In an age bursting with technological innovations and an overwhelming abundance of information, the present era appears to be characterised by a swift and unrelenting pace of change. Our society, young and old alike, finds itself constantly bombarded with provocative and sensationalist narratives. The media floods our consciousness with constant streams of global dilemmas, highlighting the flaws of our leaders, uncovering corporate or political scandals, and bringing conflicts and tragedies both locally and from abroad immediately to our screens. This relentless exposure poses significant challenges within educational settings, and schools like Toowoomba Grammar School (TGS) stand at the forefront, equipped to help students navigate their responses to such ubiquitous stimuli.
The ascent of character education in Australia and other locations signals the critical role it plays in shaping the foundations of our youth. This educational imperative is underscored by declarations and policy frameworks that herald virtues like honesty, resilience, empathy and respect. But beyond the compulsion of mandates, our passion for nurturing character is a deliberate response, amongst other things, to the excess of disheartening narratives and the unease that appears to be ever-increasing today.
Since its foundation in 1875, TGS has remained steadfast in its commitment to the development of character. In our contemporary landscape, this commitment has only intensified, emerging as our raison d'être. It is a reason for being. At TGS, we regard the nurturing of character in our students as an essential extension of our educational mission, which transcends the traditional confines of classroom instruction. We endeavour to mould individuals who possess not only the intellectual prowess required to thrive in their professional pursuits but also the moral clarity to navigate life's complexities and challenges with grace and integrity.
The true impact of the School's endeavours is not immediate; it unfolds over the years, often long after the boys have moved on — when they are aged 25, 30, 35 and 40. It is then that we begin to discern the School's influence through the lens of the contributions these young men make to society. The formative work at TGS is thus foundational, laying down the groundwork from which boys can evolve into men of character, ready to face the world once they step beyond our gates.
Our children are maturing in a world marked by continuous transformation. The COVID-19 pandemic underscored our vulnerability but also highlighted our capacity for adaptability and resilience. As we stand on the cusp of the generative AI revolution, the very fabric of how we access, analyse and interpret information is being reshaped, presenting even greater challenges to educational institutions. Amidst such a dynamic backdrop, the question of character assumes an ever-greater significance.
TGS boasts a proud history of not only achieving outstanding academic results but also preparing students for the unpredictable nature of life. The Old Boys' Wall of Achievement is a testament to this. Today, the pressures of modern existence — mental health concerns, technological immersion, social dynamics and family complexities — amplify the School's role in fortifying students to manage the challenges they will inevitably encounter in the future. Our purpose is written in our Strategic Plan (2022–2026) as "Educating boys and developing their good character for life". This speaks to our core business of teaching and learning, but what we also seek to do beyond academic instruction. It is about sculpting the very character of our students, enabling them to stand steadfast against the deviations of life.
Today, schools are playing an increasing role in the shared responsibility we have with parents to nurture and educate children. The moral foundations traditionally laid by family and local community organisations continue to be vital, but it is undeniable that schools like TGS are playing a growing role in this domain. Challenges arising outside the School gates frequently find their way back into the schoolyard, necessitating the guidance and objective support of key staff at the School.
A TGS education encompasses a broad spectrum, addressing the comprehensive needs of our students. Our approach seeks to develop the whole child holistically through an all-round approach. This is achieved through our traditional academics but also by fostering confidence, character and self-worth. We invite parents to collaborate closely with us, establishing a unified vision aimed at shaping the minds and characters of our boys, equipping them for a lifetime of positive contributions to society and the world at large. Our educational philosophy is deeply rooted in the conviction that fostering good character is not merely a scholastic aspiration but a societal imperative.
Our advocacy for character education is intentional and dual-faceted. We believe that character is both "caught" through the influence of positive role models — staff, students, coaches and parents — and "taught" through explicit instruction. This is embodied in our diverse School activities, such as outdoor education, service, sports and cadets, which challenge students and offer opportunities for self-reflection. Moreover, our structured Wellbeing and Character Development program integrates immersive lessons on virtues-based actions and reflections into the curriculum. Under the expert guidance of educational leaders, the program endeavours to embed virtues seamlessly into the educational experience, aligning classic pedagogical methods with the nurturing of character.
This balance is critical; it prepares students to navigate future challenges with integrity and purpose. The School's ethos is not just about achieving success but fostering well-rounded individuals who can lead fulfilling lives enriched with self-worth, continuous learning, leadership and community service. By cultivating these virtues, TGS contributes to shaping balanced and purposeful men aligned with the Aristotelian ideal that true happiness stems from virtuous living. In this way, TGS addresses the vital question of our time by educating for character — preparing students not only for the workforce but for a meaningful life.
Fidelis in Omnibus.
- Dr John Kinniburgh, Headmaster
Latest Blog
It Takes a Village...
The Toowoomba Grammar School Boarding community plays a pivotal role in shaping the young minds of our boarders and instilling values whilst creating a sense of mateship that can last a lifetime. The nurturing and supportive network of staff not only ensure a safe and structured environment but also cultivates a sense of belonging and camaraderie among the boys. ‘The staff supply the fuel to the ship but ultimately it is the boys who steer it and decide upon its final destination’. Our TGS…
Unlocking Literacy - The Big Six Elements for Your Child’s Reading Success
Literacy skills are a core component of each day for our students, and parents often ask how they can support this from home. I am delighted to share with our parent community the essential components that underpin successful reading development. These elements, known as the Big Six, provide a solid foundation for your son’s literacy journey. These critical building blocks include: Oral Language: Communication skills are the bedrock of reading. Encourage rich conversations with your child.…
The Journey of a Boarding Mother
When you look up mother in the dictionary it reads: female parent of a child. When you look up boarder, it simply reads: a child who lives away from home. So, put “boarder mother” together and we have: the female parent of a child who lives away from home – if only it were that simple. My definition of boarding mother is: a strong, dedicated unbelievably great female parent of a child who has the wisdom to put her son’s educational needs, wellbeing and lifelong endeavours before her own. A…
The Importance of Differentiation
As parents, we all want our children to have the best possible education, and one of the most effective ways for teachers to provide this is through differentiation. Differentiation means tailoring instruction to meet the unique needs and interests of each student, and it can take many forms. First, let's define differentiation. Differentiation is a teaching approach that recognises that students have different strengths, interests, and learning styles. By adjusting instruction to meet these…
Addressing Anger in Teenage Boys
As a community dedicated to the growth and well-being of our teenage boys, it is essential to address the complexities of emotions we experience during adolescence. Among these emotions, anger stands out as a powerful and intense feeling that can influence their behaviour, relationships and overall wellbeing. Untreated anger can lead to a myriad of problems and challenges for our young boys. In this comprehensive guide, we will explore the dangers of untreated anger, ways to support healthy…
Study Skills Program
Just as teachers benefit from an understanding of the Learning Sciences in their lesson planning and preparation, so to do students when they are studying for major summative assessments. A survey of TGS students in Years 9 to 12 found that 70% of our boys felt that they knew how to study, with the biggest impediments to study being lack of motivation and too many distractions. The most highly preferred study technique was found to be rewriting notes. Cramming, rereading the text and rewriting…
Developing Teachers Worldwide
I recently had the pleasure of attending the 2023 International Boys’ Schools Coalition (IBSC) Annual Conference at Westlake Boys High School in Auckland, New Zealand, in my capacity as a Team Leader in the IBSC Action Research Program. Action research is a systematic inquiry conducted by teachers in their own classroom to better understand the impact that an aspect of their practice is having on their students. Each year, 40 teachers from IBSC member schools from around the world are accepted…
Developing a Sense of Belonging for our TGS Boarders
How do we adequately develop a teenager’s 'sense of belonging' in boarding? Head of Boyce House, Boarding, Mr Michael Hall has investigated how 'Maslow's Hierarchy of Needs' applies to boarding. It is a psychological theory that suggests human beings have a set of fundamental needs that must be fulfilled in a hierarchical order. The theory proposes that individuals must first satisfy their physiological needs before moving on to higher-level needs, such as the 'belongingness' that is so…
Kia Moemoeā – Dream Beyond Limits
A 12-year study has found that boys consistently perform better in an all boys’ school compared to boys in co-educational schools. This was one of several interesting topics presented at the recent International Boys’ Schools Coalition (IBSC) Conference in Auckland, New Zealand which I attended alongside three of my Toowoomba Grammar School colleagues – Mr Luke Rawle, Mr Dave Klan and Mrs Jessica Galbraith. We joined 600 leading educators from 15 countries around the world for the four-day…
