning
• People
• Community Engagement
• Stewardship

These pillars are aligned with our School's Purpose and Vision, providing a solid foundation for our efforts over the past two years. As we refine our focus for the coming years, we will share more details about these key areas with staff and parents at the beginning of Term 3.

Looking ahead, the Executive team and the Board of Trustees will soon participate in a Retreat to discuss strategic opportunities that may arise beyond the current plan. This Retreat is scheduled to take place in Brisbane on Saturday, 8 June. We are excited to welcome several internationally recognised speakers who will share their insights with us:

• Simon Kuestenmacher | Demographer and Thought Leader
• Michael McQueen | Futurist Extraordinaire of The Nexgen Group
• Colin Kennedy | Chief Innovation Officer

We are committed to ensuring our Strategic Plan continues to drive excellence in all aspects of our School community.

The Importance of Volunteering

As we celebrate National Volunteer Week (20-26 May), I am reminded of the generous and important work that volunteers do at Toowoomba Grammar School. Volunteering is an integral part of the fabric of our School and offers a sense of purpose and fulfilment to those who give their time and enriching the lives of everyone involved. This year's theme, ‘Something for Everyone,’ highlights the diversity of roles available, which cater to a wide range of interests and skills. Our parents and community members step into roles such as supporter group members, sports coaches and mentors, providing them with moments to focus on the important things - the boys.

One group of volunteers who work tirelessly and whose work is highly valued, are the wonderful volunteers in our School Museum and Archives. This dedicated band of volunteers who are supported by our Archivist Mrs Denise Miller, are passionate about preserving the history of our School from curating new displays to handling precious artifacts generously donated by Old Boys and their families. In spending time with any of those volunteers I’m struck by their dedication, their love of the School and their sense of purpose. Their commitment to preserving the legacy of the School and its history is greatly appreciated. I wish to thank our Museum and Archives Curator, Mrs Denise Miller, and our volunteers Mrs Judy Gillies, Mrs Ann Hallam, Mr John Handley, Mrs Margaret Jones, Mrs Lin O’Sullivan and Mrs Sue Palmer.

I hope our volunteers always remain central figures within the TGS community. Their ongoing contributions enrich us all and this underscores the profound impact of generous work they do.

Warm regards
Dr John C Kinniburgh
Headmaster

National Volunteer Week: 20 May - 26 May 2024

This week has been National Volunteer Week, and the School extends its gratitude to the many volunteer parents and other community members who assist our school, students, and staff. A special thank you goes to our School museum volunteers for their significant work in capturing, preserving, and protecting our School history and archives.

GPS Cross Country and Choral Eisteddfod

Congratulations to all the Cross Country runners who recently competed in the GPS Championships under tough, wet and muddy conditions. We commend all runners and also acknowledge the Year 9 spectators and Year 12 leaders who provided enthusiastic support on the day.

We also extend our thanks and congratulations to the many boys and staff who represented the School at the Toowoomba Choral Eisteddfod at the Empire Theatre. We are pleased to report excellent results for both ensembles and individual performers.

National Boarding Week

We recently celebrated National Boarding Week with a series of special activities. Highlights included a formal dinner for our boarders, a school assembly focusing on our boarders and their diverse backgrounds, a boarder versus dayboy football match and the inaugural Toowoomba Region Boarding Schools activity afternoon on Sunday, 19 May. We were delighted to welcome boarders from Fairholme, Glennie, TAS, Scots PCG, St Ursula’s and St Saviour’s for a fun-filled afternoon. Thank you to all TGS staff who continue to support our boarders and their families.

Free Dress Day – Dolly’s Dream

The Interact Club held a sausage sizzle at the new Sports Centre BBQs recently as a new initiative to raise funds for various charities. This time, the funds went to Dolly’s Dream, a charity dedicated to raising awareness and preventing bullying in school communities. Additionally, a free dress day was organised to support and raise awareness for Dolly’s Dream.

Service Opportunities – Primary School Assistance

TGS Senior School boys from various year levels have been providing outstanding volunteer service to primary schools. One notable program, the Homework Assistance Program (HAP), involves our Year 11 boys traveling to Darling Heights State Primary School each Wednesday afternoon to offer homework assistance to refugee children. The boys are doing a tremendous job, providing valuable help to these young students.

White Ribbon – Family and Domestic Violence Awareness and Prevention

Since 2017, Year 11 and Year 12 boys have had the opportunity to join the School’s White Ribbon committee. White Ribbon is the world’s largest movement engaging men and boys to end men’s violence against women and girls, promote gender equality, and foster positive, healthy and respectful relationships.

Over 50 boys are involved in the committee this year, working to understand domestic and family violence, raise community awareness, and develop prevention strategies. During Domestic and Family Violence Awareness Month in May, the White Ribbon committee focuses its efforts, continuing into Term 3. Activities include participating in the Domestic Violence Action Committee (DVAC) community Remembrance Ceremony and Community March, delivering presentations at School Assemblies, raising awareness through selling White Ribbons at home games, and organising the White Ribbon Gift at the House Track and Field Championships. We hope our young men will carry this awareness forward and 'Stand Up and Speak Out' against any situations they may become aware.

Term 2 Assessment

As we approach the end of the second term, the boys enter a period of assessment in most subjects. I hope the boys are well-prepared for each examination and are pleased with their outcomes.

2025 Term Dates

The school term dates for 2025 have been confirmed and can be found on the School’s website or by following this link.

The start date for 2025 will be a week later than recent years with classes commencing on Wednesday, 29 January.

John Anderson

Deputy Headmaster

Staff Appointments

I am very pleased to announce the appointment of Mr John Troxler as the new Head of House for Boyce Boarding effective from the start of Term 3, 2024. Mr Troxler is a distinguished educator with extensive leadership experience across boarding, academic, and pastoral domains. Since 2022, he has been Housemaster of Churchill House, a senior boys’ boarding house at Harrow Appi International School in Japan. Born and raised in northern Scotland, Mr Troxler completed his education at Alness Academy before embarking on higher education, first as an Honours student at the University of Stirling and subsequently completing a Master of Education at the University of Glasgow. His primary teaching area is History.

Mr Troxler's engagement with boarding schools began in 2015, when he joined Merchiston Castle School in Edinburgh as a Teacher of History and Politics and a Resident Boarding Master. His proficiency and dedication led to his promotion in 2019 to lead the History and Politics Department, alongside assuming an Assistant Housemaster role. After concluding the 2020 academic year, Mr Troxler and his wife, Megan, relocated to Jumeriah College in Dubai. Following a successful tenure there, he was appointed Housemaster at Harrow Appi International School in Japan. Throughout his career, Mr Troxler has demonstrated significant leadership and contributed to numerous initiatives in both pastoral and academic realms.

Mr Troxler's appointment is the culmination of a thorough selection process involving staff and boarding parents. His vision for Boyce boarding focuses on fostering relationships with both students and parents, adopting a nurturing approach to support the boys' development and success. He is ideally positioned to build upon the commendable work of Mr Michael Hall, who concluded his tenure in Boyce at the end of Term 1. I also wish to take this opportunity to thank our Director of Boarding, Mr Nick Byron, for assuming the role of Acting Head of House Boyce for Term 2.

In addition to his responsibilities in boarding, Mr Troxler is enthusiastic about participating in the School’s co-curricular program. He has a varied interest in athletics and is an accomplished rugby player, having competed as a semi-professional for Boroughmuir.

Mark Nicholls will be returning as our IDT Teacher commencing Term 3. Some parents may already know Mark from his previous roles at TGS since 2015, including covering a period of long service leave and then a permanent teaching placement from 2016 to 2021. Mark brings extensive expertise in design, technology, graphics, and workshop practices and will come to us from Downlands College. He has also held teaching positions at Allora State High School, St Mary’s College in Toowoomba, and All Souls Saint Gabriels in Charters Towers. Mark holds a Bachelor of Applied Science from Queensland University of Technology, a Bachelor of Architecture from the University of Sydney, and a Graduate Diploma in Teaching and Learning.

Tracy Voeller joined the staff in early May as our Teacher Aide Learning Support. Tracy is providing additional support in the Learning Support Team for the remainder of Term 2. Tracy has previous experience as a Teacher Aide having recently worked for Centenary State High School. Tracy has gained a Diploma in Business Administration from Nova Scotia College in Canada and a Diploma of Computer Service Technician with Honours from Compucollege School of Business also in Canada.

Andrew Bull will begin his tenure as Boarding House Manager (Taylor) at TGS on Wednesday, 3 July. Having formerly held the position of Head of House at Concordia College, Andrew brings a wealth of experience to his new role. He holds diplomas in Child, Youth, and Family Intervention, as well as Counselling.

Please join me in extending a warm welcome to new and returning staff to the TGS Community.

Internal Staff Appointment

We wish to congratulate Senior School Teacher of Technologies, Peter Wilson who has accepted the position of Assistant Head of Department - Technologies.

I always encourage the boys to research and investigate the many opportunities that are available to them to help inform their career decisions or assist with their study planning and preparation.

The upcoming holidays is a good time to delve into what’s on offer. The UQ study and motivational tips article is particularly timely for the boys as they head into assessment. There are also some related stories here that provide useful information, particularly for our Year 12 students considering university study in the future.

UCAT Practice Test and Information Session for Years 11 and 12

Once again, we are offering interested Year 12 students who are preparing to sit the UCAT, the opportunity to sit a practice test. This year we are also extending this invitation to interested Year 11 students to attend an information session in preparation for UCAT in 2025.

This is a community event being held at UniSQ on Monday, 3 June, from 4:30pm – 7:00pm. Interested Years 11 and 12 students who are considering Medicine or Dentistry are encouraged to attend. Day students will need to make their own transport arrangements to UniSQ. Transport for any boarders will be arranged through the School.

Students must register to attend via the Form.

Year 10 Career Plan Interviews

We are excited to begin the Year 10 Career Plan interviews in Week 7. Appointments are made via the Parent Lounge and all parents have been sent an email advising them of the booking process. Thank you to those parents who have already made their bookings. Please note that bookings will close on Friday, 24 May. Should you have any concerns, please don’t hesitate to contact the Careers Department.

Work Experience

If any boys are intending to do some work experience over the holidays, they will need to meet with Mrs Rathie in the Careers Office to arrange insurance paperwork before the end of Week 8.

If you would like to make an appointment to speak with one of our Careers Advisers, please email us or phone to make a suitable time.

Kind regards,

Anthea Richters

Head of Department - Careers

Bridging Interests: From Console to Page

Video games captivate players with immersive stories, complex characters and rich worlds. For boys that are already invested in the worlds and lore may find books based on their favourite game as an extension of their interests, a natural progression in exploring and understanding the world in which they play. Characters in these books may also be relatable, experiencing similar trials and tribulations to the player. Familiarity with the setting and concepts can also make the transition to reading far less daunting as well as more enjoyable.

Inspiration and context

Games draw inspiration from a wide variety of sources: history, pop culture, culture and literature just to name a few. The Assassins Creed series, uses a storytelling device that places the character in a historical period, where they may interact with notable figures and locations of the day. Fortnite, in its most recent season, based the story around Pandoras box and Greek mythology (as well as Star Wars and Avatar: The Last Airbender). While both games don’t let historical accuracy stand in the way of a good story; they both provide opportunity for further reading and discussion. Did Zeus really hate the Mortals? What was in Pandora’s box? Did Leonardo Da Vinci really invent hidden blades? If not, what did he invent?

Creating a Balanced Media Diet

Integrating video game books into a routine can help create a balanced media diet, still allowing boys to engage in something that they enjoy, while taking time away from the screen. Actively engaging with reading, and reading for pleasure need to start somewhere. Encouraging our boys to read and build the habits of reading will set them in good stead for a lifetime.

Library Recommendations

Minecraft

• The Minecraft Novel series, particularly Minecraft: The Island by Max Brooks
• Minecraft "Guides" i.e. Minecraft Guide to Redstone

Halo

• The Halo book series, particularly Halo: The Fall of Reach

Fortnite

• Fortnite: The Essential Guide or Fortnite: The Chronicle
• The Percy Jackson series
• Myths or Troy by Stephen Fry

Assassins Creed

• Assassins Creed series by Oliver Bowden and others

Nintendo Fans

• Ask Iwata
• Legend of Zelda: Hyrule Historia
• The Snes Encyclopedia
• Splatoon, Legend of Zelda, Mario, Animal Crossing, or Kirby Manga

Encouraging boys to read by building on the things they already enjoy is an effective strategy. If we align our choice of books with their interests, they are less likely to be intimidated, and more likely to engage with the subject matter. Hopefully, as they navigate the pages of their favourite game-based stories, they will discover that reading can be as exciting as their gaming adventures.

Daniel Crook

Head of Library and Information Services – Senior School

I was recently sent an article, summarising some research from Deakin University around the reading habits of teens in 2024. Some of it was, as the title suggests, surprising. Some was not. However, all of it was built around the importance of reading, and supporting our teens to read, which is something that every one of us should do.

While we tend to see our teens as digital natives, recent research from Deakin University suggests that the average Aussie teen reader would rather flick through the pages of a digital novel, than listen to an audiobook or read digitally. However, there are still 3 in 10 that say they don't choose to read in their spare time.

Survey Trends

In the survey of 13,217 students voluntary reading habits, influences, likes, dislikes and leisure activities some of the following information emerged:

1. 73% teens preferred printed books
2. Parents and friends influence teen reading more than school or where they live
3. Fiction (mystery, fantasy, dystopias) were most popular picks
4. Reading frequency declined with age
5. Girls were more likely to read than boys

The preference for physical books, according to the article was not surprising, as many receive books as gifts; as well as the fact that books don't have the same distracting alerts and notifications that digital devices do. It is also far less of a strain on the eyes than reading on a screen.

Leisure Activities and Reading

In examining teens preferred leisure activities, the study found that nearly one third, did not read for pleasure during the school term; 15% read daily, while the remaining readers engaged at varying frequencies throughout the week.

This contrasts with nearly 50% who engaged extensively with social media. With watching TV, movies and YouTube rounding out the preferred teen leisure activities.

Professor Rutherford also noted that teens today have more distractions than ever drawing them away from sitting with a good book.

Why Read and What can we do?

Several studies have shown the correlation between reading for pleasure and academic achievement, wellbeing and employment outcomes, but reading rates and abilities are also on the decline. So, how can we encourage more reading in our teens?

• Identify your reader
  The study found several, reading personality types; Fiction Fanatics, Regular Bookworms, Rushed Fans, Casual Dabblers, Holiday Browsers, Sparse Readers and Book Abstainers. Understanding how they engage, can help with finding titles of interest and the times to read.
• Follow their Interests
  Help your teen to find books that will captivate their interests to motivate their reading. If they already enjoy the subject matter, the reading is more enjoyable.
• Value what they are reading
  Discuss what they and you are reading, show that you care and read the same books so that you can discuss them. Share your likes and dislikes and have meaningful discussions.
• Role model reading
  Remember that one of the biggest influences on teen reading is you. Let them see you reading, show that it is important, that you make time and engage.
• Reading time
  Carve time out at home and at school; make a family reading time, discuss when you like to read and encourage your teen to find 'their time.'
• Visit Libraries
  Visit your local library and/or encourage your teen to visit the local or school library.

If you are interested in digging a little deeper, please view the complete research article Discovering a Good Read: Exploring Book Discovery and Reading for Pleasure Among Australian Teens.

Daniel Crook

Head of Library and Information Services – Senior School

Lots of happenings through this middle phase of Term 2 across the Junior School; Eisteddfod choral groups, sports seasons and carnivals, excursions, school events and social connections with sister schools Fairholme College and the Glennie School.

When you stand back from the school calendar and see the broad range of experiences our students enjoy, you get a good sense for the development and journey that our boys have over time. The recent Eisteddfod event is a good example. All boys in the Junior School were entered into this event, some participating as part of their cohort choir, called Voiceworks groups, and others elect to join a choral group either in Tribe Junior (Year 2 and Year 3) or Tribe Senior (Year 4, Year 5 and Year 6).

Head of Junior School Music, Mrs Dixon, will share more about the performance aspects in her section of the Blue and Gold, but I would like to share the value of the experience boys have in the preparation phases and performances itself. It's wonderful for all students to have the experience of singing in a group, and our boys enjoy this weekly as part of their Voiceworks cohort choirs. If in Year 2 or above, they can also join Tribe (Junior or Senior) to further develop and enjoy choral singing together. All groups perform at various occasions throughout the year both in-school at assembly, or off-campus at community occasions or events, which Eisteddfod is one of those. The experience and value of working together to perform a piece, the shaping of a sound, the entry and exit on and off stage with all the stage craft this involves and performing for an audience is wonderful. If singing becomes a passion for them that’s fabulous, and we have opportunities to participate in choral groups all through their schooling to Year 12.

Even if singing isn’t something they would like to continue with beyond Year 6, the experience of performing in a group through their Junior School years will have formed a tremendous base of understanding the components of a performance from weekly rehearsals to presenting on stage. The value of sharing these experiences with our community both in school and more broadly is wonderful. Music has a way of lifting the sense occasion at every event, and boys being able to contribute and enjoy that experience is a great gift to their development. Thank you all for supporting the Arts, and in particular the recent Eisteddfod event.

In the past week, students in Prep, Year 1 and Year 2 enjoyed a special celebration of Under 8’s day on Wednesday, 15 May, together with Fairholme College and the Glennie School. Year 2 travelled to Glennie, Prep travelled to Fairholme and we hosted Year 1 for a fun-filled morning of activities. The experience celebrates and acknowledges the early years of childhood; the fun, play and discovery they see daily and the value young children have through their interactions with each other. Social development has great importance for a young person, contributing to their overall educational experience alongside their peers. Our connection with the Glennie School and Fairholme College provides a wonderful opportunity for boys and girls to share these experiences together, many have known each other for years through family, friends and school connections. These are lovely days for all the students, they all finish with big smiles and lots of stories to tell their parents of their adventures during the day.

In keeping with the social development theme, our Year 5 and Year 6 boys have upcoming social events themselves with Glennie and Fairholme. This Friday, the Glennie School is holding a social event for the Year 5s, a Scavenger Hunt, which will be loads of fun for sure. Our Year 6 students will host a Social Disco in our Junior School Hall a week from now. These occasions support the social development of our young people across a range of events and experiences right through their schooling. Thank you for all involved in organising and running these events, they require a great deal of logistical effort but are tremendously valued by the students and families from each school.

In sports, cross country has recently held the Darling Downs and GPS carnivals. Mr Doherty, Junior School Sports Co-ordinator, will share more details around these events but I would like to congratulate all our runners for the dedication to training over the past two terms and their efforts in cold/wet conditions on the day. It was what some might call a true cross country event!

Upcoming excursions for cohorts

Our Year 5 students will experience a Gold Rush day, bringing their Humanities unit to life and our Prep students and Year 3 cohort will travel to the Darling Downs Zoo, exploring their Science units further with up close and personal interactions with animals. More from these excursions will be shared in our next edition of the Blue and Gold.

Finally, in the coming week we are hosting ‘Grammar Boy For a Day.' This is a wonderful opportunity for our boys to welcome new students and their families to our Junior School. Our Year 6 leaders really enjoy the experience of leading groups on tours around campus but also buddying up with new students to ensure they make connections with peers and get a good sense for our School. These are lovely days for new families to experience, but also an immensely valuable experience for our boys to welcome new people into the community.

Hopefully, through the paragraphs above, you will see my earlier sentiments that we have a full range of experiences from music to sports, to social connections with community and learning excursions that help shape the growth and development of our young people. These happen all through the year and across the years, once you step back from the calendar you get to see it all, it's quite a journey.

With warm regards,

Ken Raven

We are excited to announce the commencement of the annual writing competition at Toowoomba Grammar Junior School. This creative event encourages all boys from Prep to Year 6 to showcase their writing skills and imagination. We place a high value on developing the literacy skills of all our boys in the Junior School. Celebrating writing allows us to show our students different ways they can express their thoughts, ideas, and emotions clearly.

Writing can bridge the gaps between people, cultures and generations. It also encourages us to organise our thoughts logically, analyse information and develop coherent arguments. Through writing, our boys deepen their understanding of a wide range of topics, reinforcing learning and helping to retain knowledge. Writing fosters creativity by allowing us to invent new worlds, characters, and scenarios. Effective writing empowers our students to influence others, advocate for change, and make a difference.

Writing Competition

• Entries due: Friday, 7 June (Week 8)
• Winners announced: Week 2 of Term 3 (Assembly). Families will be informed if your son is receiving an award
• Writing formats by year level: Information reports, retells, narratives, historical recounts and persuasive texts
• Word length: Year 1 and Year 2 - approximately 100-200 words. Year 3 and above - approximately 300 words (with an upper limit of 500 words for older boys). Teachers will use their professional judgment in assessing word length.

Students’ writing pieces will remain at school for checking, editing and publishing purposes. Teachers will guide students through planning, drafting, editing, and publishing. Text deconstruction and explicit teaching will be integrated into current or built on previous units of work. Class teachers will initially mark student writing as part of regular programming and assessment. The top 4-6 entries will be selected and moderated by the leadership team to determine 1st, 2nd and 3rd place. We encourage your son’s participation and look forward to celebrating their creativity and hard work. Let’s make this year’s writing competition a memorable experience for all.

Warm regards,

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

Cross Country

Week 5 was a big week for our Cross Country boys. On Tuesday, 8 boys competed in perfect conditions at the Darling Downs trials. All boys ran well, with Connor Talbot, Harry Dow, Harry Allen and Blake Fryer successful in reaching the Darling Downs team - we wish them well in the State Championships.

On Thursday, the TGS boys attended the GPS Championships. Despite an intimidating field, with about 150 boys in most races, the TGS boys performed outstandingly. The wet and slippery conditions certainly made it a tough course. The TGS team, though, performed admirably with boys running hard no matter their place in the race. This enabled us to have an overall result of 7^th place. Competing against much bigger schools, our boys really stood up and we should be very proud of their efforts.

Darling Downs trials

There are a number of trials occurring at the moment; we wish all boys involved the best of luck.

Athletic Carnival

The 2024 TGS Junior School Athletics carnival will be held on Wednesday, 12 June. It's time to dust off the spikes and shotputs, and start training!

Sport Homework

How far can your son hop on one foot? Test him and practice (together).

Brendan Doherty
Junior School Sports Co-ordinator

Toowoomba Eisteddfod

Congratulations to all boys in the Junior School for their involvement in the choral section of the Eisteddfod. It is a wonderful achievement that all boys from Prep to Year 6 performed on the Empire Theatre stage and represented our School. I feel our attendance and participation in the Eisteddfod has so many benefits for our boys, including developing good character in our students. In addition, it is a wonderful opportunity for them to sing on the stage of the Empire Theatre and hear other schools perform. The boys represented the School extremely well and I am very proud of their efforts. Thank you to the staff and parents for your support of our choral program and ensuring your son was in attendance for his Voiceworks performance.

Please find below results from the choral sections.

• 2^nd Tribe (Primary School Boys Choir)
• 3^rd Tribe (Primary School Spiritual or Gospel Choir)
• 3^rd Tribe (Primary School Modern Choir)
• 3^rd Voiceworks 2/3 (Primary School Years P-4 B Grade Junior Choir)
• HC Voiceworks Prep / 1 (Primary School Years P-4 B Grade Junior Choir)

In addition to the choral sections, a number of boys performed in solo sections for voice and piano. Congratulations to all boys who were involved in the recent vocal and piano sections of the eisteddfod. Please find results below:

• 1^st – Oscar Halton (Year 4 and under Contemporary Commercial Vocal Solo)
• 2^nd – Orion Khatri (Year 4 and under Contemporary Commercial Vocal Solo)
• 2^nd – Francis Fu (Year 2 and under Piano Solo)
• 2^nd – Francis Fu (All Age Graded Piano Solo – Grade 2 Standard)
• 2^nd – Jack Purves (Year 5 - Year 7 Contemporary Commercial Vocal Solo)
• 3^rd – Oscar Dunk (Year 5 - Year 7 Contemporary Commercial Vocal Solo)
• 3^rd – Francis Fu (Year 4 and under Popular / Jazz / Movie Piano Solo)
• HC – Joseph Chu (All-Age Graded Piano Solo – Preliminary Standard)
• HC – Thenul Ratnayake (Year 5 Piano Solo)
• HC – Owen Zhao (Year 4 and under Popular / Jazz / Movie Piano Solo)

Musicians’ Concert

Congratulations to the following boys who performed at the Term 2 Musicians’ Concert on Tuesday, 14 May – Mahaliz Fleming (piano), Edward Cook (piano), Orion Khatri (voice), Joseph Chu (piano), Asala Dissanayake (cello), Owen Zhao (piano), Samvit Kapoor (piano), Liam Haegel (cello), Francis Fu (piano), Harry Spencer (alto saxophone), Zackaidyn Fleming (piano), Andrew Reeves (clarinet), Aarav Desai (piano), Jack Purves (trombone) and Aarav Kansagara (flute).

Singers’ Trophy

The Junior School Singers’ Trophy will be held on Thursday, 30 May at 6:00pm in Old Hall. This adjudicated competition has been held annually since 1997 and is open to all boys from Year 2 to Year 6, with trophies awarded for 1st, 2nd and 3rd places. Please feel free to come along for a lovely evening of vocal performances.

Sing Out

Tribe members will be involved in Sing Out on Wednesday, 5 June. Sing Out is an all-day string extravaganza held at the Empire Theatre involving over 400 students from across the Toowoomba area, with guest conductor Jenny Moon attending to work with the students. A letter with more information will be sent to parents with boys involved.

Ensemble Rehearsals

Ensemble rehearsals will continue up to and including the last day of school, Thursday, 13 June. Should your son be absent from a scheduled rehearsal, please email the conductor of the ensemble.

Musical rehearsals - Leads

The schedule for musical rehearsals has been emailed to all relevant parents, and a copy of the schedule is on display in the music room window. It is most important that boys check the schedule and ensure they are in attendance for all relevant sessions (both lunch time sectionals and Thursday afternoon rehearsals). Please email Mrs Dixon or Mrs Galbraith should you need to clarify any details regarding musical rehearsals.

Kellie Dixon
Head of Junior School Music

Toowoomba Grammar School delivered a solid performance at the 2024 GPS Cross-Country Championships, showcasing determination and resilience in challenging conditions. All boys represented the School admirably, demonstrating commendable spirit and sportsmanship.

The event saw several standout individual performances, contributing to the overall success of the team. Additionally, there were notable improvements across a large number of age groups, highlighting the hard work of the students and coaches. The dedication and effort of the athletes were evident, making the School proud with their achievements.

Toowoomba Eisteddfod - Part 1 Wrap Up

Sunday saw Part 1 of the Toowoomba Eisteddfod 2024 draw to a close. The May edition of the Eisteddfod focuses on Vocal, Choral and Piano with many of our students representing us with great results.

The Grammarphones got the opening night of choral competition underway by gaining a highly commended award for their performance of Down by the Sally Gardens and The Miller of Dee in the Secondary Folk Singing Ensemble section. Our choir topped the night off by coming in 2nd in the Secondary School Boys Choir with great renditions of Good-Night and Sinner Man.

Two nights later on the Saturday evening, both of our Senior School Vocal Ensembles performed again. Our choir made an admirable defence of the title they picked up last year by coming 3rd in the most competitive of sections, Secondary School Choir. Their performance of Amazing Grace followed by Yonder Come Day was simply stunning.

We had a good number of boys perform in solo and duet sections throughout the Eisteddfod and some excellent results were recorded. Some of the highlights are listed below:

• Year 10 to Year 12 Piano Duet: Harry and Thomas Bland - 3rd place
• Year 7 Piano Solo: Charles Le Roux - 3rd place
• All Aged Graded Piano Solo Grades 7 & 8: Harry Bland - 3rd place
• Year 10 to Year 12 Popular/Jazz/Movie Piano Solo: Harry Bland - Highly Commended
• All Aged Graded Piano Solo Grades 5 & 6: Thomas Bland - 1st place; Artharsh Gajaharan - Highly Commended
• Years 11 or 12 - Piano Solo: Oliver Clifford - Highly Commended
• Year 5 to Year 7 Contemporary Commercial Vocal Solo: Suhaan Chowdhury - 3rd place
• Year 8 to Year 9 Contemporary Commercial Ballad Solo: Joseph Fernando - 3rd place
• Year 8 to Year 9 Up Tempo CCM Solo: Joseph Fernando - 1st place
• Years 8 and 9 Contemporary Commercial Ballad Solo: Jack Elmes – Highly Commended
• Year 8 Vocal Solo: Jack Elmes – 2nd

Congratulations to all of our competitors, you represented the blue and gold proudly and with aplomb.

Saxophone Flash Mob

George Paton (Year 10) and Hamish Lunn (Year 6) were involved in a recent saxophone flash mob as part of the Lifeflight Helicopter Gala with 700 people in attendance. Former TGS Woodwind teacher Mrs Buchholz organised for the boys to be part of the show-stopping piece. They started behind the curtains in strategic places around the room and then popped out one at a time playing their parts and then all eventually travelling to the stage while playing. Awesome community service boys, well done!

RnB & Big Band Extravaganza

Our annual Big Band and RnB Extravaganza is coming up fast on Thursday, 30 May. Starting at 6:30pm in our Assembly Hall, the extravaganza features our Big Band, three RnB Bands and our jazz ensemble. It is a wonderful event and tickets can be purchased through Trybooking. Audience members can order platters of food from Deli Delicious and a bar will also be running. Come and enjoy an evening of entertainment.

Mark Chalmers

Director of Performing Arts

Photography Competition Launch

The TGS Photography Club is thrilled to announce the launch of Toowoomba Grammar School's inaugural Photography Competition. This exciting new initiative of our Photography Club aims to not only showcase the creativity and talent of TGS students but to promote an inclusive community where everyone can get involved and 'Give Us Your Best Shot!'

Whether students are seasoned photographers or they just like taking the odd photo, this competition is open to all Senior School students. Everyone is encouraged to grab their camera, phone, or drone, and start searching for that best shot. Look for beauty in the ordinary, capture moments that inspire, and let the imagination run wild; it could be in nature – a stunning landscape, a perfect portrait, favourite pet, sport, food, black and white or colour… the themes are endless!

We have a wealth of talent in our School, not just in the Photography Club, and we cannot wait to see the incredible photographs that will be submitted. The Judging Panel will pick the winners based on creativity, composition and technical skill. We’ll also have a People’s Choice Award, for students to vote early next term. There are great prizes to be won!

The competition is open to all students, but only one entry per person. It must be an original photo; it can be edited but it cannot be AI generated. Students are to submit their photo online using the link or QR Code on the poster which has been emailed to all students. Entries close Friday, 12 July, so students have the holidays to capture their best shot!

We encourage students to embrace this opportunity to showcase our creativity, celebrate our diversity, and inspire each other through the lens of a camera. 'Give Us Your Best Shot!' Let the photography competition begin!

'Steer' Wellbeing Tracking Platform

The School has recently completed another round of wellbeing tracking with students requested to complete a selection of questions providing insight into how they are managing elements such as stress and anxiety. According to research completed by the National Institutes of Health in the United States, "adolescents need to articulate their sense of self when sharing personal information, and feedback from others not only helps them validate the appropriateness of their feelings, thoughts and behaviours, but also supports the development of close relationships through building patterns of reciprocal trust."

The Steer tracking program has been designed to assist students in responding to questions relative to the pressures they have placed upon them and those that they place upon themselves too. Boys can be challenged in their ability to develop strong trust allowing them to disclose how they may be felling in certain situations. The staff at Toowoomba Grammar School are currently receiving annual training in how to use the information supplied within the data received through the student surveys. These programs supply staff with information on how to approach these topics with the individual and develop support/action plans for multiple stakeholders to assist with.

The data received focusses on how the student perceives their ability in four categories:

1. Self-disclosure: An ability to feel comfortable to converse with others about matters that may be challenging them.
2. Trust of Self: The student’s belief of how well they can manage challenges.
3. Trust of Others: The student’s ability to develop trust and reliability in others.
4. Seeking Change: The student’s desire to seek change and growth or seek familiarity and predictable opportunities.

The example shown in the diagram above suggests that the student may be experiencing challenges but not have the ability to trust others to disclose what they may be going through at certain times of their lives. These polar low scores then allow the Mentor to investigate further and connect with the student, and parents if necessary, to build an appropriate support plan, as shown in the example below.

Through Toowoomba Grammar School's Pastoral Program, we are hoping to not only provide support for students when they need it, but to equip staff and the School with a tool that provides an ability to predict periods of stress for students so we can supply support prior to the distress developing.

Mr Michael Hall

Head of Pastoral Care

At Toowoomba Grammar School, fostering motivation in our students is a collective effort that involves teachers, parents, and the students themselves. One effective approach to enhance motivation is using motivational interviewing (MI) techniques. MI is a collaborative communication style that focuses on strengthening an individual’s motivation and commitment to their goals by exploring their own reasons for change in a supportive and empathetic manner (Rosengren, 2018).

Understanding Teen Motivation

Teenagers at Toowoomba Grammar School are navigating a pivotal stage in their development, marked by the search for identity, a desire for autonomy, and the need for peer acceptance. It's crucial to understand that intrinsic motivation, which arises from within, tends to be more enduring and effective than extrinsic motivation, which is driven by external rewards (Ryan & Deci, 2017).

Role of Teachers

Teachers at Toowoomba Grammar School play a crucial role in nurturing student motivation. Implementing MI techniques can be particularly effective:

Show Empathy:

• Create a classroom atmosphere that is supportive and understanding.
• Example: "I understand this topic can be challenging. Could you share more about what specifically is difficult for you?" This approach helps students feel heard and supported, fostering a positive learning environment.

Guide Discrepancies:

• Help students recognise the gap between their current behaviour and their academic or personal goals.
• Example: "You’ve mentioned wanting to achieve high grades for university applications. How do you think not studying affects that goal?" This encourages students to reflect on their actions and align them with their aspirations.

Respectful Dialogue:

• Engage in discussions that respect the student's perspective rather than confronting them.
• Example: "Instead of saying you must do your homework; what do you think would be the outcome if you don’t?" This method respects the student's autonomy and encourages self-reflection (Rosengren, 2018).

Encourage Self-Belief:

• Instil confidence in students about their ability to succeed.
• Example: "Remember how you successfully completed your science quiz last week? How can you apply those same strategies here?" This boosts self-efficacy by reminding students of their past successes (Bandura, 1997).

Accept Resistance:

• Acknowledge and reflect any resistance to change rather than pushing back.
• Example: "I hear that balancing all your subjects feels overwhelming. What do you think could help manage your workload better?" This approach validates the student's feelings and opens the door to problem-solving (Rosengren, 2018).

Role of Adolescents

Students at Toowoomba Grammar School are active participants in their own motivational journey. Young people can explore using MI principles:

Setting Goals:

• Clearly define and articulate personal academic and life goals.
• Example: "What are my main objectives for this school year, and why are they important to me?" Setting clear goals helps students focus and stay motivated.

Reflect on Values:

• Consider how their current behaviours align with their core values and aspirations.
• Example: "How does spending time on hobbies like gaming and phone usage align with my goal of improving my grades?" Reflecting on values helps students evaluate their priorities and make necessary adjustments.

Weighing Options:

• Evaluate the pros and cons of their current behaviours.
• Example: "What are the benefits and drawbacks of staying up late versus going to bed early?" This helps students make informed decisions about their actions.

Planning for Change:

• Develop a concrete action plan to achieve their goals.
• Example: "What specific steps can I take this week to get closer to my goal?" Having a plan in place increases the likelihood of achieving their objectives (Ryan & Deci, 2017).

Seeking Support:

• Reach out to teachers, parents, and peers for guidance and accountability.
• Example: "Who can I talk to about staying motivated and achieving my objectives?" Seeking support helps students stay on track and feel less isolated.

Role of Parents

Parents of Toowoomba Grammar School students are instrumental in creating a home environment that supports their teen’s motivation. Utilising MI techniques can enhance this support:

Active Listening:

• Demonstrate understanding and avoid judgment.
• Example: "I understand you’re feeling stressed about your workload. Can you tell me more about what’s making it difficult?" Active listening helps teens feel understood and supported.

Affirm Efforts:

• Recognise and affirm the strengths and efforts of their teen.
• Example: "I’m really proud of how dedicated you were to your recent project." Affirming efforts reinforces positive behaviour and boosts self-esteem.

Ask Open-Ended Questions:

• Promote open dialogue and exploration of ideas.
• Example: "What are your thoughts on how we can better manage your study time?" Open-ended questions encourage teens to think critically and express their ideas.
• Avoid closed questions that elicit monosyllabic answers; instead, use open-ended questions that encourage the patient to elaborate on their feelings. Limit the number of questions to no more than three in a row to prevent the interaction from feeling like an interrogation. Additionally, pay attention to your tone of voice when asking open-ended questions. In motivational interviewing, counsellors aim for a ratio of two reflections for every question asked.

Reflective Listening:

• Reflect the teen’s statements to show understanding and encourage further discussion.
• Example: Teen: "I don’t think I’m good at math." Parent: "You’re feeling like math is quite difficult for you right now." Reflective listening shows empathy and encourages deeper conversation.

Encourage Independence:

• Support the teen’s autonomy and decision-making.
• Example: "What do you think would help you stay on track with your homework?" Encouraging independence fosters self-reliance and responsibility.

Creating a Supportive Environment

In addition to individual strategies, creating a supportive environment at Toowoomba Grammar School is essential:

Positive Reinforcement:

• Recognise and reward effort and progress, not just results.
• Example: Celebrating small achievements can build confidence and motivation.

Embrace Failure:

• Encourage mistakes as learning opportunities.
• Example: Discussing what can be learned from a low-test score rather than focusing solely on the negative outcome.

Collaborative Problem-Solving:

• Work together to overcome obstacles.
• Example: Take the time to have proactive discussions to explore challenges and brainstorm solutions (Rosengren, 2018).

Consistent Routines:

• Establish regular routines to provide stability and reduce anxiety.
• Example: Having a set schedule for study and relaxation times.

Modelling Behaviour:

• Adults should model the motivated behaviour they wish to see in students.
• Example: Parents showing commitment to their own goals and tasks (Bandura, 1997).

Supporting motivation in students at Toowoomba Grammar School is a collaborative effort that involves teachers, parents, and the students themselves. By employing motivational interviewing techniques, we can create an environment where students feel understood, valued, and empowered to pursue their goals. Expressing empathy, exploring discrepancies, engaging in respectful dialogue, supporting self-efficacy, and accepting resistance are all key components of this approach. Together, we can foster intrinsic motivation and long-term success for our students. If you are concerned about your child’s motivation, please feel free to reach out to our counselling team.

Lyle Gothmann

School Counsellor

References

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.

• Albert Bandura’s work on self-efficacy is crucial for understanding how beliefs in one’s capabilities can influence motivation and performance in educational contexts.

Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

• This paper introduces Self-Determination Theory (SDT), explaining the importance of intrinsic motivation and the psychological needs that support it, relevant to understanding teenage motivation.

Rosengren, D. B. (2018). Building motivational interviewing skills: A practitioner workbook (2nd ed.). The Guilford Press.

• Rosengren's Building Motivational Interviewing Skills: A Practitioner Workbook provides practical exercises and tools to help practitioners develop and refine their motivational interviewing techniques.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: Guilford Press.

• This book delves deeper into SDT, providing a thorough exploration of the factors that foster or hinder intrinsic motivation and wellbeing, applicable to educational settings.

Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. Boston, MA: Houghton Mifflin.

• Alfie Kohn’s book challenges traditional reward-based systems and emphasizes the importance of intrinsic motivation, offering alternative strategies for motivating students.

We are very excited to once again be welcoming a group of 23 students and 2 teachers from New Caledonia for 10 days from Wednesday, 10 July to Sunday, 21 July 2024.

The students are in their third year of middle-school (around 14 to 15 years old) at Collège Baudoux, Nouméa.

We are delighted to host the group again this year and even more-so having just spent time with the Collège during our recent TGS tour to New Caledonia.

If your family is able to support this activity by hosting a student, please kindly complete this Microsoft Form at your earliest convenience, or email Elouise Parrington for more information.

We understand that from time to time and for a wide variety of reasons, families will make the decision to leave TGS. As a School, we will always strive to work with families to ensure an outcome that is in the best interests of each boy.

It is also important to note and as a reminder to all families enrolled at Toowoomba Grammar School, our conditions of enrolment clearly stipulate that at least 10 weeks’ written notice of the withdrawal must be provided to the School.

As per the School’s Conditions of Enrolment, all tuition and fees must be paid for the Term in which the notice of withdrawal expires. For situations where 10 weeks’ notice is not provided, the following Term’s fees are payable.

This 10 weeks’ written notice period also applies to boys changing their enrolment status from boarder to dayboy.

If you are considering withdrawing your son, we would strongly encourage you to contact his Head of House, the Head of Junior School, the Head of Senior School or the Deputy Headmaster.

We would appreciate the opportunity to discuss all considerations in this regard with you.