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Term 1, Week 9

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1

Calendar

April

Term 1, Week 9

Contents

Senior Executive
Headmaster - Mr Richard Ford Head of Junior Campus - Ms Sheona Carter
Senior Campus
Teaching and Learning Flearning! Dance Report Drama Report
Careers Office
Careers Advisor - Fiona Symons
Chaplain's Message
Junior Campus Chaplain - Reverend Elizabeth Poland Uniform Shop Trading Hours
Community Noticeboard
Circle of Security Program: Term 2
Senior Executive

Headmaster - Mr Richard Ford

Overcoming the Bystander EffectI shared at Senior Campus Assembly this week that over the years I have taken more phone calls than I would have ...

Overcoming the Bystander Effect

I shared at Senior Campus Assembly this week that over the years I have taken more phone calls than I would have liked from members of the public about student behaviour.

One phone call I will never forget was from the manager of a supermarket near a school where I was working at the time. The school was located in one of the busiest areas of Sydney and at lunch senior students were allowed to visit the supermarket.

When the call came through, for a moment, I prepared myself for the worst: had students been shoplifting; had they been rude to a customer or staff member?

Thankfully nothing of the kind had occurred. Instead, it turned out that at lunch that day a man had collapsed outside the store and amongst the sea of people standing around outside eating their lunch or walking past, only three had stopped to help.

Those three were students at the school where I was working and the paramedics who attended the emergency had asked the supermarket manager to call the school and ensure we knew what had transpired.

What surprised me most, was not that the students had stopped to help but that no one else had.

Discussing the incident later with a colleague who taught Psychology, he mentioned to me a range of studies on the bystander effect.

It turns out, many experiments have found that the more people there are around and able to help when someone is in need, the less likely people are to offer help.

Instead of the presence of others giving people courage to act, it all too often does the opposite. People think someone else will step in and going along with the crowd gets the better of them.

Dr Martin Luther King Junior once said, “Our lives begin to end the day we become silent about things that matter”.

At Launceston Grammar, we believe each and every student matters. They matter to me. They matter to God. They matter to more people than they realise.

Despite this, I and other staff still take phone calls from parents who inform us that their child has been bullied. In most cases, there have been one or more bystanders.

In assembly, I asked students to each reflect on whether they had been one of those bystanders, whether over the last few weeks they had missed an opportunity to stand up for someone or were silent when they should not have been?

Tragically, in Australian schools somewhere between a third and a quarter of students report being bullied every few weeks. In most of these interactions, peers are present as onlookers or bystanders.

The good news is that when onlookers intervene, in almost 6 out of 10 incidents, the bullying stops in under 10 seconds. What that means is that if every onlooker became positively involved each time they witnessed bullying behaviour, more than half of the incidents of students being bullied would be stopped within moments of them starting.

If every student had the courage to step in and use their voice and influence for good, we could more than halve incidents of bullying overnight.

Who of us would not want that for our School? Who of us would not want that for our friends? Who of us would not want to be part of a community where this was the norm?

I asked students to consider the following options if they saw bullying behaviour:

  • Question the behaviour;
  • Shut down the behaviour;
  • Change the subject;
  • Protect;
  • Be kind;
  • Remind each other difference is good for our community;
  • Report what is going on; and
  • Look for ways to include.

Taking these types of actions are what it means to be courageous, to be a leader and to be a student at Launceston Grammar.

Each of our students matter and my hope and expectation is that none in our community remain silent about people who matter.

All those years ago, three young boys at lunch stepped up, overcame the bystander effect and became heroes when their actions saved a life.

Our world needs more everyday heroes and every week our students have the opportunity to change the lives of their peers and be heroes when they muster up the courage to overcome the bystander effect.

Sadly, in too many schools today, there is bullying behaviour evident in not only the student population, but also amongst the parents. This means the opportunity is there for all of us to step up and model to our children what it looks like to overcome the bystander effect.

Richard Ford
Headmaster

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Head of Junior Campus - Ms Sheona Carter

Term 1 is rapidly drawing to a close. Despite the challenges of COVID-19, much has been achieved. The staff have been very supportive of the children ...

Term 1 is rapidly drawing to a close. Despite the challenges of COVID-19, much has been achieved. The staff have been very supportive of the children who have had absences; wellbeing and learning has been prioritised. On most days, we have been able to secure cover for absent staff. When this has been difficult the teamwork and collaboration of the staff has been outstanding. We are very grateful for the understanding and support of our parent community, too, ensuring we are compliant and Covid-safe.

Grade 6 Student Leaders

The Grade 6 Leaders have been reflecting on what it means to be a leader. They have looked at the attributes and dispositions of the International Baccalaureate (IB) Learner Profile from the perspective of a leadership and rewritten the descriptors. The Learner Profile describes successful learners as inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk takers, balanced and reflective, as these are deemed to be the qualities of a global citizen.

Our leaders are working with the Grade 6 teachers, Michelle Youl, Helen Wilson and Catherine Langley, to set SMART goals (specific, measurable, achievable, realistic and timely) and bring their ideas to fruition. They have decided to display their work on the three House noticeboards near the Rooney Building. They would also like to be responsible for the noticeboards at the Lyttleton St entrance to the Junior Campus. They.  We look forward to supporting all our young leaders through the process and seeing what messages they put up on display on the noticeboards.

Our Senior Campus Grade 12 Prefects, Anjana Kumar, Will Bates, Emily Thomson-Chia and Georgia Curran will also be coming to the Junior Campus to liaise with the Grade 6 to plan whole school initiatives.

Some of our Grade 6 leaders came together to re-write the learner profile in their own words, from the perspective of a leader.

Staff Professional Learning.

The staff regularly come together to reflect on teaching and learning, to discuss student progress and to collaborate and plan for learning and upcoming events. Recently, we came together to reflect on what is important to the Grammar community. As educators, we too strive to develop the attributes and dispositions of the IB Learner Profile.

On Wednesday afternoons, staff meet to collaborate. This week, we reflected on the importance of coming together as the Grammar community and how we can ensure the traditions, commemorations and celebrations continue with the input of our students.

As inquirers, thinkers and communicators, we followed the inquiry model to help develop and organise our ideas, and then decide the best course of action. We discussed the idea that: The Launceston Grammar community recognises events through celebrations, commemorations and traditions through the conceptual lenses of form, perspective and connection and discussed

  • What is a community?
  • What do we value as a community?
  • How do we come together as a community?

and

  • How can we support learner agency and involve our students?

As a result, we optimistically planned for future community events such as ANZAC Day, the Easter Service, Mothers’ Day, Reconciliation Week, Book Week, Fathers’ Day and Founders’ Day.

We do hope that, with the input of the children, these traditional community events can continue to provide ways for children and families to connect at Launceston Grammar.

Our Kinder Greig children have been learning about the first nations people of Tasmania and created their own acknowledgement of country.

Morning Taekwondo will continue in Term 2. Our students have enjoyed learning about the art of Taekwondo with Master Josh and Grace.

Little Extras Programme – Taekwondo 2022

We will continue to offer before school Taekwondo for our Junior Campus student in Grades Prep – 6 on Wednesday and Fridays.

Taekwondo is one of the most systematic and scientific Korean traditional martial arts and teaches more than physical fighting skills. It is a discipline that shows ways of enhancing one’s spirit and life through training the body and mind. Today, it has become a global sport that has gained an international reputation and stands among the official sports included in the Olympic Games.

“Tae” means “foot,” “leg,” or “to step on”; “Kwon” means “fist,” or “fight”; and “Do” means the “way” or “discipline”.  Taekwondo means “the right way of using all parts of the body to stop fights and help to build a better and more peaceful world.

The sessions are being run by Joshua Warren (Master Josh) from Hoju Martial Arts and are based on the Hoju Martial Arts Early Development Programme (EDP), which is specifically targets the holistic well-being of children.

Grade 6 Ambassadors – Supporting the Returned and Services League (RSL) of Australia.

In preparation for ANZAC Day, Grade 6 students are collaborating to help the Launceston RSL Sub-Branch, the oldest RSL in Australia. Its members provide support and assistance for current and former members of the Australian Defence Forces and their families. Students will be selling poppies and badges before and after school. Donations greatly appreciated.

End of Term 1

Before the end of the Term 1, we will acknowledge and thank our Headmaster, Richard Ford. The celebration of his service to the School, and the Junior Campus in particular, will take place on Wednesday 13 May.

Chaplain Elizabeth will conduct our Easter Service on Thursday 14 May.

Term 1 concludes on Thursday 14 April.

Vacation Care

Vacation Care will run Wednesday 20 – Friday 29 April.

Term 2 Dates (as at 1 April 2022)

DATE

TIME

EVENT

20-29 April Vacation Care
2-3 May Staff Days
4 May   Term 2 Begins   

Students may wear Summer or Winter Uniform

5 May

11.00am

ANZAC Commemoration Service
6 May

TBA

Mother’s Day Celebration
10-20 May NAPLAN Testing window
19 May

6.30pm

Autumn Choral Concert
24 May

5.30pm

Music Soiree
26 May

9.15am – 11.30am

Discover Grammar Tour
27 May House Cross Country Carnival
27 May-3 June National Reconciliation Week
29 May-3 June Music Competitions
30 May Winter Uniform Compulsory for All Students
8 June NIJSSA Cross Country Carnival
13 June Queen’s Birthday Public Holiday
15 June TBA Junior Campus Founders’ Service
15 June NIJSSA Cross Country Carnival Backup Date
22 June 5.30pm Music Soiree
24 June Mid-Year Reports Sent Home
30 June 6.30pm Junior and Intermediate Ensemble Concerts
4-8 July NAIDOC Week
8 July   Term 2 Concludes

 

Please note that there is a choice of wearing summer or winter uniform from the beginning of Term 2, Wednesday 4 – Friday 27 May. Winter uniform is compulsory from Monday 30 May.

Best wishes to all for a safe and healthy break. We will look forward to welcoming new and returning families back to School on Wednesday 4 May 2022.

Sheona Carter
Head of Junior Campus

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Senior Campus

Teaching and Learning

Family, Teacher, and Student Collaboration Relationships are at the heart of successful learning. To support students, there is particularly a need ...

Family, Teacher, and Student Collaboration

Relationships are at the heart of successful learning. To support students, there is particularly a need for a collaborative relationship between the student, parent/carer, and teacher. There are many benefits of this communication. For instance, frequent teacher-family communication has been shown to increase homework completion and participation and decrease distraction in the classroom (Kraft and Dougherty, 2013). Similarly, the teacher-student relationship has a high positive correlation with academic outcomes (Ma, Liu, and Li, 2021). Other advantages include parents learning how to best support students at home, growing the confidence and resilience of students, and helping teachers learn more about individual student needs. These studies highlight just a few benefits of working in a meaningful partnership. 

As explained in our last newsletter item, one of the goals for the school this year is to improve student agency; that is, the growable will, capacity, and sustained commitment of students to contribute to the school community, live the school’s virtues, and self-manage their own learning. At Launceston Grammar we seek to inspire, foster, enable and focus both a sense of agency and the expression of agency through the opportunities, learning, and guidance we provide. 

One of the important aspects of building this agency is to highlight for students how to have conversations about learning. 

In the first instance, we encourage students to address their learning questions with their subject teacher and their parents/carers. This helps to ensure open communication and empowers the student to take responsibility for their own learning. This also provides opportunities for the expression of agency. 

Should the student not feel comfortable doing this, we recommend parents contact the classroom teacher to have a collaborative conversation. The goal for all of us is to ensure all our students are experiencing high quality learning. The best way for this to take place is for the teacher involved to engage with specific questions directly. 

This procedure enhances the transparency of feedback for our teachers, empowers parents and students to discuss matters of learning directly with the professionals who are in the classroom and can therefore act on the feedback, and to role model respectful discussion of concerns. 

As always, the Heads of House, Head of Learning Enrichment, and Co-Directors of Teaching and Learning continue to work closely with tutors and subject teachers to support the learning needs of our students. 

One important avenue for these conversations is the Student Parent Teacher Conferences, which will take place for all year levels in Term Two. Students are encouraged to attend these conferences to discuss their learning. Dates are included below and booking times will be sent out in the coming weeks. 

Thank you for your continued support as we all work to improve the learning outcomes for your children. 

Term 2 Student Parent Teacher Conferences 2022 

  1. Grade 9: Term 2 Week 1 Thursday 5 May 
  2. Grade 11 and 12: Term 2 Week 2 Tuesday 10 May and Thursday 12 May 
  3. Grade 10: Term 2 Week 3 Thursday 19 May 
  4. Grade 8: Term 2 Week 4 Thursday 26 May 
  5. Grade 7: Term 2 Week 5 Thursday 2 June 

Natalie Stewart and Sarah Shepherd
Co-Directors Teaching and Learning

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Flearning!

Today, students in the Grade 9 Entrepreneurship Electiveclass launched their first realbusinesses; these will operate until the end of Term One. ...

Today, students in the Grade 9 Entrepreneurship Elective class launched their first real businesses; these will operate until the end of Term One.

This group has already participated in a Pitching Competition based upon conceptual enterprises; most of them were amazing. Benchmarks were set and students learned a lot from the exercise.

This time around, in small teams, they have now chosen a product to market and sell within the Launceston Grammar community – many of them you can eat or drink!

It’s all on them – no teacher or expert advice has been given. This is a purely experiential and learning exercise. Some will initially flourish others will possibly struggle – hopefully they will learn and grow their businesses from the experience!

This exercise is all about leaning, failing, pivoting and adapting. This is FLEARNING (failing and learning) at its best!!

Next term, students will embark on creating their own individual businesses. These will be either purely profit driven or address and financially contribute to a social issue, whether it be at a local, state, national or global level.

Ultimately, all of this will culminate in an externally adjudicated pitching competition at the end of Semester One, with $500 in prize money up for grabs.

Mr Christopher Ellison
Coordinator of Enterprise Learning

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Dance Report

Grade 8 Dance, consisting of a strong ensemble of 22 students, has started the year with determination. Students have discussed what Contemporary ...

Grade 8 Dance, consisting of a strong ensemble of 22 students, has started the year with determination.

Students have discussed what Contemporary Dance is and its possibilities for storytelling. In the last few weeks students were lucky to have Caitlin Comerford, Creative Director of STOMPIN come to the school to host a 90-minute workshop. Caitlin shared a little about her own journey as an independent artist and what STOMPIN represents. She spoke about her work as the creative director and the opportunity to present work in alternative spaces. She inspired the students with stories about where a professional career as a dancer can take you and Caitlin shared warmups and techniques that might be seen in a typical STOMPIN rehearsal.

Grade 8 dance are working towards their own public performance, and they will get the opportunity to watch the next STOMPIN major show titled ‘Headquarters’ which will be performed at Airtime 360. The theme for ‘headquarters’ is mental health, and the dancers should feel excited about stepping outside of their comfort zone to make powerful work. Work that discovers resilience, uncertainty and joy through physical exploration of gravity, space and time. Teacher, Ingrid Reynolds made a short video with highlights from the workshop, and you can access it HERE.

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Drama Report

The Drama department has been off to a busy start in 2022 with our dedicated students attending workshops, beginning rehearsals, and starting their ...

The Drama department has been off to a busy start in 2022 with our dedicated students attending workshops, beginning rehearsals, and starting their theory work for their courses.

To begin the year, our Grade 9 to 12 students spent their Friday night at the Princess Theatre to view Encore Theatre Company’s production of Chicago to assist them in the written component of their work this year. Students were excited to be returning to live theatre and to have the opportunity to watch local talent in the production. On 31 March, our TCE students will be attending Mudlark Theatre’s performance of Girl Running, Boy Falling at the Earl Arts Centre, with our younger drama students going to see The Wider Earth the following week. We are thrilled to once again be able to see live theatre performances, something that was heavily restricted during 2021.

With the Launceston Competitions fast approaching, students from Grades 7 to 12 have been working hard on preparing their pieces, including both solo and group work. Over the next few weeks, the younger grades will have the chance to expand on their drama skills, being given the opportunity to sign up for extra rehearsals, supervised by the Drama Co-Captains for 2022, along with acting Head of Drama, Marianna Hedges. The Launceston Competitions will take place during week 2 of Term 2, showcasing the wide variety of talents we are fortunate enough to have here at Grammar.

During week 10 of this term, our TCE Drama and Theatre classes will be performing their TCE Production of Noël Coward’s Waiting in the Wings on the 6 – 7 April. The comedy is set in a 1960s retirement home for actresses and follows the lives of those living there. The performance has something for everyone: granny feuds, a pyromaniac, an angry Irish Catholic and the quest for a solarium. The performances will be held in the Drama centre, commencing at 7pm.

So, slip into your shrouds and we will see you there!

Book your (free) tickets HERE.

Jade Freeman and Sarah Scott
Co-Captains of Drama 2022

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Careers Office

Careers Advisor - Fiona Symons

LetZLive Webinar – Learn About Taking a Gap YearSign up for the online webinar to learn more about our Gap and Camp Assistant opportunities. This ...

LetZLive Webinar – Learn About Taking a Gap Year

Sign up for the online webinar to learn more about our Gap and Camp Assistant opportunities. This session will cover:

  • what students can expect on a gap year
  • life overseas
  • the job role
  • costs involved
  • what makes a gap year with Letz Live so unique

Time: 7.00pm

Date: Monday 4 April 2022

Location: online

Registrations are essential, so please register your attendance by clicking on the link below.

Information Sessions | Gap Year and Working Holidays (letzlive.org)

A Night in the Army Reserve 

Learn more about Army Reserve opportunities in your local area and chat to current Army Reservists. You’ll hear about their experiences, opportunities for development and the unique rewards that come with a role in the Army Reserve. You’ll be able to ask questions and learn how the Army Reserve can fit around your lifestyle.

Time: 6:00pm – 8:00pm

Date: Tuesday 5 April 2022

Location: 12/40 RTR Youngtown Barracks, Youngtown Ave, Youngtown TAS 7249

Registrations are essential, so please register your attendance by clicking on the link below.

Defence Jobs Australia – Launceston: A Night in the Army Reserve

University of Melbourne Webinar

Always wondered what studying at the University of Melbourne is like? Have questions about making the move to Melbourne to start your university studies?

There’s a lot to uncover about the University of Melbourne, and if you’re from Tasmania, this is your chance. Join us for this information session to hear about:

  • How our Melbourne Curriculum allows you to design a degree as unique as you, with our wide range of breadth and majors setting you up for a successful future
  • Our University Accommodation options and student life initiatives to support you in making Melbourne your new home and feel welcomed by our community
  • How you can take advantage of opportunities in and out of the classroom, such as concurrent diplomas, work-integrated learning and internships, exchange, and our competitive scholarships
  • Access Melbourne, our special entry access scheme that offers guaranteed entry to eligible students from rural and regional areas, and those with a disadvantaged financial background.

You’ll have the opportunity to hear from some of our current students who have made the move from Tasmania to Melbourne, and ask questions about their experience.

Time: 6.00pm – 7.30pm

Date: Wednesday 6 April 2022

Location: online

Registrations are essential, so please register your attendance by clicking on the link below.

UniMelb 101 for TAS students

I welcome the opportunity to sit down with parents and students at any time throughout the year to discuss options; please contact me on phone: (03) 6336 6058 or email: careers@lcgs.tas.edu.au to arrange an appointment.

Fiona Symons
Careers Advisor

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Chaplain's Message

Junior Campus Chaplain - Reverend Elizabeth Poland

Seeing F2FDue to COVID restrictions, in recent weeks I have needed to pivot, running my chapels for school online- on Microsoft Teams- it’s been ...

Seeing F2F

Due to COVID restrictions, in recent weeks I have needed to pivot, running my chapels for school online- on Microsoft Teams- it’s been with varying success. (both staff and students have been very accommodating as I have learnt the technology)

It’s got me thinking about how F2F (face to face) trumps online every time.

The apostle Paul, in 1Corinthians, takes it even further. F2F is not simply between people there is a vertical dimension to it.

In 1 Corinthians 13:12, he writes

‘Now we see but a poor reflection as in a mirror, then we will see face to face.’ 

This is the great Christian hope: Being in the presence of God.

Seeing God F2F- is only possible because of Jesus, as we come to Christ for forgiveness.

Centuries before Jesus, Job wrote:

‘I know that my Redeemer lives and that in the end, he will stand upon the earth 

And after my skin has been destroyed, yet in my flesh, I will see God. 

I myself will see him with my own eyes. 

I and not another. 

How my heart yearns within me’                                           Job 19:25-27

Powerful words indeed.

We live this side of Jesus.

When we are confident in Jesus’ resurrection we know that our Redeemer lives. The resurrection of Jesus changes everything.

That is what gives us the confidence to speak as Job does- longing to see God face to face.

Wonderful words to ponder as we head towards Easter.

Reverend Elizabeth Poland
Junior Campus Chaplain

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Uniform Shop Trading Hours

Launceston Grammar’s Uniform Shop trading hours during the school holidays: Thursday 28 April 12.30pm – 4.30pm Friday 29 April 12.30pm – 4.30pm ...

Launceston Grammar’s Uniform Shop trading hours during the school holidays:

Thursday 28 April 12.30pm – 4.30pm
Friday 29 April 12.30pm – 4.30pm
Monday 2 May 8.30am – 12.30pm

 

Term 2 Trading Hours

The normal trading hours resume from Thursday 5 May:

Monday 8.30am – 12.30pm
Thursday 12.30pm – 4.30pm
Friday 12.30pm – 4.30pm

 

To contact the shop please email LauncestonCGS@noone.com.au

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Community Noticeboard

Circle of Security Program: Term 2

Speech Pathology Tasmania warmly invites parents and carers to join Rosie Martin for The Circle Of Security Program.The Term 2 program will take ...

Speech Pathology Tasmania warmly invites parents and carers to join Rosie Martin for The Circle Of Security Program.
The Term 2 program will take place on Tuesday evenings from May 10 – June 28.
The course involves meeting in a small group online via zoom, once a week for 8 sessions.

This program explores the development of connection, relationship and attachment – which are also foundations for language development, social skills development and good mental health for parents and children. The insights gained can benefit all relationships.

Speech Pathology Tasmania has been running these sessions in their clinic for more than 10 years. “We love the warm, accepting, non-judgmental, non-blaming approach to exploring attachment.” Says facilitator Rosie Martin.

The Foster and Kinship Carers Association of Tasmania will sponsor grandparents raising grandchildren, informal kin, and Foster & Kinship Carers to participate in the program.

More details can be found on their website, by phoning 62345717, or emailing programs@spt.com.au.

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We respectfully acknowledge, with deep respect, the Palawa/Pakana people as the traditional owners of the land, sea, and waterways of Lutruwita (Tasmania) on which we work, rest and play. We pay our respects to elders past, present, and emerging and recognise their continued care for land, waterways, and community. We also acknowledge that sovereignty has never been ceded. It always was and always will be Aboriginal land.

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