Newsletter

Morning Arrivals
A gentle reminder that supervised care at school begins at 8:00am.

Students arriving from 8:00am onwards are supervised by school staff.

Any child arriving at 7:30am or earlier is required to attend OSHC, where supervision is provided.

Children that may arrive a few minutes before 8am are to remain under Beasley Centre with their bags until 8am and to not enter classrooms. Ensuring appropriate supervision is in place is an important part of our start to the day.

Afternoon Pick-Up
Our Primary Pick-Up Lane is fully supervised until 3:40pm each afternoon.

Children remaining after 3:40pm will be directed to attend OSHC.

This helps us ensure that all students are safely accounted for and supervised at the end of the day.

Crossing & Pick-Up Supervision
We are pleased to share that we now have two crossing supervisors supporting our community:

* Leanne Blank – Quarry Street Crossing Supervisor

* Stewart Norford – Pick-Up/Drop-Off Zone Supervisor

We thank them for the important role they play in keeping our students safe.

Children crossing Quarry Street are under the direction of the crossing supervisor. Mrs Blank will blow her whistle twice when it is safe to cross the road. We ask that both children and adults wait for this signal and follow her instructions carefully.

When entering the shared pick-up and drop-off zone, please follow the directions of supervising staff and move slowly to the front of the line as directed. This is a no parking zone during morning and afternoon pick-up times. Parked cars create significant safety risks and disrupt traffic flow. Your cooperation ensures the area remains safe and efficient for all families.

Thank you also for driving slowly through the shared zone. Your attentiveness protects our children as they enter and exit vehicles.

If collecting children from classrooms or near buildings, we kindly ask families to keep footpaths clear. The pathway is narrow, and when it becomes congested, children are forced to step onto the road as they make their way to the pick-up lane. Your awareness here greatly supports student safety.

A sincere thank you to the many families who display their family name clearly on their visors. This simple action significantly improves efficiency in the pick-up zone, allowing staff to call children promptly and reduce waiting times.

We truly appreciate your partnership in maintaining safe and orderly routines each day. It is through these collective efforts that we continue to create a calm, respectful and safe environment for our children.

At our school, we are deeply committed to supporting each student holistically, nurturing their character, strengthening their wellbeing and equipping them to maximise their potential. Academic growth is only one part of a child’s development. Equally important is their ability to understand themselves, manage their emotions and build the habits that support lifelong positive mental health.

In my tri weekly sessions with each class, we have begun our journey with the Grow Your Mind programme. This week’s focus centred on the powerful connection between physical health and mental health. Students confidently identified the ways we care for our bodies through sleep, exercise, nutrition and positive relationships. We explored how these same habits are equally important for maintaining a healthy mind. Just as we build physical fitness through consistent effort, we can intentionally build mental fitness through awareness and practice.

A key message for students was that to understand mental health, we must first understand the brain. The Grow Your Mind framework introduces five animal characters that represent different parts of the brain. These tangible anchors help students make sense of what is happening internally and give them a shared language to describe their experiences.

The Guard Dog (Amygdala) – This part of the brain is responsible for detecting threat and keeping us safe. It activates our fight, flight or freeze response. While essential for survival, an overactive Guard Dog can leave us feeling anxious, reactive or overwhelmed.

The Sensitive Octopus (Insular Cortex) – This represents our emotional centre. It helps us experience and process feelings and plays an important role in connection, attachment and belonging.

The Wise Owl (Prefrontal Cortex) – This is the thinking, decision making and self regulation part of the brain. When the Wise Owl is in charge, we are calm, reflective and able to solve problems and make thoughtful choices.

Sifting Sooty (Reticular Activating System) – This is the brain’s filtering system. It helps us focus on what is important and tune out distractions, allowing us to concentrate and engage in learning.

The Elephant (Hippocampus) – This part of the brain is responsible for memory. It stores our experiences and helps us connect new learning to what we already know.

By building students’ understanding of how their brains work, we are empowering them with practical strategies to regulate emotions, strengthen their thinking skills and respond to challenges with resilience. Developing this shared language across the Primary School supports consistency in our approach and reinforces our collective commitment to growing mentally fit, confident and capable young people.

In Term 2, we will be holding a parent information session to further support families in growing their understanding of the programme and to provide more detailed insight into how this learning unfolds in the classroom. In the meantime, for those who are interested in exploring these concepts further at home, the book How to Be a Fantastic Sensational Good Enough Kid by Alice Peel is a wonderful resource. I have read this with my own children and it sparked many positive and meaningful discussion points around emotions, the brain and what it means to be mentally fit.

Supporting Learning at Home
As we move through Week 5, it has been wonderful to see students settling confidently into their learning experiences across the curriculum. Classrooms are purposeful, routines are well established, and students are increasingly engaging with both challenge and success.

At The Rockhampton Grammar School, our teachers take great care in planning and delivering a high-quality education for every student. We are proud of the explicit, evidence-informed teaching practices embedded across our Primary School, and the thoughtful way our staff support both academic growth and student wellbeing.

One of the most powerful ways families can further strengthen learning is through the everyday conversations you have with your child at home.

Research consistently shows that strong school-family partnerships positively influence student wellbeing, motivation and academic progress. When children sense that home and school are aligned in a supportive and consistent way, they feel more secure, more confident and more willing to take positive risks in their learning.

Framing Positive Learning Conversations
A small shift in how we ask about school can make a meaningful difference.

Instead of:

* “What did you learn today?”

You might try:

* “What went well in your learning today?”

* “What did you feel proud of?”

* “What challenged you?”

* “How did you handle something tricky?”

* “Who did you work well with today?”

These questions:

* Encourage reflection

* Reinforce effort and growth

* Help children see learning as a process

* Build resilience and confidence

When schools and families maintain shared language around effort, reflection and growth, students are more likely to:

* Persist through difficulty

* Develop independence

* Experience school as a positive and supportive environment

We value the partnership we have with our families. Together, we create the conditions in which children feel capable, supported and proud of their learning.

Representative Trials:

This information applies to students participating in Rockhampton District (RDSS), Regional (Capricornia), or State school sport trials.

We wish to advise you of an important change to the consent and permissions process for school sport trials.

Capricornia School Sport has informed us that, following a statewide review by Queensland Representative School Sport, the current system of permissions and paperwork for sporting trials has been updated. As a result, a new set of paperwork must now be completed for each level a student progresses to (District → Regional → State). This change came into effect on 16 February 2026 .

We have been provided with a new consent booklet that replaces the previous format. Please also refer to the correspondence issued by Capricornia School Sport, available as part of this communication.

Previously Submitted RDSS Booklets

Rockhampton District School Sport (RDSS) has confirmed that:

All RDSS booklets already signed and returned prior to and including 16 February 2026 remain valid.

These do not need to be replaced.

We will contact the parents of any students who require the new form.

Current Capricornia Trials/State Championships

Students who were selected to attend the Capricornia Trials or State Championships must submit the new booklet and would already have been contacted by RDSS/Capricornia Sport regarding the submission of the new booklet.

What This Means for the Nomination Process

The RDSS nomination process remains unchanged. However, whereas the previous booklet travelled with a student through to Capricornia level, students attending Capricornia trials must now complete a separate booklet specific to that level.

New Process Overview

District (RDSS) Trials

It is preferred that the nomination booklet be completed and signed electronically. The booklet is available via this link or via Parent Lounge and Student Café (Daily Notices).

For Secondary students, the completed booklet must be emailed to the RGS Sports Administration Office at [email protected] for school endorsement.

Once received, students will be added to the nomination list.

After signing, the endorsed booklet will be emailed back to students and parents.

A printed copy must be taken to the trial. Students will not be permitted to participate without this document.

* The 2026 RDSS 10-12 years trials calendar is available at this link .

Regional (Capricornia) Trials

Students progressing to Capricornia trials must complete a new trial booklet.

Instructions and the booklet will be provided within the team invitation letter issued by RDSS.

Once fully completed and signed by all required parties, families must email the booklet to the team manager.

State Championships

Capricornia School Sport will communicate directly with families of students selected for State Championships.

A new booklet must also be completed for this level.

Friday Sport:
Below is the draft schedule for Friday Sport 2026.

We have had some wonderful conversations this week about what it means to be a leader, and I encourage you to continue these discussions at home. We do not need a badge or a title to be a leader; rather, kindness and compassion are qualities that sit at the very top of the list of strong leadership attributes.

Study Skills
Over the past few weeks, our Year 7 students have been developing important study skills to support them as they approach their first set of Secondary School examinations. During the Enrichment Programme, we have been focusing on S ummarising . It has been impressive to see our youngest students grasping new ideas and concepts as they grow in confidence within Secondary School. I look forward to them sharing these new skills with you at home.

NAPLAN
We will conduct a NAPLAN trial next week during Enrichment Programme time on Tuesday afternoon. All students will be involved, as this allows us to keep the cohort together. Please do not be concerned, as this is simply a trial to ensure our data is accurate, laptops are functioning correctly, and access to Duggan Hall is confirmed. I will be with the students to support them throughout the session. Please ensure your child brings a set of corded headphones.

Ritamada
We are heading to Ritamada on Friday for our Year 7 Day and are looking forward to a wonderful day at our beach home. Please ensure you have accepted this event on Parent Lounge. If you will be dropping your child directly at Ritamada due to living on the coast, please email me directly by tomorrow, Tuesday, 3 March 2026.

The Year 8 students have settled into the routines of the year extremely well, and it has been lovely to see new friendships blossom as students get to know their new classmates.

The Swimming Carnival at the end of Week 4 was a wonderful celebration of House spirit. It was fantastic to see so many Year 8 students involved. Swimming, cheering, and supporting one another. Congratulations to all students who competed, with special recognition to those who were awarded Age Champion titles.

In Tutorials this week, students reviewed the Assessment Schedule to ensure all assignment dates were recorded in their diaries. As we move further into the term, assessment is only a few weeks away. The Assessment Schedule, which outlines set, draft and due dates, is available via Parent Lounge and Student Café. Students also have access to unit overviews for each subject on Student Café, which can be helpful for families supporting learning at home. Please take a moment to review these with your child. If you are aware of any planned absences that may impact assessment dates, please inform both your child’s teacher and me so that suitable arrangements can be discussed.

As always, if you have any questions or concerns, please do not hesitate to contact me.

I am very pleased with the way the Year 9 cohort has started the year and the positive momentum we are seeing across classes. By this stage, students should be establishing consistent study routines that support their learning and help them stay organised for both current and upcoming assessments.

NAPLAN 2026 will take place from mid-March in Duggan Hall. We encourage all students to approach the tests calmly and confidently and to give their best effort. NAPLAN provides valuable diagnostic information that helps teachers refine teaching and target learning needs, while also offering families a clear picture of progress in reading, writing, grammar and punctuation, and numeracy. The school has already commenced NAPLAN readiness testing with Year 9, and this will continue over the coming weeks.

In recent Tutorials, students have explored the concept of negativity bias—why our brains tend to focus on what goes wrong, how this can affect confidence and decision-making, and strategies to reframe unhelpful thinking. This learning has been reinforced through G oal Setting in Form classes, where students have identified short-, medium- and long-term goals to guide their efforts throughout the year.

A key focus in Year 9 Assemblies and Form time has been leadership development. Students have been working on Leading Self, self-awareness, optimism, motivation and resilience. These attributes are not simply ‘nice to have’; they directly support academic progress, relationships and the ability to manage pressure during busy periods of the school year. We have also introduced the Duke of Edinburgh Award and acknowledged students who have received positive pastoral care reports from their classroom teachers. Recognising these moments reinforces consistent effort, respectful choices and positive contributions to the school community.

With exams approaching, I encourage families to review the assessment schedule on Student Café with your child. A brief weekly check-in at home can make a significant difference in helping students plan, manage their workload and reduce stress during this busy time of term.

Classrooms have been productive and focused as students work diligently on assessment tasks and prepare for upcoming examinations. It has been pleasing to see many students demonstrating maturity and responsibility during this important period.

If your child is absent for an assessment due to illness, please notify me as soon as possible so that an alternative time can be arranged. While we understand that unforeseen circumstances can arise, extensions are considered on a case-by-case basis in consultation with the relevant classroom teacher. Extensions are not automatic, and students are encouraged to plan carefully to meet due dates. Please note that medical certificates are required for absences of three or more days.

Over the past fortnight in Tutorials, the focus has been on careers and time management. With assessment now underway, these conversations have been particularly timely. Many students are balancing academic responsibilities alongside sport, co-curricular commitments, part-time work and family life. Developing effective time management strategies is an essential life skill, and I encourage families to continue these discussions at home.

Looking ahead, Year 10 students will receive their scheduled vaccinations in Week 9 during Tutorial time. If vaccination forms have not yet been returned, or if your child will be absent on the day, please contact the Health Centre to arrange an alternative appointment.

It has also been encouraging to see strong progress in the Certificate I in Active Volunteering. Many students have made excellent progress with their volunteer logs and are well-positioned to complete the required hours. For students yet to commence, or who have logged only a small number of hours, I strongly encourage them to take advantage of the available opportunities and begin working towards this important milestone.

Regarding school camps, we are hopeful that confirmations will be released very soon outlining each student’s allocated camp. As discussed at last week’s Year Level Assembly, some students may receive their second preference due to capacity limits. We appreciate your understanding as we work to place all students appropriately.

As always, please do not hesitate to reach out with any questions or concerns.

“Success is built on preparation, responsibility, and the daily choices we make when no one is watching.”

With assessment due dates approaching, I would like to highlight the following important reminders:

Assessment Schedules are available on Parent Lounge and Student Café. These documents include all assessment for each subject, including draft dates, final due dates and examinations. Students have reviewed these during Form time and recorded key dates in their diaries.

Extension Forms must be completed for all extension requests. Forms must be submitted to me (or to the SSO if I am unavailable) at least 48 hours prior to the due date, with appropriate supporting evidence (e.g. a medical certificate). Forms are available on Student Café.

Wellbeing support is available if students are feeling anxious or overwhelmed. Students are encouraged to speak with a support person such as their Form teacher, Head of Year, classroom teacher, boarding staff member or School Psychologist. Early conversations can help prevent concerns from escalating. Parents are also encouraged to contact me if they have concerns.

As the term progresses, some students may require leave from school for three or more days. In these instances, please submit a Secondary School extended leave form via Parent Lounge (School Links > Attendance), attaching evidence where required.

Upcoming school events are listed on the School Calendar, accessible through Parent Lounge > Calendar > School Calendar.

I have received several requests for subject changes over recent weeks. While preferences may change, students are required to remain in their current subjects until the completion of Unit 1. The only exceptions are English and Mathematics, and any changes must be discussed carefully to determine their necessity prior to the end of Unit 1.

As part of our Wellbeing Programme, Year 11 students will hear from two guest speakers in the coming week. YOU CHOOSE is a road safety programme designed to empower young people to make safe decisions and reduce risky behaviours. Additionally, students who are female at birth will participate in a PPEP Talk delivered by the Pelvic Pain Foundation of Australia, focusing on reducing stigma and promoting early diagnosis of conditions such as endometriosis.

More broadly, Form lessons will continue to address stress management, coping strategies and the importance of maintaining overall wellbeing through sleep, physical activity, nutrition and positive relationships. These skills are intended to support students well beyond their time at school.

Please do not hesitate to make contact if you have any questions or concerns. The transition to Senior School is different for every family, and we are here to support you.

The organisation, encouragement of younger students and willingness to participate set a wonderful example for the wider school community.

Thank you to all students and families who supported the BBQ and Bake Sale. Funds raised go directly towards the Year 12 Formal and Valedictory Dinner, helping to make these milestone events memorable. We are still seeking donations for the Easter Raffle, and any suitable prize contributions would be greatly appreciated. These raffles provide valuable support for Year 12 events throughout the year.

Recently, Red Frogs visited Year 12 to present on party safety . The session offered practical strategies for staying safe at social events and encouraged students to look out for themselves and their friends, particularly relevant as students begin attending more independent gatherings.

We are now well into the assessment period, and illness is becoming more common. If a student is unwell and unable to attend a scheduled assessment, please ensure both Ms Carter and I are contacted as early as possible. A medical certificate must be provided that includes the assessment date and confirms fitness to return to school so that alternative arrangements can be made.

Upcoming Dates – Year 12

Friday 6 March – University Experience Day

Tuesday 10 March – Geoff Connor Party Programme Presentation

Sunday 22 March – Interhouse Soccer Competition

Wednesday 25 March – Formal Assembly

Friday 27 March – Year 12 Formal (no classes for Year 12)

Thursday 2 April – House Cross Country and final day of term (12.00 pm finish)

As part of this, students have been engaging in activities designed to strengthen key personal attributes including self-awareness, resilience, optimism and motivation. These attributes form a consistent weekly theme across wellbeing sessions and are increasingly being emphasised within academic lesson times.

It has been encouraging to see these qualities also evident in a range of recent school events, including our Interhouse Water Polo competition, Swimming Carnival and the twice-weekly assemblies.

A specific example of this work in action has been our focus on developing optimism through “reframing” language; students have explored how shifting the way they speak about challenges can influence their mindset and outcomes. For instance, the phrase, “I’ll never be as good as the best players,” was reframed to focus on growth, effort and personal improvement. It was wonderful to witness the thoughtful and mature responses from students during this activity, demonstrating a growing understanding of how mindset shapes performance and wellbeing.

We have also seen impressive examples of self-awareness from our Prefects and Captains as they design, build and deliver assemblies for the student community. Their ability to reflect on audience, message and purpose speaks strongly to the development of leadership grounded in respect and care.

Furthermore, students have also engaged in reflective activities centred on understanding themselves — identifying personal skills, qualities, and areas for growth.

I would like to close with an important reminder – leadership is not a title; it is a behaviour. I look forward to witnessing many more demonstrations of caring and respectful leadership and growth within the leadership attributes, knowing they will continue to lead to positive outcomes for our students both now and into the future.

Everything Old is New Again!
The library team have been enjoying visits from our Junior School as we look back at the history of the school with the Year Twos and past and present family life with the year Ones. We have been using photos and stories to think carefully about discuss perspectives related to objects, people, places and events in photographs and images. The Yr Two’s have discovered places all over Australia where important images and photographs of The Rockhampton Grammar School are preserved.

Citizen Science Term 1
Our citizen science project for Term 1 is the Globe at Night . Our boarders will be checking the night sky at dusk to measure the impact of light pollution in the Rockhampton area on March 10-19. Light pollution threatens not only our “right to starlight”, but can affect energy consumption, wildlife and health. If you would like to get involved in this weeklong campaign, please visit the link above and head to the report tab where you can upload your observations. We ask that you enter the library email in the last box so that we can track the data too. [email protected]

RGS Careers Newsletter 2026 Issue 3

It’s hard to believe how quickly Term 1 has flown by! As we head into the next few weeks, please remember that work experience applications are due for the April holidays by Friday 13 March. This is an important opportunity to explore potential career pathways and gain valuable real-world experience, particularly for those who are looking for school-based apprenticeships, apprenticeships for after school or those who are trying to decide between a couple of career paths.

A range of opportunities for students to experience university life and careers fairs are coming up with the CQUniversity Experience Day this Friday, 6 March and the Capricorn Mega Careers Expo on 14 May. Students are encouraged to complete the EOI for the Careers Expo with excursion paperwork to be sent closer to the date.

I also encourage students to keep an eye out for volunteering opportunities, especially as community events begin to ramp up across our region. Getting involved not only builds skills and confidence but also strengthens connections within our local community and hours count towards the Certificate I in Active Volunteering.

Students in Years 11 and 12 have now begun to settle into their chosen certificate courses, and it’s great to see them engaging with their vocational pathways. As always, please feel free to contact me if you would like any information or guidance regarding future pathways.

The past fortnight in Boarding has been full. Full of noise, full of movement, full of growth — and, as ever, full of the particular energy that only a community of 330 young people living together can generate.

There is a strong sense at present that our year has found its rhythm. With 85 new boarders joining us in 2026, the early weeks were always going to be about connection, belonging and setting expectations. Pleasingly, those foundations are now firmly in place. The tone across our dorms has been purposeful, respectful and, in the main, impressively mature. That does not happen by accident. It happens because expectations are clear, staff are consistent, and older students understand that culture is something they inherit — and then shape.

A particular highlight this fortnight has been the continued leadership shown by our Captains of Boarding, Harriet and Lisiate. Each week they have been deliberately present across our community, taking the time to know our youngest boarders and to ensure that no one feels peripheral. Their initiative to see our Year 12 cohort serve a few hours each week in junior dorms is a wonderful initiative that commence in Term (2). It is a simple idea — older students supporting younger ones — but like most simple ideas, it carries significant weight. Leadership in boarding is not about titles; it is about proximity, consistency and example. They are modelling that well.

We also acknowledge the work of our new Heads of Year, Isla Buchanan and Calvin Bennett, who have made a strong and steady start. Both have quickly established rapport with their cohorts and are building cultures of high expectation paired with genuine care. Alongside them, Zoe Tomkins’ appointment within the Boarding team has quietly strengthened the operational backbone of our programme. Good boarding is relational at its heart, but it is sustained by strong systems. Zoe’s contribution in this regard has been invaluable.

Our first Year 9 (2025) cohort has also reached an important milestone, completing their Duke of Edinburgh requirements. For many of these students, this has been a significant test of resilience and organisation — traits boarding demands daily. We look forward to celebrating this achievement as a whole school community later this term.

Of course, the centrepiece of the fortnight was Sunday’s Boarder Bash .

What a day.

The Boarder Bash has quickly become one of the signature moments on our calendar — a day where we unapologetically celebrate boarding, our boarders and the families who entrust them to us. This year’s event carried an unmistakable spirit of joy and pride. There was colour, laughter, competitive fire (healthy, mostly), and a great many conversations that reminded us why this community is so special.

The contests were spirited and played in tremendous good humour. The standard was high, the commitment admirable, and the sportsmanship even better. It would be remiss not to note that Grammar happened to be successful in six of the seven competitions — not that anyone was keeping score. The real measure of the day, however, was not in results but in the way our students conducted themselves: encouraging teammates, thanking opponents and representing their community with genuine pride.

Events of this scale do not happen without extraordinary effort. Our sincere gratitude goes to the Boarder Parent Association Committee, whose planning and coordination once again ensured the day ran seamlessly. To our volunteer boarding parents who gave of their time and energy — thank you. To those who travelled considerable distances simply to stand on the sidelines and be present — your commitment speaks volumes. Boarding has always been a partnership between school and family; Sunday was a powerful reminder of that truth.

More broadly, we remain grateful for the feedback we continue to receive from families across a range of matters. The willingness of parents to raise concerns or offer suggestions allows us to refine our practice and strengthen the overall Boarding experience. We have listened carefully to recent conversations regarding transportation offerings and are continuing to review how we can best serve our community in a sustainable way. Boarding, like any living system, must adapt where necessary while holding firm to its core purpose.

At the heart of all of this remains our unwavering commitment to the holistic development of each Boarder. Boarding is not simply accommodation attached to schooling. It is a formative environment — one that shapes character, resilience, empathy and independence. Having lived this life myself since the age of seven, I am acutely aware that Boarding leaves an imprint. Our responsibility is to ensure that imprint is one of belonging, opportunity and growth.

Looking ahead, we remind families that our termly online Boarder Parent Association meeting will be held this Wednesday evening. These forums are valuable opportunities for connection, transparency and shared understanding. We encourage all parents to join if possible. Your engagement matters.

As we move into the coming weeks, there is a quiet confidence within the Boarding Community. The routines are established, the standards understood, and the relationships deepening. There will be challenges — there always are in a dynamic community of this size — but there is also resilience, humour and a collective will to do this well.

Boarding remains what it has always been at its best: a community built on respect, service and care.

And, occasionally, six wins from seven — though again, entirely incidental.

Chess
Over 250 primary and secondary students competed at the Central Queensland Interschool Chess Tournament on Thursday, 26 February at Heights College. Congratulations to all our students who competed admirably showing resilience and respect. Our top team won the tournament convincingly. Exceptional play and leadership were shown by Ranu Weerasinge (Meegahawattage) who was also the individual first winner for the competition.

Secondary results:

B Division
Anant Singh (Yr 7) placed 2nd

Nick (Khang) Nguyen (Yr X) placed equal 3rd (but 4th on countback)

A Ribbon of Merit was received by Kiet Pham

Team Woolcock - 17.5 points (tied 2nd - 4th. Following countback, placed 4th)

Team Palmer - 16 points (tied 7th - 9th. Following countback, placed 7th)

A Division
Ranu Weerasinge (Meegahawattage) (Yr 9) placed 1st

Peter Kininmonth (Yr 7) placed equal 2nd (but 4th on countback)

A Ribbon of Merit was received by Basitha Hewavithana

Team Boland - 21 points (1st)

Team Macfarlane - 11.5 points (10th)

Cross Country Carnival Nominations
Nominations are now open for the 2026 Whole School Cross Country event being held on the last day of Term 1, 2nd April. If your child wants to participate in the competitive race for their age group on the day, please follow the link to fill in the nomination form. If you do not complete this form, they will automatically be placed into the Participation Dash.

Please see emails from the T.I.C of Cross Country, Mr Lachlan Libke, for more detailed information.

A few quick reminders:
* Please complete one form per child if you have multiple children.
* Be sure to select the correct form (Primary or Secondary), as they collect slightly different information.
* Nominations close Monday 23 March.
* If your child is running in the Primary Participation Dash (7–12 years) or Secondary Participation Dash (12 years–Open), you do not need to complete a form.

Nomination Links:

Primary: Primary Cross Country Nominations 2026

Secondary: Secondary School Competitive Races Nominations

If you have any questions, please direct them to:

Primary: Mr Lachlan Libke [email protected]

Secondary: RGS Sport [email protected]

Rugby Union and Netball
The School hosted the Boarders Bash on the weekend with Netball games in the Duggan Hall and Rugby Union fixtures on the Lower Oval. In the netball, RGS were successful against Rockhampton Girls Grammar in both games. In the Rugby Union, Marist College Emerald won the U14 boys game while RGS were successful in the U16 Division, both First VII Rugby matches and the First XV Boys.

Regional Rugby Championships
This weekend the School will host the 8th Annual Regional Rugby Championships in U16 and First XV Boys and Open Girls 7s. The competition will involve St Brendan’s College, Marist College Emerald, Townsville Grammar, Ignatius Park and Rockhampton Girls Grammar. Matches start at 10am on Saturday with the final game on Saturday night being between RGS and SBC First XV at 7pm. On the Sunday there will be finals across the Open Divisions with the Open girls at 10:50am and the Open Boys at 11:20pm. The RGS Rugby Club will be running a canteen throughout the weekend as well as raffles and the bar will be open in the main clubhouse Saturday evening.

Swimming Carnival
Congratulations to all our students with their performance on the day.

Age Champions

12 Years Girls – Freyja Harrison/ 12 Years Boys – Sunny Liu

13 Years Girls – Emma Hansen/ 13 Years Boys – Oliver Lau

14 Years Girls – Evie Francis/ 14 Years Boys – Connor Hill

15 Years Girls – Sammie Liu/ 15 Years Boys – Edward Dingle

16 Years Girls – Mela Canniffe/ 16 Years Boys – Sam Maurer

Open Girls – Lauren Moody/ Open Boys – Josh Platten

Winners of the 100m All Age Freestyle Race:

Female – Emma Hansen/ Male – Ashton Rodgers

House Winners: Wheatley

Congratulations to the Oliver Lau on breaking the following records:

* U13 Boys 50m Freestyle with a time of 28.21. The previous record was held by Cameron Clark since 2016 with a time of 28.50
* U13 Boys 50m Backstroke with a time of 33.57. The previous record was held by Joseph Milburn since 2015 with a time of 34.25.
* U13 Boys Butterfly with a time of 30.22. The previous record was held by Joseph Milburn since 2015 with a time of 30.66.

Notifications of Achievements
Due to the vast array of core and non-core sporting activities that students participate in, can all students’ sporting achievements be emailed through to Mrs Coetzer, the Sports Administrator – [email protected]

Student Achievements

AFL
Congratulations to Mitchell Syson who has been accepted into the Gold Coast Suns Academy All-Stars AFL programme for 2026.

Water Polo
Cameron Fisher (Year 10), Alex Harris (Year 9), Jean Haviland (Year 12), and Lauren Moody (Year 12) represented Rockhampton in water polo at the Queensland Junior Country Championship at the Gold Coast from December 5-7 last year. Cameron and Alex's team finished fourth and Jean and Lauren's team came away with the bronze medal.

Rockhampton District Representatives

(Please note that all Rockhampton and Capricornia representative recognitions are updated in the newsletter once final teams are provided to the School)

AFL
Lexie Kirk, Chase Tippett.

Rugby Union Girls 7s
Fallon Harris, Breanna Rebel, Scarlett Gear, Lucy Moore, Miller Childs, Audrey Bailey, Zafeera Gibson, Erin MacDonald, Lara Maxwell, Evan Sullivan, Offiliah Chippendale, Alex Kulla Kulla, Emmalina Ingui.

Capricornia Representatives

AFL
Lexie Kirk

Football
Maggie Van Der Merwe, Spencer Besch, Finn Smart

Netball
Hollie Foot, Peyton Tory, Imogen Appleton, Isla Tucker, Lily Thomasson.

Rugby League
Lara Maxwell, Izzy Jensen, Evan Sullivan, Ash Summers, Cormack Werner, Miller Childs

Swimming
Edward Dingle, Emma Hansen, Freyja Harrison, Oliver Lau, Joshua Platten, Ashton Rodgers.