THE BLUE AND GOLD - Friday, 16 February 2024 - Toowoomba Grammar School

It is energising to have all the boys back at School. Most have returned in good spirits, are well presented and ready for the year ahead. Thank you to all parents who understand the importance of setting and maintaining standards for young men. In the classroom the boys are engaged, working hard and doing what their teachers ask.

Social Events

It has been fantastic to see so many boys already involve themselves in the social activities on offer on the weekend. The end of Week 2 saw our Year 7s spend Sunday afternoon with each other completing a range of activities and competitions in their House groups. The aim of this afternoon is to establish a connection between the boys and their House and also between the day boys and boarders. Approximately 80 boys signed up for last Friday’s Valentine’s Day social with the girls at Fairholme College and I commend the boys on their good behaviour at that event. This coming Sunday we have the Year 8 Pool Party with The Glennie School and it is proving to be another popular event.

With all socials, boys are emailed with the details of the event. If they do sign up and then later find out that they are unable to attend, we ask them to please let Mrs Tanya Simpson or Mr Michael Hall know – t.simpson@twgs.qld.edu.au or m.hall@twgs.qld.edu.au. Social events do come with a small charge that is added to parents’ accounts. If a student signs up for a social and does not attend, but has not let anyone know they can't make it, the charge will still be added to his account.

Outdoor Pursuits and Activities Week

All Senior School boys will be engaged in camps or activities in the final week of this term. There is a wonderful array of activities planned across all the ages. We view this week as a very important part of the character development program at the School and, as such, expect all boys to attend. Parents will receive an email with all the relevant camp information shortly. Please contact the Student Services Office if you have any questions regarding the Outdoor Pursuits and Activities Week.

Damage to Laptops

The School-provided laptops that the boys use are on a three-year lease, which means for a student who starts in Year 7, he will receive a new laptop at the end of Year 9 that he will then use for Years 10-12. It is imperative that the boys take good care of their laptops. If there is damage to your son’s laptop that is beyond normal wear and tear, we will be charged an extra fee that will be passed on to parents. Please encourage your son to avoid placing any stickers on his laptop. If he writes on it or draws on it, he will be charged for the replacement case or type cover. His laptop must always be in its protective shell and carried in the school-provided laptop bag. When not in use, he must store it in his locker. Should any damage occur to the laptop, please ask him to take it to the IT Helpdesk so that they can assess the damage and assist your son with getting it repaired or replaced. We have insurance that covers accidental damage and incurs an excess that is charged to your account. Please refer to the online student handbook for current fees and charges.

House Colours

A significant number of boys have been to Student Services since term started to apply for House Colours. To be eligible, boys need to show consistent endeavour in a range of House and School activities. Boys need to accumulate points in four categories:

Category A – House Sport/House Activity

Category B – Cultural/Academic/Cadets/Outdoor Activities/ Clubs/Societies

Category C – GPS Sport and Other Sport

Category D – Service

Boys are first eligible for House Half Colours. They then continue to earn points towards House Full Colours and House Honour Colours. Full details of the Colours process can be found in the Senior School Student Diary. Boys can collect their House Colours application forms from the Student Services Office.

GPS Championship Events

The first GPS Championship event for the year is Swimming which will be held at Chandler on Friday, 1 March. It is a great event to start the year; many boys enjoy spectating and supporting our swimmers. All Year 12 and Year 8 students are expected to attend as spectators. We ask all boys in Years 8 to 12 to support one GPS event per year and, as noted in the School calendar, all Year 9 boys will attend GPS Cross Country in Term 2 and all Year 10 and 11 boys will attend the GPS Track and Field Championships in Term 4.

STEER Tracking

In 2023 we trialled a program called STEER Tracking with our boys in Years 8 and 9. This year, all boys will complete a STEER Tracking assessment during Pastoral Care Groups (PCG) this week. STEER Tracking is an online application that measures, tracks and improves student regulation and wellbeing. It uses a series of stimuli that the boys are asked to respond to and determines if they have a set of biases. Mentors and Heads of House will receive a report of students who are of concern and can develop a series of simple action items designed to assist the boy. All boys are encouraged to complete the assessment. However, parents are welcome to withdraw their son by emailing me at m.oliphant@twgs.qld.edu.au.

Attendance Policy

It is timely that I remind you of our Student Attendance Policy. The key sections of the policy that relate to parents are as follows:

In accordance with the Education (General Provisions) Act 2006, children between the age of 6 and 16 must be enrolled at a state or non-government school and must attend the school at all times when the School is open for instruction, or for participation in school activities. Additionally, in keeping with the co-curricular life of Toowoomba Grammar School, students are required to attend all activities as requested; some activities may occur out of normal school hours.

Authorised absence – an absence where the reason provided by the parent/caregiver is acceptable to the School.

Unauthorised absence – an absence where the reason provided by the parent/caregiver is considered to be unacceptable to the School.

Unexplained absence – an absence for which no reason is provided by the parent/caregiver.

Reporting – the School will report all authorised, unauthorised and unexplained absences on student report cards at the end of each semester. The School is also obligated to report student absences to the Department of Education at the end of each semester.

Absences from School can be recorded via the Parent Lounge. Absences from attendance at School can, however, be authorised under the following categories:

Health related absences
Pastoral or family reasons
Representative sporting reasons.

Absences for family holidays are typically recorded as unauthorised.

If a request for an extended absence is required, these can be made to the respective Head of School and the following factors are considered:

The period of absence
The reasons for the absence
The student’s recent history of absence
The student’s academic progress and assessments due during or immediately following the period of absence
The student’s capacity to complete the current curriculum studies during the absence and at the completion of the absence
The student’s co-curricular commitments during the absence.

The decision to be absent during term time (authorised or unauthorised) carries certain expectations and understanding, namely that the student:

Will meet with each of his teachers before his departure to ascertain the work required to keep up to date during the period of his absence
Will identify any co-curricular commitments that he will miss during his absence and communicate this with his coaches/teachers
Will be required to complete the work that will be missed by a time negotiated with his teachers
May be issued with a sanction if the work is incomplete in part or whole upon his return from the absence.

Parents may be requested to provide documentary explanation for all absences. This includes the provision of documents that satisfy the Queensland Curriculum and Assessment Authority (QCAA) and its requirements for Access Arrangements and Reasonable Adjustments (AARA). Specifically, examinations for Year 11 and 12 students can only be rescheduled with supporting documentation from a medical professional. Medical certificates must include the reason for the absence as per the Academic and Assessment Policy.

The School is not obliged to provide alternative class, assessment or lost time for students who may be granted absence. It is the student’s responsibility to complete the work missed during his absence and the School will not discount fees for the period of absence.

I am looking forward to seeing the boys working hard on their schoolwork and in their co-curricular events throughout the remainder of this term.

Mark Oliphant
Head of Senior School

Reading is a critical life skill; it is important at any age and in any situation. Reading is more than just English or just words on a page; it is the ability to 'read', critically engage and understand science, maths, books, images and so much more. It can be a source of entertainment, knowledge and understanding, but sadly people are more and more disengaged with reading than ever. What can we do?

Attitude to Reading

One key factor in reading skill development is attitude to reading. This seems to be especially hard with boys, though it can and does also affect girls. If a student is motivated to read, they will read more often, and grow in their comprehension, understanding, skills and vocabulary. We need to help students to see the value, to make time and to be motivated to pick up a book. It needs to be a valid option in a world of games, phones, sport and other distractions.

It Takes a Village

Anybody can play an important part in helping to encourage reading; parents and siblings often help and encourage reading when students are young, but once they can read on their own, boys in particular, tend to be left to their own devices. It is important that the people around our students, and the environment they are in, encourage reading and discussion. Here are a few ideas, easy to put into place, that can create such an environment:

Read, and be seen reading, preferably off devices (though if you use an app, be clear about what you are reading and that you do read).
Read together, read the same book, discuss the characters, what is happening and what will happen next.
Share recommendations; let them know what you enjoy and try reading what they have enjoyed.
Let them know that you enjoy reading.
Mix it up and read a variety of texts - fiction, non fiction, newspapers and magazines.
Visit the local library or op shop as there are a lot of books out there that can be obtained for free or cheaply. Let your student choose.

Good luck, and happy reading,

Dan Crook
Head of Library and Information Services

‘Educating boys and developing their good character for life’.

I find our core purpose statement wonderfully reaffirming for us on a daily basis. Its true value for me though is to help guide our program development each year. It’s our ‘North Star’.

Recently we shared our core themes for the year ahead at the Parent Information Evening held in the first week of term. These included an academic focus on literacy learning through our spelling and reading program PLD (Promoting Literacy Development) implemented last year from Prep to Year 6. This is an evidence-based, structured synthetic phonics and explicit teaching approach to teaching literacy. Also, we have implemented the Big Write program across the Junior School, a structured approach to developing writing skills for all text types. These consistently applied programs across the Junior School provide a layering of knowledge and skill development as our students progress through the school. Mrs Chantelle Bauer – Deputy Head of Junior School Teaching and Learning provides more detail around the value of an evidence-based literacy program in her Blue and Gold article which I would encourage you to read, as this forms the framework underpinning our approach to teaching literacy. The value of literacy learning will permeate through all subject disciplines and areas of your son’s life, hence our commitment to developing confident and competent spellers, readers and writers in the Junior School.

Another core focus for us is character development: learning the elements of character, how they are practiced and fostered, and how over time they become part of us, as people making positive contributions to our community. This year we fully implement our Character Development program from Prep to Year 6, including whole school weekly focuses shared and celebrated at assembly, age-group specific lessons delivered in-class each week and House activities shared fortnightly to action the character virtue within our pastoral House groups Prep to Year 6. These elements compliment each other to foster ‘Character’ as a community and develop age-appropriately as an individual in a class setting. It's an exciting program to see come to fruition and I would particularly like to acknowledge the work of Mrs Jess Galbraith, Junior School teacher and Mr Mark Oliphant, Head of Senior School for their collective work to build this program based on the research developed by the Jubilee Centre for Character and Virtues in the United Kingdom.

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 Year 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, 13 March to Monday, 25 March.

With warmest regards and appreciation,

Ken Raven
Head of Junior School

Literacy Learning in the Junior School

A recent Grattan Institute report has shared that one-third of Australian students are failing to learn to read proficiently, referring to the situation as a ‘preventable tragedy’.

Grattan’s report identifies evidence-based approaches utilising structured literacy programs with phonics and explicit instruction as the most effective methods of teaching literacy.

At Toowoomba Grammar School, we implement a structured synthetic phonics approach to teaching spelling and reading that focuses on developing children's phonological awareness and decoding skills from Prep through to Year 6.

Reading is a learned skill that must be explicitly taught. Developing reading proficiency is a complex process involving 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). The program we promote from Prep through to Year 6 is called Promoting Literacy Development (PLD). This program is underpinned by the science of reading, and supported by the Dyslexia Speld Foundation.

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 common structures across cohorts, this is intentional like building phonemic awareness by breaking words into their sound parts. This is the core skill of decoding. Other activities will be more specific to their age and level of progress, for example exploring the linguistic theory of a word.

Class teachers will provide specific advice and guidance for families to support their child’s reading development from home using the PLD activities and approaches. 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 is 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

Supporting Fun Integration and Mental Wellbeing in Youth Sports

Recently, I delved into the intricate world of youth sports enjoyment. Being a parent who is actively involved in my child’s sports training three times a week, I understand the importance of this topic firsthand. My colleague, Mr Oliphant, shared an eye-opening book called The Sporting Parent with me, which sparked my curiosity to explore this subject further. Besides my parenting role, I also serve as Thunder’s Wellbeing Officer and TGS School Counsellor. Given my concerns about the level of enjoyment in sports, I felt compelled to examine the idea of incorporating fun into youth sports.

As a school counsellor, I frequently engage in discussions about the various challenges faced by young people in sports. One of the major barriers to enjoying sports is the pressure students feel for team selection and taking part in elite sports. These issues often lead to a decrease in their confidence, lack of participation and burnout. Students struggle with a range of other stressors, including feeling overwhelmed by their non-sporting commitments, experiencing distress related to performance expectations and coping with the emotional impact of deselection. There is also a self-stigmatisation associated with playing in lower grades, as well as the challenge of dealing with injuries and managing the pressures of rigorous training regimens. These conversations highlight the need to explore the overall wellbeing of our young athletes, especially considering TGS’s strong sporting identity. One effective way to address these concerns is to challenge students’ fundamental beliefs about integrating fun into sports, as this can have a profound impact on their mental and emotional wellness.

A recurring theme in conversations about youth sports is the concept of 'fun'. This concept is often not given enough attention or is overly emphasised, but it plays an important role our boys’ sporting experience. Amanda Visek’s Fun Integration Theory provides valuable insights into this topic by defining fun as the emotion that arises when engaging in challenging and enjoyable activities. It emphasises the importance of feeling happy and satisfied while participating, which is essential for youth sports.

Having fun in youth sports is important as it helps in engaging young athletes and fostering a love for the game. However, solely prioritising fun can hinder the development of skills and a competitive spirit. It may lead to a lack of discipline and a decreased drive for skill development and competition. On the other hand, if the focus is only on hard work and perseverance, it may overshadow the importance of enjoyment and may lead to burnout. Striking a balance between fun and the pursuit of a strong sporting identity is crucial for young athletes to develop a lifelong passion for sports (Roger, n.d.).

This balanced approach to youth sports allows for the enjoyment of the game while also fostering a strong sense of sporting identity. By having fun, young athletes are more likely to stay engaged and continue participating in sports throughout their lives. Additionally, it is important to support and encourage the goals and aspirations of those who strive to compete at higher levels, from wanting to make the firsts TGS teams to national teams or playing for exercise, having a coach that can have joke, and talking and goofing off with teammates. This combination of enjoyment and ambition creates a well-rounded sporting experience for young people at TGS.

Visek et el.’s (2015) novel work sheds light on the historical ambiguity surrounding fun in youth sports while emphasising its importance. The Fun Integration Theory presents a comprehensive framework that encompasses factors like trying hard, positive coaching, giving one’s best effort, fostering team friendships and promoting learning and improvement. It is crucial to recognise that fun is not in conflict with dedication and positing excellence but complements them.

Research by Visek et al. (2015 and 2018) reveals a discrepancy between the perceptions of coaches and parents and those of young athletes regarding what makes sports fun, particularly among adolescents. This highlights the necessity of aligning the understanding of fun among all stakeholders involved in youth sports to ensure a positive and fulfilling experience for our student athletes.

To bridge this gap and promote fun integration within youth sports, Visek (2019) suggests parents and coaches to familiarise ourselves with the 81 determinants outlined in the Fun Integration Theory: Understanding Youth Athletes Fun Priorities. The top ten Fun-Determinants Based on Players’ Reported Importance (U8s to U18s sample) (Visek et al., 2019 p 40) are:

1. Trying your best.

2. Working hard.

3. Exercising and being active.

4. Playing well together as a team.

5. Getting/staying in shape.

6. Playing well during a game.

7. Getting along with your teammates.

8. A coach treating players with respect.

9. Getting playing time.

10. Being strong and confident.

As a school counsellor, I believe that engaging in open conversations with young people is crucial to understanding their motivations and preferences. For creating a fun and supportive sports environment, it is essential to prioritise foundational elements, such as trying your best, working hard and playing well together as a team. I have found that when students experience frustration in sports, it is often because they are missing these important fun factors.

Therefore, it can be helpful for coaching and parenting approaches to focus on developing strength and confidence by working hard, trying your best and fair play, rather than students focusing solely on competition and selection. By prioritising these aspects, we can foster a more inclusive and enjoyable experience for all participants (Smith, 2020). It is important to note that integrating fun into youth sports goes beyond mere trivial enjoyment (goofing around); it plays a pivotal role in the holistic sport identity and lifelong development of young athletes.

At TGS we recognise the importance of mental health and wellbeing in sports, academics, and social participation. Therefore, we're here to offer support and ensure that athletes and all students receive the necessary resources to maintain their mental health while pursuing their goals. TGS offers confidential counselling services and support for young people experiencing mental health challenges or performance-related stress.

Sincerely,

Lyle Gothmann
School Counsellor
Telephone: (07) 4687 2627
Email: L.Gothmann@twgs.qld.edu.au

References

Roger, R. (n.d.). A Serious Look at Fun: What Does Fun in Youth Sport Really Mean? Balance is Better. https://balanceisbetter.org.nz/a-serious-look-at-fun-what-does-fun-in-youth-sport-really-mean/

Visek, A. J., Watson, J. C., & Hurst, J. R. (2015). The fun integration theory: Toward sustaining children and adolescents sport participation. Journal of Physical Activity & Health, 12(3), 424–433. https://www.parentsinsport.co.uk/wp-content/uploads/2017/12/FunIntegrationTheory.pdf

Visek, A. J., Harris, B. S., & Blom, L. C. (2018). Perceived importance of the fun integration theory’s factors and determinants: A comparison among players, parents, and coaches. Sport, Exercise, and Performance Psychology, 7(3), 243–260. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6684216/

Visek, A. J., Mannix, H., Chandran, A., Cleary, S. D., McDonnell, K. A., & DiPietro, L. (2019). Toward Understanding Youth Athletes’ Fun Priorities: An Investigation of Sex, Age, and Levels of Play. Women in Sport and Physical Activity Journal, Volume 28 (1), 34–49. DOI: https://doi.org/10.1123/wspaj.2018-0004

Smith, B. (2020). The Impact of Overemphasis on Winning in Youth Sports. Sports Psychology Quarterly, 15(2), 127-142.


Tuesday, 20 February	Year 2 Excursion to Mothers' Memorial, 1:45pm - 2:45pm
Wednesday, 21 February	Photo day - absentee / catch up day. This is for all students absent on 1 February
	Staff meeting, 3:30pm - 4:30pm
Thursday, 22 February	Blazer Dress Day, Junior School
	Assembly, Junior School Hall, 2:30pm
Saturday, 24 February	Trustees' Scholarship (ACER) Examination and School Tours, Assembly Hall, 8:30am - 12:00pm
Tuesday, 27 February	Outdoor Education Week, Year 5 Tallebudgera commences (Tuesday, 27 February - Friday, 1 March)
Wednesday, 28 February	Outdoor Education Week, Year 3/4 Sunshine Coast Recreation Centre, commences (Wednesday, 28 February - Friday, 1 March)
	Darling Downs Swimming Trials, 10-12 Years, Gatton
	Staff meeting, 3:30pm - 4:30pm
Thursday, 29 February	Mates Program, 2:30pm
	Outdoor Education Week, Year 2 Sleepover commences
Friday, 1 March	Outdoor Education Week, Year 2 Sleepover concludes
	Outdoor Education Week, Year 3/4 Sunshine Coast Recreation Centre, concludes
	Outdoor Education Week, Year 5 Tallebudgera concludes

Date	Event	Location	Time
Thursday, 15 February	Stephens House Year 12 Mother and Son Dinner	Gip's Restaurant	6:00pm
Friday, 16 February	Stephens House Family Evening	School House Lawn	5:00pm
Friday, 16 February	Junior School Family Fun Night	Old Boys' Memorial Oval	4:30pm
Sunday, 18 February	Boarding Parents' Drinks on the Lawn	Pavilion	3:00pm
Tuesday, 20 February	Past Mothers' Group Morning Tea	Pavilion	10:00am
Wednesday, 21 February	Year 12 Parent Information Evening	Pavilion	5:30pm
Wednesday, 21 February	Year 11 Boarders Formal Dinner	Old Hall	6:00pm
Thursday, 22 February	Trustees Meet Prefects	Old Hall	5:00pm
Thursday, 22 February	Tennis Supporters' Group AGM	Bunya Room	6:30pm
Friday, 23 February	Susan McLean - Cyber Safety Presentation Student Sessions	Assembly Hall	8:30am
Friday, 23 February	Old Boys' Association Social	Old Hall	4:00pm
Friday, 23 February	Groom House Family Evening	Pavilion	5:00pm
Tuesday, 27 February	Parents & Friends Association AGM	Old Hall	3:30pm

GPS Volleyball

Round 2 of the GPS Volleyball Season saw our teams showcase their skills against Ipswich Grammar School (IGS) and Nudgee College (NC), demonstrating their dedication and talent on the court.

Against Ipswich Grammar School, out of 19 teams that competed, several emerged victorious, including 1st VI, 2nd VI, 11A, 11B, 10A, 10B, 9A, 9C and 5B, achieving an impressive win percentage of 47%.

Facing off against Nudgee College, notable wins were secured by 3rd VI and 10C.

The overall performance for Round 2 stands at an encouraging 42%, showcasing the determination and resilience of our teams. Undefeated after Round 2 were 2nd VI, 3rd VI and 10C.

Round 3 saw our TGS Volleyball Teams entering the Supplementary Draw, engaging in matches against Ambrose Treacy College, Toowoomba Volleyball Association teams, Nudgee College and Brisbane Boys' College.

Noteworthy achievements include the 8As securing their first win for the season against Ambrose Treacy College.

Despite some challenges, our teams exhibited resilience, with the 10C and 10D teams securing wins against Nudgee College. The 11D team also emerged victorious against Brisbane Boys' College. 10C remained undefeated after Round 3.

Looking ahead, Round 3 provided valuable opportunities for our teams to refine their gameplay strategies as they prepare to face Churchie in Round 4.

Darling Downs School Sport

On Monday, 5 February, a group of our talented TGS Volleyballers participated in trials at Harristown State High School, vying for a spot in the 12-15yrs and 16-18yrs Darling Downs Volleyball Teams.

Well done to all boys who trialled, and congratulations to the following boys on their selection:

12-15yrs Team: Finn Moriarty, Sam Schwennesen and Hamish Wormwell

12-15yrs Team Shadow Players: Arjun Mohan

16-18yrs Team: Oscar Burey and Connor Youngberry

16-18yrs Team Shadow Players: Alex Denman, Elliott Simon and Rory Webster

We wish them the best as they represent Darling Downs at the Queensland School Sport Championships in April and May.

Pre-Season begins

Term 1 pre-season training will commence next week with all GPS age groups training in the mornings from Tuesday, 20 February. Boys should arrive early for a 6:15am start. Sessions run until 7:30am and then boys must shower before school commences. Boys seeking to participate in A Squads must make every effort to participate during pre-season to be competitive for selection.

Strength and Conditioning

Gym sessions are available to all boys across the School. Boys have ample opportunities to attend the gym with general admission sessions available to all. Please check out the calendar

Term 1 Futsal

Term 1 Futsal has commenced with three teams participating at USQ Sports Centre in the AFA Schools competition. We still have some vacancies across all teams should your son want to play.

TGS Football Club (Junior School)

Boys in our Junior School, P-4 can participate in community football here in Toowoomba as part of FQ Darling Downs Mini-Roos program. The competition runs during Terms 2 and 3 with in-school and after school training and games on a Saturday.

Registrations for the Mini-Roos Program are open now via the Squadi App (click on the button below). Parents can register their boys and pay for the upcoming season now.

Holiday Clinics 2024

The Football program continues to offer school holiday clinics and events. In the Easter Holidays we shall run a two-day Blazers football clinic on the 4 and 5 April which is open to boys seeking to kick start their season. Registration for these events will be loaded onto the Parent Portal soon.

Tournaments (April and September 2024)

This year we are again taking teams to the Gold Coast from 9-12 April. Registrations will open for this competition shortly for players who aspire to play at the highest level. Players can stay with their parents and this year we will extend an option for boys to board.

The Rale Rasic Joeys Mini World Cup 2024

During the September school holidays, the School will enter teams into the Mini-World Cup in Inverell from 27 to 30 September 2024. Boys and Parents seeking to be involved should consider their accommodation options now to secure the best deals.

For more information about the tournament, please visit: The Inverell Joeys Mini World Cup (joeysminiworldcupinverell.com)

Social Media

Stories and important updates can also be seen on our Football social media page. Parents are urged to find the TGS Football Facebook page. In return, we ask you to please like, comment and share the page so we can grow our community.

The Wellbeing Barometer survey has proven to be an invaluable tool for schools, providing insights into the state of youth mental health and wellbeing. Whilst last year’s results focussed the spotlight on areas of concern, there were also many highlights that demonstrated the resilience and adaptability of students and emphasised the necessity of prevention strategies.

Participating in this year's survey will assist in identifying areas of strength and concern, as well as pinpointing opportunities for early intervention. Previously gathered information has helped support families as they navigate difficult conversations that enable understanding and foster connections to build relationships.

This survey is part of an ongoing, longitudinal study, with the results being instrumental in tailoring support for students and their families. Participation is strongly encouraged, as it provides a comprehensive view of students' experiences, challenges and achievements over the past year. Its aim is to capture a comprehensive picture of young people's lives, allowing for a tailored approach to enhance mental and emotional wellbeing.

We encourage you to take a few moments to complete a survey for each of your children. This will help us determine the nature and extent of your concerns and how best to support families in the months ahead. Responses remain anonymous and will only be reported on an aggregated basis. You are asked to base your responses on observations made in the last 12 months.

Acquiring the skills for future independence, taking healthy risks and giving young people the opportunity to emancipate from parents, are key developmental tasks that are essential if we are to stave off the impact of mental illness in the future. Please reflect on the information offered in this Special Report, and as always, we welcome your feedback. If this raises any concerns for you or your child, please reach out to the school or seek professional medical advice.

Here is the link to your special report https://twgs.qld.schooltv.me/wellbeing_news/special-report-wellbeing-barometer-2024-au

THE BLUE AND GOLD - Friday, 16 February 2024

THE BLUE AND GOLD - Friday, 16 February 2024

In This Newsletter

Senior School

From the Head of Senior School

Encourage Reading

Library Lunchtime Clubs

TGS Film Society - Now Showing

Read My Lips - Enter your team now

Junior School

Junior School - Head of Junior School

Junior School - Deputy Head Teaching and Learning

Junior School Music News

Junior School Sport News

P-12 News

Health Centre News

Supporting Fun Integration and Mental Wellbeing in Youth Sports

Upcoming Events

Junior School Events

Senior School Events

Sport and Activities

GPS Music Showcase

TGS Volleyball

TGS Swimming

TGS Basketball

TGS Football

Join TGS Rugby as a Referee

Notices

Grammar Art Show Raffle - Donations Wanted

TGS Under Wraps

School TV - The Wellbeing Barometer

Senior School

Junior School

P-12 News

Upcoming Events

Sport and Activities

Notices

Senior School

Junior School

P-12 News

Upcoming Events

Sport and Activities

Notices