Dear TGS Families

As we reach the midpoint of this term, I would like to take a moment to acknowledge the outstanding efforts of our Year 12 teachers. Their dedication in preparing our students, who are currently sitting their external examinations, has been exceptional. Thanks to their tireless commitment, our students are well-positioned to achieve success. I also want to recognise the hard work and perseverance of our Year 12 students during this demanding period. Your dedication to your studies is truly commendable and we wish you the very best as you continue with your exams.

Additionally, I extend my gratitude to the parents and guardians who have provided unwavering support to our students during this critical time. Your encouragement and guidance have played a significant role in their preparation and well-being, and your partnership with the school is greatly appreciated.

Today, we also celebrated World Teachers' Day with a special morning tea, as a small token of appreciation for all that our teachers do. It was a wonderful opportunity to recognise and thank them for their hard work and dedication throughout the year. I want to express my deepest gratitude to all teachers for their extraordinary efforts, especially during this crucial time for our Year 12 students.

Once again, thank you to all our staff for the remarkable work you do in making our School a thriving environment for learning, growth and success.

Kind regards

Dr John C Kinniburgh
Headmaster

Best wishes to our Year 12s

Our Year 12 boys have now finished all their coursework and internal assessment items and are sitting their final examinations up until Tuesday, 12 November. It was wonderful to be part of the Junior School reunion breakfast where Junior School staff welcomed back the boys and parents who started in the Junior School. Well done to the boys who received prizes at the Year 12 Awards Assembly.

I wish all of the graduating Year 12s the very best for their final exams and I look forward to celebrating their graduation with them at the Final Assembly and Formal.

Year 10 Rotary Youth Driver Awareness Program

On Wednesday, 9 October all Year 10 boys were involved in the Rotary Youth Driver Awareness program which aims to teach our boys, who are about to or have started their learning to drive experience with real-world facts and experiences designed to get them to think about their safety when they are behind the wheel. Toowoomba Grammar School extends its appreciation to the Rotary Club for offering this program to our boys.

Headmaster’s Shield

It was announced at our Year 12 Awards Assembly last week that the 2024 winners of the Headmaster’s Shield are Boyce House. Second place was a tie between Taylor and Groom. Well done to all boys for their efforts in this year’s Headmaster’s Shield.

Mark Oliphant
Head of Senior School

Student leadership

This coming week our Year 5 cohort will participate in a leadership day, the first formal step towards their Year 6 leadership of the Junior School in 2025.

There have been many great examples of student leadership I have witnessed over the years and I have drawn on those examples at assemblies to connect with particular qualities we aspire for our young leaders to develop. On this occasion though I would like to share a short story that isn’t from a student leader but rather a young adult who was working with a Year 6 group whilst on camp to highlight the impact young people can have.

The camp was organised with smaller groups of 15 students led by an instructor and a teacher. I was the teacher in a particular group and the instructor I was with was a young person perhaps 18-20 years old, I didn’t ask their age but from the conversation they mentioned they finished high school only a couple of years earlier. The camp was five days long and required the students to prepare everything from meals, tent set up, walking routes between activities and carry all the gear required for each day. It was a mammoth task and took a great deal of organisation to co-ordinate. It struck me from day one that this young instructor was exceptional. The way they spoke to the group from the beginning was inspiring, they told stories linking values to actions and made every task feel like it was incredibly important not just for now but well into the future also. The instructor wove into conversations little facts about the environment or community and how our impact in everything we do has flow-on effects that can have an enormous difference to others. If there were little disagreements between the students or lower emotional moments, as typically happens on a camp, the instructor gently prompted with reflective questions about the scenario and tactfully empowered the students to develop resolutions to the matters at hand. I was truly impressed. I’ve worked with lots of instructors but none have been able to achieve quite so much with a group in a such a short space of time. They were brilliant.

On the second last day of the camp we had a quiet moment so I shared with the young instructor how impressed I was and grateful for the way they had led the group that week. I asked what had inspired them to become an instructor because they seemed so passionate about their role. Their response really caught me, they said without any hesitation "these students will grow up to become leaders in their respective fields someday. I want to have an impact on their thinking that will stay with them forever; then I think we've got a chance at making a difference in the world." They said it so sincerely it was clearly a core driver of their purpose and had genuinely thought about their impact both now and well into the future.

Thinking about our own student leadership at school, they too have tremendous opportunity to have an incredible impact. The Year 5 cohort will be hosting a leadership day next week where they will work through activities and tasks to build their knowledge on the qualities of effective leadership. They will also discuss how each of them can have an impact in their House or group they are associated with. They are all leaders, not just those in a badge-holder position. Every student will have a leadership component to their final year in the Junior School within their House each fortnight during Mates sessions. Experiencing leadership at a small group level where each Year 6 student looks after 6 to 8 younger peers from their House has tremendous value in getting to know their personalities and interests, supporting them, mentoring them and guiding them through activities. This gives every student the experience of what it’s like to lead.

There are opportunities to explore specific leadership roles through expression of interest. Year 5 students are invited to apply for badge holder positions in House Captain or School Captain roles. These positions carry additional responsibilities which for some students seeking that experience this is a wonderful opportunity for them to work through.

It's important we value leadership at all age levels and settings. Leadership begins with personal leadership from our youngest boys in Prep beginning to look after their own belongings at school and being responsible for certain classroom tasks. This grows over time with experiences in a range of settings whether it's belonging to a team, group or House where boys will often mentor or role model for their peers or younger students. There are opportunities for team captaincy and leading smaller projects either at cohort levels or in co-curricular activities. These are all valuable experiences to develop personal leadership and sense of connection and belonging to a community.

Young people can lead and they are impressive when they do.

I wish our Year 5 cohort an enjoyable and inspiring leadership day and look forward to seeking their preparations with Mrs Hall, Deputy Head of Junior School – Students towards leading the Junior School in 2025.

Ken Raven
Head of Junior School

The Role of Complex Texts in Learning

At Toowoomba Grammar School, we believe that all students, regardless of their year level, should be accessing complex, grade-level texts. These texts are essential for developing academic language, including vocabulary and syntactic awareness and for acquiring knowledge about the world. This approach significantly contributes to the development of reading comprehension skills.

We aim to maintain high academic expectations for all our students by using challenging texts. This practice supports students from diverse ethnic, linguistic and cultural backgrounds. Regular engagement with complex texts, whether through reading or listening, is crucial. In the younger grades, this often happens through read-aloud sessions. As our students progress, they should be reading increasingly complex texts independently, with appropriate scaffolding provided for those who need it.

It’s important to distinguish between engaging with complex texts and levelled instruction using levelled readers. Levelled readers are designed to match a student’s current reading level, providing easy access to text at the word recognition level, which is essential. However, limiting students to levelled readers can restrict their exposure to the rich, complex texts necessary for vocabulary growth, reading proficiency, understanding complex sentences and acquiring background knowledge.

Background knowledge is a critical component of comprehension. When students read or listen to texts, their existing knowledge helps them understand and retain new information, thereby expanding their vocabulary. Engaging with complex texts in the classroom is a vital activity for building vocabulary, as vocabulary knowledge is closely linked to conceptual understanding. Complex texts also help students expand their knowledge and build larger, more connected schemas, along with the associated vocabulary. This process aids in making inferences and resolving ambiguities in what they read.

Students need explicit instruction in comprehension strategies, critical thinking and strategies for understanding unfamiliar words when engaging with complex texts. Teachers provide this support through modelling and think-aloud techniques, helping students analyse and understand portions of text. All students, including those who require support with reading skills, deserve access to these high-quality texts and experiences.

When selecting texts, look for narrative texts with subtle themes, multiple narrators, challenging vocabulary and sentence structure and complex character dialogue. Informational texts should include various organisational structures, complicated connections among topics, key information in text features and challenging vocabulary and sentence structure.

By focusing on these aspects at school and home, we can continue to provide a rich and supportive learning environment for all our boys and increase their success in learning.

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

Building a Strong Junior School Community: Coming Together in Term 4

As we approach the final weeks of Term 4 for the 2024 school year, it’s a wonderful time to reflect on the importance of building a strong sense of community within our Junior School. A vibrant and supportive community not only enhances the educational experience but also fosters a sense of belonging and mutual respect among students, parents and staff.

A strong school community creates a nurturing environment where students feel safe, valued and motivated to learn. It encourages collaboration, builds lasting friendships and helps our boys develop social skills that are crucial for their future. By coming together, we can celebrate our achievements, support one another and create lasting memories.

To strengthen our community bonds, we have a series of exciting events planned for the final weeks of Term 4. These events provide perfect opportunities for students, parents and staff to come together, celebrate and enjoy each other’s company.

Year 3 Billy Cart Day - Friday, 1 November

This is a fun-filled day where Year 3 students showcase their creativity and engineering skills by building and racing their own billy carts. It’s a fantastic event for teamwork and friendly competition. This is also a milestone moment for them in preparing for Year 4 where they symbolically move into the upper Junior School years by wearing a blazer, an Akubra hat and move into the upper-level classrooms. The billy cart building day is an occasion where we celebrate this milestone together with families and have a great time together as well.

Twilight Concert - Friday, 22 November

An evening of musical performances by our talented students. The Twilight Concert is a beautiful way to enjoy the performances by each of our Junior School classes at this family event.

Orientation Day - Monday, 25 November

Welcoming new students and their families to our School community. Orientation Day helps new boys feel welcome and provides a smooth transition for all into the new school year.

Picnic Day - Tuesday, 26 November

A day for our teachers and boys to celebrate the achievements of the year, to socialise, play and enjoy a variety of activities together.

Junior School Speech Day - Thursday, 28 November

A formal event to celebrate the achievements of our students throughout the year. Speech Day includes awards, speeches and performances, highlighting the hard work and dedication of our School community.

These events are more than just dates on a calendar; they are moments to cherish and opportunities to strengthen our Junior School community.

Amanda Hall
Deputy Head of Junior School (Students)

Athletics

On Friday, 18 October, our Track and Field season culminated with the GPS Championships at the Queensland Sports and Athletics Centre (QSAC). The boys enjoyed the atmosphere of competing against other schools and some fine performances were recorded. While we didn’t finish in the top three, the boys’ attitude and effort could not be questioned. The pride of wearing the blue and gold singlet was evident in the performances of all our athletes. Well done to Connor Talbot (Captain) and Henry Reeves (Vice Captain) for leading the boys well on the day.

Congratulations to the following boys for some fine individual results:

• Henry Reeves, 800m – First place
• Dominic Talbot, shot put – Third place
• Dominic Talbot, discus – Second place
• Connor Talbot, high jump – Second place
• Takumi Inoue, discus – Third place

State Championships

Congratulations to Dominic Talbot, Harry Allen and Connor Talbot for representing Darling Downs at the recent Queensland State Championships. A special mention to Connor for finishing second in the Under 11 High Jump. He now progresses to the National Championships as a Queensland representative.

PE

Swimming lessons will commence in Week 5 for boys in Years 4 to 6. These lessons will take place in regular Physical Education class time. Boys should ensure they have TGS togs, towel and swimming cap for these classes.

Brendan Doherty
Junior School Sports Co-ordinator

Musicians’ Cup

The Musicians’ Cup was held on Thursday, 10 October in the Junior School Hall. Congratulations to all boys who participated. Our adjudicator Mrs Caroline Ryan awarded the following prizes.

• 1^st – Thenul Ratnayake (piano)
• 2^nd – Charlie Lunn (flute)
• 3^rd – Hamish Lunn (alto saxophone)
• HC – James Andersen (alto saxophone)
• HC – Gursawan Randhawa (violin)
  

Blue Care visit

On Thursday, 17 October members of Tribe Junior, Introductory Strings and selected soloists travelled to Blue Care to perform for the residents.

Congratulations to all boys involved. Our young musicians’ performed beautifully, were adored by the residents and their behaviour was exceptional. This was a wonderful performance opportunity for our young musicians and greatly appreciated by all who attended. Thank you to the Probus Club for assisting in coordinating our visit.

Brodribb Concert

On Thursday, 31 October our Junior School choirs Tribe and Tribe Junior will be travelling to Brodribb Nursing Home. This will be a wonderful opportunity for our choirs to perform their current repertoire to the residents at Brodribb.

Save the Date

Please find below some important dates to mark in your calendar. Further information and details will be sent to relevant families prior to each event.

Final Cadence Concert – Wednesday, 6 November 5:30pm (all choral and instrumental ensembles performing)

Year 2 Strings Concert – Wednesday, 13 November (all Year 2s performing)

Year 4 Instrumental Concert – Thursday, 14 November (all Year 4s performing)

Ensemble Rehearsals

There have been a large number of unexplained absences this term from ensemble rehearsals. It would be appreciated if parents could please remember to email the conductor of your son’s ensemble should he be absent from a scheduled rehearsal. Please be aware, all ensembles will continue rehearsing until the end of term unless notified.

Kellie Dixon
Head of Junior School Music

As we continue to support the growth and development of our students, it’s important to understand the unique challenges that teenage boys face during adolescence. Recent insights from neuroscience reveal that the teenage brain undergoes significant changes, particularly in the frontal lobe, which is essential for decision-making, impulse control and emotional regulation. By leveraging this knowledge, we can create supportive environments that guide our boys through the complexities of their teenage years.

The prefrontal cortex, located in the frontal lobe, is one of the last areas of the brain to mature, significantly impacting decision-making and impulse control during adolescence. Research indicates that the frontal lobe continues to develop well into the mid-20s, with some studies suggesting that maturation may extend up to age 30 (Sowell et al., 2008). This region is crucial for complex functions such as planning, self-regulation and evaluating consequences. Deficits in the frontal lobe can hinder these functions, leading to difficulties in decision-making and impulse control (Raine, 2019). As a result, adolescents often display impulsive behaviour and struggle with emotional regulation, reflecting the ongoing development of this vital brain region. Understanding the developmental trajectory of the prefrontal cortex is essential for addressing the behavioural challenges faced by young individuals, particularly in the context of mental health and risk-taking behaviours.

As the prefrontal cortex matures, it undergoes critical processes like synaptic pruning and myelination, which enhance neural efficiency and connectivity. These developmental changes not only contribute to improved cognitive functions, such as decision-making and emotional regulation, but also aid young adults in navigating complex social and personal challenges. While not all boys exhibit risky tendencies, challenges with impulse control are common during this developmental period. Recognising these challenges allows educators and caregivers to provide tailored guidance and support, helping boys manage their emotions more effectively (Bessant, 2008). This understanding underscores the importance of fostering environments that promote healthy brain development and emotional well-being.

Emotional regulation is another area where teenage boys often encounter challenges. The amygdala, which processes emotions like fear and aggression, develops earlier than the prefrontal cortex. As a result, adolescents may rely more heavily on the amygdala for emotional responses, leading to heightened reactions to everyday stressors (Genc et al., 2020). This imbalance between emotional responses and cognitive regulation is why some boys may react impulsively or aggressively in challenging situations. It is vital for our School community to recognise that these behaviours stem from ongoing brain development rather than mere disciplinary issues (Siponen et al., 2023).

Incorporating cognitive-behavioural techniques (CBT) into counselling and behavioural support programs can significantly enhance impulse control and emotional regulation skills among teenage boys. Research indicates that CBT is effective in helping individuals identify and challenge negative thought patterns, which can lead to improved decision-making and emotional responses (Coccaro et al., 2016; Reddy et al., 2018). Techniques such as mindfulness practices have also shown promise in helping adolescents regulate their emotions and reactions in various situations (Genc et al., 2020). By teaching boys to recognise their triggers and practice alternative responses, CBT not only supports their immediate emotional needs but also aids in their long-term cognitive development. This approach aligns with findings that highlight the ongoing development of the prefrontal cortex during adolescence, which is crucial for impulse control and future thinking (Raising Children Network, n.d.). For a deeper understanding of how brain development impacts behaviour in teenagers and more strategies for effective interventions, visit the Raising Children Network’s article on brain development in teens.

The Raising Children Network suggests that supporting boys' cognitive development during their teenage years involves implementing effective strategies that foster critical thinking. Encouraging empathy by discussing feelings openly helps cultivate an understanding of different perspectives. It's important to highlight the immediate and long-term consequences of actions, as the prefrontal cortex, which is responsible for future thinking, is still maturing in adolescents (Genc et al., 2020). Additionally, matching your language to your child's comprehension level and confirming their understanding enhances learning. Collaborative problem-solving and decision-making practices further develop these skills, with role-modelling being essential since adolescents learn through observation.

Additionally, we are excited to explore The PAUSE Program, which aims to educate students about brain basics and emotional self-regulation for younger boys. Created by Wendy Fox, a teacher from Malanda for the Department of Education in Queensland, this program demystifies how our brains and emotions work, particularly regarding anger, fear, frustration and sadness. The PAUSE Program provides a user-friendly approach for parents to engage with their children about emotions, fostering a collaborative learning experience.

The program emphasises the three key parts of the brain and mindfulness strategies to help students emotionally self-regulate. This can be particularly beneficial in helping boys understand the concepts of the "Wise Owl," "Barking Dog" and "Elephant." The "Wise Owl" represents calm, rational thinking; the "Barking Dog" symbolises emotional responses that can trigger impulsive actions; and the "Elephant" denotes the instinctual part of the brain that leads to strong, uncontrolled emotions. By teaching boys to manage these different components, we can help them cultivate self-awareness and better emotional control.

By incorporating these psychoeducational practices into our counselling framework, we can help boys build resilience and learn to manage stress in healthy ways, ultimately fostering a supportive environment for their development. Studies have shown that such interventions can significantly improve mental health outcomes, reduce aggressive behaviours and enhance overall emotional regulation (Reddy et al., 2018).

If your child is experiencing difficulties at school, we encourage you to reach out to our School counsellors. They are available to provide support and guidance tailored to your child's specific needs. Whether your child is struggling with academic pressures, social dynamics, or emotional well-being, our counsellors can offer resources and strategies to help them thrive.

Our counselling services focus on creating a safe space for students to express their feelings and concerns. By working together, we can ensure that each boy receives the support he needs to succeed both academically and personally. If your child would like additional support, please contact Mr Lyle Gothmann (Senior School) or Dr Rina Scott Wilson (Junior School) for School counselling services.

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

References

Bessant, J. (2008). Risk-taking behaviour in adolescents: A neurobiological perspective. Journal of Youth Studies, 11(1), 25-41.

Coccaro, E. F., et al. (2016). Intermittent explosive disorder and aggression. American Journal of Psychiatry, 173(6), 527-539.

Genc, S., et al. (2020). Adolescent brain development and risk-taking. Developmental Cognitive Neuroscience, 45, 100851.

Sowell, E. R., Thompson, P. M., Holmes, C. J., et al. (1999). In vivo evidence for post-adolescent brain maturation in frontal and striatal regions. Nature Neuroscience, 2(10), 859–861. https://doi.org/10.1038/13154

Raine, A. (2002). The biological basis of violence. Journal of Psychiatry and Law, 30(2), 233-257.

Raine, A. (2019). The anatomy of violence: The biological roots of crime. Penguin Books.

Reddy, L., et al. (2018). Neurobiological factors underlying impulsivity and aggression. Frontiers in Neuroscience, 12, 215.

Raising Children Network. (n.d.). Brain development in teens. Retrieved October 21, 2024, from https://raisingchildren.net.au/pre-teens/development/understanding-your-pre-teen/brain-development-teens

Siponen, U., et al. (2023). Psychiatric diagnoses in violent youth offenders: A neurobiological perspective. Journal of Child Psychology and Psychiatry, 64(2), 178-189.

Fox, W. (n.d.) The PAUSE Program. Centacare FNQ. Retrieved from The Pause Program | Centacare FNQ

On Friday, 18 October, TGS proudly participated in the GPS Track and Field Championships with a formidable squad of 104 athletes. Each boy showcased exceptional dedication, sportsmanship and a relentless spirit, representing the blue and gold with pride throughout the day.

Despite the overall team placement not fully reflecting their tremendous effort, there were several remarkable individual performances that stood out. Highlights of the day include:

10 to 12 Year Championships

• DIV 1

  • Henry Reeves – 800m 1st
  • Dominic Talbot – Discus 2nd, Shot Put 3rd
  • Connor Talbot – High Jump 3rd

  DIV 2

  • William Hughes – Discus 3rd
  • Takumi Inoue – Discus 3rd

13 to 19 Years Championships

• Taj Gordon - 110m Hurdles 2nd
• Ruben Kruger - Javelin 2nd
• Lucas Montgomery - Discus 2nd
• Lincoln Quinlan - High Jump 2nd
• Artie Hudson - Discus 3rd
• William McKay - 100m, Triple Jump 3rd
• Max Onley - Javelin 3rd
• Lachie Roach - 200m, 100m 3rd

In addition to these standout performances, many other athletes achieved personal bests and contributed significantly to the team’s efforts. The spirit of camaraderie and mutual support was evident throughout the day, with every boy cheering on his teammates and pushing the limits of his abilities.

These individual achievements are a testament to the hard work and dedication of our athletes and coaches. Every participant gave their all and their efforts have set a strong foundation for future competitions. We are incredibly proud of each boy’s contribution and look forward to building on these successes in the coming seasons.

The GPS Track and Field Championships provided an excellent opportunity for our athletes to test their skills against strong competition and they rose to the challenge admirably. The experience gained and the lessons learned will undoubtedly benefit them in their athletic pursuits and beyond.

Congratulations to all our athletes for their exceptional performances and unwavering commitment. Your efforts have made the TGS community proud!

Jackson Stone
Head of Athletics

Volleyball Queensland Junior Schools Cup

From Friday, 18 to Sunday, 20 October, our Year 7 and 8 volleyballers hit the courts on the Gold Coast for the 2024 Volleyball Queensland Junior Schools Cup. Over the course of three days, they faced off in a marathon of six volleyball games. While the results didn't swing our way, the boys made us incredibly proud.

Having only had three weeks back at training after two terms off, their growth on the court was undeniable. From the first serve on Friday to the final rally on Sunday, their improvement was remarkable. Their unwavering commitment and teamwork were evident, showing just how much potential these boys hold for the future.

A big congratulations to our team which included:

• Thomas Bland
• Hamish Brown
• Harry Constable
• Ollie Dunlop
• Jerremiah Kishaba
• Emmett Lourigan
• Evi Purchase
• Zac Tucker

A massive thank you also to TGS Old Boy and coach, Nick Roach!

Queensland Beach Volleyball Tour

From Friday, 11 to Sunday, 13 October, TGS students Finn Moriarty and Rory Webster participated in the Queensland Beach Volleyball Tour (QBVT) at Sandstorm, Brisbane. The Queensland Beach Volleyball Tour is the highest level of beach volleyball in the state, providing a competitive environment for Queensland's elite and developing athletes. Hosted by a range of venues reaching from the Gold Coast to North Queensland.

Both Finn and Rory performed admirably and will continue to compete in upcoming Beach Tour events. These competitions are part of their preparation for next year’s State Selections.

We look forward to following their journey and cheering them on as they work toward their goals.

Kelly Richter
Head of Volleyball

You're invited to help us launch the 2024/25 cricket season by joining us at the TGS Cricket Test Luncheon.

Enjoy a buffet lunch with a choice of three smoked meats (brisket, ribs, wing and pork belly bites) and drinks plus there is a vegetarian option too.

There will also be the opportunity to watch the First Test Match of the series against India on the big screen.

Places are limited, so get your tickets via TryBooking.

Ben Maddox
Head of Cricket

Take Note Concert and Performing Arts Awards

Congratulations to all boys who were involved in the annual Take Note Concert and Performing Arts Awards Evening which was held on Monday, 14 October 2024.

The night was a huge success, featuring performances from Senior TiGGA, as well as all instrumental and choral ensembles. In addition, Performing Arts students were acknowledged for their contribution to the program, with Excellence or Encouragement Awards presented to those boys who have shown considerable dedication and commitment to their ensembles across the year.

Thank you to parents for supporting this event and to all staff and students for your contribution and involvement.

Choir Performance at St Luke’s Church

On Sunday, 20 October our Senior Choir performed at St Luke’s Anglican Church with choral group “Monday Nights”. Monday Nights is an exceptional all-male group of experienced acapella singers who strive to deliver performances of varied repertoire. Our choir were invited to perform a bracket of music as part of their most recent concert. They also had the opportunity to perform alongside Monday Nights as they combined and performed a piece together. Money raised from tickets sales will help support St Luke’s pantry, helping those in our community in need.

Thank you to Mrs Elizabeth Egan and Ms Wendy Burns for providing this wonderful performance opportunity for our boys.

Kellie Dixon
Director of Performing Arts (Acting)

The below group photos are now available on Advanced Life, enter the code CN5 ZBK YE5 and select “Group Photos”.

For a limited time, these photos are available for families to purchase at 20% off the normal price (until Friday, 1 November 2024).

A Special Report: The Cost of Living Crisis

In our ever-changing economic landscape, parents and caregivers are increasingly faced with the task of broaching the subject of growing expenses with their children. While the instinct may be to shield young people from life’s challenges, there's a growing belief that addressing real-world issues, including financial uncertainties, can actually foster resilience and understanding. Striking a balance between protection and education is crucial for those looking to empower their children.

To effectively introduce the topic of finances, we need to be mindful of the timing and setting of the conversation. Using straightforward, age-appropriate language helps maintain transparency and openly discussing adjustments to the family budget can carry significant weight. By encouraging children to participate in finding creative ways to save and make thoughtful spending choices, parents can nurture a sense of responsibility.

This Special Report offers a valuable opportunity to enhance children's financial literacy, equipping them with the resilience needed to thrive in an increasingly complex world.

We hope you take time to reflect on the information offered in this Special Report. If you do have any concerns about the wellbeing of your child, please contact the School for further information or seek medical or professional help.

Access the special report via SchoolTV.

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

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

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

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

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

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