THE BLUE AND GOLD - Thursday, 2 April 2026

As the term draws to a close, I reflect on the spirit of our community that has defined the School over these past weeks. Amid a full and busy start to the year, what has stood out most clearly has been the strength of our boys and families, the sense of belonging they share, and the way our community has responded to some challenging events. The compassion, patience and support shown by boys, staff and families alike reflect the depth of connection and shared values that define our School, and a character that reaches well beyond the classroom.

Our House system has remained central to this experience, ensuring that every boy is known, supported and encouraged. Across the term, we have seen boys connect across year groups, contribute with enthusiasm, and take pride in their shared identity and their House communities.

The breadth of our co‑curricular program has played an equally important role. Early‑season sport has brought teams together through challenge and camaraderie, while music rehearsals and performances have showcased commitment, creativity and collaboration. Alongside this, service opportunities have enabled boys to look beyond themselves and engage meaningfully with the wider community. I congratulate our Debating, Volleyball and Cricket teams across all grades for their effort and commitment this term.

It is through these shared moments on the field, on the stage and in service that a strong and enduring culture is built. Most importantly, they help ensure that each boy feels a genuine sense of connection to those around him and to the School as a whole.

As we reflect on the term in its entirety, there is much to celebrate. Camps and Activities Week for both the Junior and Senior School has provided a fitting culmination to the term. These experiences offer boys opportunities to develop independence, resilience, teamwork and leadership, while also enjoying the sense of connection that comes from shared endeavor. Often away from the classroom, such moments are among the most memorable and formative in a boy’s school life.

This week, I was able to attend the Year 7 and Year 11 camps, which I greatly enjoyed. While I was not able to attend the Year 8 and Year 9 camps, I have heard wonderful reports of the boys’ willingness to get involved, embrace challenge and participate fully. These experiences provide important moments of challenge, which are essential for the growth, resilience and character of our boys.

As we conclude the term, I thank our staff and boys for all they have contributed to this vibrant community, and I wish everyone a safe and wonderful break.

Dr John C Kinniburgh
Headmaster

The School has received notification from the Education Minister that Her Excellency the Governor, acting on the advice of the Executive Council and under the Grammar Schools Act 2016, has approved the appointment of four Ministerial nominees, three elected members and two additional members to the Board of Trustees of the Toowoomba Grammar School for a four-year term from 19 March 2026.

The reconstituted Board of Trustees is as follows:

Ministerial Members

• Mr Barry O’Sullivan
• Dr Russell Domrow
• Mr Harrison Humphries
• Ms Caitlin McConnel

Elected Members

• Mrs Fleur Anderson
• Dr Chris Cowling
• Mr Anthony Freer

Additional Members

• Mr Anton Griffiths
• Mr David Lynch

We extend our sincere gratitude to Mr Paul Herbert and Ms Kristian Rose for their dedicated years of service on the Board of Trustees. Both Mr Herbert and Ms Rose had chosen not to pursue an additional term with the Board.

Details on our five new Trustees are as follows:

Mrs Fleur Anderson brings extensive experience across governance, regional policy, stakeholder relations and strategy‑focused roles in government, agriculture, mining and community organisations, including over 15 years’ experience as a Director on various boards and trusts. Mrs Anderson is currently the Regional Director of Rural Economic Development at the Queensland Department of Primary Industries. She is a current Toowoomba Grammar School boarding parent, with her son representing the fifth generation of family involvement with the School, and has a deep commitment to education, regional communities and public service.

Dr Chris Cowling is highly accomplished in executive leadership, governance and the management of large-scale operations within the public health sector. Dr Cowling is currently Executive Director, Rural Health and Aged Care with Darling Downs Health, where he has responsibility for a large rural health division including multiple hospitals, aged care facilities and community services. He is a current Toowoomba Grammar School parent, with a child in the Junior School, and has a keen focus in boys’ education, governance and long‑term organisational sustainability.

Mr Anthony Freer brings extensive senior executive experience across construction, supply chain and environmental, social and governance (ESG), with a strong background in finance and governance. Mr Freer is currently Head of Supply and ESG at McNab, one of Queensland’s largest privately owned construction companies. He is a former Toowoomba Grammar School parent, with three sons educated at the School. He has a strong interest in contributing to the School’s future through governance and stewardship.

Mr Anton Griffiths draws on more than 20 years of leadership experience as a chief executive and business owner, with a strong background in governance, organisational growth and strategic transformation. Mr Griffiths is the Chief Executive Officer of TUFF Group Australia, a Toowoomba-based manufacturing group comprising of TUFF Australia, TUFF Coatings and Ultimate Bullbars, with operations across Australia and expansion internationally with the launch of TUFF America. He has an established record of community and industry involvement and is a current Toowoomba Grammar School parent with a child in the Junior School.

Ms Caitlin McConnel is a sixth‑generation farmer with a strong governance background having previously worked nationally as a litigator and environmental lawyer. Ms McConnel now owns and operates a mixed farming enterprise at Cressbrook Station, which is the oldest identified family business in Queensland. She is also Chair of the Queensland Rural and Industry Development Authority; and an Independent Member of the Audit & Risk Management Committee of the Department of Premier & Cabinet and the Public Sector Commission (Queensland). Ms McConnel is an active keynote speaker and published academic on topics including climate-smart land management and food security in the context of environmental protection and human rights law.

When the lights came up on & Juliet at the Empire Theatre, more than 6,700 audience members were treated to a bold, high‑energy production backed by an extraordinary team of professional musicians. Among them were two familiar faces from Toowoomba Grammar School: Ms Teresa Brix and Mr Mark Chalmers.

For the TGS community, their involvement in one of the region’s largest theatrical productions is something to celebrate, not simply as a professional achievement, but as a powerful reminder of the value of teachers who remain deeply connected to their craft.

Ms Brix, a classically trained violinist and violist, has long been part of the Empire Theatre musical landscape. Returning for & Juliet marked both a revisit and a reinvention. The production demanded a steep learning curve: synchronising to click tracks, navigating constant headphone use and managing individual mixing desks, it was far removed from the traditional orchestral setting.

“This was completely out of my comfort zone,” she said. “But that’s where growth happens.”

For Ms Brix, the challenge wasn’t just personal. It was professional, as the experience sharpened her understanding of the modern performance world, knowledge she brings directly back into the classroom. From senior students exploring contemporary pathways to junior boys fascinated by the mechanics of live performance, her real‑world experience adds real relevance to her lessons.

Mr Chalmers, a highly respected bass guitarist who performs regularly across the region, also relished the scale and intensity of the production. For him, & Juliet offered something beyond a typical gig; the thrill of contributing to a vast collaborative effort.

“There’s a real buzz in being part of something bigger than yourself,” he said. “The band, the cast, the crew, everything comes together very quickly and everyone is expected to arrive prepared.”

That professionalism is a cornerstone of Empire Theatre productions, with only a handful of rehearsals bringing musicians and cast together before opening night. It’s an environment that rewards experience, discipline and adaptability; qualities Mr Chalmers models every day at TGS.

Importantly, both teachers see their continued involvement in the professional music scene as an extension of their role as educators. It keeps them current, connected and credible. It builds networks with leading musicians and directors from across the country, networks that can, in turn, support students with ambition and talent.

But perhaps the most meaningful impact has been closer to home.

One of Ms Brix’s Year 3 students sat in the front row on opening night. When he returned for his next lesson, he was beaming. He had seen his teacher on stage.

“That moment stays with you,” she said. “They start to understand what the practice leads to.”

It’s a living example of the adage you can’t be what you can’t see. At TGS, students don’t just hear about musical excellence, they witness it.

Balancing the demands of major productions with full teaching schedules is no small feat, yet both Ms Brix and Mr Chalmers embrace the challenge wholeheartedly. Their ongoing professional work speaks to relevance, commitment and a genuine love of music.

The score of & Juliet was, by all accounts, a total bop, packed wall‑to‑wall with 1990s pop anthems reimagined for the stage. Ms Brix found herself most drawn to One More Try, the show’s only original song, a lyrical, heartfelt love theme between Romeo and Juliet that lingered long after the curtain fell. For Mr Chalmers, it was Everybody (Backstreet’s Back) that hit hardest, thanks to its irresistibly fat bassline and the chance to unleash a synth‑bass pedal.

From the orchestra pit to the practice room, from centre stage to the classroom, they remind us that excellence is not static, it’s lived and shared.

Communication, collaboration, creativity and emotional intelligence should no longer be seen as "soft skills"; they are essential capabilities for future success. For boys in particular, the performing arts play a powerful role in developing these skills, supporting not only academic growth but the holistic development of young men.

Research consistently demonstrates that engagement in music, drama and performance has a positive impact on brain development. Neuroscientific studies show that structured music education strengthens executive functions such as working memory, attention, planning and inhibition; skills that underpin learning across all subject areas (Jaschke et al., 2018; Holochwost et al., 2017). These benefits are especially significant for boys, who often develop executive functioning skills later than girls. Participation in performing arts provides a structured, motivating context in which boys can practise focus, self-regulation and persistence.

Beyond cognition, the performing arts strongly support social and emotional development. Drama and ensemble‑based music demand empathy, perspective‑taking and collaboration. Through rehearsal and performance, boys learn to read social cues, respond to others, manage nerves and cope with feedback, experiences that build emotional intelligence and resilience (Turkan, 2026). Drama, in particular, has been shown to improve emotional awareness, empathy and moral reasoning in school‑aged boys, supporting the development of confident, socially capable young men.

At Toowoomba Grammar School, the performing arts are embedded as a developmental pathway from the earliest years. In the Junior School, boys engage in classroom music, drama and visual art as part of a balanced curriculum. This is enriched through targeted music immersion programs in Year 2 (strings) and Year 4 (brass, woodwind, percussion), which provide boys with early instrumental experience and establish strong musical foundations. Boys also participate in the Voiceworks program, a sequential and developmental choral program for all boys in Prep to Year 6. Our Voiceworks groups perform annually at the Toowoomba Eisteddfod, and other select events throughout the year. Research indicates that early musical training has a lasting impact on cognitive flexibility and executive function, particularly when sustained over time (Jaschke et al., 2018).

These programs naturally feed into the Junior School ensemble program, allowing boys to progress through increasingly complex musical experiences as they grow in skill and confidence. This pathway continues into the Senior School, supported at every stage by private instrumental and vocal tuition. Ensemble participation develops far more than musical ability; boys learn teamwork, accountability, discipline and the ability to contribute meaningfully to a collective goal, skills that are transferable well beyond the rehearsal room.

Every second year, the Junior School Musical provides an opportunity for boys to apply their music and drama skills in a real‑world context. In 2026, all boys from Years 3 to 6 will be involved in the production of Tut, Tut!, and the cast will present a matinee performance, and three evening performances in Week 10 of Term 3 in our Junior School Hall. Being part of a musical production develops confidence, cooperation, adaptability and problem‑solving. Boys must manage rehearsals alongside academic and sporting responsibilities, fostering time management and executive functioning skills that are critical for success across schooling and life. These experiences also cultivate perseverance and a strong sense of belonging within a creative team.

In the Senior School, boys participate in large‑scale musical productions, including the biennial joint musical with Fairholme College. Last year’s production of Midnight offered students the opportunity to perform at The Empire Theatre, a professional venue that demands high standards of preparation, focus and professionalism. Producing a musical at this level requires sustained commitment, collaboration across disciplines, and the ability to perform under pressure, experiences that mirror the expectations of many professional workplaces.

Drama pathways at TGS are further strengthened through the Toowoomba Grammar Acting Academy (TiGAA), which boys can join from Year 7. With three different age-based groups, TiGAA provides specialised training in acting and performance, culminating in opportunities to perform at professional venues such as the Armitage Theatre. These experiences foster confidence, clarity of expression and stage presence, skills that translate directly to leadership, public speaking and professional communication.

TiGAA 2025 Gallery Showcase

Importantly, the skills developed through performing arts are highly valued by employers. Studies consistently rank communication, teamwork, adaptability and problem‑solving among the most desirable workplace attributes (Knight, 2020; NACE, 2025). Performance training develops these capabilities in authentic, demanding contexts. Boys learn to articulate ideas clearly, read an audience, collaborate effectively and respond constructively to feedback.

TGS boys are regularly given opportunities to perform for both the school and wider community. This term alone, students have performed at the Women of Grammar Luncheon, Open Day, the opening of the DET Centre, The Grammar Art Show and school assemblies, with many more to come throughout the year. These experiences reinforce the importance of service, professionalism and confident communication in public settings.

Ultimately, the performing arts are not about producing professional musicians or actors - though some boys may pursue that path. Involvement and participation in the performing arts is about developing articulate, confident, emotionally intelligent young men. In an age where AI can generate content but cannot replace human connection, the ability to communicate in person, present ideas persuasively and express creativity is unmatched. Through the performing arts, boys at Toowoomba Grammar School are equipped not only to succeed academically, but to thrive as adaptable, capable and creative young men.

John Hodder
Director of Performing Arts (Acting)

References

Holochwost, S. J., et al. (2017). Music education, academic achievement, and executive functions. Psychology of Aesthetics, Creativity, and the Arts, 11(2), 147–166.

Jaschke, A. C., Honing, H., & Scherder, E. J. A. (2018). Longitudinal analysis of music education on executive functions. Frontiers in Neuroscience, 12, 103.

Knight, M. (2020). The communication skills employers value. Business and Professional Communication Quarterly, 83(4), 363–364.

National Association of Colleges and Employers (NACE). (2025). Job Outlook 2025.

Turkan, C. C. (2026). Observed changes in social‑emotional development following creative drama activities. Humanities and Social Sciences Communications, 13, 308.

Year 6 - Canberra Camp

Our Year 6 boys embarked on their milestone Canberra experience, taking learning beyond the classroom and into the heart of Australia’s civic and national institutions. It was a formative journey that broadened perspectives, built independence and created lasting shared memories.

With trips to the Australian War Memorial and the National Zoo and Aquarium plus Parliament House, among many other venues the boys have been busy. At Parliament House they met Queensland Senator Corinne Mulholland and Maranoa MP David Littleproud, who is the immediate past Leader of the National Party and a TGS Old Boy (1992-93). The Shadow Minister for Emergency Management and Tourism, Mr Littleproud, is still a proud Boyce House man and is pictured with the current Boyce House Captains Jack and Ruben.

There is a special picture of Prep Teacher Mrs Amelia Grills with a group of Year 6 students who started their education with her as their teacher in her Prep class. What a delight for her to see them on such a wonderful adventure at the end of their primary school years.

Year 7 - Alexandra Headlands Camp

The Year 7 Camp at Alexandra Headland on the Sunshine Coast marked a vital milestone in our boys’ first year of Senior School. With a cohort that includes a large boarding contingent, the camp played an important role in helping boys build friendships, confidence and a sense of belonging away from home. Through shared activities, challenges and time together outside the classroom, boys reflected on their first term while developing independence, resilience and strong peer connections that will support them throughout their schooling.

From beach football to surf‑lifesaving‑style races and team challenges on the sand, there was no shortage of energy or enthusiasm. Guided by staff and senior student leaders, the camp encouraged cooperation, self‑confidence and mutual respect, helping boys establish positive routines and strong relationships as they continue their Senior School journey.

Years 8 and 9 - Noosa North Shore Camp

At Noosa North Shore, our Years 8 and 9 boys immersed themselves in a challenging and rewarding outdoor education program that included surfing, mountain biking, hiking, paddling and a range of adventurous activities.

Set within a unique coastal and bush environment, the camp encouraged boys to step outside their comfort zones while working closely with their peers.

Living in tents and, for some, preparing their own meals, boys developed independence, resilience and teamwork, key elements of the social and physical development that characterise the middle school years, all the while strengthening friendships and growing in confidence.

Year 10 Work Experience

Our students stepped beyond the school gates and into workplaces across the region as part of their compulsory work experience program.

The week provided valuable insight into a wide range of industries, allowing boys to develop practical skills, workplace confidence and a deeper understanding of professional expectations.

From retail sales and hose‑and‑fittings manufacturing to veterinary clinics, barristers’ chambers, medical imaging facilities and shadowing the day‑to‑day work of a cardiologist, boys were exposed to an impressive breadth of industries and professions.

The experience helped develop practical skills and workplace confidence, while offering valuable insight into future pathways and the realities of the working world.

Year 11 Camp - Alexandra Headlands

The Year 11 Leadership Camp at Alexandra Headland provided our boys with the opportunity to reflect on what their final years of schooling will demand of them as leaders.

Through a leadership conference and a series of structured activities, including teamwork challenges, negotiation and decision‑making exercises, raft building and high ropes, boys explored leadership in action while developing self‑awareness and a stronger sense of unity within the year group.

The camp encouraged confidence, connection and a readiness to lead and serve others as they move toward their senior years and beyond.

Year 12 Activities Week

Year 12 Activities Week, also known as - Beyond the Blue & Gold, provided our senior boys with a purposeful opportunity to prepare for life beyond Toowoomba Grammar School.

With aspirations ranging from university study to vocational and trade pathways, many of which can begin while still at TGS - the program reflected the diverse futures ahead. Across the week, boys engaged in transition and resilience workshops, university and industry tours, résumé and etiquette sessions, and practical qualifications including RSA and CPR and First Aid.

Designed to leave doors firmly open, the week equipped boys with confidence, real‑world skills and a clearer sense of direction as they move towards the next stage of their lives.

Opening Night of the Grammar Art Show came alive last Friday as 500 guests gathered for canapés, cocktails and a first look at this year’s extraordinary collection - featuring over 80 new artists, selected to bring an incredible diversity of work together in one place.

It was an evening where months of dedication from our volunteer committee, led by Grammar Art Show Convenor Jodie Humphreys, culminated in a true celebration of creativity and community.

A special highlight was TGS Under Wraps, a unique initiative supporting Yalari, adding purpose and heart to the night’s festivities.

Our feature artist, Sophie Gralton, captivated guests with her emotionally resonant figurative works, while live painting by Joanna Davies infused the evening with energy and immediacy. This signature event once again offered art lovers the exclusive opportunity to purchase works before they are released online, a privilege embraced with enthusiasm.

Enjoy reliving the colour, connection and excitement through this album and stay tuned: we’ll be sharing photo collections from High Tea and Art Among Friends after the Easter weekend.

Stay up-to-date with all upcoming TGS events via the Events Calendar.