THE BLUE AND GOLD - Friday, 3 March 2023 - Toowoomba Grammar School

As the School Counsellor, who has been working in a variety of education systems, I would like to address a common and important issue that affects many of our teenage boys: banter, teasing, and bullying. Boys at this age are especially prone to these behaviours, and they can have a significant impact on their mental health and overall well-being.

One of the most common mistakes for teenage boys "it's just banter" or "I'm just joking." While banter can be a positive thing and can help build friendships, it's important to recognise when it crosses the line into exclusionary or harmful behaviour. Research has shown that boys often struggle to distinguish between inclusive and exclusionary banter, and this can lead to feelings of shame, inadequacy, and isolation.

One study published in the Journal of Adolescence found that "boys who reported experiencing exclusionary banter were more likely to experience negative emotions and report lower levels of self-esteem and social support" (MacDougall et al., 2018). Another study published in the Journal of School Violence found that "boys who experienced bullying and teasing reported higher levels of anxiety and depression and were more likely to engage in risky behaviours such as substance abuse" (Suldo et al., 2016).

It's important for parents and educators to recognise the difference between inclusive and exclusionary banter, and to help boys understand that even seemingly harmless teasing can have a negative impact on others. As one study published in the Journal of Adolescence states, "it's important for boys to recognise that banter can have a powerful impact on the emotional well-being of others, and to develop the skills to engage in inclusive banter that promotes positive relationships and a sense of belonging" (MacDougall et al., 2018).

Inclusive banter can have positive effects on group dynamics, as it can help build a sense of camaraderie and increase social cohesion among members. As noted by Dov Greenbaum, a researcher and lecturer at the Hebrew University of Jerusalem, "Inclusive banter that does not target marginalised groups or individuals can help promote a positive social environment." By engaging in playful and light-hearted jokes, individuals can bond over shared experiences and create a more relaxed and comfortable atmosphere. Moreover, inclusive banter can help break down social barriers and promote a sense of equality among group members, regardless of their background or status. However, it is important to note that banter must always be respectful and not target marginalised groups or individuals. As Greenbaum explains, "It is important to be aware of the power dynamics at play in any social setting and to avoid using banter as a way to assert dominance or reinforce harmful stereotypes."

To promote a positive and inclusive environment for all students, we encourage parents to have open and honest conversations with their sons about the impact of their words and actions on others. We also encourage students to speak up when they witness exclusionary or harmful behaviour, and to seek help from a teacher or counsellor if they are struggling.

Navigating banter, teasing, and bullying can be challenging for teenage boys. It's important to recognise the difference between inclusive banter and exclusionary banter or bullying. Inclusive banter is playful and light-hearted joking that brings people together and creates a sense of belonging. Here are some examples of inclusive banter:

Joking around with friends about their interests or hobbies.
Playful banter to a friend about their music choices.
Banter with your father that he knows nothing about computers.

Exclusionary banter, on the other hand, is teasing or joking that is intended to belittle or isolate someone. It can lead to hurt feelings, shame, and a sense of not belonging. Here are some examples of exclusionary banter and bullying:

Name-calling or using derogatory language towards someone based on their appearance, race, or sexuality.
Making fun of someone for not being good at a sport or activity.
Excluding someone from a group or activity to assert dominance or control.

Navigating these dynamics can be difficult for teenage boys, and it's important for them to have healthy environments that promote positive relationships and a sense of belonging. Adults can help guide students by modelling inclusive behaviour and addressing exclusionary behaviour when it occurs. Encouraging open and honest communication and emphasising the importance of treating others with respect and kindness can also help create a positive school culture where all students feel valued and included.

Inclusive banter is typically only successful when there is a pre-existing positive relationship between the individuals involved. This is because inclusive banter is rooted in trust, mutual respect, and a shared sense of humour. When people have a good relationship, they are more likely to understand each other's intentions and to take banter in the spirit in which it was intended. They are also more likely to have a shared sense of humour and to enjoy joking around with each other.

In contrast, when individuals don't have a positive relationship or don't know each other well, banter can easily cross the line into exclusionary or harmful behaviour. Without a strong foundation of trust and respect, teasing and banter can be misinterpreted, and jokes can come across as mean-spirited or hurtful.

This is why it's important to focus on building positive relationships and fostering a sense of community within schools and other social environments. By encouraging students to get to know each other, to practice empathy, and to treat others with kindness and respect, we can help create an environment where inclusive banter can thrive and where all students feel valued and included.

As the School Counsellor, I am here to support all students and families in navigating these difficult issues. Please do not hesitate to reach out to me if you have any concerns or questions.

Lyle Gothmann
School Counsellor

Biography; from the Greek Bios - Life & Graphia - Writing; are books that chronicle the lives of real people.

The subject of a biography can be a celebrity, athlete, politician, historical figure or ordinary person that has achieved something of note. Reading biographies is a valuable and oftentimes rewarding experience, with many potential benefits to the reader.

Inspirational

Biographies often recount successes and struggles of those people who have, over the course of their lives, achieved something. In reading how they have overcome or survived the challenges in their lives; we can gain motivation to persevere through our own.

Empathy and Insight

Biographies let us 'walk a mile in another person's shoes' allowing the reader to glimpse the life experiences and perspectives of people from completely different backgrounds. This in turn allows the reader to empathise and understand worldviews, different than their own and how that can shape different beliefs. By understanding these struggles and challenges, we can become more open-minded and accepting of different perspectives.

Learning from mistakes

Many biographies chronicle the failures and mistakes of the subject. The reader can learn vicariously and, hopefully, avoid experiencing the same situations.

Historical Context

Biographies can open a window into the past, providing historical context on the events of a particular historical period. Reading the experiences, particularly in an autobiography, grants personal insight that can help to understand the social, cultural and/or political climate of an era or event.

If the idea of reading a biography appeals, try reading about someone who you find interesting or would like to know more about, or try one of the suggestions below.

Lion: A long way home

Saroo Brierley

When Saroo Brierley used Google Earth to find his long-lost home town half a world away, he made global headlines.

Saroo had become lost on a train in India at the age of five. Not knowing the name of his family or where he was from, he survived for weeks on the streets of Kolkata, before being taken into an orphanage and adopted by a couple in Australia.

Despite being happy in his new family, Saroo always wondered about his origins. He spent hours staring at the map of India on his bedroom wall. When he was a young man the advent of Google Earth led him to pore over satellite images of the country for landmarks he recognised. And one day, after years of searching, he miraculously found what he was looking for.

Then he set off on a journey to find his mother.

JT - Jonathon Thurston: The autobiography

Jonathon Thurston

This is a story that began in a Brisbane backyard. With a boy, a ball and a big, big dream. They all said he was too skinny, too slow, and too wild to succeed. Most would have quit. This is the story of how Johnathan Thurston transformed himself into a world champion - how he went from a kid with dreadlocks to a State of Origin star and Dally M Medal winner in just three years - and went on to become rugby league's greatest player.

In his autobiography, JT recounts the complete and remarkable story of his life. Of setbacks and scandals. Of agony and pain. Of love and hate. Of victories and losses. And of Clive Churchill Medals, Dally M Medals, State of Origin shields and of fairy tale premierships - and of a girl called Samantha and how love conquered all.

The Long Walk to Freedom

Nelson Mandela

The riveting memoirs of the outstanding moral and political leader of our time, LONG WALK TO FREEDOM brilliantly re-creates the drama of the experiences that helped shape Nelson Mandela's destiny. Emotive, compelling and uplifting, LONG WALK TO FREEDOM is the exhilarating story of an epic life; a story of hardship, resilience and ultimate triumph told with the clarity and eloquence of a born leader.

Diddly Squat: A year on the Farm

Jeremy Clarkson

Jeremy Clarkson takes us into the pitfalls (and pratfalls) of his new life as gentleman farmer in this thigh-slapping collection of stories from a year on Clarkson's Farm.

Welcome to Clarkson's farm. It's an idyllic spot, offering picturesque views across the Cotswolds, bustling hedgerows, woodlands and natural springs. Jeremy always liked the idea being a farmer. But, while he was barrelling around the world having more fun with cars than was entirely reasonable, it seemed obvious that the actual, you know, farming was much better left to someone else

Then one day he decided he would do the farming himself.

After all, how hard could it be?

Well . . .

Leadership

There are boundless opportunities for leadership growth and experience at Toowoomba Grammar School. From classroom and sandpit monitors in the Junior School through to Senior Prefects in the Senior School there are these and many more situations where leadership is in practice; both titled and untitled.

I am confident the School is in good hands with the 2023 Seniors. Each year, the elected Prefects have a planning retreat at the conclusion of the school year prior. Led by our Senior Prefect, TJ Samarawickrama, the Prefects have established clear goals that centre around support, acceptance, involvement and connectedness for the boys this year. This focus has spread through the various senior leadership groups and the Year 12 cohort is already showing signs of this collaborative approach. TJ is joined by Senior Dayboy Prefect, Riyan Khan and Senior Boarder Prefect, Pat Savill to represent the Prefects’ group. All Prefects were keen to welcome, assist and get to know the new and younger boys in the Senior School. Senior Leadership groups include House Captains and House Prefects, Junior School Liaisons, Academic Leaders, Social Coordinators, Service Coordinators and the Spirit Squad and all Year 12 leaders are doing a great job with their respective responsibilities.

First term assemblies have provided the opportunity to acknowledge and present various leaders to the Senior School. We have introduced and heard from Captains of Swimming, Volleyball and Cricket and their teams, Leaders of the Performing Arts, Cadets and Interact.

Interact and Service

Toowoomba Grammar School has a proud Interact tradition. Interact is a Rotary-sponsored club providing an opportunity for young people to participate in enjoyable and meaningful service projects. Participating in Interact provides many boys with leadership opportunities to propose, plan and co-ordinate service events and initiatives throughout the year. Club activities also promote involvement in the local community and beyond, expanding international knowledge and understanding. “Service Above Self” is Rotary’s foremost guiding principle and this has been adopted by our Interact Club.

The 2023 Interact Club Executive consists of:

President – Sam Gladwin

Vice-President – Isaac Burke

Secretary – Will Anderson

Treasurer – Joe Onley

Sergeant-At-Arms – George Griffiths

The Interact Club has already held the first free-dress day raising funds for the homeless through the provision of back-pack beds and fundraising to support our sponsor child, Sara, from the School of St Jude in Tanzania. The Club is looking forward to the many service opportunities throughout the year.

Sno Cones were popular - the line was long

Our staff also have the opportunity to develop their leadership skills through various courses and mentoring. Seventeen staff are currently involved in an “Aspiring Leaders” course. Representatives completing the program are from a range of departments across the School, including Junior and Senior School teachers and non-teaching staff. The program is based on Stephen Scott’s 15 Disciplines model of leadership and Stephen will present to staff over five full days throughout the year. The five days will be complimented by three further sessions designed and delivered by TGS leaders. Stephen Scott has recently presented to the Executive team in a full-day workshop prior to school commencing.

Child Protection - Commitment to Child Safety

As we work through Term 1, it is appropriate to share the School's commitment to child protection. Toowoomba Grammar School is committed to ensuring the safety and wellbeing of all children and young people at the School and is dedicated to protecting them from harm.

At Toowoomba Grammar School we have zero tolerance for child abuse. Our child protection responsibilities are of the utmost importance for the School and, as such, the School is committed to providing the necessary resources to ensure compliance with all relevant child protection laws and regulations, and to maintain a safe and supportive school environment for all children and young people.

We are committed to reporting inappropriate behaviour. Harm to a child is any detrimental effect of a significant nature on the child’s physical, psychological or emotional wellbeing. Harm may be caused by child abuse including physical, psychological or emotional abuse or neglect, or sexual abuse or exploitation.

The School has Child Protection Officers and when necessary, reports are to be made directly to the Head of Senior or Junior School, Director of Boarding, School Counsellor, me as Deputy Headmaster, the Headmaster or Chairman of the Board of Trustees. Parents are encouraged to contact Child Protection Officers with any questions, concerns or reports.

Boys and staff are well-informed about Child Protection matters. Information is located on our website, student and staff handbooks and communicated in newsletters and staff meetings. We are committed to providing a safe environment for children at TGS and protecting them from harm.

Susan McLean – Parent Presentation

We were delighted to have Australia’s leading cyber-safety expert, Susan McLean, as our first guest speaker for our “Raising Good Men” parent seminar series. Susan specialises in the area of cyber safety and was a member of the Victora Police for 27 years, with her position involving cyber safety and young people.

Susan discussed a range of topics relevant to cyber safety for both parents and children and shared strategies to give our children the skills and knowledge to navigate the rapidly changing digital world in a safe, smart and responsible way. I hope parents found the presentation valuable.

GAP Students

It is great to have four GAP students at the School this year. All four GAP students work across the Junior and Senior School supporting boys in the academic, boarding and co-curricular programs.

We are grateful for their contributions and hope they have a wonderful experience at Toowoomba Grammar School.

Jack Smit – South Africa
Nichole Biggs – South Africa
Joshua Kerr – UK
Kirsten-Jade Ivins – South Africa

Mr John Anderson
DEPUTY HEADMASTER

Progressive Reporting and Feedback

Parents of boys in Years 7 to 11 will note changes to semester reports this year as we move to progressive reporting. The aim of progressive reporting is to provide real time feedback to parents and boys in direct relationship with individual assessment instruments, replacing the semesterised comments that relate to performance across, potentially, two or three assessment tasks over a five-month period.

At Toowoomba Grammar School rigorous, knowledge rich, curriculum is delivered through intentional, well-planned lessons which aim to build on foundational knowledge as students move progressively through the complexity of subject-specific skills and understanding. As students undertake their learning journey through increasingly complex knowledge and skills, timely specific feedback will support and direct their learning.

Feedback is an important part of the teaching and learning cycle, with high quality, timely feedback being shown to have a significant impact on student outcomes. Feedback can be considered to be a source of information designed to improve the learning outcomes or as Hattie and Timperley (2007) defined it “to reduce the discrepancies between current understandings/performance and a desired goal”. Teachers give quality feedback in many different contexts; every day in class feedback is given as teachers explicitly support the students with their learning. That sort of feedback can be through questioning, correcting work, and encouragement to extend the response as examples. It is such a normal part of the student experience, that the boys may be unaware that it is occurring. Students seek feedback more frequently in the context of assessment. Students want to know, what next, how can I do better and future focused advice that will support their learning goals. Feedback works best when the goal is understood, and the students know what they are working towards.

Ultimately effective feedback should answer three questions for the student:

Where am I going? (What are the goals)
How am I going currently?
Where to next?

Therefore, if a teacher is going to provide effective feedback, they need to know the learning goal of the student, their current level of performance and be able to answer the question, “what is this student ready to learn or do next?” (Hattie and Timperley, 2007). Effective feedback is timely, goal referenced and ongoing to ensure that the student is provided with the opportunity to respond to the feedback and improve on their performance (Wiggins, 2012).

Progressive reporting enables the teachers to provide timely, task specific feedback to boys in real time while they are most engaged with an assessment instrument. This is proven to engage students more with the learning cycle and motivate them to continue to improve. What this means for both parents and boys is that the assessment results and teacher comments will be released progressively throughout the semester. Boys and parents will not have to wait until the end of the semester to see how they are progressing.

Parents will notice a change in the delivery of the feedback. In the semester report comments of previous years, the teacher was providing feedback to the parent on their son’s progress. The comments made in progressive reporting is personalised and directed to the boy. While the feedback is directed to the student, parents benefit by receiving regular updates of their son’s progress throughout the semester and can raise any concerns as they arise. Feedback could take the form of a grade and comment, an annotated rubric or an uploaded and annotated assessment instrument.

While the initial roll-out of progressive reporting in 2023 is for students in Years 7 to11, the intention is to roll-out progressive reporting across the whole school by the end of 2024. Year 11 students will commence Unit 3 (or Year 12 work) in Term 4 of this year and thus progressive reporting for Year 12 students naturally will flow from that time. The Junior School is currently investigating how progressive reporting will work for them, with a view to implementation in 2024. Parents will understand that the requirements for feedback for a boy in Prep is very different to a boy in Year 11 who has completed their first Physics Student Experiment. We need to ensure that as the progressive reporting model is rolled out in the Junior School that the feedback provided to parents fulfils the needs of both parents and boys across those developmentally diverse years.

Reporting Cycle

As a result of the more targeted feedback and progressive release of results, parents will see changes to the format of semester reports. Interim reports will not change in their format. However, semester reports will no longer contain subject feedback comments in relation to your son’s performance in the subject over the semester. Semester reports will provide the additional information not provided throughout the progressive results, namely the cumulative grade for the semester within that subject. A pastoral comment will also continue to be include in the semester report.

References

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. http://doi.org/10.3102/003465430298487

Wiggins, G. (2012). Seven Keys to Effective Feedback. Feedback for Learning, 70(1), 10-16. http://www.ascd.org/publications/educationalleadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx

Year 12 – Unit 3 and 4 Obligations

Year 12 parents have been emailed copies of the Assessment Planner as is the usual practice at this time of year. As always, Toowoomba Grammar School is a dynamic environment and this planner is subject to change over the course of the semester. Any changes will be communicated to the boys.

As your son is now in his final year of schooling and embarking on Units 3 and 4, we are obliged to comply with the Queensland Curriculum and Assessment Authority rules around due dates. In essence, I am not allowed to grant an extension for any piece of summative assessment unless it is under Access Arrangements and Reasonable Adjustments (AARA) or Illness and Misadventure. So, for example, if a boy is sick on the day of an exam, and provides a medical certificate, I am able to apply to the QCAA, that he be allowed to sit a comparable exam. The subject teacher then needs to write an alternative exam, which is then uploaded to the QCAA, before the student can sit the comparable paper. Of course, if it is an assignment, the process is simpler, we can just give an extension on the due date. But again, I require the documentary evidence and need to indicate this to the QCAA. Other factors that fall under this category are those beyond the family’s control, such as a bereavement, a significant family disruption such a family breakdown or even a minor car crash on the way to school that has shaken the boy. Extensions cannot be given for things that are a result of the family’s choice, such as a holiday, medical appointment that is known in advance or early leave. Under these circumstances, I cannot grant an extension, but the exam must be sat before his absence. In the event of an assignment, this can either be submitted before his absence or electronically (if appropriate) by the due date. Failure to do this means that the deadline for the task has not been met and teachers will grade any evidence they have, such as drafts.

Please note, a medical certificate, to meet the evidentiary requirements of the QCAA cannot say “unfit for school/work” which is the generic statement many doctors will use. It must at a minimum include some sort of diagnosis, such as an upper respiratory tract infection.

Years 7 to 11 Assessment Dates

Parents of boys in Years 7 to 11 have not received a PDF copy of the semester’s assessment dates as we have transitioned this year to entering the dates through our online Learning Management System in TASS as part of the progressive reporting process. This will enable individualised student assessment timetables to appear in both the Student Café and Parent Lounge. Parents can view each of their son’s assessment dates for Semester 1 by accessing their son’s Student Details then in that drop down menu – Curricular Activities. As the semester progresses, parents will also be able to see assignment tasks uploaded for some subjects (for others it may not be appropriate). Of course, with any assessment dates, these are subject to change, but as the Parent Lounge is a live environment, they can be updated as change occurs. We are very excited to be moving in this direction for our boys; enabling them to take better control of their learning and time management.

Medicine Information Evening

Last week students and parents from Years 10, 11 and 12 had the opportunity to learn about the Medical Application Process. We were fortunate to hear about the new UniSQ Bachelor of Biomedical Sciences (Medicine Pathway) and the UQ Doctor of Medicine program here on the Darling Downs. Early preparation for application into this and other medical programs is paramount as all medical programs are highly competitive. Interested students and parents from a variety of schools in Toowoomba were also part of the evening and it was wonderful to see such strong interest. If you have any questions about preparation for medicine applications, please contact the Careers Office.

Year 10 Work Experience

The Careers team is currently working with the Year 10s to finalise work experience. Next week we will welcome a guest speaker to highlight the importance of workplace health and safety. “Hawk” will share his experiences about his journey from devastation and despair from a workplace accident, back to living a full and productive life. His presentation highlights the importance of controlling your attitude. We are very fortunate to have “Hawk” share his story and teach the boys about ‘attitude, safety and culture’. Nearly all the Year 10 students are ready to participate in their work experience and we look forward to hearing their stories.

Studying in the USA

On Monday, 6 March, the Year 9s will hear from Mr David Hodge from Aussie Athletes about the different opportunities available to study and play a sport in the USA. David will also be presenting to interested students and parents at 6:00pm in the Pavilion. We look forward to seeing some of you there.

Beyond the Blue & Gold - Future Directions

During Activities Week we will be hosting ‘Beyond the Blue & Gold - Future Directions’ which will give our Year 12 students the opportunity to engage with employers across a range of industries. These include Allied Health, Financial Planning, Law, Agricultural Technology, Medicine, Manufacturing, Engineering and Design to mention a few. All boys will hear from McAdam Turnball to learn about the rental market and RSM Australia will discuss the importance of superannuation. We have also planned four separate university tours to Brisbane, Gold Coast and locally, to showcase the many options available to the boys. The tours will also include accommodation options and information sessions from each university. This opportunity is a great way to explore first-hand what each campus has to offer. An industry tour has also been planned for boys looking at alternate pathways.

University Early Entry

Some universities are now open for early entry applications and some key scholarships are also open. The Year 12 students have been advised of this via email. I encourage you to look at the TGS Careers website for further information or contact me for an appointment if you would like to discuss the university application process.

Kind regards

Anthea Richters

HOD Careers

Two core themes we will be referencing in The Blue and Gold throughout 2023 will be around inspiring academic endeavour and fostering good character for our Junior School boys.

In this edition, Mrs Bauer has written a superb article on reading which I highly recommend to all families. Her article explains the complexity of learning to read, our approach to teaching reading in the Junior School, how families can support from home, and how there is tremendous value in continuously developing reading habits for your son well past the Junior School years. Reading is a foundational skill that permeates across all subject areas and domains of life. Reading competency opens up a child's world, allowing them to fully engage and enhance their experience.

Learning to read, like learning in general, is challenging at times. Hence why engagement strategies and routines are helpful to support that process, as written about in the previous edition of The Blue and Gold. My topic to share in this article is around ‘confidence’. Confidence and competence are good friends I find, often found together.

When I picture a confident student in a Junior School setting I’m picturing the following:

A student who approaches tasks with positivity, energy and enthusiasm
Who seeks out new experiences and puts themselves forward when opportunities are presented
Their confidence is underpinned by a feeling of competence, they can take on a challenge knowing it is achievable for them
They understand errors and feedback are part of the process of learning, and an opportunity to develop and improve
A confident student seeks solutions for themselves but is also comfortable asking for support, knowing we all need help at times
A confident student enjoys the world around them, and their place in it

Of course, we know ourselves that we’re not always confident. Confidence varies depending on the context, and can be developed, but also eroded.

In a school setting, we design our classrooms, playgrounds and learning programs to build competence and confidence. Organising materials where students can access them independently, playground activities for a range of interests and abilities, learning experiences that encourage students to explore new concepts and skills, and providing opportunities to nominate themselves for different activities.

Student led initiatives (student voice) is another key component of confidence building we value. Student voice is recognised in subtle ways, through suggestions and questions students raise to teachers and their peers for example. Honouring those moments of student voice demonstrates that we value their contributions, as such, fostering their confidence to contribute.

If developing your child’s confidence is a particular focus for you, we are always happy to support families with suggestions or complementary strategies between home and school. Please feel comfortable speaking with your child’s classroom teacher, Mrs Chantelle Bauer – Deputy Head of Junior School – Teaching and Learning, Mr Mike Sharpe – Deputy Head of Junior School or myself.

It is a joy to see confident children interacting with others and stretching their abilities. Everything becomes an opportunity for them to explore and enjoy.

In Mr Mike Sharpe – Deputy Head of Junior School’s section, he profiles the after school co-curricular activities available to our boys. From the extensive music and sports programs to the afterschool activities program, there is something for all age ranges of Prep to Year 6 for boys to access. The afterschool activities program (Clubs) offers opportunities to explore a wide range of interests including – cooking, fitness, coding, digital media (video editing), chess, stories and games. These are all wonderful opportunities for confidence building either by pursuing an interest or skill, trying something different to learn a new skill or socially engaging with peers in a new setting where we form new connections and grow our ability to socially interact (character building). These ‘little extras’ in a boy's weekly experience offer exceptional value to their development as young people.

In the weeks ahead I’d like to recognise the efforts of all teachers and students in their preparations towards NAPLAN (National Assessment Program - Literacy and Numeracy). Whilst it will be our Years 3 and 5 students sitting the assessments, we fully recognise it is the accumulative efforts from all teachers, teacher aides, parents and peers that develop our literacy and numeracy knowledge and skills over time. We wish our boys a smooth preparation, maintaining regular routines and their best efforts for each of these assessments scheduled across the two-week period commencing Wednesday, 15 March to Monday, 27 March.

Next Wednesday, 8 March is International Women’s Day celebrating and recognising the social, economic, cultural and political achievements of women across the globe. This year’s theme is embrace equity, through a shared value for diversity, inclusivity and equality. As a Junior School we will be honouring these messages with our classes at an age-appropriate level and celebrating the value for the women in our boys' lives and the female leaders in our community.

With warmest regards, and appreciation,

Ken Raven
Head of Junior School

Learning how to read is an essential skill that has a significant impact on a person's overall educational, social, and economic success. Here are some statistics that highlight the importance of reading:

Reading helps with cognitive development. Studies have shown that reading can improve brain function and increase vocabulary, memory, and critical thinking skills.
Reading also has mental health benefits. Research has found that reading can reduce stress, improve sleep, and decrease the risk of depression and dementia.
Reading promotes empathy and understanding. Reading books can expose us to different cultures, viewpoints, and experiences, helping us develop empathy and understanding for others.
Reading improves academic performance across all learning areas as it makes the material easier to access for the student and allows the cognitive load to be on the content rather than the reading. Students who read more frequently also tend to score higher on standardised tests.

No doubt you have noticed reading and spelling activities coming home to practise each night. Across the Junior School, students are taught to read and spell using a structured synthetic phonics approach via a programme called Providing Literacy Development (PLD).

PLD synthetic phonics is an evidence-based approach to teaching reading that focuses on developing children's phonological awareness and decoding skills. It involves teaching children to sound out words by blending individual sounds together to form words. PLD synthetic phonics uses a systematic and explicit approach to teaching phonics, with a focus on developing children's knowledge of letter-sound relationships and their ability to apply this knowledge to reading and spelling. This approach is backed by the science of reading. This term is used to describe the body of research that has been conducted on how humans learn to read and how best to teach reading. It is an interdisciplinary field that draws on research from psychology, linguistics, neuroscience, education, and other related fields.

One key finding from the science of reading is that reading is not a natural or innate skill that humans possess. Rather, it is a learned skill that must be explicitly taught. Additionally, research has shown that learning to read involves a complex set of processes that include phonological awareness (the ability to recognise and manipulate the sounds in spoken language), decoding (the ability to sound out words based on their letter-sound relationships), fluency (the ability to read with speed and accuracy), vocabulary knowledge, and comprehension (the ability to understand what is being read).

Within the Junior School, word choices and activities are tailored to each student’s own progress level, developing their spelling and enhancing their reading and writing skills. Many spelling activities and reading routines will share similarities across cohorts, like building phonemic awareness of words by breaking them into their sound parts. Other activities will be more specific to their age and level of progress. Class teachers will provide specific advice and guidance for families to support their child’s reading development from home.

In general though, to support your child’s reading development don’t underestimate the value of shared reading experiences and modelling reading as an adult. ‘I read, you read, we read’ approaches are perfect for sharing the reading experience with children. Adults reading aloud to children is powerful well into their teenage years. Taking time for yourselves as adults to read for enjoyment, whatever the text type, has great value for children to see and relaxing for you too. Often these moments spark a conversation around particular topics that will deepen a child’s understanding for concepts, ideas and language.

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

Congratulations to the following boys who have been selected as our 2023 Music Leaders.

Captain of Music – Ruhan Bulchandani

Tribe Leader – Red Hamilton

String Ensemble Leader – Harry Constable

Concert Band Leader – Tom Williamson

Jazz Band Leader – Liam Galappaththi

Percussion Ensemble Leader – Smith Waring

Chamber Winds Leader – Edward Boland

Voiceworks Leader – Artie Hudson

Musicians’ Concert
Congratulations to the following boys who performed at the Musicians’ Concert on Thursday, 2 March - Lucas Lee, Joseph Chu, Christopher Killick, Liam Galappaththi, Rory Pihl, Aarav Kansagara, Archie Jones, Hamish Lunn, Smith Waring, Oscar Dunk, Suhaan Chowdhury, Hiresh Wanasinghe, Harry Dow, Tom Byatt.

Ensemble rehearsals 2023
Ensemble rehearsals are well underway. Thank you to those boys who have joined an ensemble this year and have already demonstrated their commitment through regular attendance at rehearsals. If your son is unable to attend a scheduled rehearsal, please email the conductor of the ensemble so they are aware of his absence. Please also remember that ensembles are not considered clubs and rehearsals continue up until the last day of school. If you have any questions regarding the Music Program this year, or if you are new to the School and would like to discuss what music opportunities are available for your son then please do not hesitate to contact me via email (k.dixon@twgs.qld.edu.au). Please find a copy of the ensemble rehearsal schedule below for your reference.

Instrumental tuition
There have been a number of changes to the timetables for music tuition. Please ensure you regularly check the timetable for any changes. Timetables can be accessed through the Parent Lounge. Should you have any queries regarding the timetable, please contact your son’s tutor, or our Arts Assistant, Mrs Rebecca Westman by phone on 4687 2542, or via email at r.westman@twgs.qld.edu.au or music@twgs.qld.edu.au.

Instrumental immersion programs

Year 2 strings
The Year 2s are working very well in their weekly string lessons. Thank you to those parents who are reminding their sons to bring their string instrument to School for lessons every Tuesday.

Year 4 band
All Year 4 boys have now received their instruments. Please remind your son to bring his instrument and music every Thursday for his weekly lesson.

Assembly performances
Each week at assembly we endeavour to feature three musical performances. If your son is receiving private instrumental or singing tuition and would like to take advantage of a performance opportunity, please contact me so we can arrange a time for your son to perform.

Kellie Dixon
Head of Junior School Music

Ladies Soiree
Toowoomba turned on perfect weather for our Ladies Soiree, on the evening of Saturday, 18 February. It was a lovely, relaxed night, where we enjoyed delicious food and conversation with mums from all year levels across the Junior School. I was pleased to meet a number of mums who are new to the School this year, as well as seeing familiar faces. Thank you to Headmaster, Dr John Kinniburgh, and Mrs Jo Kinniburgh, Mr Ken and Fiona Raven, and Mrs Chantelle and John Bauer, for taking the time to meet with Junior School parents at this event.

I look forward to meeting up with mums again for our whole-of-school Ladies Night in Term 2.

JSSG meeting
Our next committee meeting will be held on Monday, 13 March, at 6:00pm in the staff room. Attending meetings is a great way to find out more about what we do, to contribute ideas and to engage with the School.

Below is the meeting schedule for the remainder of the year. I hope you can join us.

Tessa Chamberlain
JSSG President

Term 2	Term 3	Term 4
Monday, 24 April	Monday, 24 July	Monday, 9 October
Monday, 22 May	Monday, 21 August	AGM - Monday, 6 November

Date	Event	Location	Time
Wednesday, 1 March 2023	Old Boys' Dinner with Boarders	Centenary Dining Hall	6:00pm
Friday, 3 March 2023	Grammar Boy for a Day - Year 7	School House Lawn	8:00am
Friday, 10 March 2023	Old Boys' Association Generations Gathering	Old Hall	6:00pm
Friday, 10 March 2023	Welcome Concert	Assembly Hall	6:00pm
Friday, 10 - Saturday, 11 March 2023	TGS On Tour - Inverell	Inverell
Friday, 17 March 2023	Read My Lips - Lip Sync Competition	Assembly Hall	7:00pm

Term 1, week 7A


Monday, 6 March	Outdoor Education Week, Year 6, Stradbroke Island commences (Monday, 6 March - Wednesday, 8 March)
Tuesday, 7 March	Outdoor Education Week, Year 6, Stradbroke Island (Monday, 6 March - Wednesday, 8 March)
	Toowoomba District Primary School Individual Chess Championship, Highlands Christian College
	Grammar Boy for a Day P-6, Junior School, 8:45am - 2:45pm
Wednesday, 8 March	Outdoor Education Week, Year 6, Stradbroke Island concludes (Monday, 6 March - Wednesday, 8 March)
	Staff Meeting, 3.30pm - 4.30pm
	Volleyball Supporters' AGM, Sports Centre Classroom 1, 7:00pm
Thursday, 9 March	Blazer Uniform
	Outdoor Education, Year 2 Camp at TGS
Friday, 10 March	Outdoor Education, Year 2 Camp at TGS
Saturday, 11 March	GPS Cricket and Volleyball vs TSS

Term 1, week 8B


Monday, 13 March	Junior School Supporters' Group Meeting, J1, 6:00pm - 7:00pm
Tuesday, 14 March	Casual Clothes Day (Charity TBC)
Wednesday, 15 March	NAPLAN Online testing window, Wednesday, 15 March - Monday, 27 March
	Staff meeting, 3:30pm - 4:30pm
Thursday, 16 March	Assembly, Junior School Hall, 2:15pm
Friday, 17 March	Prep and Year 1 Outdoor Education Excursion, Peacehaven Park, Highfields, 8:30am - 12:00pm (TBC)
Saturday, 18 March	Cricket and Volleyball vs NC
	Photographs: Cricket and Volleyball, Old Hall

Our Boarding program has had a successful Term 1 so far. In recent weeks it has been very enjoyable to catch up with Stephens and Groom boarding parents at the respective House Family Evenings. These events did not overshadow our first ever boarding parent Drinks on the Lawn event. I thank all the boarding community for their efforts in attending, it was a tremendous turn out and I’m already looking forward to how we can grow the event next year. Personally, I was so grateful to see the way my own family was able to be involved in the event. I know my wife, Freya enjoyed meeting some of the boarding mothers and has received a few tips for surviving the family road trips when we head off to visit members of the boarding community during the holidays.

Indeed, one only needed to look out onto Old Boys' Memorial Oval to see the throngs of younger brothers and sisters playing and running around whilst parents socialised to see how the relationships between our boarding staff and boarding families have grown since this time last year. My daughter, Bridget now has play dates lined up with her ‘boarding friends’ from Dalby out to Roma in the Easter holidays!

Often the reports of our Boarders' Recreation Program focus upon the younger years. However, last weekend our seniors were able to join the fray in some activities at Fairholme College. The Sunday evening started with our Boarding House Captains enjoying dinner with the Fairholme boarding leaders and planning some recreation activities for later in the year. It was pleasing to see student leadership in action. Following this dinner, there was a group of both boarders and day boys who took part in some dancing lessons with Fairholme girls in preparation for their formal at the end of Term 3.

As I look ahead to the end of Term 1, I know it will be busy, especially with our camps in Week 10. I remind our boarding families that the end of term transport details were communicated in The Boarders' Telegraph last week. The sign-ups for these services will be out in Week 7, next week, and I encourage our families to use them.