www-fairholme-qld-edu-au-n6nuaz764-v1

Never Ever Ring The Bell ...

2025-01-31T02:34:46Z

Beginning. Starting. Commencing. What does beginning well actually look like?

Sometimes when we expect a perfect start, we overlook the quiet power of simply showing up, the world is run by those who show up. Those people who never, ever ring the bell, those people who show up, even when it is hard to do so, especially when it is hard to do so. Brene Brown reminds us that “the willingness to show up changes us, it makes us a little braver each time we do.” In enacting bravery, it is important to start small if that’s what it takes.

American Naval Admiral, William McRaven says this: “If you want to change the world, start off by making your bed. If you can’t do the little things right, then you will never do the big things right.” He believes in persistence. His mantra is this: don’t ever, ever ring the bell. He refers to the initial training for the United States of America Navy Sea, Air, and Land Teams the SEALS. Their initial training sees more than 80 percent of participants drop out.

During this training, a brass bell hangs in the center of the room for all the students to see. If they find the work too hard. If they decide against becoming a SEAL. All they have to do to quit—is to ring the bell. Ring the bell and they no longer have to wake up at 5 o’clock. Ring the bell and they no longer have to complete freezing cold swims. Ring the bell and they no longer have to endure long runs carrying heavy weights, the obstacle courses, or to suffer the hardships of training. Just ring the bell and it’s all over.

When exhausted SEAL candidates reach their breaking point, they haul themselves to the bell and ring it three times. The sound echoes through the training grounds and announces publicly that another candidate has “opted out.” All they have to do is ring the bell. Just ring the bell and the hard work stops.

I wonder if Lilli Hamilton (Queensland cricketer and HEAT member) rang the bell when Cricket training no longer felt like it was fun, or if Alex Edwards (Australian Orienteering representative) opted out of orienteering because frankly, the distance was too far, or if Scarlett Sippell (Emus National Youth Touch Football Squad member) gave up because training was too tough …. what they would miss out on … When we opt out, even when it is hard, we also miss out on possibilities.

There are so many opportunities at �鶹��Ƶto achieve one’s best - academically. In the Arts. In Sport. Opportunities to serve others. To be a good friend – a good person. But then again, if any of those things are too hard, all anyone has to do is – opt out. Say it’s too hard. Say they didn’t get selected in the right team. Say their teachers didn’t give them the right results. Say they weren’t given the right position. Text their parents and tell them that �鶹��Ƶis awful. All they have to do, is ring the bell.

Yet, if we want to change the world, If we want to get the best out of this year at Fairholme, whatever that involves - never ever give up. Start small, aim big. Always show up. Don’t give up. Don’t ever, ever ring the bell. The most meaningful changes in life are often built in the times that no one sees, and, importantly, in the daily decision to simply show up, and to show up for others.

When my daughter, Natalie was twenty-one, she began her teaching career at an Autism specialty school in Brixton, London. She would phone me often: for advice, for debriefing, for re-setting – her school was classified as being in Special Measures – it was on the brink of closure. Often, when she phoned to describe her day – to talk about the boys in her class, all aged 12 or 13, it went a little like this: “Today, Mashley threw a chair through a window because he didn’t like the activity we were doing. I had to break up a fight at lunch. Jerome pulled a knife on me. Three boys in my class have joined gangs.” I wanted to say: “Natalie: get another job. That one is too dangerous.” I wanted to fly her home from London, immediately. I had to stop the urge to board the next plane to London and rescue her. But my advice to her – was this: Show up. Keep showing up. No matter how you feel… Get up, dress up, show up: don’t give up. These kids need to know that someone cares enough to show up. After all, when we show up for others, we can affect the most profound of changes.

I am always intrigued about who shows up here at �鶹��Ƶ– especially at difficult times. In 2011 when floods ravaged Toowoomba and so much of �鶹��Ƶwas flooded – staff showed up - in their holidays. They turned up to rip up carpets, move furniture, clean floors, and walls. Last year, in the sadness of Sess’ passing our community showed up, in droves, with deep compassion – importantly, our community showed up for one another.

I think of 2024 Year 12s who showed up for others, after they had officially finished attending classes at and were preparing for or undertaking their external exams. Lizzy Kelly and Ciara Teahan showed up to play in the stage band, for the Year 11 Leaders Assembly, so that the group could perform at its best. Roma Aarons came to an Assembly in November to share a fabulous rendition of ‘Hotel California’. On a Sunday morning, early in December, graduated students Rachel Yap, Alana Callaghan, Amelia Ramia and Roma Aarons, showed up at Rosies to prepare food for Toowoomba people who don’t have easy access to basic necessities.

After last year’s Interschool Athletics Carnival, Clare Hogan noticed staff picking up loads of lost property and carrying it into the Assembly Hall. She asked – Can I help?

When we show up, especially when it is for others, especially when it’s hard, we learn a lot about ourselves and others. The students at the school where my daughter taught in Brixton, London – needed teachers to show up, they needed people to notice them, they needed interest, care, attention. They needed to know that they mattered.

The willingness to show up changes us. It makes us a little braver each time, particularly when we show up for others.

Show up. Keep showing up. Show up for others. And remember the advice of Naval Admiral, William McRaven … even when it’s hard, don’t ever, ever ring the bell.

Begin well, continue well, finish well.

Dr Linda Evans │Principal

Position Vacant - Laboratory Technician

2025-01-24T01:05:18Z

Laboratory Technician

* A full-time term-time position with some additional hours during holidays. Ideal commencement date: 24 February with handover days in previous week.

The College:

Set in an area of outstanding natural beauty on the Range escarpment in Australia’s Garden City of Toowoomba, �鶹��ƵCollege is one of Australia’s leading independent girls’ schools with around 800 students from Kindy to Year 12.

�鶹��Ƶstudents enjoy outstanding success in the academic pursuit (close to 95% of Year 12 students proceed to tertiary studies each year), as well as in sporting, cultural and service activities. Please explore further on the College website to learn more about Fairholme’s offerings and our students’ achievement

From the establishment of our predecessor school in 1908, through the move to our current location in 1917 and into the 21st century, �鶹��Ƶis committed to a student enrolment split roughly 40/60 between country boarders and Toowoomba day girls, and to single-sex girls’ education.

A College of the Presbyterian Church of Queensland, �鶹��Ƶis committed to creating a caring Christian community where all we do is undergirded by our Christian faith.

The Position

RESPONSIBLE TO : Business Manager through Head of Science

REPORTS TO: Head of Science

KEY FUNCTIONAL RELATIONSHIPS: Head of Science; Teachers; Laboratory Technician, Students.

The Person

The Laboratory Technician maintains the Science facilities across the College and supports the delivery of science programs by sourcing and preparing materials for practical classes, maintaining stock and equipment, and providing relevant assistance to teachers and students.

Working closely with teaching staff, and the existing Laboratory Technician, focus will be upon on the delivery of quality outcomes on a professional and timely basis.

Ethos, Values and Culture:

Demonstrate support for and demonstrate personal alliance with the College’s Christian values and ethos.
Be a collegial member of the Science Department with a collaborative approach to all work tasks.
Understand and enact appropriate professional boundaries – especially when working on a one-on-one situation.

Duties and Responsibilities

Support of Science Staff:

Liaise with science staff on their needs for practical work and maintain an efficient system for use and allocation of materials, chemicals and equipment using the RiskAssess system for the booking of experiments.
Trial first then demonstrate experiments and laboratory techniques to teachers and others and advise on chemical and equipment safety matters where appropriate.
Liaise with senior students in regard to their equipment and material needs for experiments and advise them on appropriate safety procedures as directed by staff.
Prepare materials, solutions, stains, media, specimens and apparatus required for class practical work and teacher demonstrations.
Support practical classes by preparing chemical substances according to recognised procedures, set up equipment where required, check and maintain equipment and organise for repairs and packing away equipment and materials after use.

Maintenance of Materials, Chemicals and Apparatus:

Maintain safe storage systems for chemical substances in accordance with current government regulations and recommended practices. At all times, follow safe work practices.
Provide information on the risk and assessment of hazardous substances in all experiments.
Ensure chemical solutions, culture media and other laboratory reagents are prepared for each lesson in line with government regulations on the safe handling and labelling of chemicals – GHS (Globally Harmonised System of Classification and Labelling of Chemicals) and that chemicals are stored in the correct zones in accordance with the current government hazardous chemical regulations
Perform an annual stocktake of all chemicals.
Ensure preparation rooms and laboratories are kept in a clean and orderly condition and that apparatus (glassware) is cleaned and retuned to designated storage areas after use.
Organise equipment and supplies for field trips and science camps.
Maintain an up to date, detailed equipment inventory, and check all equipment regularly, for its correct use and keep in working order. *Safety inspections of equipment such as eye washes and Bunsen hoses are to be performed on a frequent basis.
Inform the HOD and the WHSO of unsafe conditions and if facilities and safety equipment need to be upgraded immediately.
Ensure adequate supply of chemicals, biological supplies, equipment, and administrative resources are ordered and maintained.
Maintain the Chemwatch database and ensuring the currency of SDS as well as keeping the College’s Hazardous chemical spreadsheet & chemical risk assessments up to date.

Additional Roles:

Undertake the role of Workplace Health and Safety Committee Representative and be responsible for attending regular committee meetings.
Take up the role of Fire Warden and be responsible for ensuring the safety and removal of all within the Science Block at the time of a fire or a drill and after a lockdown.
Assist with function/event coordination as requested by the HOD e.g. subject selection display, open day/orientation displays and science week activities
Take and process the minutes from fortnightly science meetings and send out to all science staff.
Any other duties as reasonably requested by the Science Head of Department.

Other Requirements:

A current blue card, first aid currency and appropriate qualifications are required.
Support of travel arrangements for boarder students.
The Principal may require the Laboratory technician to undertake other duties from time to time (subject to the person’s ability to perform such duties) and in keeping with their role.

Communication Skills

The ability to work collaboratively with work colleagues, and to communicate clearly and enthusiastically with staff, students, and families as well as give demonstrated support to and enactment of a restorative practices approach to conflict resolution is required for all staff.

See Restorative Practices at �鶹��Ƶ›

Working with Children:

As a College we are committed to the health and wellbeing of all our members and, in particular the welfare of all students in our care. As such, staff members are committed to prevention, identification and reporting of child abuse and neglect and adherence to the Child Protection Policy and the Staff Code of Conduct, both of which are available on the College webpage.

Whilst such policies have direct relevance to boarding, coaching, nursing and teaching staff, all prospective candidates are requested to read the following documents prior to submitting an application. Our responsibilities to work respectfully and thoughtfully with all, and particularly the young people in our care, are shared across all staff, evident in our demeanour, as well as our adherence to policy requirements.

Child Protection Policy › (PDF)
Staff Code of Conduct: › (PDF)

Prospective candidates are requested to read these documents prior to submission of an application.

Workplace Health and Safety

As a member of the College staff are required to follow all workplace, health and safety requirements that include but are not limited to:

Adherence to and working knowledge of policy requirements;
Cooperation with audit, professional learning and training/drill processes;
Meticulous attention to reporting responsibilities and record-keeping obligations in relation to all workplace, health and safety matters.

The Package

The appointment is currently under the conditions of the �鶹��ƵCollege Enterprise Agreement 2022.

Applications

Applications, which close on Friday 10 February 2025 , should include a cover letter and include a full resumé (no longer than three A4 pages, font: Calibri, size 12) with the following details:

Personal details including name, address, contact details, religious affiliation QCT

registration number, relevant qualifications;

Employment history; and
Names and contact details of 3 referees.

*The College reserves the right to contact other persons who may have relevant knowledge of your qualifications and experience.

Within the submission, applicants are also required to provide a written response which

outlines your experience in each of the key areas – Ethos, Values and Culture and expertise within the duties and responsibilities outlined, explains the appeal of the position to you personally and discusses your alignment with the College’s values and mission.

Closing date Friday 10 February 2025 (transition days in week beginning 17 February)

Applications to:

Mrs Colette Whell

Administration Manager

�鶹��ƵCollege

PO Box 688

TOOWOOMBA 4350

Email: colette.whell@fairholme.qld.edu.au

Phone: 07 4688 4688

Selection Process

The interview panel will review applications and determine a short list. Non successful candidates will be advised via email once the interview process has been completed and the successful candidate appointed.

*NB. The commencement date would ideally be on 24 February with transition days, prior. Start date and composition of hours of work will be negotiated with the most suitable candidate.

Proudly a College of the Presbyterian Church of Queensland

Other Positions

An exchange of a lifetime

2025-01-23T05:28:00Z

�鶹��ƵCollege student Zoe Hurford is currently living the dream as part of an exchange program with the prestigious Rugby School in England.

Her time abroad has been filled with memorable moments, cultural discoveries, and a deep appreciation for the warmth and support of the Rugby School community.

‘The Rugby School is incredible," Zoe shares enthusiastically. ‘My time here is disintegrating far too quickly, and there is so much more I want to do. Everyone is really welcoming and supportive—staff and students—and I cannot wait to make more memories with them all.’

Zoe recently had the chance to address the entire school during Chapel. In her speech, she highlighted Fairholme's rich history and shared some amusing observations about differences between Australia and the UK.

Her witty recount of answering common questions about Australia had the audience in stitches. ‘Yes, I’ve seen a kangaroo. No, I don’t look under every chair in case something is sitting under it. Yes, there are spiders. No, I wouldn’t recommend trying to beat up a kangaroo,’ she joked, bringing a taste of Aussie humour to the English school.

As part of her exchange, Zoe has embraced Rugby 7s as her chosen sport and is relishing every muddy moment on the pitch. ‘I am absolutely loving it, even though the pitches are always muddy—it’s too cold for them to dry.

Returning to Bradley covered in mud has become a ritual. I’ve loved learning more about the game and am excited to improve my skills in the coming weeks.’

Adjusting to the academic life at Rugby School has been a challenge Zoe has embraced with determination. ‘My classes have been really good, more so now that I can actually find them,’ she laughs.

‘There’s a clear distinction between the work I’ve done and what they are doing here, but with my classmates' help, I’m getting fairly comfortable with the topics.’

No update about England would be complete without a mention of the weather. Zoe finds it surprisingly manageable. ‘It’s definitely cold, some days more than others, but it isn’t as cold as I was expecting. It doesn’t have Toowoomba’s harsh winds, so that makes a big difference,’ she says.

However, the shorter daylight hours have been a noticeable change. ‘By 4 p.m., it’s dark, which makes doing afternoon activities a lot harder. And sadly, my farmer’s tan is slowly disappearing—a reality I’m still coming to terms with.’

As Zoe continues to immerse herself in this transformative experience, she remains grateful for the opportunity to represent �鶹��ƵCollege and explore all that Rugby School has to offer.

�鶹��ƵCollege High-Performance Sport Program Launch

2025-01-20T04:13:18Z

�鶹��ƵCollege has officially launched its High-Performance Sport Program, an innovative initiative aimed at supporting student athletes in achieving their sporting and academic goals.

The launch marked a significant milestone in the College’s ongoing commitment to empowering young women through both education and sport.

Olympian and �鶹��ƵOld Girl Tatum Stewart was the guest of honour, returning to her alma mater to help unveil the program.

‘It’s super exciting for these �鶹��Ƶstudents to have the exposure to this High-Performance Program. Looking back, if I had an opportunity like this, it definitely would have catapulted me even sooner into the high-performance sporting world,’ said Tatum.

Casey Reynoldson, Fairholme’s newly appointed Head of High Performance, also sharing her vision for the program and her extensive experience in elite sports.

Casey brings a wealth of expertise to the program, having studied Exercise Science, a Bachelor of Exercise Physiology, and completed a Masters of Secondary Teaching. She recently returned from the University of Yale, where she conducted a research project, adding further depth to her leadership of the program.

‘I’m incredibly excited to lead this new chapter for Fairholme’s athletes,’ said Casey. ‘The program is designed to help them enhance their athletic performance while providing them with the tools needed to balance the challenges of sport and academics.’

The program includes tailored strength and conditioning plans, load management strategies, recovery programs, fitness testing, and academic support. A highlight of the launch was the live demonstration of the program’s state-of-the-art timing gates, which will help athletes track and improve their performance.

�鶹��Ƶhas a proud legacy of athletic excellence, producing Olympians like Tatum Stewart, Dom Du Toit, Emilee Cherry, Cathy Freeman, and Dannielle Leisch. This year alone, over 130 �鶹��Ƶteams competed locally, with 450+ girls excelling in individual sports, 127 Darling Downs Representatives, and 21 Queensland athletes!

This new program is set to propel Fairholme’s athletes to even greater success, reinforcing the College’s commitment to fostering the next generation of sporting champions.

The John Sessarago Sporting Scholarships 2026

The John Sessarago Sporting Scholarship is available for students entering Year 7 or Year 10 in 2026.

Candidates must be competing at (or progressing towards) State, National or the highest possible level in at least one sporting activity (team or individual) that is offered in the �鶹��ƵCollege sports program.

Applications close midnight AEDST Sunday 2 February 2025.

2024: another extraordinary �鶹��Ƶyear

2024-12-13T05:00:07Z

The much-awaited ATAR results have been released. The anticipation has been replaced by relief, and, for Fairholme’s senior cohort of 2024, there’s cause for celebration.

This inspiring group of young women have demonstrated the �鶹��Ƶway through impressive traits of perseverance, resilience, and positivity – traits that will hold them in good stead long into their diverse and promising futures.

Notably, each 2024 senior finished her year eligible for university entrance as well as a plethora of pathway choices including early entry offers for over one third of the cohort. For others, there has been the nervous focus on a specific ATAR result required to ensure entry into a specific course.

Options look especially promising for the 36% of the ATAR-eligible students who achieved a score in the 90s. Of note too, two students achieved perfect scores in two of their individual subjects – and three students in one of their individual subjects. Additionally, 7.2% of the cohort achieved scores in the 99 range and 24% of the cohort in the 95 and above range.

As a College, we celebrate each and all of our Year 12 graduates – we have appreciated their contributions to the College throughout their schooling, and, importantly, we look to their futures with great optimism.

For this generous and inclusive senior cohort of 2024, we are both proud and grateful.

Dreams Can Come True: Rachel’s Yap’s journey from the �鶹��ƵStage to the National Institute of Dramatic Art

2024-12-13T01:21:03Z

For many aspiring actors, the dream of stepping into the world of performing arts often feels like a distant fantasy. For 2024 �鶹��ƵCollege Head Girl Rachel Yap, however, that dream is now one step closer to reality.

This week, Rachel received the thrilling news that she had been accepted into the Bachelor of Fine Arts in Acting program at the prestigious National Institute of Dramatic Art (NIDA). This opportunity marks a major milestone in her long-held dream to pursue acting professionally.

‘I've wanted to become an actor for as long as I can remember, and I've found comfort in the creative arts my entire life. While I've always dreamed about becoming an actor, it felt more like a dream than a reality for so long. It wasn't until quite recently, probably the last year or two, that I realised that this passion could actually become my career in the future, I just had to work for it.’

The NIDA program Rachel has been accepted into is a three-year, full-time Bachelor of Fine Arts in Acting. Designed to prepare students for a career in acting, the program offers a comprehensive curriculum that includes performance technique, voice and movement classes, and even stage combat, voiceover work, and screen and TV acting.

With more than 1,000 applicants vying for just 24 coveted NIDA spots, Rachel admits that she had no idea whether she’d be accepted. ‘They don’t usually take people straight out of school. The whole experience of making it to the final round was insane to me so I just tried to appreciate each step of the way and not fantasise about getting accepted too much,’ she says. ‘But overall, I had a really positive audition experience and learnt so much, so I was feeling hopeful.’

The audition process for NIDA’s highly competitive program is rigorous, involving three stages. First, Rachel submitted an online video application featuring her performance of two monologues—one heightened text and language piece (i.e, Shakespeare) and one contemporary piece.

‘I submitted that video in mid-September and then in November I got an email saying I'd made it into the second round which was an in-person audition in Brisbane. During my in-person audition, I performed my first two monologues again and then made it to the third round later that day where I performed and workshopped a third monologue. Finally, I participated in a short ten-minute interview.’

When the call came, the news was overwhelming. ‘It was surreal,’ she recalls. ‘I kept walking around the house thinking, ‘I can’t believe I got in.’ I had spent so much time stalking the NIDA website and Instagram, imagining that I would get to go there one day, and now that it has finally happened.’

Rachel immediately shared the good news with her family and close friends, including �鶹��ƵSpeech and Drama Teacher, Mrs Katrina Bailey, who had played a key role in supporting her through the audition process. ‘She helped me pull together my applications and offered her creative guidance and expertise. But what really meant the most was the belief she had in me every step of the way.’

Looking ahead, Rachel has big plans for her future. While she has a deep love for the stage, her ultimate goal is to break into the film and TV industry. ‘Once I finish the course, I hope I can fully support myself through my acting’, she says. ‘I’m keen to learn all that I can about art and humanity through acting and hopefully elevate the voice and stories of marginalised people through my creative endeavours.’

As for what inspired Rachel to pursue acting, she credits a childhood favourite: Dorothy the Dinosaur. ‘I like to say that Dorothy the Dinosaur inspired me to pursue a creative career,’ she laughs. But in all seriousness, Rachel has drawn inspiration from a wide range of actors, including Bella Ramsey, Anna Sawai, Michelle Yeoh, and Saoirse Ronan. ‘These are all people who are pioneers in the acting industry and who are brimming with talent, humility and compassion.’

Throughout her time at school, Rachel’s passion for the arts has been nurtured and supported by both her teachers and peers. ‘I am so grateful that �鶹��Ƶprovided me with so many opportunities to develop not only my acting skills but also my creative skills through activities like the school musical, choir and instrumental groups,’ she says. ‘But most of all, it was the people at �鶹��Ƶwho really helped me get here. Regardless of whether they were involved in the creative arts of not, all my teachers and peers were so supportive and enthusiastic about me pursuing acting and I am so grateful for that.’

Now, with her future at NIDA on the horizon, Rachel’s acting career is truly just beginning. Her journey is proof that with hard work, dedication, and a little bit of belief, dreams really can come true.

I choose to do this because it’s hard, not because it’s easy

2024-12-03T04:09:34Z

“I’m sooooo stressed.”

“This is too stressful for me to do. I am too stressed to do well.”

“I do not know how I’ll mange, there’s too much to do. I am too stressed to manage.” “How are you?”

“Stressed.”

Since 2006 I have used an adage in countless addresses and conversations: “I choose to do this because it’s hard, not because it’s easy.” It’s become cliched … almost as cliched as me underlining the importance of “finishing well.” In 2006 I was privileged to see Nikki Hudson, the former captain of the Australian Women’s Hockey team, on stage for full school assembly at her alma mater – Centenary Heights SHS. Nikki spoke about her gruelling training regime and the challenges of wintery mornings in Toowoomba. Eloquently, she described waking to an alarm in the early hours of a foggy Toowoomba morning, getting dressed ready for a few hours of hard exercise and saying: “I choose to do this because it’s difficult, not because it’s easy, because I love a challenge.” It may seem like an unremarkable mantra – perhaps, yet for Nikki, it worked very effectively. Stress and pressure can yield positive outcomes.

There was something very powerful in the words of this Olympic champion when she reminisced about a time when she was a school student listening to a guest speaker, also an Olympian, on Assembly. For a moment we could all see her as a blond Year 12 student dressed in bottle green, just like her peers. Yet the sense of ‘then and now’ provided enormous inspiration for the students who heard her personal story. It was a story of focus, determination and the will to achieve her goals no matter what the obstacles, no matter the endurance of stress and pressure.

I remember Hudson responding to a girl in the audience who had just missed out on selection in a Queensland team, she replied, “That’s tough isn’t it, but it’s really good as well. I missed out on Olympic selection once and I promised myself it would never happen again. It hasn’t.” Her messages were clear. Positive self-talk is powerful. Progress and success are regularly born of struggle, rather than ease. The greatest setback can provide the greatest motivation. When the pressure is on, work harder – it often leads to a positive outcome.

Pressure is privilege, words recently articulated by Penrith captain, Nathan Cleary. It’s an interesting paradox and yet I’ve become quite aware of its intuitive accuracy, ever since I heard him say it, on the eve of their fourth successive NRL grand final win. We don’t achieve great things unless we can endure pressure. Achieving great things is a privilege.

And yet, we don’t always view pressure that way, do we? As parents we wish for and sometimes contrive or construct for our daughter, a smooth path through her secondary schooling. We falter when she articulates her stress, her anguish at having too much to do or her inability to meet expectation – hers or ours. We probably never say – that stress you’re talking about, is actually a privilege.

It is not to say that stress is always positive. It is not to say that stress always elicits the best. But it is interesting to consider the positives that can exist in a pressure or stressful situation – the things that drive us on to achievement. The end of the school year is nigh and with it, an opportunity to ‘de-stress’ it would seem. Certainly, there has been a lot of ‘stress talk’ floating through the �鶹��Ƶairspace, not surprising given that the end of the school year coincides with end of term assessment. Stanford University neurobiologist Robert M. Sapolsky, reminds us that our goal should not be a life without stress. “The idea is to have the right amount of stress,” he tells us. He indicates that the ideal is a life with stressors that are both transitory and manageable. Exams conclude. Assignments get submitted. Reports and marking finish. All of these are transitory stressors: manageable, inevitable and, at times enjoyable enough – when they’re ‘done’. Often they represent the end point of hard work, discipline and effort: great character traits. “I choose to do this because it is hard, not because it is easy,” springs to mind at such times.

Furthermore, when epinephrine shoots into our system and norepinephrine follows, our heart rate increases, our hands may get clammy, and our pupils dilate. Cortisol increases. This is termed: challenge stress or the fight/flight response. Challenge stress heightens our attention to the situation and, when channelled appropriately, assists our response. Yet I often find myself having a conversation with students before a big event, exam, oral, performance or grand final, trying to debunk some myths about fear, anxiety and stress. “It’s the same physiological response that you have when you are excited,” I say. Usually, this statement is met with look of incredulity, horror and disbelief. They believe that “Dr Evans is delusional.”

I maintain that if we are to perform at our best in any high stakes situation then we need some stress, albeit transitory and manageable. We do well also, to acknowledge those feelings and rebrand them as normal responses to the situation. If we are brave enough, we might also describe the situation as exciting, rather than daunting and frightening. “Fake it and you’ll make it,” a wise psychologist once said.

Perception of the pending event, interaction or situation is of fundamental importance says psychologist Wendy Berry Mendes, of the University of California, San Francisco. Do you frame the stressor as a challenge or a threat? Do you view transitory stress as fearful and anxiety-riddled or do you acknowledge it as manageable, normal and a catalyst for full attention to the task at hand?

Sadly, as we know, (that hefty responsibility of being a responsible role model yet again), our children are watching our responses to stress consciously and unconsciously and inevitably absorbing them as their own. Stress is real and inevitable. We do want young people to rise to the challenge of the inevitable stressors of life, to differentiate clearly between those that are transitory and manageable and those that require greater assistance and expert support.

We want them to acknowledge that challenging situations can be approached with excitement rather than fear, knowing that they will pass, and often will lead to the intrinsic reward of accomplishment that follows hard work.

Choose to do things that are hard, not because they are easy – and there, in the midst of that paradox and tension lies opportunity to grow. Pressure can be privilege. Think of the Nikki Hudson metaphor: we can all do the hard things, if we practice doing so, enough. This includes the sometimes-difficult step of reaching out for support in times when stress isn’t transitory or manageable. We can do these hard things. We can.

Best wishes for the Christmas holidays. May there be the right amount of rain for our farmers and time for us all to enjoy the company of our children. God bless you and your safe travels.

Dr Linda Evans | Principal

Embracing Opportunities

2024-11-12T01:16:10Z

In just a couple of days, �鶹��ƵCollege Year 12 student Lauren McAdam will be stepping out of the classroom and into a new chapter of her life, one shaped by both her academic aspirations and her family’s enduring support.

Lauren’s journey at �鶹��Ƶbegan in early 2023, and while her time at the school has been brief, her experience has left a lasting impression.

Lauren transferred to �鶹��ƵCollege at the start of Year 11, facing the challenge of adjusting to a new environment. ‘It was scary,’ she recalls with a smile, ‘but �鶹��Ƶwas so welcoming from day one. My parents and I just turned up without an appointment, and the warmth we felt from everyone here—especially Dr Evans and Ms Ross—made the transition much easier.’

Lauren shared how her parents’ commitment to her education led them to pursue a place at �鶹��Ƶafter finding limited subject availability at her previous school. From the start, Lauren could sense Fairholme’s dedication to fostering a nurturing, inclusive atmosphere for students, and she knew it was the right fit.

A Warwick local, Lauren faced a unique logistical challenge to make her �鶹��Ƶexperience possible. Boarding wasn’t an option for her family, so her parents devised a weekly commute plan. With the help of long-time family friends, Lauren was able to stay in Toowoomba during the school week and return home to Warwick on weekends.

‘They were like a second family,’ Lauren says. ‘They opened their home to me, which was a huge relief for my parents. I had to become more independent too—learning how to cook, clean, and even take two buses to school. It was tough at first, but now I feel ready for university.’

While adjusting to life away from her parents was initially difficult, the independence Lauren gained during this transition has been invaluable.

She remembers her homesickness during those first few weeks at Fairholme, where her parents even commuted her daily for a short period to ease her adjustment.

Lauren’s academic journey has always been motivated by her family’s deep-rooted values.

‘My parents have always encouraged me to stand up for what’s right,’ Lauren explains.

‘They both worked hard to give me the opportunities they didn’t have, and I feel incredibly grateful for that.’

Neither of Lauren’s parents attended university; her father pursued an apprenticeship in screen printing, while her mother worked her way up in the retail industry to become an auditor. ‘They sacrificed a lot for me, and I just want to make them proud,’ she says.

At Fairholme, Lauren found an environment that allowed her to cultivate her passions, particularly her interest in law and psychology.

Inspired by her love for debating and the legal studies classes she enjoyed, Lauren has already secured a spot in a dual degree program in Law and Psychology at Bond University. ‘Debating and the mooting competition at UniSQ last year really opened my eyes to law as a career path,’ she explains. ‘I realised that my passion for understanding people and advocating for others could come together perfectly in law and psychology.’

Lauren’s university journey will be supported by a prestigious academic excellence scholarship from Bond University. The scholarship, which will cover half of her dual degree fees, was awarded to her (pending ATAR results) after an intensive selection process involving interviews with prominent faculty members.

When she received the news, Lauren was on the phone with her parents, and she remembers ‘screaming with joy’ at the prospect of realising her dream without the full financial burden.

‘It’s a big relief,’ she says. ‘My parents were just as excited—it’s a huge honor and will help so much.’

Looking back at her time at Fairholme, Lauren reflects on the friendships she’s made and the projects she’s championed.

One particular initiative stands out—the reading club she started for junior school students, which she believes was one of her most fulfilling accomplishments.

‘Spending time with the younger students and encouraging them to read was so rewarding. I feel like I’m leaving a little piece of myself behind,’ she says.

Beyond her academic ambitions, Lauren’s story speaks to the spirit of resilience and gratitude. ‘�鶹��Ƶhas shown me that education is about more than just classes and grades. It’s about growing as a person, finding your voice, and learning to lift others up.’

For Lauren, stepping into the ‘big wide world’ isn’t just about beginning a career in law and psychology. It’s about carrying forward the values of integrity, hard work, and kindness that her parents instilled in her and that �鶹��Ƶhas nurtured.

As she prepares for graduation, Lauren knows she’ll miss her friends, her mentors, and the sense of belonging she’s felt at Fairholme. ‘Leaving is bittersweet, but I feel ready,’ she says. ‘�鶹��Ƶhas given me the skills, the support, and the confidence to take on the world. And for that, I’ll always be grateful.’

From Boarder to Leader

2024-11-11T23:01:47Z

Penne Skene joined �鶹��Ƶas a boarder in 2017, when she was only in Year 5. Although moving away from home to attend boarding school may seem daunting for many 10-year-olds, Penne was captivated by �鶹��Ƶright from the start, recalling, 'I knew immediately that I would proudly call this school my home for the next eight years.'

Reflecting on her first days at Fairholme, Penne, then just 10 years old, recalls, 'I thought it was the best thing ever!' She felt so welcomed by her 'boarding big sisters,' Year 12 students Lauren Begore and Sarah Tomlinson, that she never experienced homesickness. 'They were so kind and supportive,' she said. 'I never felt alone.'

When Priscilla McPhee joined the boarding house in Year 6, Penne was no longer the only boarder in her grade. 'Meeting Priscilla was amazing because I had a friend who was right there by my side through everything,' she shared. Now, as they prepare to graduate together in a few weeks, Penne reflects on the friends and memories she’s made, saying, 'I know these friendships will last a lifetime.'

One of her fondest memories from her early years was her Year 6 classroom. 'Walking in and seeing Mrs Harris as my teacher—that made every day the best,' she recalls. 'She was so encouraging, and from then on, I’ve felt the same support from every teacher here.'

According to Penne, 'Fairholme’s teachers couldn’t get any better,' and she added that 'many of them now hold a special place in my heart.'

During her time at Fairholme, Penne took advantage of many extracurricular activities, including tennis, cross country, and swimming.

However, her true passion emerged when she joined the TGS Army Cadets Unit in 2021, during Year 9. Inspired by family members in the defence force, she joined Cadets, saying, 'I wanted to learn new skills and make new friends, and Cadets offered that.'

Through Cadets, Penne discovered that 'teamwork is key with everything.' She explained, 'Whether it’s a job by yourself, there’s always a team behind you. You’ve got to talk to people to support each other—you don’t learn unless you ask others.'

Her dedication earned her the rank of Sergeant in the TGS Army Cadets, and she’s now ready to bring her experiences and skills to her new role as an Aircraft Technician for the Australian Defence Force.

Since the end of Year 11, Penne has worked tirelessly toward her goal, and she will soon see her hard work pay off.

'On the 10th of February 2025, I’m moving to Wagga Wagga to start my work in helicopter engineering with the ADF,' she shared. 'I’m so excited to wake up and be in a team every day, working with people who are going through the same journey.'

Penne has learned countless valuable lessons during her time at Fairholme, and although she will miss it dearly, we couldn’t be prouder of her.

We look forward to seeing all the exciting adventures that await her in the real world.

This Too Shall Pass

2024-11-11T03:59:41Z

It is the season of purple – a carpet of jacaranda blossoms and blooming agapanthus cast against dark afternoon stormy skies.

November. Graduation. Departures. Yes, it is the season of leaving, and grieving. More importantly, it is also the season of growth, change, and the joy of the new and undiscovered.

The earlier description tends to reflect a parent’s view, the latter, the graduate: the emerging adult clutching the delights of so many tomorrows tightly in both hands. Yes, in just days, we will breathe in deeply and ready ourselves for our 2024 seniors’ farewell. We will marvel at the innocent beauty of the Junior School guard of honour, be stirred by the bagpipes’ hue and cry, The Irish Blessing will move even the immovable, there will be tears, laughter and a messy, spirited cacophony of symbolism and imagery. Finally, we will watch on, an adoring audience, as a mass of tartan will join together on Sess’ oval and move in synch to their final jump’n’jive. Every season has its close: with unerring certainty, summer moves to autumn, winter merges into spring.

Writer, Karell Roxas (2021) reminds that as parents we have 18 summers together with our children. Eighteen glorious, sunburned beach holidays, eighteen Christmas trees with early morning present-giving, eighteen camping holidays with fights over tent placement and the choice of sleeping bag … eighteen. Best to savour each one. After that magic eighteen, holidaying often continues together, but it’s different, your role as a parent is different and it feels different too: simultaneously liberating and poignant. After all, our job, is to become a little redundant. It is certainly the role of a school: to become redundant and to ready our school-leavers to explore new, broad challenging pathways and for them to be confident in the traverse – looking forward and rarely back.

It is a bittersweet privilege to be made redundant. Though, even in the parting of ways there are threads and remnants that aren’t easily or ever entirely severed. Pieces of this place, pieces of home that aren’t shed easily, ones to reach out to and hold on to when life unravels a little, or a lot. They are the gossamers – almost invisible to the eye but stronger than one can imagine. They can hold us firm in times of unsettledness. This is the �鶹��Ƶsisterhood – groups that gather together years and decades after departure to pick up those gossamers with unconscious and comforting ease.

I sat with a group of old girls on the afternoon of Spring Fair, from the senior cohort of 2014. We found our place in G25, and they retied the threads that bound them then and bind them now. I could recall where they sat in the English class I shared with Mrs Mason – those who wrote with ease, those that spoke often and too much, the texts we studied. They reached back to memories’ hull and recalled the pranks they played upon one another that seemed outrageous then and harmless now. And we laughed deeply and long, caught in time and the preciousness of remembering.

On Friday the question will be asked: are you sad to see this cohort leave? Of course.. How can it be anything but sad, to watch girls I have journeyed with for so much time, take their leave? How can it not be sad, to farewell parents with whom I have stood on sidelines with, sat beside at concerts or worked through complexities that arise in the life of an adolescent? I have travelled hundreds and hundreds of kilometres to share a cup of tea with many of those parents and this too shall pass.

I remember moving out of home as an eighteen-year-old, jamming furniture clumsily into the back of a friend’s Subaru station wagon. I was elated. My father, meanwhile, stood forlornly at the top of the stairs of my childhood home holding the hand of my much younger, five-year-old sister. I remember him calling with uncharacteristic pensiveness, ‘Say goodbye to your sister, she doesn’t understand why you are moving out.’ In the euphoria and adolescent selfishness of the moment I was oblivious to the impact of my departure.

Months later my wise mother whispered, ‘It was really your father who couldn’t understand why you were leaving home.’ I was taken aback. I had never imagined that everyone wasn’t as excited as I was. I had exchanged the comfort of beautifully cooked meals, meticulous cleanliness and fresh sheets each week that smelt of OMO powder for an experience of marginal poverty indicated by a somewhat constant diet of avocadoes and tomatoes, courtesy of a flatmate’s parents’ farm. I lived in a curtain-less sleep out on the western veranda of an old Queenslander where the Brisbane sun asserted its presence at a ridiculously early hour of every day, and where I could almost reach out of the window and shake the hand of our incredibly near neighbours. Limited income led me to window shop at the butcher’s shop in Lutwyche Shopping Centre. Yet I was happy. I was ‘adulting’. I was independent. Even though I have never returned home again for longer than a week or two at a time – my parents have never been redundant in my life, never will be.

The purple hues of November are the mark of what is to come: the juxtaposition of seasons of leaving and grieving with seasons of growth, change and all that is new. Finally, on Friday, we will watch on, an adoring audience, as a mass of tartan will move in synch to its final jump’n’jive. And the rawness of these departures will fade, and we will rise again for the next season, the memory of jacarandas in bloom gone for a time, because all things – shall pass.

Dr Linda Evans | Principal

Reference

Roxas, K. (2021). We only have 18 summers together with our kids: but I’m determined to make the most of it. May 25, 2021. mother.ly

Just give it a go

2024-10-27T23:06:59Z

Our Year 10 Certificate III in Fitness class were inspired by guest speaker Katrina Robertson’s story of resilience.

Our Year 10 students currently undertaking their Certificate III in Fitness had a visit from special guest speaker, Katrina Robertson, earlier this term. Katrina’s story is nothing short of inspiring and her ‘give it a go’ attitude truly remarkable.

Katrina is an experienced Psychologist, mentor, and advocate for women’s sport who at the age of 37 became the World Super Heavyweight Powerlifting Champion after doctors had advised her almost 20 years earlier that she would never play sport again.

As a teenager Katrina’s heart was set on representing Australia at the 1982 Commonwealth Games, however a near fatal motorbike accident shattered her dreams. After two years of multiple surgeries and learning to walk again, Katrina went against the advice of pursuing a sedentary career and began nursing training, later furthering her career with a degree and honours in Psychology.

In 1994, the World Masters Games in Brisbane reignited Katrina’s sporting flame, which led her to take the first steps to regaining her fitness and strength. Following her success at World Masters, Katrina went on to start Powerlifting, training in a gym next to a cane paddock under the guidance as her 70-year-old father as her coach.

Over the next five years, Katrina broke 31 Australian, 12 Oceania, 18 Commonwealth and 7 World Records, and at the age of 37, won the World Super Heavyweight Powerlifting title, being coined by the media as the ‘Strongest Woman in the World’ at the time. All this, after being told she would never play sport again.

After hearing her incredible story, our Certificate III in Fitness students were full of questions for Katrina, sparking conversations of mental health and resilience, as well as motivation and performing as an elite athlete, learning to love yourself and living life to the fullest.

How to make payments

2024-10-25T04:11:08Z

How do I make a payment in myFairholme?

Open the �鶹��ƵCollege App on your phone or open the My �鶹��Ƶsite on Desktop .

�鶹��ƵApp

Tap the 'My Fairholme' button.
You may have to log into the my�鶹��Ƶportal with your username and password.

My �鶹��ƵDesktop (Computer/Laptop)

When the my�鶹��Ƶwebsite opens, select the 'Payments' button.

From here, you can select which type of payment you would like to make. Choose from Order Meals, Event Payments or School Fees. To pay School Fees or check your account balance, select the 'School Fee's button.

You can click on the grey X to close the pop-up. To make a payment, click on the 'School Account' link.

You will see the amount due and if you would like, you can change the amount to be paid.

To enter your credit card details, scroll across until you see the 'Next' button and click on it.

Enter your card details on the next screen to make payment.

To see what payments have been made, double click on the 'Finance' tab at the stop of the screen.

If you zoo m out you can access pdf copies for your receipts and invoices.

Cracking the Whip with Giaan Zammataro

2024-10-24T01:33:11Z

Although Year 7 Boarder, Giaan Zammataro, has only been here at �鶹��Ƶfor a short time she has already enriched the �鶹��Ƶculture by introducing many of us to the unique sport of competitive whip cracking.

Giaan comes from Alice Creek, a small town about half an hour out of Kingaroy. Since she was in primary school Giaan has been involved in competitive whip cracking.

Giaan states that whip cracking had “always been on the farm”, however she got into it competitively because she was “a bit jealous” of her brother doing it when they were in primary school.

Recently she competed in the Australian Titles at the Ekka where she placed third in the junior age category. This comes after she came first in the juvenile age group at the State Titles in Boona earlier this year.

Giaan competes against kids from all over the country with most of her competitors being from Victoria and New South Wales.

Giaan loves whip cracking because she thinks it is “a really cool skill to have” and enjoys showing off all the “really cool tricks” she has learnt. She also loves that she gets to “meet new people” from all across Australia through travelling for competitions. Giaan’s whip cracking is so impressive that she is now sponsored by whip maker, Chris Barr.

Support from sponsors helps her keep this unique sport going which, in turn, helps Giaan keep this important “Aussie tradition” alive.

Giaan chose to start boarding at �鶹��Ƶafter hearing about it from some friends. She was drawn to �鶹��Ƶby their “value for the boarders” and wide variety of opportunities that the school provides. She says that her favourite part of boarding “is having the privilege to wake up in the morning and do sport” and being surrounded by so many other like-minded girls. When she is not being a champion whip cracker Giaan also participates in swimming, tennis, touch, futsal, choir, band, and speed, power, strength at Fairholme.

The �鶹��Ƶboarding house is very supportive of Giaan’s whip cracking, organising news crews to come interview her to promote her sport, and allowing her to practice out in the Daisy Culpin courtyard most afternoons or in the Assembly Hall, like when it was raining during the lead up to the Australian titles.

Although whip cracking has recently decreased in popularity Giaan is striving to keep her beloved sport alive and has already recruited some more girls from the Boarding House to join her in whip cracking in the afternoons.

Giaan has inspired other girls to try whip cracking and she has even encouraged one of her friends, Ella, to join in competing in an upcoming

whip cracking competition. She also has many other friends come out with her in the afternoon to give whip cracking a try, “a lot of girls have come out and had a little go,” which is great to see how our girls support each other and want to join in, to keep the whip cracking tradition alive.

Giaan’s next whip cracking competition is coming up in Clifton, starting off the next season, but she is also looking to travel out of state to join in some other competitions in the future.

The entire �鶹��Ƶcommunity is behind Giaan, fully supporting her endeavours in this exciting sport and we cannot wait to see where her unique talent takes her in the future.

Soaring to new heights

2024-10-24T00:56:53Z

Claire Willis' family ties to the skies have her on the flight of her life ...

Year 10 �鶹��ƵCollege student Claire Willis is on a flight path to an extraordinary career in aviation, driven by her ambition to pilot private and corporate jets. Currently pursuing a Certificate III in Aviation, Claire’s journey has been shaped by her love for flying and family ties to the skies.

‘I had the opportunity to do the Certificate III that �鶹��Ƶoffers,’ Claire shares, ‘but I decided just to go flying. I thought it would get me closer to my career goal.’

That career goal? Earning her private pilot’s license, then commercial, with the ultimate dream of flying private or corporate jets. ‘I haven’t told anyone that yet actually,’ she confesses with a smile.

When asked about her dream to pilot private jets, Claire is refreshingly candid. ‘Celebrities often charter private jets to travel wherever they want, whenever they want. I think it’s more appealing than being an airline pilot – it’s like being a limo driver in the sky.’

Claire’s passion for flying comes from her upbringing. A rural boarder from a family with strong ties to aviation, Claire’s father owns a Bonanza A36 aircraft, which they often use to travel for school or business trips to Hervey Bay.

‘We’ve flown on holidays before in Dad’s little plane,’ she recalls. ‘Growing up, I would spend hours watching the spray planes at home.’

Balancing her aviation training with life as a boarder has been no easy feat. Claire has been attending lessons every Tuesday since the start of the year, with additional Saturday sessions when weather permits.

So far, she’s logged 18.2 flight hours, steadily working towards the 30 to 40 hours required for her recreational license. ‘It’s all competency-based, so it might take me a bit longer doing just one day a week, but I’ll get there.’

Learning to fly has been a natural progression for Claire. Her first memories of the cockpit are from childhood. ‘Dad’s phone wallpaper is me as a little kid trying to reach the yoke,’ she laughs. ‘That’s always been a good reminder of how far I’ve come.’

Despite her passion, there are challenges. ‘Landing is the hardest part. Trying to get every little bit right takes practice, but I’m not nervous about it. If something were to go wrong, it would likely be while I’m in the air, not during landing.’

Thanks to Fairholme’s Pathways Program, Claire has been able to pursue her aviation dreams while still in school. ‘It’s incredible to have the opportunity to leave school every Tuesday and do something I love. I feel really lucky.’

Claire’s next step is earning her recreational license, which will allow her to fly within 25 nautical miles of Toowoomba.

After that, she plans to work towards her private pilot’s license, enabling her to travel from town to town and city to city.

For Claire, flying isn’t just about the mechanics – it’s about the freedom and the people she meets along the way. ‘One day, I’ll be able to go anywhere and everywhere,’ she says.

‘And that’s what I love about it.’

Never Grow Up (a nod to Taylor)

2024-10-24T00:20:46Z

“There is too much ahead to be always looking back, or to be held captive in the past.” - Dr Linda Evans

I’m watching on, as this cohort of Year 12 parents face the ultimate challenge of letting go. There is no criticism here, I am walking a tumultuous season too – my own confronting detachment from �鶹��Ƶand all that goes with that.

Paediatrician and author, Kenneth Ginsburg, in an article written more than a decade ago entitled ‘Letting Go: The Greatest Challenge of Parenting Teens’ says that “holding on tight feels good, but letting go expresses love” (2011). Taylor Swift’s song “Never Grow Up” speaks to the reality that, at this time of imminent change for Year 12s, we may find ourselves as parents, wishing to return to the halcyon moments of a raising a small child.

This wish is juxtaposed cruelly against the stark reality of releasing emerging adults into a future we can’t, shouldn’t or won’t be able to control.

It is the season of “one mores” – wishing for one more moment that we can capture, preserve, and never detach from; after all, in many ways, it is the season of grieving. At Spring Fair, I was blessed with the opportunity to retrace some �鶹��Ƶfootsteps with some of the class of 2014. For more than an hour we sat in G25, where I had taught some of these young women in Year 12 English, along with my colleague Mrs Cathy Mason.

They were bemused that I could recall where they sat each lesson, who they sat next to – this is a teacher’s privilege for a short time in the life of a student. For parents, this is a lifetime privilege … you are your child’s first, enduring and most influential teacher.

Thus, if the refrain “never grow up” features in your personal narrative at this moment, it is no surprise. Your investment in your daughter’s future has been and is immeasurable.

What I heard and saw in that time with these impressive young women was the power of connection, the ability to reminisce but also the ability to step back quickly into the now. We need both skills. We can take photos of our childhood room as Taylor Swift suggests but only “in our mind” because we can’t stay there, too frightened to leave.

As parents, we can’t hold on either, even if doing so, feels safe. Take heart, that a decade on, these young women are strong, independent but connected, and deliciously hopeful about their futures. I can’t tell you how precious it was to see and hear that – this is what we all want a �鶹��Ƶeducation to be founded upon.

Because we do know that the world beyond the gates of Wirra Wirra Street may deliver a different picture than the one envisaged, and the script that has been so carefully penned may need some readjustments. The choices that have been clear as a seventeen-year-old dressed in tartan may become less apparent in the throng of fellow school-leavers, all with their eyes focused on the future.

Faltering is a human response to significant change. Disappointment is probably unavoidable and freedom sometimes fraught, even briefly, with the feeling of being overwhelmed. It is also a time when we may miss out on the goal, dream, or prize we have strived for – and that is OK because new goals will emerge, sometimes yielding much greater rewards.

We learn as much from missing out at times, as we do from gaining. Quite publicly many, many years ago I said on an Assembly: ‘winning can be a terrible thing’. I meant to say ‘losing can be a terrible thing’ but I’m glad I made the error. I’ve come to appreciate that winning can be a terrible

thing when we forget that its sweetness is gained through previous losses, through the near-wins we’ve endured, through determination and perseverance – all those wonderful life qualities.

How easy, at this bittersweet time filled with the paradox of readiness to go and fearfulness to let go, to forget to acknowledge and celebrate the convolutions of life that lead to the completion of Year 12. It is an achievement for families, for teachers and always, for the girls themselves.

A lot occurs between the cute kindergarten child who clings to mum or dad on their first day ‘alone’ and the confident school-leaver who departs Fairholme; ready and not so ready to embrace the world beyond. A lot. A lot of joys and a lot of disappointments. A lot of learning for us all. Parenting is actually a constant process of “letting go”, after all, our one job, is to ensure that our children are able to stand independent of us, particularly in the toughest of seasons.

May we continue to enjoy what has passed, the images of childhood, the complexities of adolescence but look forward to a hope-filled future – just as I saw in that group of fabulous young women from the cohort of 2014.

Never grow up? I think not, Taylor. There is too much ahead, to be always looking back, or to be held captive in the past.

Holding on tight feels good but letting go expresses love. (Ginsburg, 2011)

Dr Linda Evans | Principal

Reference

Ginsburg, K. (2011). ‘Letting Go: The Greatest Challenge of Parenting Teens’. Psychology Today.

Marketing in the Modern School

2024-09-10T22:27:15Z

Storytelling, building connections, and engaging our community is irreplaceable in the marketing strategy of a school. �鶹��ƵMarketing Manager, Kathryn Doyle, talks about what resonates in modern-day school communication.

School marketing is more than just promoting programs and events; it’s about telling the stories that define a school’s identity, its values, and its community. In an era where AI and digital tools dominate the conversation, the human touch remains as critical as ever. This became abundantly clear during a recent school marketing retreat I attended—an experience that was far from your ordinary conference.

As soon as we stepped into the room on Day 1, it was laptops open, minds engaged, and hearts invested. The retreat, organised by School Marketing Manifesto, was designed to pull school marketers out of their busy office environments and immerse them in two days of intense, hands-on work. By the end of it, we didn’t just walk away with a head full of ideas; we left with a complete marketing plan ready to take back to our principals and business managers, along with new networks and a reignited passion for our work.

One of the key takeaways from the retreat was the importance of planning. As school marketers, we are often so consumed by the daily demands of our roles that we rarely find the time to step back and strategise. This retreat provided that much-needed pause, a moment to delve into the data, conduct SWOT analyses, and write comprehensive marketing and communications plans.

At Fairholme, this meant grappling with both the opportunities and threats presented by our current situation—such as the arrival of a new principal next year. How will this transition impact our marketing efforts? How can we leverage our strong enrolment numbers, given that we’re the largest girls' school in Toowoomba? With waiting pools already in place, we face the challenge of marketing something we may not be able to deliver, all while ensuring we remain present and top-of-mind for prospective families.

Despite the growing role of AI in marketing, the retreat reaffirmed that the human element—storytelling, building connections, and engaging our community—remains irreplaceable. It’s easy to get caught up in the latest digital trends, but at its core, effective school marketing is about telling stories that resonate.

One of the sessions that stood out featured a school videographer who works prominently with international schools. His insights on the positives and negatives of AI, along with strategies for maximising digital marketing efforts, were invaluable. Yet, the underlying message was clear: no matter how advanced our tools become, the stories we tell and the relationships we build will always be our most powerful assets.

Another highlight of the retreat was the opportunity to connect with other school marketers. Many of my peers were in leadership roles, which underscored the importance of marketing at a strategic level within schools. While I may not be part of the leadership team at Fairholme, the experience reinforced that our marketing and communication efforts are ahead of the curve in many ways. However, it also highlighted areas where we can improve, particularly in internal communications and stakeholder engagement.

One area where I see room for growth is in the use of our communication tools. We’ve rolled out fantastic resources like our "Happenings at Holme" and app, but we haven’t always put enough effort into ensuring everyone—parents, teachers, admin staff—knows how to use them effectively. My goal now is to implement a comprehensive communications strategy that includes video tutorials and parent engagement events. It’s not enough to introduce new tools; we need to follow up and ensure they’re being used to their full potential.

The retreat didn’t just reignite my passion for school marketing; it also gave me the tools and inspiration to take our efforts at �鶹��Ƶto the next level. I’m excited about the upcoming implementation of the Funnel enrolment system, which will be a game-changer in how we connect with prospective families. I’m also more committed than ever to the power of planning and the importance of human interest in our marketing efforts.

Holme away from home

2024-09-10T22:17:53Z

For Year 7 Boarder, Audrey Colville, just getting from her home on Groote Eylandt to �鶹��Ƶis an adventure in itself.

�鶹��ƵCollege is not just a school; it’s a second home for girls who come from far and wide, seeking an education that is as enriching as it is welcoming. Our Boarding family is a vibrant mix of students hailing from across Australia and even beyond, each bringing their unique backgrounds, lifestyles, and communities into the fold of the �鶹��Ƶcommunity.

One such student is Audrey Colville, a Year 7 Boarder who embarks on quite a journey to reach school each term.

Audrey’s home is on Groote Eylandt, a small, remote island in the Gulf of Carpentaria, which she calculates is “2,182 kilometres” from Toowoomba.

Describing her island home, Audrey shared, “It’s very remote, with a couple of little shops, and then lots of beaches.”

Her trip to �鶹��Ƶinvolves two flights—from Groote to Cairns, then Cairns to Brisbane—followed by a drive to Toowoomba.

Audrey’s family chose �鶹��ƵCollege after hearing about it from a close family friend, and so far, she’s thrilled with the decision. When asked about her favourite part of being at Fairholme, Audrey quickly responded, “Having all the friends and the opportunities.”

Before moving to Groote Eylandt, Audrey lived in Tasmania and Sydney, but she now enjoys the outdoor life on the island, where she spends her time “fishing and camping.” Groote Eylandt is a “traditional place,” she explained, where people engage in activities like “spear making” and exploring “bush tracks and water holes.”

While life in Toowoomba is vastly different, Audrey says she “loves the cold” and enjoys weekends either “going out with some daygirl friends” or spending time with her boarder friends at school.

Since arriving at Fairholme, Audrey has quickly embraced the many extracurricular activities the school offers, including “netball, swimming, horse riding, speed, power, strength, and choir.”

These opportunities, available to all students, provide a fantastic way for both boarders and day girls to connect, make friends, and pursue their passions.

Despite her enthusiasm for Fairholme, Audrey admits that homesickness has been a challenge. “This term it’s definitely better,” she said, noting how the close-knit community of the boarding house has helped her adjust. Audrey’s favourite part of boarding? The friendships she’s made, with girls from places like Julia Creek and Alice Springs.

�鶹��ƵCollege is fortunate to have boarders from diverse backgrounds who form such an integral and unique component of our community. They contribute to the dynamic environment that makes our school a true ‘holme away from home.’

Win Some. Learn Some. Become.

2024-09-10T00:30:01Z

I enjoy watching �鶹��Ƶsport, debating, dance, choir … (and the list meanders on) – from the sideline. There is joy in watching without responsibility.

It does not, as Mr Tregaskis would attest, mean that I do not wince when I see what I believe to be, an incorrect umpire’s decision. You have no idea how much I will miss standing on the sideline observing young people learning to be. After all, these performance arenas are just that – places of becoming. That is, when we, as adults don’t mess with ‘the becoming.’

In anticipation of losing my legitimate reason to watch �鶹��Ƶplay anything, perform anything … I am concentrating on the privilege of the moment. I am soaking in the delights of fiercely contested debating finals, narrow wins and losses on the courts and fields of Toowoomba where the temperature is always colder or hotter than forecast and, the unparalleled joy of Junior School girls dancing on stage without inhibition, some perfectly attuned with the music’s beat and other’s not. I am absorbing the opportunity to witness learning at its essence.

Performance in sport or The Arts is a public event. If your artwork is hung in a gallery space it is ‘public’ – open to be appreciated or criticised. If one is singing, dancing, debating or playing an instrument on stage with an audience there is nowhere to hide if an error is made. And, on a court or field – one’s performance is open to scrutiny or praise – or everything in between. Becoming is core business at these times.

Anthony Simcoe, perhaps best known for his role as Steve in the epic Australian film, ‘The Castle’ with lines like, “Dale dug a hole, Dad,” or “How much for jousting sticks?” was a gangly fifteen-year-old boy when I first met him at Burnside State High School in Nambour, where he was seeking to master the volleyball dig, serve and set. Who would have imagined his becoming? Even years on, Anthony would say that he learned to become an actor through washing dishes at cafes – earning money between acting jobs – learning to observe the humanness in his customers. He washed a lot of dishes and served a lot of tables in order to become a credible member of ‘The Castle’s’ Kerrigan family. In tedious hours he learned about people and about hard, repetitive work.

Repetition is the underpinning pattern of rehearsal and practice. Some of us do it well, others not so. I hear it in action many mornings as I pass the Performing Arts building, I see it on mornings and afternoons in our gym and on our oval. Rehearsal. Practice. Becoming. It is far more palpable; it would seem, than our classroom learning which inhabits a far more private space: often behind a closed door. How special it was, a few weeks ago, to invite the parents of Year 12.1 English to join their daughter, Mrs Anderson and I for a Period Five Friday afternoon lesson of ‘Macbeth.’ Seated in a huge circle in the confines of G24, students directed the lesson: spelling, quotations, thematic discussions and questions, for their parent and the other class members.

It was an impressive moment (from a teacher’s perspective anyway) – to see students demonstrate their knowledge in a semi-public forum. It was timely for parents, no doubt, to remember the awkwardness of not knowing an answer, the joy of accuracy as well as the discomfort of feedback about an incorrect assumption – these are aspects of learning with which our students grapple, daily … as they become. There was delight in sharing the messiness of learning, the non-linear path of knowledge and how these segue to ‘becoming.’ Although, that moment of self-actualisation we seek or reaching the mountain top does not come at the same time or in the same way for any of us. And we have to be patient from our sideline position.

We have to trust the process. We have to remember also, that losing and missing out are important components of future winning. We have to remember in the words of Saint Ignatius Loyola, Spanish Priest, theologian and thinker, “we learn only when we are ready to learn.” St. Ignatius reminds us that education is not confined to classrooms; it can happen anywhere and at any time: if we allow it. And thus, as adults, as we inhabit more than our fair share of sidelines real and metaphoric, during the rundown to the finish line, let us all be gracious in allowing our young people ‘to become’ … a process that is uneven, at times uncomfortable, messy, deeply disappointing and … often wildly exhilarating. Let us enjoy each and every facet and be gracious in the spaces where alignment with expectation is not met in performance or outcome. It is here, in this place, which can feel unpleasant, unsatisfactory and uninvited that the greatest learning and hence the greatest opportunity to become, can occur. If we, as adults who should know better, don’t mess with ‘the becoming.’

“Another ball game lost! Good grief!” Charlie moans. “I get tired of losing. Everything I do, I lose!”

“Look at it this way, Charlie Brown,” Lucy replies. “We learn more from losing than we do from winning.”

“That makes me the smartest person in the world!” replies Charlie.

Win some. Learn some. Become.

Dr Linda Evans │Principal

REFERENCE

Maxwell, J. (2013) On Turning a Loss into a Gain | Adapted from Sometimes You Win, Sometimes You Learn (October 2013)

�鶹��ƵCollege Principal Announcement

2024-08-08T07:13:16Z

Dear Members of the �鶹��ƵFamily

I am pleased to inform you of an important development at �鶹��ƵCollege on behalf of the �鶹��ƵCollege Board.

After an extensive search process, the Board of Directors is delighted to announce the appointment of Dr Leigh Hobart as the new Principal of �鶹��ƵCollege, effective from April 2025.

Dr Leigh Hobart is a seasoned educator who is returning to Toowoomba, bringing with her over 30 years of experience in the field of education. As a sixth-generation Toowoomba resident, Leigh has deep connections to the Darling Downs region and is excited to rejoin this vibrant community.

Throughout her extensive career, Dr Hobart has held various significant roles in education, most recently serving as Deputy Headmaster – Academic Performance and Innovation at Brisbane Boys' College. With a focus on developing an inclusive and collaborative culture, Dr Hobart has led various initiatives that have had a profound impact. From introducing a phonics-based reading and writing program in the early years to negotiating the implementation of the Queensland Senior School curriculum, she has consistently demonstrated her commitment to excellence and innovation. Her professional journey has been driven by a deep passion for leading learning communities where students and staff can flourish. She firmly believes in the transformative power of education and its role as fundamental to a high-functioning and progressive society.

Dr Hobart's dedication to student improvement and success is a testament to her passion and commitment. She values integrity, respect, professionalism, and lifelong learning, creating a solid foundation for her leadership journey. Her highly developed interpersonal skills and collaborative approach have earned her the admiration and respect of the community, staff, and students at the schools she has served.

Dr Hobart's expertise extends beyond her leadership roles, as she has actively engaged in research, initial teacher education accreditation, and professional development networks. Her academic achievements, including an Education Doctorate from QUT and a Master of Education, further enhance her ability to lead and inspire others.

As Dr Hobart continues to make an impact in the field of education, she hopes to inspire young women to pursue their dreams with passion and determination. Her journey is a testament to the power of resilience, hard work, and belief in oneself. She firmly believes that every young woman has the potential to achieve and make a positive difference in the world and looks forward to engaging with the �鶹��Ƶcommunity to add value to their already vibrant school.

I would also like to acknowledge our current Principal, Dr Linda Evans, for her dedication and commitment to our community during this transition period. Her humility, professionalism and capacity to inspire students and staff will live on well into the future.

Thank you for your ongoing support and commitment to �鶹��ƵCollege. We are confident that under Dr Hobart's leadership, our school will continue to thrive and provide an exceptional educational experience for all our students.

Yours sincerely

Ian Andersen | Chairman

Jordan Amos Modified Rugby Program - Q&A

2024-08-05T04:30:15Z

Q&A with Year 11 student Jordan Amos, Student and Coach of the Modified Rugby Program at UniSQ.

What is the name of the program you are involved in?

The name of the program is the Modified Rugby Program (MRP) and was created by the Ginger Cloud Foundation. MRP is an organisation that allows young neurodiverse individuals to engage with the community in a game of a modified version of rugby and to have fun playing sport and staying active.

How did you get involved in the Modified Rugby Team?

I got involved in MRP through the school as a Mentor in February last year at UniSQ with my friend Mabel Galbraith (Year 11) and continued through the rest of the year and we were fortunate enough to be offered to coach at UniSQ this year.

What has the experience been like for you?

The experience has been nothing short of amazing. I never thought I would have had this much fun doing MRP in a million years, but I find it so enjoyable to do and so rewarding. MRP has been so good for me as I am able to help younger kids in the rugby community have

fun and be involved.

What have have been some of the highlights?

There have been so many highlights! Last year, we played with some of the Australian Wallabies when they were in Toowoomba. I was fortunate enough to meet former rugby greats like Chris Latham and Wallaroo Selena Worsley-Tranter. Later that year, we played a mini game in between TGS 1st and 2nds at the Grammar Downlands match. Every experience at MRP is a highlight for me!

How does volunteering your time and giving back to the community feel?

When I was volunteering as a mentor, and even now as a coach, giving my time and giving back to the MRP community didn’t seem like a difficult decision. I find it an absolute privilege to have this experience and for them to allow me to continue.

How do you assist the Modified Rugby Team?

As a mentor you assist the coaches by keeping your mentee (player) engaged in training drills and gamedays. As a mentor you are usually paired with a player for the season to easily connect with them so the players feel more comfortable. As a coach, we get the privilege to run trainings, run gamedays as well as referee and we also have to do various paperwork for the people who are in charge of MRP to keep the success of the organisation.

Recently the team played on the main field of TGS what did that feel like and how did the team react?

The players have played at TGS many times before but every time you can see the players feel really special as the rugby boys usually create a tunnel for them onto the field for their game. The players are particularly eager to be involved whenever they play at TGS and are always wanting to support the TGS boys, as they joined the boys to make a tunnel for the 16A’s and even joined in with their war cries. It was truly remarkable.

Working Holiday

2024-08-05T04:03:15Z

The winter holidays is the perfect time to sleep in on cold foggy mornings, catch up with friends, catch a movie. But for Year 10 Boarder, Liv Hawkins, her June/July holiday was spent “working” - albeit on her passion in life: campdrafting.

Liv, from Hughenden, said while the best part of her break was reuniting with her family and friends and spending time with her beloved horses, it was essentially a “working” holiday. She spent the better part of her holidays on a journey across Queensland, competing in various campdraft and challenge events.

Liv and her family travelled across the remote roads of Outback Queensland in a truck with a living trailer, carrying nine horses, and a car. Their first stop was a two-day competition in the Pentland Campdraft. As they rolled into town ready for the first event of the season, Liv said she was nervous but excited.

Though she didn’t place in the top ranks, Liv loved the experience and the chance to be among her competitors who have all become friends.

Next stop was the Saxby Campdraft where Liv demonstrated her growing skills and dedication, securing a commendable 3rd place in the Juvenile Draft.

However, the journey wasn’t without its challenges. A primary concern, obviously, is the health and happiness of the horses. Ensuring they were well fed, well rested and keeping the horses happy and healthy was paramount in importance. Liv and her family had to make sure the horses did not become sour from the repetitive nature of the competitions. Despite the difficulties, they worked tirelessly to maintain the well-being of their equine companions.

The Mount Isa Campdraft, the Cloncurry Stockman’s Challenge and Campdraft and the Flinders Classic Challenge and Campdraft rounded out her holiday. Her 7th place in the Juvenile Draft division at Cloncurry was followed up by a 3rd and 4th at Flinders and she impressively clinched 1st place in the Encouragement Challenge.

Liv said it was the perfect culmination of a winter holidays filled with hard work, determination, and passion. These achievements were not just personal victories but a testament to the support of her family and the bond she shared with her horses.

Ending on a high

2024-08-05T03:54:27Z

For Charlotte Ostwald, her last year in Boarding School is bittersweet.

Head Boarder, Charlotte ‘Lottie’ Ostwald, has wasted no time in making the most of her final year in the MacLaren tartan.

‘It’s been a massive year, but such a rewarding one. Now that we are coming to the end, I have been reminiscing about Fairholme’, says Lottie.

Between Lottie’s dual leadership roles as Head Boarder and Equestrian Captain, being one of Australia’s top ranked Combined Training Equestrian riders, and chasing her aspiring career goals, Lottie is most proud of her work she’s done in the Boarding House to support the wellbeing of her fellow boarding sisters.

‘With the help of the Boarder Prefects, I’ve tried to concentrate on the mental health aspect of Boarding. Being a Boarder is lots of fun most of the time, but it can be very hard sometimes being away from your family. As a Boarder, you have to find new support systems.

‘Through addressing mental health publicly and our Boarders’ gift project, we have focussed on bringing the girls from all grades together. I want each girl to know that they are supported and if they are struggling, they’re not alone and can reach out for help.

‘This year round tables were introduced to the Dining Room to help the girls build connections and foster a sense of belonging. This small change has certainly made a big difference. So much so that mealtimes are now much louder with all the talking.’

While being extremely fulfilling, juggling multiple leadership roles along with her academic and sporting commitments hasn’t been all smooth sailing for Lottie.

‘I’m not the most naturally organised person. I’ve had to really work on improving my time management skills to balance it all. I still feel that I have a long way to go, but challenging myself this year has helped me to improve a lot.’

As we race towards the end of the year and the many lasts for our class of 2024 cohort, Lottie still has so much to look forward to, including her final time competing at the Australian Interschool Equestrian Championships.

Lottie earnt herself a spot in the Queensland Equestrian team following her achievement of not one, but two Queensland titles in high level classes. She was also acknowledged for her contributions and etiquette, being named as the Senior award winner by the Event Officials.

‘At Nationals, I am competing in my favourite discipline, Combined Training, which involves jumping and dressage. I have in the past done well at Nationals and although I’ll be putting in my best effort, I’m focussing more this time on enjoying my final experience and soaking up the electric atmosphere.

‘I’ve loved being part of �鶹��ƵEquestrian team, particularly as Captain this year. When I first started in Year 7, it was a small team and we’ve all grown together. It’s been great to follow each of the team members’ journeys and the growth of the team.

‘It’s really satisfying seeing the girls’ flourishing and achieving new personal bests. Everyone has worked so hard together as a team, cultivating a really supportive environment where everyone wants to do their best.

‘The team has done so well this year winning the Lorette Wigan Cup for the fourth consecutive year which is awarded to the Champion Equestrian Secondary School at the Interschool Queensland Championships.

‘I am in two minds about my final days at school. I am so excited to move onto a new chapter in my life, however it’s going to be very hard to

say goodbye to Fairholme.

“I will miss seeing my friends every day and it will be sad to farewell the teachers that have helped me so much.

‘Next year I’ll be hanging up the competitive Equestrian reigns for a little while to focus on university. I hope to gain entry to study Law and

Commerce at UQ. I’m thinking I might want to work in Commercial Disputes one day or may be even go into Politics.’

Wherever life’s path ends up taking you Lottie, we’re sure you’ll continue to shine.

Work Experience

2024-08-05T03:02:17Z

At the beginning of the term, our Year 10 students embarked on an important journey of exploration and growth through our work experience program. This initiative provides our students with the invaluable opportunity to step out of the classroom and into the real world, where they will gain firsthand insights into various professions and industries.

This term, our Year 10 students have participated in a variety of activities and sessions focused on exploring possible future careers.

For the first three days of Term 3 the girls completed work experience. They went to a variety of workplaces to have a taste what it is like in the careers they are interested in.

A few of the many exciting career areas that the girls explored over their three-day work experience included physiotherapy, dentistry, real estate, architecture, radiology, engineering, and retail.

The girls all worked hard and were praised by their hosts at their workplaces for the enthusiasm, dedication, and professionalism they showed. Many of the girls’ choices in workplace reflected the certificate or diploma that they are currently completing during the time that they are provided in grade 10.

Some of these include diploma of business, certificate II and III in health services assistant and certificate II in animal care.

Over the three work experience days, the 25 girls completing their certificate II and III in Health Services Assistant travelled to the Mater Hospital in Brisbane where they were able to get experience working in the hospital, even getting the chance to work with real patients.

Through this experience, the girls learned about midwifery, patient care, feeding rehabilitation and building meaningful connections with patients. This experience was invaluable for the girls and is thanks to �鶹��ƵCollege’s partnership with Mater education.

Following work experience the girls were involved in a series of career sessions that were held on campus as a part of the Pathways Week Program. One of these insightful sessions included a panel consisting of Rachel Young (midwife and business owner), Annabelle Allpass (working for Headspace after having studied and worked in Marketing and Public Health), Sophie Knauth (currently interning at �鶹��Ƶwhile she studies Primary Education), Amy Fischer (part of the �鶹��ƵCollege Learning Enhancement Centre team, also experienced in sport and exercise science and teaching), and Wendy Lohse (data management, including experience in both local government and with National Archives).

The girls learnt a lot from this panel and �鶹��Ƶis proud to have past students that have gone onto to so many exciting career endeavours. Pathways Week is a great chance for the girls to think about their future careers paths and get a chance to have firsthand experience in the areas they are interested in.

Experiences like this are extremely valuable for the girls and are all thanks to the amazing �鶹��ƵCollege Pathways Centre which focuses on helping girls be prepared for their future outside the College.

Dads Dinner with Dipper

2024-08-05T02:25:15Z

The annual �鶹��ƵFathers’ Dinner was all about good food, great company, and an even greater purpose — supporting our community

The recent annual Fathers’ Dinner was a resounding success, marked by an evening filled with generosity, and

community spirit.

This year, the event raised a record-breaking amount of money, thanks to the generosity of donors and the enthusiastic participation in the raffle.

These funds will significantly enhance our ability to support �鶹��Ƶfamilies in crisis and increase our contributions to the Black Dog Institute, a leading organisation in mental health research and support.

A special acknowledgment goes to Tony Davey from The Davey Group and Jeff Schultheiss from Smoke Haus , whose sponsorship played a crucial role in the event’s success.

Their continued support and dedication are greatly appreciated.

Showing Up

2024-08-05T02:02:59Z

When my daughter was twenty-one, she began her teaching career at an Autism specialty school in Brixton, London. She would ring – often for advice, for debriefing, for re-setting – the school she was at was classified as being in Special Measures – it was being inspected most weeks by OFSTED and was close to closure.

The staff had to make big changes to practice to get the school functioning again. To do so was tough. Redirecting our habits and practices is tough. Sometimes she would ring and describe her day – a chair thrown across the room, desks thrown out of windows, students exploding with frustration. Vastly different from Fairholme. But my advice to her – as it is to all - was this:

Show up. Keep showing up.

When we show up, even when it’s hard we learn a lot about ourselves and others. The kids at her school in Brixton, London – needed teachers to show up, they needed people to notice them, they needed interest, care, attention. Basic needs for us all. They needed to know that they mattered.

Mattering is a fresh take on its noun cousin – matter and has a psychological science behind it too. Mattering is, according to Dr Flett, a York University professor and author of the text – “The Psychology of Mattering,” a core, universal human need. It runs more deeply than purpose, or connection or belonging – it runs to being “missed by people in your group if you aren’t there.”

In the bliss of Olympic watching, I have been struck over and over again, by the value of family in the success of athletes: their mattering. I watched Ariarne Titmus’ family breathe through every stroke in her 400-metre final, and delighted when Jess Fox, having blitzed the canoe slalom K1 final, paid tribute to her family.

On her helmet are the words – “Ma petite est comme l’eau, elle est comme l’eau vive,” translating to “My little girl is like the water, she’s like the white water.” These words belong to a song her Papi (grandfather) sang to her as a small child.In some ways, singing her into her future.

Those words have weight for her, they are mattering words. Jess’ father, also an Olympian said something to the effect of, “I’m proud of her achievement but most of all, I’m proud of who she is as a person.” These are ultimately the things that matter most: family, connection, purpose, belief. The things we say, do, our actions and our reactions as parents, matter.

Yet, we parent on the run, don’t we. In the midst of the pace and chaos of life we are setting the tone, the tenor and the trajectory of our children’s lives. Our responses – each and all become the frame and filter of their worldview.

We often hear that the first 1000 days of parenting are the most formative, foundational - get them wrong and we have missed the moment. Every 1000 days of our children’s lives, matter – even when they enter their thirties, as mine have.

Hopefully, we have the privilege of parenting our children long into their futures and that we continue to show up for them, because in that example, we are enabling them to do the same.

In effect, we are engaging in the process of mattering. Show me your friends, show me your family – and I will have a glimpse into

your future because I will have a sense of what matters to you.

Perhaps, a little like Jess Fox’s Papi who sang her into a love of white water, every step we take as parents, every word we speak, every action we undertake is about demonstrating mattering.

Even in those tough moments, those hard conversations and those testing times we need to show up. We need to keep showing

up. When we do, what a wonderful example we are etching in our children’s character.

Show up. Keep showing up.

FOGA Scholarship Bursary

2024-07-25T04:39:06Z

While the inaugural �鶹��ƵOld Girls Association Coming Holme dinner was all about welcoming our Old Girls for a night of connection (and fun!), it was also about fulfilling one of our founding tenants, which is honouring our pasts and celebrating our futures.

We are thrilled to announce that the �鶹��ƵOld Girls’ Association (FOGA) presented a cheque for $5000 to Principal Dr Evans for a scholarship bursary for a deserving �鶹��Ƶstudent. This initiative is at the heart our FOGA purpose: to support and nurture our future Old Girls, ensuring they have the opportunities to thrive and succeed.

At Fairholme, we believe in the power of education to transform girls’ lives. This bursary is our way of giving back to deserving young women whose lives will forever be enriched and empowered by their �鶹��Ƶeducation.

FOGA President Georgia Stafford said, “The �鶹��Ƶspirit lives on through our commitment to nurturing and lifting the next generation of female leaders. We are excited to see the incredible achievements of the recipient and the positive impact they will undoubtedly make in the world.”

Thank you to all our FOGA members and supporters who made this possible. Together, we are making a difference!

Georgina Rackemann - Q&A

2024-07-10T02:28:28Z

Q&A with Georgina Rackemann Touch and Rugby 7s Co-ordinator and Teacher of Physical Education and Mathematics.

Have you ever been a part of a world cup before?

No, this will be my first world cup. The last world cup was in 2019. They are usually every 4 years but covid pushed it back.

What was the trial process like?

Squads are picked on your performance at a number of high level competitions in Aus. There is always coaches and talent scouts keeping an eye out and the best way to be seen is to play in as many of these competitions as possible. Once you have this foot in the door, the coaches and performance staff will look after you and try and help develop you as much as they can. I have been lucky enough to be a squad member of a couple of years now. From there we had a selection camp in February where the final team is picked.

What are you looking forward to the most about representing your country?

I am looking forward to putting on my green and gold jersey representing Aus with pride. Australia has such a rich sporting culture that brings so much passion, determination and sportsmanship. My favourite part is moments before the game starts, standing in the middle of the field, wearing the green and gold, arms around your teammates, signing the national anthem. In a sporting world, there is no better feeling.

Can you give some background info on the World Cup, where it’s being held, what countries you play, how many games etc

We are playing in Nottingham, England. In the open women’s division there are 21 countries, split into two pools. We play the following countries:

Day 1: Wales and Singapore
Day 2: PNG and Lebanon
Day 3: Japan and France
Day 4: Cook Islands and Canada
Day 5: Belgium
Day 6: Finals

What do you think you’ll be able to bring back to �鶹��Ƶand share with our touch players?

I would love to be able to bring back some fresh passion and excitement to be a young touch player in Toowoomba, but particularly Fairholme. I was a �鶹��Ƶstudent and followed the same path that many of the girls are on at the moment. Hopefully, I will give them a bit of inspiration to keep working hard and enjoying the sport, and that no goal is out of reach for them.

Do you have a goal for the tournament?

Our goal for the tournament will be to go through undefeated in our pool games and meet NZ in the final. NZ are very strong and we hope to put on a good show and come away with the World Cup trophy.

Personally, my goal will be to get through the tournament injury free. Playing two games a day for six days is mentally and physically tough, and I want to be able to play my best come finals day.

Do you have any game day rituals?

A don’t really have any game day rituals. I try to take it as easy as possible, eat lots of food and make sure the body is feeling fresh and ready to go. Although, my boots need to be done up tight and hair must be pulled back out of my face.

Is there anyone in particular you are looking forward to playing with or not looking forward to playing against and why?

I am looking forward to playing the different countries and experiencing how diversely each country is and how differently they all play touch. I have played against NZ and Japan before, and even both of their games styles are so different. It will be interesting to see what the other countries bring to the table and watch challenges we will have to overcome.

Are your family going over to watch?

I am so lucky to have such a supportive family. Both of my parents are coming over to watch, and my husband. They are very proud and wouldn’t miss it for the world.

There is quite a contingent of Toowoomba players going how does that make you feel, and is it an inspiration for our younger players coming through?

It is very rewarding to see so many people presenting Toowoomba and South West. Brisbane and the Gold Coast seem to dominate the Qld contingency of touch football players, and a lot of people forget what we have to offer out here in the ‘bush’. I think it is exciting for young players to see a pathway to high level touch that doesn’t involve being from those metro areas. It’s nice for them to see someone they might play with or against in the local competition going away to a World Cup.

Interschool State Equestrian Championships

2024-07-10T02:14:52Z

For the fourth consecutive year our �鶹��ƵEquestrian Team have won the prestigious Lorette Wigan Cup for the Interschool Champion Equestrian Secondary School.

In addition, Georgie Hill was awarded the Brett Family Perpetual Trophy, awarded to the secondary rider with the best overall results on the same horse across all disciplines, and Kendra

McDonald received the Finch Farm Perpetual Trophy, awarded to the overall champion rider from Years 7, 8 and 9. Abbey Gordon was also awarded the Sailor Trophy for the lowest penalties in the Eventing event. Ten of our riders have been selected in the Queensland State team, across all disciplines. The girls will compete in the Australian National Interschool Championships.

Combined Training 60cm

9th Ruby Hooper

Combined Training 80cm

Champion: Chloe Bruggemann (Golden Ticket)

16th Matilda Redding

20th Heidi Horsley

Combined Training 95cm

Reserve Champion: Georgie Hill (Golden Ticket)

11th Kendra MacDonald

12th Adelaide Gilbert

14th Gracie Bunker

Combined Training 1

Champion: Geneva Searle (Golden Ticket)

Reserve Champion: Kate Frith (Golden Ticket)

4th Abbey Gordon: (Golden Ticket)

5th Geneva Searle

7th Jemima Southwood

8th Kaida MacDonald

Combined Training 2

Champion: Charlotte Ostwald (Golden Ticket)

Eventing

5th Geneva Searle

EvA95

Champion: Abbey Gordon (Golden Ticket)

Reserve Champion: Kaida

MacDonald (Golden Ticket)

12th Jemima Southwood.

EvA80

9th Gracie Bunker

11th Kendra MacDonald

29th Matilda Redding

EvA60

10th Ruby Hooper

Dressage Intermediate 7, 8 and 9, Senior 10, 11 and 12

Secondary Senior Preliminary

Reserve Champion: Chloe

Bruggeman (Golden Ticket)

4th Jemima Southwood (Golden Ticket)

12th Kaida MacDonald

Secondary Intermediate Preliminary

3rd Kate Frith (Golden Ticket)

11th Kendra MacDonald

28th Ruby Hooper

32nd Heidi Horsley

Secondary Novice

5th Abbey Gordon

10th Kaida MacDonald

18th Matilda Redding

Secondary Elementary

5th Georgie Hill

Secondary Advanced

4th Isabella Ostwald (Golden Ticket)

Secondary Medium

Champion: Charlotte Ostwald (Golden Ticket)

Reserve Champion: Isabella Ostwald (Golden Ticket)

Show Horse Intermediate Show Horse

Reserve Champion: Ruby Hooper (Golden Ticket)

8th Heidi Horsley

Intermediate Working Hunter 65cm

Champion: Kendra MacDonald (Golden Ticket)

3rd Emily Davis (Golden Ticket)

5th Ruby Hooper

Intermediate Show Hunter

4th Kate Frith (Golden Ticket)

Secondary Working Hunter 65

Reserve Champion: Georgie Hill (Golden Ticket)

6th Jemima Southwood

7th Kaida MacDonald

Show Jumping Secondary 70cm

11th Ruby Hooper

Secondary 80cm

12th Matilda Redding

17th Bianca Bruggemann

28th Chloe Bruggemann

40th Grace Ward

42nd Heidi Horsley

Intermediate Secondary 90cm

10th Grace Todd

13th Emily Davis

14th Bianca Bruggemann

17th Kendra MacDonald

Secondary 90cm

18th Georgie Hill

23rd Matilda Redding

26th Gracie Bunker

Intermediate Secondary 100cm

4th Kate Frith (Golden Ticket)

16th Emily Davis

Secondary 100cm

7th Geneva Searle

12th Annabelle Rogan

19th Jemima Southwood

24th Geneva Searle

25th Gracie Bunker

Secondary 110cm

3rd Annabelle Rogan (Golden Ticket)

7th Adelaide Gilbert

13th Annabelle Rogan

Secondary 120cm

4th Annabelle Rogan (Golden Ticket)

Be that person…

2024-07-05T01:49:09Z

“Act well your part; there all the honour lies.” Alexander Pope

I find myself at the inaugural �鶹��ƵOld Girls’ Association (FOGA) ‘Coming Holme’ dinner during the holidays. Jenny Wynter is the star attraction – a gifted comedian, actor, singer, author and presenter … and a �鶹��ƵOld Girl (1995). She is wooing us, charming us and delighting us – we laugh richly, and we reflect deeply, as we ponder her life and her �鶹��Ƶstory.

Each �鶹��Ƶstory is unique – the lived memories of school take different form for each person. But underpinning the gathering was a groundswell of spirit, lingering close to the surface, waiting to pounce. It would not have taken much, for the Jump’n’Jive to be performed or for the previous war cry: Copcha Copcha to be chanted with enthusiasm from the Jenny Sutton/Heather Harrison table.

One thing I remember as a �鶹��Ƶgirl is enthusiasm. The get up and go, the jump’n’jive and throwing ourselves into everything we did ... that enthusiasm for life and giving all of it a go is something I have held close since leaving Palm Drive. It’s been a lasting gift from my days at Fairholme.

(Jenny Wynter, ‘Coming Holme’ 2024)

It was interesting to be – in research terms – an ‘insider/outsider’ at that event. You can be the College principal for a decade and a half – but you can never really be a �鶹��ƵOld Girl. A shared adolescent journey is special on its own terms – you have to be there, to know it and you have to live it, to share it. That shared common time of troughs and peaks cements friendships and consolidates a sense of who we are. Old girl, and long-time Brisbane FOGA President, Daphne Stewart (1952) used to say that she loved returning to Fairholme. Here, she was, in her words, “Entirely Daphne.” She wasn’t a mother, wife or grandmother and she luxuriated in stepping back to a time of simply being Daphne. You could see and feel those moments at the FOGA dinner.

When Jenny recounted a dramatic presentation that took place in the College pool – resplendent with a full-sized boat, appalling acoustics and a Spring Fair audience – she said, “It could only happen at Fairholme.” Most probably so. She said that her acting career was born at �鶹��Ƶ– where her Holme Group teacher, and Geography teaching legend, Mrs Patricia (Pat) Sulewski allowed her to perform skits for the group – there were boundaries for what could or couldn’t be shared, and when Jenny crossed the content line, Mrs Sulewski would bring her back, gently. Here, in this safe place of learning, she was cultivating and growing Jenny’s confidence and courage. It’s been almost three decades since Jenny left Fairholme, yet her Sunday mission before returning home to Brisbane was to catch up with Mrs Sulewski. I’m not sure if she managed – but the drive was there, as was the deep need to say thank you to the teacher who had nurtured her self-belief, perhaps unwittingly but with the intuitive understanding some people hold. Be that person.

There is nothing easy about a career in the Arts – underfunded, seasonal, fickle – there are no guarantees. There is nothing easy about being Head Girl and Dux of your year and pursuing the road less travelled, the road least expected and the road without a linear means of reaching one’s destination. Because we are all consciously and unconsciously writing scripts and manufacturing endings for our children and our students. We are imagining their futures, sometimes without consultation; sometimes without listening for the whisperings and nuances of their passions. It takes courage to depart from the script, improvisation is its own skill. Jenny has this abundantly: metaphorically and literally. It is a talent founded on wit and intelligence and daring. As an audience we were enriched through this, every minute of her performance: the gift of theatre, “theatre [that] was created to tell people the truth about life and the social situation” (Stella Adler).

When your father tells you to become an engineer and your mother is batting for you to pursue something medical – and you like neither, where do you turn? When the script has been written with such precision, love and good intent, can you resist the words and the stage directions that have almost become who you are, or at least who you will become? I don’t know the answer, although I do know, if I am honest, that I have penned a fair few scripts for my own children, written in indelible ink. They haven’t been closely observed, or at times, even recognised as in existence and I have been forced to confront new and unfamiliar texts, ones that I haven’t authored: not easy. I have had to come back to truisms like – “You cannot live someone else’s life for them” or “You cannot build a bridge with borrowed bricks.”

Reunions are interesting phenomenon. At times we embrace them, at other times we avoid them – not wanting to remember who we were, wanting to place distance and time between our adolescent and adult selves. But there are few things as uplifting as seeing past students sitting at tables together lost in the deeps of reminiscing, revelling in one another’s company and the power of remembrance. Jenny observed the next day, “This has been so special, it’s warmed my heart. I will hold on to this.”

And I will hold on to her reference to Mrs Sulewski too – so much more than a Geography teacher. She was a person who grew self-belief. Sometimes, such a person is all we need to launch our lives – one person who believes in us unconditionally, one person who refuses to write a rigid script, a person who knows, intuitively, that you cannot live someone else’s life for them. Wherever you can, whenever you can and in whatever way you can: be that person.

Dr Linda Evans | Principal

Importance of Circles

2024-06-17T03:27:06Z

Circles work for one reason-the absence of a power position (Adam Voight)

One of the most rewarding aspects of my role is conducting enrolment tours. These tours provide the pleasure of meeting new prospective students and their families and also gives me the opportunity to proudly highlight the many exceptional initiatives at Fairholme. During a recent tour, a prospective student and her family inquired about the prevalence of circles at Fairholme, referring to the various circular seating arrangements and spaces throughout the college. Their observation allowed me to discuss Fairholme's emphasis on wellbeing and our core value of Connection.

In response to their inquiry, I asked the student where she had noticed circles. She mentioned observing a class seated in a circle at the back of a traditional classroom, as well as the yarning circles in both the Kindergarten and Senior School areas. Additionally, she noticed the circular dining tables in our Homestead, which were arranged for an event, and in the dining room where students have their morning tea and lunch. I was impressed with this student’s keen eye.

As a history teacher, I am, of course, interested in the origins of everything, and when putting together this article, I felt it was appropriate to research the history of circles and circle time.

My research found that throughout history, the practice of sitting in a circle has been integral to various cultures and societies. In Australia, the tradition of talking circles has deep roots in First Nations culture. Fundamentally, participants gather in a circle to discuss a problem or question that has been posed. The circle typically commences with a prayer, often led by the facilitator or an elder. A talking stick is passed to each speaker as they share, ensuring everyone's voice is heard. The emphasis is on speaking and listening from the heart, with the discussion continuing for as long as necessary.

Similarly, ancient Celtic and Norse societies held councils and rituals in circular formations, such as at Stonehenge, this practice was believed to facilitate divine communication. In classical antiquity, the Greek symposium featured circular seating to encourage dialogue on philosophy, politics, and poetry, while the Roman Senate used a similar arrangement for deliberative assemblies, this model emphasised equality among senators. During the medieval period, the legend of King Arthur included the Round Table, where the king and his knights sat in a circle to promote equality and unity.

Circles at Fairholme

At Fairholme, we hold the belief that when students frequently gather in circles, they cultivate a sense of belonging within the group, thereby fostering a stronger community. We also believe that circles can teach our students some of the necessary skills on how to live and work in a community that promotes care, respect, and accountability.

Research in this area indicates that the circular configuration naturally fosters opportunities for participants to learn about and understand one another, thereby promoting harmonious coexistence (Armstrong & Vinegard, 2014). The setup necessitates that members be physically present for each other more so than traditional classroom arrangements, addressing two basic human needs: the need to belong and the need to be unique (Szal, 2019). By creating safe spaces for feedback and development, circles encourage healthy and productive conflict resolution, building trust and promoting healing. This environment ensures that participants can share their opinions without interruption or judgment, allowing everyone to be heard and respected. Additionally, circles broaden participants' perspectives, facilitating a deeper understanding and connection within the group (Burt, Davies, & Drakeford, 1999).

Aboriginal people are taught to respect silence as a pedagogical tool. In circle, we listen ‘as witnesses’, respectfully, to the experience of others. (Graveline, 1998)

It is for these reasons, that we promote the use of circles in both academic and social time at �鶹��Ƶand provide professional development to all teachers on how to manage circle time effectively. Please see below some examples of us using circles at Fairholme.

Holme Group

Since 2022, we have encouraged teachers to conduct their Home Group sessions in a circle formation. Examples of activities in these sessions include discussions, games, and wellbeing check-ins. A benefit of circles in homegroup time is that circles are designed in a way that allows us to slow down, allowing a student’s inner voice to emerge. Typically, amid group interactions, in a more formal classroom setting, nerves often prompt mental rehearsals of students’ responses which can stem the flow of a rich conversation. However, in the circle-structured classroom set-up, students are prompted to foster attentive listening and authentic engagement as much as possible.

This year, Home Group teachers have noted that circles have led to more honest discussions and improved student attentiveness in their Home Group. Additionally, the circles have reduced digital distractions, fostered a supportive environment for cold-call questioning, and provided valuable opportunities for peer reflection.

All of our staff have received training in circle facilitation from Jane Langley and Sue Chandler, experts in circle time.

Boarding House

This year, the Boarding House made a change to the furniture arrangement in the dining hall. With the support of a donation from the Parents and Friends Association, we were able to replace the rectangular tables with round tables for groups of 10 students across grades 7-12 to eat their meals each day.

Our Deputy Head of Boarding, Lindy Masters, shared her thoughts on the success of our recent change. She told me, "The new circular tables really bring everyone together. They help our girls engage in a more inclusive and positive way. Sitting at a round table encourages eye contact, which is the first step to meaningful conversation. Plus, it has increased conversation amongst students and allows everyone to read each other's emotions, fostering empathy and kindness, especially when someone is feeling down’’.

Yarning Circles

Yarning circles have been used at �鶹��Ƶsince 2019, first in the Kindergarten and, more recently, in the Senior school.

Since its inception in 2019, the yarning circle in the Kindy has played a significant role in the education of the College’s youngest students. It is a beautiful space that has evolved to include bush tucker plants, metal animals in the trees, symbolic pavers, and totems. Designed by First Nation’s boarders of previous years, the stones represent Toowoomba's swamp and creek. The yarning circle is integral to the Kindy routine, starting with an acknowledgement of country and discussions on earth care, fair share, and people care, often linked to First Nation’s wisdom. Visits from Carbal Elders, like Uncle Doug, highlight the importance of inclusivity and equality in the circle. Kindy students are taught respect and care for this special communal space. Additionally, a new yarning circle has been built in the senior school near the boarding house for use by all students, both during classes and during their morning teas and lunchtimes for students to sit, be still and enjoy the company of each other.

We will continue with our work on Circles in 2025, looking at how circles can play a more active role in our academic classes to benefit all students.

References

Armstrong, M., & Vinegrad, D. (2023). Working in circles in primary and secondary classrooms. Woodslane Pty Limited.

Burt, S., Davies, G., & Drakeford, P. (1999). Six years of circle time : A curriculum for Key Stages 1 & 2. Lucky Duck.

Graveline, F.J. (1998). Circle works: Transforming Eurocentric consciousness. Halifax, N.S: Fernwood. P.145

Szal, R. (2019, February 05). 10 benefits you're missing by not circling up at work. Medium. Retrieved June 06, 2024.

Voigt, A. (2020, July). Restoring teaching: How working restoratively unleashes the teacher and school leader within you. Adam Voigt.

A chance to make a difference

2024-06-17T03:14:56Z

The Duke of Edinburgh’s International Award has been life changing. I am now inspired to travel the world and experience the natural wonders that saturate the earth, and to experience the love of all cultures. Sarah, Gold Award Participant

The Duke of Edinburgh’s International Award, a globally recognised development program for young people aged 14 to 24, was founded in 1956 by the late Prince Philip, Duke of Edinburgh, and is now facilitated in over 130 countries. Excitingly, we have officially reintroduced the Award to �鶹��ƵCollege this year and currently have 37 students participating. The Award consists of three levels – Bronze, Silver, and Gold – each progressively more challenging, and within each level, students complete four sections.

They have opportunities to become more physically active (Physical Recreation), to develop a range of skills (Skills), to give back to their community (Voluntary Service), and to foster a love for adventure and the unknown (Adventurous Journeys).

Participants have the independence and flexibility to select an activity for each section and to set aspirational goals. They then work towards achieving these goals by logging hours via the Award’s Online Record Book (averaging one hour per section, per week), developing their interests and passions along the way.

Many �鶹��Ƶstudents are already participating in activities they could use towards attaining their Award – pursuits like Cadets, dance, Tony’s Kitchen, netball, debating coaching, equestrian, Homework Help at HumeRidge, cooking, or cross-country are all fantastic options. The Award challenges individuals to try new activities, but they can also tap into what they are already doing.

As part of their Adventurous Journeys, students have the chance to get out in nature, honing their navigation and camp craft skills by embarking upon one-, two-, or three-night hiking expeditions. This is a wonderful way for students to increase their independence and resourcefulness, while immersing themselves in the beautiful Queensland outdoors and forming new friendships.

Through this challenging journey of self-discovery, participants learn to take responsibility for their goals and choices, and to demonstrate persistence and commitment to their chosen activities.

They make a tangible difference to society through their positive contributes to and involvement in their communities, they increase their resilience, perseverance, and ability to overcome barriers to success, and they learn important life skills. They also increase their career opportunities.

If �鶹��Ƶstudents are interested in commencing their Duke of Edinburgh’s International Award, they should contact Samantha Bear via samantha.bear@fairholme.qld.edu.au to arrange to pick up a Parental Consent Form.

10 minutes with Casey Reynoldson

2024-06-17T02:28:07Z

10 minutes with Casey Reynoldson

Fairholme’s Coordinator of High-Performance Coaching and Teacher of Physical Education

Where is home?

I come from the Gold Coast. I used to work at a couple of schools there, All Saints Anglican School and Somerset College.

How did you get into the career of sports performance coaching?

I studied Exercise Science and then did a Bachelor of Exercise Physiology and I have just completed my Masters of Secondary Teaching. I’ve always loved sport. AFL was my choice of sport and I’ve loved playing it and coaching it as well.

Tell us a little bit more about your coaching experience?

I started coaching AFL and Soccer and then I went into coaching Swimming and worked in women’s AFL at the highest level with the Gold Coast Suns.

What are you hoping to bring to Fairholme?

It’s really bringing in high performance in sport and everything that comes with that. I am looking at the whole load management, the periodization plans, what training the athletes are doing, and how we can better prepare them. I’d also like to implement programs that can help them with injury prevention, warming up, cooling down, and recovery. Knee injuries are very common, especially in girls, particularly in contact sports or impact sports so it is about how can we activate those muscles and strengthen them surrounding those joints, and to be able to reduce the injuries.

It is all about how we can introduce ways to warm up and implement an approach that can be for all sports?

It can be 10 to 15 minutes before a session and hopefully reduce their likelihood of injury.

What are you looking forward to the most about starting next term?

Working with the girls in the classroom and on the field and on the court; start making a difference to their performances.

What attracted you to Toowoomba and Fairholme?

It was really just the job and how it was written and then meeting Linda, Tony, Tash, Pam all of them in the interview they all just had such a warmth to them, and you could tell the culture of the school from literally the minute that I walked into the College. I haven’t been to Toowoomba before so it was pretty big to move here but with the job description, the incredible athletes we have here and the people I’ll be working with I’m very excited to get started.

What do you do in your spare time?

I like to go to the gym myself and just get outdoors. I’ve heard Toowoomba has some amazing trails so I’m looking forward to checking them out. I also like to read and relax with friends and family.

What are you reading at the moment?

I alternate between reading sport and then reading fantasy stuff. I just finished Ash Barty’s book which was really good, she’s an absolute legend, and I’ve just started reading Billy Slater’s book.I come from the Gold Coast. I used to work at a couple of schools there, All Saints Anglican School and Somerset College.

How did you get into the career of sports performance coaching?

Tell us a little bit more about your coaching experience?

I started coaching AFL and Soccer and then I went into coaching Swimming and worked in women’s AFL at the highest level with the Gold Coast Suns.

What are you hoping to bring to Fairholme?

It is all about how we can introduce ways to warm up and implement an approach that can be for all sports?

It can be 10 to 15 minutes before a session and hopefully reduce their likelihood of injury.

What are you looking forward to the most about starting next term?

Working with the girls in the classroom and on the field and on the court; start making a difference to their performances.

What attracted you to Toowoomba and Fairholme?

What do you do in your spare time?

What are you reading at the moment?

What’s Next? Because The Next Matters…

2024-06-17T01:56:37Z

When Melinda Tankard-Reist spoke to parents from Fairholme, Glennie and Toowoomba Grammar, at �鶹��Ƶa few weeks ago, she posed the question, “Are you finding parenting easy?”

There was laughter, in the immediate. It would seem that, being a parent in an age of on-line activity is more challenging than ever before. We live in an arena of vigilance in all aspects of life – except, it would seem, in the on-line world where children have greater knowledge than parents. Thus, when your child follows a path on-line that you would never have permitted, when the consequences seem catastrophic, then ask – what next, rather than why. The ‘whys’ take us down a rabbit hole of ‘we should haves’ but the considerations around the ‘what nexts,’ can drive us to do things differently. As adults we have the greater capacity to change, than do young people. Our example always matters.

Melinda and her colleague, Daniel Principe work in the field of raising on-line awareness. They speak to, are immersed in, and deeply knowledgeable about the way in which social media connects lives, disconnects lives and its capacity for harm as well as for good – particularly amongst adolescents. And whilst many in who attended the session, were educators, wide readers and researchers in this area, we were reminded that gifting your child with a mobile phone, or smart watch, or other personal electronic computer device, at any age, carries deep responsibilities that cannot be outsourced in their entirety to schools. We are collectively in the business of raising tech-healthy humans, and the enormity of that task is both daunting and necessary, given that “a growing body of research has found that adolescents who spend more than three hours per day on social media face double the risk of experiencing poor mental health outcomes, including symptoms of depression and anxiety” (Henebery, 2024).

For those parents concerned with maximising their child’s academic outcomes, there is no surprise in a recent Sydney Morning Herald article that states, “teenagers who spend more that an hour each day on social media and browsing the internet are likely to achieve lower test scores than those who have limits on their usage” (Carroll and Grace, 2024). All hail the pen and exercise book, the hour’s music lesson or the game of Netball – all tech-free activities that promote learning: learning to be and learning to think. It would seem that activities away from technology have greater value than ever before, certainly in reducing an addiction that we have fuelled. As authorities in Australia grapple with how to restrict social media for children under the age of 16 that familiar feeling of ‘playing catch up’ looms.

The pervasiveness and lure of social media knows no limits it would seem. Hooked with sharp teeth into an adolescent’s ever-elusive self-esteem it preys indiscriminately on the vulnerable and the seemingly confident: the Kardashian effect. Whilst we do not have the capability to stop world-wide social media (it is a bigger force than us), we all have the capability to heighten our awareness of its pervasiveness and to be active in understanding our own children’s interactions with it: to talk about it, to find distractions away from it, as well as examples of the ways in which it can be used for good: and it can. It is not enough, or is it helpful to say, ‘my child would never do that.’ Because they might. Because social media is a force of incomprehensible power. Good kids make dumb choices – historical fact - perhaps it is important that we dig into our own histories, as a salient reminder of the adolescence we experienced: lest we forget. Far better to say, “What will we do next in this space, to make this less likely to occur?” Because ‘the next’ always matters, when our children stray from our expectations, as well as their own expectations. What’s next is more important always, than immobilising ourselves fearfully within the infinitum of ‘whys’.

“We can’t say,” Amanda Lenhart, Head of Research at Common Sense Media reminds us, “Don’t do X, Y is fine, stay away from Z, [because], unlike TV or movies, it’s impossible to know what children will see on social media ahead of time. Sometimes it’s hair dye or dance videos, but sometimes it’s white supremacy or eating disorder content” (Miller, 2023). Yet, we can be active in our conversations, our own modelling of on-line behaviour (ever important) and the way in which we spend time with our children – whether we drive them to mobile phone dependence or whether we lure them away. Whichever, to close our eyes and give unlimited, unfiltered access is negligent or naïve or both. Privacy does not exist on-line, it relies on the veracity of relationships with friends which are often fickle, fleeting or transitory.

Kudos to the parents who attended the Melinda Tankard-Reist/Daniel Principe session or who have accessed the on-line recording. You have already stepped from the ‘why’ zone into the ‘what next’ zone and, in doing so, are taking steps to empower your children to reduce their social media activity, or to heighten their respectful interactions on social media, or most importantly, to demonstrate, that as parents they matter to you. Never underestimate your validation of them, nor your willingness to parent, rather than ‘to friend’, to address the tricky conversation, to say no, to listen deeply.

What’s next? What’s your next conversation, action, reflection? Because the next matters … always.

Dr Linda Evans | Principal

REFERENCES

Carroll, L. and Grace, R. (2024). ‘ How much screen time is too much? This is the answer to every parent’s question.’ The Sydney Morning Herald. June 2, 2024 – 5.00am.

Henebery, B. ‘Should children under 16 be banned from using social media?’ The Educator Online. 24 May 2024.

Miller, C. (2023). ‘Everyone Says Social Media Is Bad for Teens. Proving It Is Another Thing.’ The New York Times. June 17, 2023.

�鶹��ƵFather takes on the role of P&F President

2024-05-17T02:48:17Z

As one chapter closes for �鶹��ƵCollege’s P&F President, another begins.

Jaden Frame steps into the role, succeeding Bronte Smith, whose tenure concludes as his second daughter prepares to graduate later this year.

The �鶹��ƵP&F is integral to enhancing the educational environment for students. Jaden is excited to take on the role of President, ‘I am thrilled to serve as the incoming president and I look forward to working with the College’s Leadership Team, connecting with fellow parents and continuing our shared vision for this great school.’

As a current �鶹��Ƶparent to three daughters — Libby (Year 11), Sophie (Year 7), and Zara (Future �鶹��ƵGirl) — Jaden brings a deep-rooted connection to the college. He emphasises the crucial role parents play in shaping their children’s educational journeys and encourages active involvement in P&F meetings as a means to stay informed and engaged.

The P&F serves as a platform for fostering friendships and networking among parents, facilitating involvement through meeting attendance, event volunteering, fundraising efforts, and a genuine interest in school activities.

Jaden looks forward to seizing the opportunities to collaborate, making a positive impact, and creating lasting memories for the school community.

‘Your participation not only strengthens our community but also allows us to collaborate, share ideas, and work towards common goals that benefit everyone involved. Join us in building a brighter future for our children.’

He extends an invitation to all parents to join in shaping a brighter future for their children by participating in P&F meetings, held on the second Tuesday of each month at 6.30pm during term time.

Kaylah Daniel-Stafford: �鶹��ƵOpen Art Prize Student Encouragement Award Winner

2024-05-17T02:39:01Z

In a showcase of talent and cultural heritage, Year 11 Boarder, Kaylah Daniel-Stafford, has once again made a mark in the �鶹��ƵOpen Art Prize, exhibiting a captivating painting that represents her cultural heritage from Kowanyama.

Titled ‘Lilies in the Water,’ her piece holds significant personal and cultural meaning for Kaylah, as water lilies, known as ‘Maycheltrukeliy’ in the Kokoberra language, are her totem, given to her by her great-grandmother.

‘My grandmother does paintings as well and I was really inspired by her at a young age, and I want to be as good as her one day,’ Kaylah shared, reflecting on the familial legacy that ignited her passion for art.

Kaylah’s piece stood out among 200 other submissions in the exhibition, earning her the inaugural Student Encouragement Award, a new honour donated and selected by curators Sandy Pottinger and Sue Lostroh, both alumnae of �鶹��ƵCollege.

‘I put a lot of work into it, many hours, and I can see it hanging in somebody’s home,’ Kaylah remarked with a blend of pride and humility.

Despite her artwork not being sold, she found solace in the thought of gifting it to her great-grandmother, who not only shares her name but also serves as a profound source of inspiration.

‘My grandmother who is an inspiration said she really loved the piece also, and she helps me by telling me stories about my culture which inspires my work and express it in artistic form,’ Kaylah explained.

Her connection to her culture is palpable in her art, especially in her depiction of the wet season when water lilies bloom among the rivers. ‘It makes me miss home, because during the wet season my dad would take us to drive to see the water lilies,’ she reminisced.

Currently, she is working on a new piece for an upcoming exhibition with her grandmother, focusing on a landscape series that depicts how the country speaks.

‘I really want to pursue my art and be known in the art world.’

At what age can we set our children down to walk alone?

2024-05-17T01:58:45Z

Every time we rescue, hover, or otherwise save our children from a challenge, we send a very clear message: that we believe they are incompetent, incapable, and unworthy of our trust. Further, we teach them to be dependent on us and thereby deny them the very education in competence we are put here on this earth to hand down. (Lahey, 2015)

Imagine this: your daughter (albeit 26 years old and old enough to know better) lets you know that she will be spending her birthday money riding the Death Road in Bolivia.

You immediately regret your generous well-meaning deposit of birthday dollars into her bank account and would like to put an immediate block on all bank transitions. You find yourself looking up fares to Bolivia and wondering if a quick flight across the Pacific might put a halt on your daughter’s impulsivity.

Distressed, you start googling Bolivia + Death Road + bike rides and come across information such as: ‘It [Death Road] begins at 15,400 feet and for an estimated 300 people a year ends in the loss of their life.’ Or … ‘Dubbed ‘El Camino de la Muerte’ (The Death Road) by locals, for obvious reasons, and considered by many the most dangerous stretch of road in the world, the 40-mile journey from its summit entices in excess of 25,000 mountain bike riders annually.’

You chastise yourself (yet again) for poor parenting and raising a daughter who is confident enough to travel solo in South America. You wonder, what you have done wrong. You long for a quiet, complacent, compliant daughter – like the one everyone else seems to have. So, you send a text:

‘Feeling a bit ill about your bike ride.’

She sends one back.

‘It will be fine. I promise. It is something that just about every backpacker does in La Paz.’

There is no comfort in that, and you cringe inwardly at the phrase, you have heard all too often, ‘just about everyone does it’ and you ponder about the enduring influence of peer pressure. But you take a deep breath and remind yourself that she is an adult, it is her decision, not yours and you pray – a lot.

You also have a sleepless night – although your husband doesn’t – he simply mumbles as he drifts off to a deep, uninterrupted slumber: ‘She’s really good on a bike.’ That’s no comfort, because you can see those headlines and statistics that you have over-googled, and images of sheer cliffs and narrow descents roll with clarity and frequency through your overwrought brain.

You receive the long anticipated and overdue message to say she has survived but instead it says: ‘I’m so annoyed! It’s cancelled because of civil unrest. It cost $200 and we can’t get a refund but I also don’t think it is worth waiting around for whenever the roads open so I will head towards Peru tomorrow. Such is life.’

You can barely hold back your excitement and it takes great presence of mind and some graciousness to say: ‘Thank God. Sorry for you Nat but relieved for me.’ The relief is enormous but, in a perfect piece of parent positioning there is a twist in the storyline.

The next evening, a Facebook message (notice different technology mediums used for each parent) to her father appears:

Hey dad

How are you?

I did death road today! We were able to change our tour

It was one of the greatest things I’ve ever done in my life

No injuries or death

Perhaps the intention was always to ride the road – but she knew what was best to tell her mother and what to tell her father.

Partial truth and positioning skills were cleverly in play. It’s an interesting paradox isn’t it – how hard should we or can we hold on to our children, at what age can we and do we set them down to walk alone? Who is better at it [the letting go] in your family? After all, the mother may well have robbed her daughter of ‘one of the greatest things in her life’, by overzealous holding on …

I admire my daughter’s fierce independence, though it scares me at times. I admire her fearlessness and her courage, though I pray for common sense and yes, safety. She is an adult, and I must let her be. And when at times I default to wanting to advise too much, hold on too tightly or offer too many words of ‘wisdom’ I know the problem lies with me. Any struggle to let go is mine, not hers. I am grateful that she is a strong, capable individual, woman, and human being.

It’s the same wish that I have for our �鶹��Ƶgirls – that they too might become independent, courageous young women of the world: a world that is wider, more interconnected, and more accessible than ever before. So, forgive us on the occasions when we as teachers stand back a little, or when we resist the instinct to rescue, or when we fight the urge to hover or metaphorically pick your child up … remembering that we too want your daughter to know that she is capable, competent, and worthy of our trust. We too would like your daughters to have the freedom to travel solo - both literally and metaphorically, and hence enjoy the sometimes taken for granted opportunities their brothers often access without such limitations.

My son took his scantily-filled backpack and headed solo to India as a 19-year-old … for nine months. I admit, however, to hovering at the top of the stairs outside his bedroom, the morning of his departure. There was an overwhelming sense of loss, in that moment. Perhaps I knew that this really was the drawing of the line in the sand – where adulthood, independence, and definition of self as separate from his parents had occurred.

I could not hold on, and he was ready – ready to explore, problem-solve and find aspects of himself that simply were not discoverable in the safety of the family home. These are confronting aspects of parenting – the letting go, resisting the temptation to swoop in and rescue our child from any danger or to pick them ‘up’ when they need to have their feet on the ground. Admittedly, my husband and I have somewhat inadvertently raised children with a finely tuned travel instinct and an unerring attraction to the road less travelled. It still stops my heart at times. But it gladdens me, as well.

Occasionally, I wonder if we didn’t hold on tightly enough, but I am also deeply aware of the impact of doing so. What if we had prevented them, throughout their adolescence, from anything difficult? What if we had fed their fears, with our own? What if we had enabled them to avoid anything that caused discomfort. US psychologist Lisa Damour’s reminds us that ‘avoidance feeds anxiety’ (2023).

She adds:

‘When we avoid the things we fear, the immediate effect is that we feel tremendous relief, which can actually reinforce the wish to continue the avoidance. By not going to school or not going to the party, our fears become crystallized in amber because they are not tested against reality.’

Having just returned from Sakura season in Japan, along with students, staff, and parents, I’m reminded, yet again, why travel entices me. I admit that I choose very deliberately to forget the discomfort of economy class with its seats that I try to rationalise as being ‘armchairs of the sky’ and ‘the passage to new lands’ (but realistically always far too close together); the obligatory nasal assault of an eggy breakfast before dawn; and the long wending queues filled with fatigued travellers that miraculously appear upon arrival in a new city – as if it is a surprise to airport staff that three flights, including two A380s arrived as scheduled and were filled with passengers.

Yes, travel is not glamorous for the economy traveller, and, at times, it’s simply hard work. No-one ever says – was it hard? The assumption is that travel is like a glorious event where all runs smoothly, to time, and without any moments of angst. Fortunately, not. Travel is a problem-solving activity; it is often an act of compromise – particularly when travelling with others, and invariably a time of heart-wrenching highs and unexpected lows. Therein lies its richness, a time and place to grow through the juxtaposition of challenge and delight. It is so much like parenting itself. It’s a pity that it often takes significant time or significant kilometres to gain a sense of distance travelled.

We see our journey best, after it is over … when there is time to reflect and time to see ourselves in our own homes, and find that we actually see the world, differently. In the act of exploring the world, we discover something far more precious: ourselves. Yet, if we don’t step out, literally or metaphorically into the unknown, the uncomfortable or the unexplored, then we miss the opportunity for growth: real growth. Similarly, if we pick our children up when it is time to set them down, even with the best of intentions, we deny them the lessons of life competence.

Although … one may well ask, whether riding Death Road, in Bolivia is simply a bridge – [far] too far.

Dr Linda Evans | Principal

REFERENCES

Caron, C. (2023).). ‘Raising Teens Is Hard, Lisa Damour has some answers.’ The New York Times. August 28. 2023

Lahey, J. (2015). ‘The Gift of Failure: How the Best Parents Learn to Let Go So Their Children Can Succeed’. Harper Collins.

From Builder to Educator

2024-04-05T02:18:40Z

The �鶹��ƵStep Forward to Teach Scholarship recipient, Sophie Knauth, swapped her hammer for chalk as she realises a life-long dream of becoming a teacher.

In a world where career paths can take unexpected turns, Sophie Knauth’s journey from full-time builder to aspiring teacher stands as a testament to the power of passion and opportunity.

Sophie, a recipient of the inaugural �鶹��ƵStep Forward to Teach Scholarship, is embarking on a new chapter in her professional life that blends her love for construction with her desire to educate future generations.

The �鶹��ƵStep Forward to Teach Scholarship, a twelve-month internship, is a beacon of hope for students like Sophie, who are pursuing degrees in Education. This scholarship, tailored for individuals studying Education at University in 2024, offers a unique opportunity to dive into the world of teaching through hands-on experience and mentorship.

Sophie’s journey to this scholarship was anything but conventional. Despite harbouring a childhood dream of becoming a teacher, she was presented with an enticing opportunity to pursue a carpentry apprenticeship in Year 12.

Intrigued by the prospect of working with her hands and mastering a trade, she veered off the traditional academic path and embraced the world of construction. Reflecting on her decision, Sophie shares, ‘I’ve always had a passion for teaching, but when the opportunity to learn carpentry came along, I couldn’t resist. It was a chance to explore something different and challenge myself in a new way.’

For years, Sophie thrived as a builder, honing her skills and relishing in the satisfaction of creating tangible, lasting structures. However, as she completed her apprenticeship and gained more experience in the field, she found herself drawn back to her original calling – teaching.

‘After years of working in construction, I realised that my true passion lies in guiding and shaping young minds,’ Sophie explains. ‘I

wanted to make a difference in the lives of students, just as my teachers had done for me.’

Determined to pursue her newfound ambition, Sophie seized the opportunity to apply for the �鶹��ƵStep Forward to Teach

Scholarship. Her unique blend of practical experience in construction coupled with her unwavering dedication to education made her a standout candidate.

In addition to her scholarship, Sophie has taken on a part-time role within the school’s maintenance team, further immersing herself

in the educational environment while continuing to utilise her construction skills.

As Sophie prepares to embark on her teaching internship, she remains grateful for the diverse experiences that have shaped her path. ‘My journey has been anything but linear, but each twist and turn has led me closer to where I’m meant to be,’ she reflects.

Applications for the 2025 Step Forward to Teach Scholarship close 12 April 2024.

For more information and to apply, visit our Recruitment page.

Finding Their Voice

2024-04-05T02:09:41Z

Adolescents have a discerning response to the sound of their mother’s voice, and they seek it out, particularly in stressful times...

As a strong-willed and sometimes feisty teenager my daughter would say from time-to-time, “You don’t have to yell at me.” Bewildered, I would check with my husband who would shrug his shoulders in mute despair, saying, "Your voice wasn’t even remotely loud.”

Invariably, her frustrated comment would occur on occasions when I disagreed with her viewpoint, challenged her thinking, or simply said no to a request for me to buy her something far beyond budget or to take her somewhere at a ridiculous hour or distance.

In having a meeting with myself (hence a quiet place of retreat and solace where there is no disagreement), I came to the totally unresearched conclusion that adolescent females have a heightened sensitivity to the tone or sound of their mother’s voice.

And guess what, my unsubstantiated qualitative research had a tiny nub of truth: adolescents have a discerning response to the sound of their

mother’s voice.

Yes, adolescents are in one sense “far more tuned into the voices of others,” than to their mother’s voice says Daniel Abrams, a neuroscientist at Stanford University (cited in Sanders, 2022).

As they meander their way through their teen years especially, other voices become more interesting and attractive, as they seek to broaden their social connections and detach from family as their primary interest.

Yes, this is puberty, the beautifully complex and dangerously fraught decade of time where the work of your adolescent is primarily about developing independence – from you, it is a place and time where she perceives that maternal support is less crucial to her survival than it has been. In order to achieve this, she attends far more carefully to the world and the words spoken, beyond home (Abrams et al. 2022): the voice of another. And as mothers, we find ourselves forced to the sidelines, sometimes as reluctant onlookers, lest we be tempted to take to the field – their field of play.

Don’t despair. Mothers’ voices are unique in their power, particularly in stressful times. Researchers have found that stress hormone levels ease when girls in the midst of anxiety, hear the voice of their mother, on the phone.

Conversely, text messages from mothers invariably heighten the anxiety register. Your voice rather than your texted message has more weight and provides more comfort. And in all those times when we think our messages have fallen on her metaphorically deaf ears, they have in fact nudged their way into her deeper consciousness.

After all, they are bombarded by so many voices, so many images, so many edicts on how to be that you are a beacon of truth. In her article, ‘Being 13’, Bennet writes “Girls [carry] a mental load, — in facing the age-old pressure to be good enough, pretty enough, kind enough, popular enough, [they have to do so] on multiple platforms.” Not surprisingly, your voice – albeit more influential in spoken form, continues to matter.

Stephen Biddulph, more acclaimed for his research into the adolescent male brain believes that as mothers, we influence our daughters in three

primary ways:

Role Modelling – which accounts for half our influence. The way we interact with others. Our behaviour as drivers. The words we use in frustration. The kindness we show to those from whom we gain no benefit. Every step we take, every move we make – as the song goes, they are watching us. Our example becomes part of their manner of being.
Values sharing – how we articulate our beliefs, how we discuss our view of others, the moral lessons we teach, these things become the echoes in their head, and the voice of reason in the most difficult of circumstances.
Exposure to role models – to whom do we expose our daughters in these formative years, who are the people of influence we share with them? (as cited in Moorhead, 2023)

Author Hilda Blum’s prose piece title ‘A Mother, Her Daughter, a Masterwork of Psychological Tension’ captures the tight walk dance that is parenting a teen-aged daughter. Yet, even in their feisty moments, even in their quest to find affirmation beyond you and their home, they continue to hear and seek out your voice. You are the role model of greatest influence.

Your advice matters, even when it is counter to the advice of the mainstream. They want to be connected to you, even when you find it hard to read their personal landscape. They want, according to author, Lisa Damour (2023) to be able to “bring up topics that are close to their heart” with you.

The trick is to be present, available, and open – even when it appears they are pushing you away, attending to the voices of others, and thirsting for independence. What a dance it is.

Yes, adolescents continue to have a discerning response to the sound of their mother’s voice, and they seek it out, particularly in stressful times. They, are, in the tumultuous world of adolescence … finding their voice.

Dr Linda Evans | Principal

REFERENCES

Abrams, D. et al. (2022). A neurodevelopmental shift in reward circuitry from mother’s to nonfamilial voices in adolescence. Journal of Neuroscience. Published online April 28, 2022. doi: 10.1523/JNEUROSCI.2018-21.2022.

Bennett, J. (2023). ‘Being 13.’ The New York Times. September 20, 2023. https://www.nytimes.com/interactive/2023/09/20/well/family/13-year-old-girls-socialmedia-self-esteem.html?searchResultPosition=7

Blum, H. (2023). ‘A Mother, Her Daughter, a Masterwork of Psychological Tension’. The New York Times. https://www.nytimes.com/2023/07/21/books/review/how-to-love-yourdaughter-hila-blum.html

Damour, L. (2023). ‘Raising Teens Is Hard. Lisa Damour Has Some Answers’. The New York Times. August 28. 2023. https://www.nytimes.com/2023/08/28/well/mind/teenanxiety

Preparing for life beyond Holme

2024-04-05T01:52:50Z

For our Senior girls on the verge of moving from Year 12 into life beyond the tartan, feeling prepared and confident to write their next chapter is crucial.

The �鶹��ƵCollege Pathways Programs are designed to empower each girl to explore their unique career interests long before they reach graduation, ensuring they are equipped to make informed choices about their future study, work, and career pathways.

‘Not only to do all our girls in Years 10, 11 and 12 create an exciting and authentic career plan, but they also get hands-on opportunities to explore what is available outside of traditional subject offerings early in their Senior schooling,’ explains Fairholme’s Head of Pathways, Laura Anderson.

‘Gaining a nationally recognised industry qualification and valuable workplace experience while at school, can enhance students’ tertiary pathways and provide our girls a competitive edge when entering the workforce directly after Year 12, or beforehand.’

‘We are thrilled to see so many of our girls experience success in their ATAR subjects, tertiary study and careers, all due to our dynamic the range of opportunities they can access through the Pathway Centre Programs,’ Ms Anderson says.

‘Last year, 98% of our students graduated from �鶹��Ƶwith one or more Vocational Education qualifications. In addition to this, some Year 12s left �鶹��Ƶwith a first-year university course already in their portfolio.

‘These qualifications can assist our girls with direct entry into university, enhance scholarship and job applications, contribute to ATAR results, and provide employment options. ‘A bonus to our Pathways Programs and the Year 10 Specialist Electives is that a Certificate III, IV or Diploma level qualification can contribute directly to a student’s ATAR calculation.

This stand alone, nationally recognised qualification can also be used as an alternative pathway into some universities across Queensland. This gives many of our girls the peace of mind of a guaranteed minimum alternative rank that can be used as an ATAR equivalent result.’

In 2024, �鶹��Ƶstudents are working towards completing 19 diverse qualifications, covering specialist electives from Aviation, Hospitality, Agriculture and Electrical Technology to Design Fundamentals, Teacher of Dance, Fitness, Education Support and Business.

‘Currently, our most popular courses include Certificate II in Health Support Services, Certificate III in Health Services Assistance, Diploma of Business, Certificate III in Fitness (including Cert II Sports Coaching) and Certificate II/III in Hospitality.’

Many of these courses are delivered on-campus by external training providers and high-quality partner organisations, such as Mater Education.

‘Our on-campus �鶹��ƵHealth Hub provides a 3-bed simulated hospital ward with Allied Health Station, enabling our Health, Allied Health and Medical students to train in Toowoomba, while also accessing the high-quality training opportunity Mater Education delivers out of the Mater Hospital in Brisbane.’

Each year, our �鶹��ƵPathways team adapt the specialist electives to meet demand and cater to the students’ interests.

‘One of our students this year is working towards achieving her Recreational Pilot Licence. Although not an official QCE qualification, at the end of the year she will be qualified to fly a light, single-engine aircraft.

‘Leaving �鶹��Ƶwith real-world qualifications and valuable life skills puts our girls ahead of the rest, and our team of Pathways Centre staff are committed to placing our girls in the best position to launch into life beyond school.’

Discover more about Fairholme's Pathway Programs .

From the Red Centre to Fairholme

2024-02-27T02:38:28Z

For Year 7 Boarder, Arabella Muenster, life at �鶹��ƵCollege looks a little different to home in the middle of Australia.

Located an hour’s drive north of Alice Springs is Yambah Station, home to the Muenster Family and almost 5,000 head of Shorthorn cattle.

Covering 2,310 square kilometres of vast open plains right in the centre of Australia, the property is one of the southernmost homesteads in the Northern Territory.

A three-hour flight plus 2.5 hours of driving is quite the trip to school, but for Arabella its now the new norm as a Boarding student.

Having previously completed her schooling via Distance Education, Arabella was eager to follow in her older brother’s footsteps and head off to boarding school.

‘I was a little nervous but more excited to come to Fairholme.’

‘I was lucky that I already knew a few girls, some that I had met at orientation before starting.’

Arabella says learning by Distance Education was very quiet compared to now sharing a holme with more than 220 girls.

Although she enjoys life on the land with her family, Arabella is loving the enormous variety of opportunities that �鶹��Ƶoffers and the chance to make new friends.

‘I do miss my family but so far I’ve been lucky not to be too homesick.’

‘It’s much easier being close to school and I like having my friends nearby.’

‘I’ve joined the �鶹��ƵEquestrian team. It’s really fun and I always look forward to spending time with my horse.’

Just like so many of our Boarding girls, Arabella says that having her horse in Toowoomba helps her feel like she’s got a little piece of home with her.

While we’re sure Arabella is looking forward to being reunited with her family on the holidays, for now she’s making the most of her new life in tartan.

Teachers’ Passion for Learning

2024-02-27T02:31:18Z

�鶹��Ƶis a place where we prioritise fostering a culture of learning not only for students but also among staff.

As educators, we collectively embrace the importance of learning, recognising its significance beyond the confines of the school gates. Therefore, as a school leader, I think it is important to provide opportunities that allow a passion for learning to permeate every corner of the school environment.

I firmly believe that solid professional development can ignite this passion for learning. However, I also believe that some of the best professional development for teachers can be done ‘in-house’ and delivered by the wealth of expertise we already have on staff. One of my favourite things to do is to chat with teachers about issues in education either in the staffroom or during my regular meetings. My favourite phrase is when somebody says… ‘Did you see that article on….’

The challenge with some of these conversations is that one of the teachers involved usually rushes off to class, yard duty or a meeting, and so the stimulating and thought-provoking discussion usually gets left, sometimes, to never be discussed again. It is therefore important that, as a leader, I provide opportunities for teachers to voice their ideas and opinions on educational topics and provide space for teachers to read educational research in order to grow.

The research on effective professional development for teachers varies, but there are common themes between the research on good professional development and improved student outcomes.

Professional development for educators should be self-directed and ongoing, allowing teachers to choose activities that enhance their own skills (AITSL,2014). Also, any PD should be long-lasting, with a collaborative approach tailored to the organisation's context, subject areas, and career stages, aligning with institutional values rather than individual, single-day PDs. (Burns, 2013). However, the most important factor is that evidence-informed research should inform all aspects of professional development within a school (Blandford, 2000; Bowe & Gore, 2017; Day & Sachs, 2005).

After reflecting on the importance and necessity of strong professional development opportunities in schools, I set up �鶹��ƵCollege’s first professional reading breakfasts in 2021. This group meets three times a term from 6.45 am to 8.10 am, to look at key issues in education, from school camps and differentiation to school attendance and data. The breakfasts occur at a local coffee shop, where we delve into educational topics sourced from shared articles circulated beforehand.

The professional reading breakfast initiative, now a well-established practice in our school community, has proven to be a great low-key opportunity for professional growth for our staff. Gathering before the hustle and bustle of the school day begins allows teachers to stop and pause and focus solely on the readings shared. The informal setting encourages open dialogue and the sharing of diverse perspectives, enriching our understanding of pedagogy, educational theory and sometimes contentious issues in education. As we engage in discussions fuelled by the latest research and innovative practices, we deepen our individual knowledge and strengthen the collective expertise.

Reflecting on its impact over the past 3 years, it's clear that this initiative helps foster a culture of continuous learning and collaboration among staff across junior, middle, and senior school teaching staff. To me, this collaborative spirit has also fostered a supportive environment where ideas and opinions flourish.

The impact of our professional reading breakfasts extends far beyond the confines of our meetings. I hope teachers who attend are armed with newfound insights and strategies for their classrooms or with research-rich conversation starters to drive discussions in the staffroom, the corridors or out on yard duty.

Referenc es

AITSL. (2014). Global trends in professional learning and performance & development Australian Institute for Teaching and School Leadership.

Blandford, S. (2000). Managing professional development in schools. London; Routledge.

Bowe, J., & Gore, J. (2017). Reassembling teacher professional development: the case for Quality Teaching Rounds. Teachers and Teaching, 23(3), 352–366.

Burns, M. (2013). The Future of Professional Learning. Learning & Leading with Technology, 40(8), 14–18.

Day, C., & Sachs, J. (2005). International Handbook on the Continuing Professional Development of Teachers (pp. 1–320).

AITSL, 2014; Blandford, 2000; Bowe & Gore; 2017; Burns, 2013; Day & Sachs, 2005.

Alice Mason talks about coming Holme.

2024-02-27T02:20:51Z

Q & A with Teacher of Humanities, Alice Mason �鶹��ƵOld Girl turned �鶹��ƵTeacher, Alice Mason, talks about coming Holme.

What inspired you to become a teacher?

I have always enjoyed learning and wanted to pass on that passion to students. My two aunties are also teachers and I have seen the positive impact they have made on their communities, which inspired me to pursue the same career.

How does it feel to return to your alma mater as a teacher?

Arriving back at �鶹��Ƶwas exciting and nostalgic. It was such a nice feeling being welcomed back by so many familiar and friendly faces. My first interaction with the school in my new role was a ‘welcome holme Alice’, from a staff member. It was such a privilege to be back at a place that I looked back on so fondly. An unexpected challenge was calling my previous teachers by their first name!

How has �鶹��Ƶchanged?

It has been nine years since I graduated, and I think �鶹��Ƶis still very much the same. The leadership team of the school is a constant, and through that stability it is evident that we are lucky because the ‘magic recipe’ hasn’t changed. There is continuity in the routines, traditions and culture which I believe is advantageous for the environment of the school. It is also superb to see Cameron is still the best house, many years on – not biased at all!

What do you think sets �鶹��Ƶapart, both as a student and now as a teacher?

There is a special sense of belonging you have as a �鶹��Ƶstudent, and I continue to feel that now as a staff member. The positive environment is evident when I’ve heard the same story multiple times from current staff members; they love working at Fairholme. There are also many of us ‘old girls’ who have returned as teachers and I believe that says a lot about the school and our experiences. As a staff member, I have also noticed the continual sharing of ideas and knowledge between teachers, which ultimately betters every girl’s experience.

What are some of your favourite memories as a �鶹��Ƶstudent?

All Schools Touch Football tournaments, lunch times sitting with friends, the camps, the sport carnivals, the fun times shared between Boarders and Day Girls and the chaos and excitement of Year 12… the list goes on! My family and I still laugh about the Parent vs Student 100m relay at the Athletics Carnival where I started the race against my surprisingly quick father; the Year 12s got the win!

Are there any teachers who inspired you at school?

I was so lucky to have been taught by so many amazing teachers, many of whom I get to work alongside now. Katrina Maher, Derek Cantle and Sess taught me that teaching goes beyond PowerPoint slides and homework; they always looked out for me and pushed me to be my best, for which I will be forever grateful.

Embracing Embarrassment

2024-02-27T02:11:23Z

Traditionally each new Head Girl addresses the community during the Commencement Assembly. However, this year marked a historic moment as Head Girl, Rachel Yap, took a bold step in breaking the norm by getting everyone on their feet – not for a typical speech, but for an impromptu dance party.

‘For the next 20 seconds, I just want you to feel so embarrassed that your face turns beet red. So, everyone get on your feet right now and either copy the dance moves we’re (Lottie, Sruthi, and I) doing onstage or do your own thing and groove with the person next to you,’ Rachel exclaimed, setting the tone for a memorable and unconventional Commencement address.

‘Congratulations, you just did your first embarrassing thing for the year. And you survived! So, what’s stopping you from joining volleyball even though you can’t catch without falling over, or taking your singing career out of the shower by joining the choir?’ she continued. ‘We are so lucky that �鶹��Ƶoffers us countless academic and extracurricular opportunities, so if the fear of looking silly or getting embarrassed is about to stop you from signing up for an activity, just think back to this moment and sign up anyway.’

Rachel’s unconventional approach wasn’t just about creating a memorable moment; it carried a deeper message about overcoming fears and embracing opportunities. In her speech, she encouraged her peers to step out of their comfort zones, emphasising the wealth of opportunities the school provides.

‘I have definitely grown with �鶹��Ƶin terms of the people I love being around and the opportunities that it has presented,’ Rachel shared. ‘I’ve discovered that I like more arty things and music and drama. I love being creative with the extracurricular activities like choir and drama, but also planning activities like Galentine’s Day.’

As someone who has worn the Maclaren tartan since the early years, Rachel expressed her desire to give back to the school. ‘The Head Girls have always been people I look up to, and being here for so long, I really wanted to give back to the school. I think Head Girl is a great way to do that,’ she said.

Rachel touched upon her role as one of the Arts leaders in Year 9, emphasising the importance of involvement and contribution. ‘It was fun being involved in the school and putting ideas forward,’ she added.

Looking forward, Rachel envisions bringing the school closer together. ‘You don’t have to be friends with everyone, but being supportive of their differences is crucial. It’s about embracing individuality and creating a space where every person feels valued and accepted. Together, we can build a safer place for everyone,’ she stated.

By envisioning a closer-knit school, Rachel advocates for a community that thrives on mutual respect and understanding. The emphasis on support echoes her commitment to creating an atmosphere where everyone feels encouraged to pursue their passions and explore new horizons. Through this vision, she hopes to create a nurturing environment where students can confidently step out of their comfort zones, just as she prompted the entire assembly to do with an impromptu dance.

The inspiration for Rachel’s unconventional commencement address stemmed from her desire to encourage her peers to try new things. ‘I started writing it on the holidays, and I knew from the start that I wanted to talk about trying new things, but every year we talk about that,’ she explained.

‘So, I thought getting people up to dance and consciously doing something that they will remember the moment more and that they can do something out of their comfort zone, and everyone survived.’

Outside of her academic and leadership pursuits, Rachel enjoys reading and spending time with her energetic Border Collie. Her proactive approach to balancing her workload while seeking support from friends reflects her commitment to personal wellbeing and academic success.

With aspirations to attend university and pursue a Bachelor of Arts and Creative Writing, Rachel dreams of becoming an actor. ‘I really love being able to experience new things through acting, to connect and tell stories,’ she said.

For Rachel, coming to school is a sanctuary. ‘Even if I am stressed or not feeling well, as soon as I step through the gates I immediately feel better, I feel at home,’ she concluded, reflecting on the sense of belonging and comfort that �鶹��ƵCollege provides.

In breaking the mold of traditional Commencement addresses, Rachel Yap’s speech serves as a testament to the vibrant spirit and forward-thinking approach that defines �鶹��ƵCollege. Her message resonates not only with her peers but with anyone seeking to break barriers, embrace embarrassment, and seize opportunities.

Please Just Say You’re Proud Of Me

2024-02-27T02:04:13Z

Please Just Say You’re Proud Of Me

I could say, justifiably so, that I was so proud of �鶹��Ƶlast Tuesday, as we shared Sess’ Memorial service together, in community. Far better to say: I am proud to be part of the �鶹��Ƶcommunity. Even better to say: I am so grateful to be part of the �鶹��Ƶcommunity.

I was struck by both a depth of grief and a depth of gratitude that sat dichotomously together, strangely in alignment. It is possible to feel both emotions at once, I discovered. That I was sad, that we were collectively sad, comes as no surprise to anyone who crossed paths with this man who grew self-belief in so many, inspired hope in so many and cared for so many. That is a given. What surprised me more, was the groundswell of gratitude I felt for those who shared that moment, and particularly the courage of our students who took to the stage or formed the guard of honour or performed one last Jump’n’Jive for the teacher/mentor/coach they revered. In sharing grief, there is bravery. How could one not feel grateful to be a part of such a community?

Yet, just on Friday, I attended a conference focused on Parent Engagement, one of the presenters referred to a text ‘Please Just Say You’re Proud of Me: Perspectives of Young People on Parent Engagement and Doing Well at School’ produced by the Australian Research Alliance for Children and Youth in 2019. It was the phrase ‘please just say you’re proud of me’ that I couldn’t shake throughout the day. It is that almost plaintive voice that sits within us all, as we seek our parents’ approval, at almost any stage or age of life: the need to please our parents. Whilst this can be a motivator, a signifier of our love for mum and dad, it can also cause “high degrees of stress and anxiety” (Roy, Barker, and Stafford, 2019). It is unsurprising that students find parental vested interest in them, their schooling, their successes - a source of additional pressure. How easy it is, to interchange the words proud and grateful without being awareness of the difference in meaning. And there is.

Seeking affirmation can have its downside, particularly as children enter adolescence (deemed to be around the age of 9 to 13) and start to “detach from childhood,” (Pickhardt, 2015) seeking out independence, and a sense of self not entwined with their parents. It is at this time that hearing those words, “We are proud of you,” or “I am proud of you,” can be the metaphoric double-edged sword compliment. There is a sweetness in pleasing our parents, but this can easily wend its way to the anxiety-inducing thoughts – “I have to please my parents at all costs.” “I can’t bear to let my parents down.” At worst, it can also be a time where parents absorb “personal credit” (Pickhardt, 2015) for their child’s achievements, where a parent’s own self esteem rests precariously upon the successes or perceived failures of their child. Of course, as parents, we cannot disentangle ourselves from our children, that is simply an impossibility. However, we can, as suggested by Pickhardt, think carefully before we use the words ‘pride’ or ‘proud’. We might be better placed to consider words to the effect: “Good for you.” “We are happy for you.” “You look really pleased with your effort.” Or, if we can’t detach from the ‘p’ word, it might be better to venture to “I’m so proud to be your Mum/Dad”.” The subtle turn in language shifts the feeling. It stops us from owning their achievement, or them.

Being grateful rather than proud allows us to congratulate adolescents without entering the dangerous space of congratulating ourselves or living vicariously through them. Allowing our children to exist with agency and independence allows for their personal growth, with all its peaks and troughs, difficult as that can be. The key to emotional security, is for our children to know that “we have their back” that we are “in their corner” and that they are safe with us and that their achievements belong to them, not to us. Love is not contingent upon them achieving “success” – an arbitrary term often drawn from conventional definitions. Let us err always on the side of gratitude that we have for our children and rephrase our need to be proud when the thought enters into our consciousness. Parenting is, after all, the hardest job in the world, one in which we develop skills as we go – for each of our unique and precious children of whom we are not proud, rather, of whom we are so grateful, even in the toughest of circumstances.

Dr Linda Evans | Principal

REFERENCES

Royy, Barker & Stafford (2019). ‘Perspectives of Young People on Parent Engagement and Doing Well at School.’ Canberra: Australian Research Alliance for Children and Youth (ARACY).

Marchese, D. (2021). ‘Dr. Becky Doesn’t Think the Goal of Parenting Is to Make Your Kid Happy.’ The New York Times Magazine. Nov. 14, 2021.

Pickhardt, C. (2015). ‘Adolescence and Making Parents Proud.’ Psychology Today.

[We] Can hardly imagine the place without him

2024-02-06T23:20:54Z

When the news emerged that �鶹��Ƶteacher and renowned sports coach John Sessarago (Sess) had passed away suddenly on 28 January, the shock and ensuing grief were palpable and wide-reaching. The ripple effect of a man who served his community humbly, selflessly, and expansively is hard to fathom or measure.

Social media posts have captured the voices of thousands of students, friends, colleagues, and families whose lives have been touched in the most profound and enduring ways by this man. Universally, they are grateful to this teacher who taught them first and foremost about self-belief and valued them for who they were, wherever they were at.

Born in Roma to Brian and Elizabeth and brother to Gaby and Chrissy, he was also the proudest father of Jaimee and Georgie, and even prouder husband to Kristen. Whilst his early years were spent betwixt Surat and Roma, he spent most of his growing up in Toowoomba and completed his secondary schooling at St. Mary’s College and then at Downlands College where he dabbled in Cadets, Debating, Athletics and Rugby. One of his cohort described him simply as, “One of the good ones, always noted for his booming voice.”

Later, as he studied at UniSQ (formerly Darling Downs Institute of Education), he became a Downlands College Boarding master. But he remained a country boy at heart, and he frequented his friend Jim’s property in Texas – where branding or fencing work was a pleasure. He was also a keen fisherman and spent many holidays with Paul and others, in Cairns.

Whilst Sess is known broadly across the Darling Downs and beyond as a formidable Rugby player, an exceptional coach, mentor, and teacher of Physical Education, he actually commenced his teaching career at �鶹��ƵCollege in 1988 as a Junior School teacher. But during the thirty-six years ahead, he reinvented himself as a practitioner, giving exceptional service to the school that he loved, the students who revered him and staff who adored him.

He was, sometimes simultaneously, Primary School teacher, Debating Coach, College Photographer, Videographer, Secondary Physical Education Teacher, Marketing and Promotions team member, Australian World Youth Athletics Coach, Rugby Coach, Touch Coach, Athletics ‘tragic’ … he was a man who loved a good cap, and he wore many: metaphorically and literally.

Sess was the man behind the camera at every event and every opportunity – keen always to be an observer, in the background, unobtrusive. It would be impossible to quantify how many shots he took over his 36 years at �鶹��Ƶ– incorporated in his tally, are the countless weddings, formals, and family events he chronicled for staff, past students, and families. He found it impossible to say no and any photo he took seemed to end up in A3 or A4 size and framed – generously gifted and shared. Appropriately, and for posterity, in homes and homesteads across Australia, are myriad Sessarago shots.

Camera work suited this deeply private and humble man. Ironically, his voice was a booming one, and for thousands of �鶹��Ƶgirls the instruction, “Just one more shot,” followed always by, “Oh, I’ll just take another” will be his trademark, along with some perilous ladder-climbing in order to secure the perfect picture angle.

‘Above and beyond’ were his hallmarks. They led him to being a perpetual presence at school, or school events, deeply interested in what was unfolding, keen to chronicle moments on camera and always holding students to high account in terms of contribution, attitude, and effort. He led with high expectations, tempered by a strong sense of fun and the most exceptional generosity. Generosity might have been evident in the cheesecakes, mud cakes and ice creams that seemed to find their way into classrooms, team gatherings and Pastoral Care group meetings via Sess, but it extended to the way he viewed people and the world: this is his legacy. He had no favourites, but everyone felt they were his favourite, such was his gift for including all and listening, really listening.

Whilst �鶹��Ƶlikes to claim Sess as their own, it was his wife Kristen and daughters Jaimee and Georgie who stole his heart – he referred always to them in the collective, as “my beautiful girls”. The John Sessarago effect is broad and wide and deep and so many are grateful to him and for him and will continue to be, long into the future.

“[We] can hardly imagine the place without him.”

Dr Linda Evans | Principal

Let Them ... Play

2024-01-17T02:27:29Z

“We are never more fully alive, more completely ourselves, or more deeply engrossed in anything than when we are playing.” - Charles Schaefer

I remember a conversation with a new and young boarder, many years ago. She was walking, it would seem, reluctantly back to the Boarding House one afternoon during her first week of term, I enquired about her day. She shrugged her shoulders, a little diffidently, dropped her head and mumbled, “It was OK – I guess.” I caught a wistful edge to her tone and presumed that the lure of home was calling her. Tell me what was good, I asked – trying to wend things towards a more positive frame. “I liked PE,” she offered, “and everything else was OK, but I’m wondering when I get to play.”

It was the phrase “I’m wondering when I get to play,” that caught me hard. In fact, it’s never left me. If I close my eyes, I can still see that student and where we both stood in conversation. I couldn’t answer her well, she wasn’t looking for an organised activity … she was looking for the opposite, she was seeking out the joy of the unstructured - play.

For those familiar with the tiered area between the Assembly Hall and the Performing Arts Building – you may be surprised. In that underutilised, awkward space is a transformed area – for sitting, relaxing and for … playing. Whilst we mindfully meet the play needs of younger students, we are sometimes less likely to consider the notion that play is important for us all, irrespective of age.

If you’ve travelled around the suburbs of Brisbane recently, you may have noted the rise of the playground for ‘older kids’ … a nod to the importance of play. Bradbury Park in Kedron first took my eye, but research has led me to lots of interesting spaces, including Calamvale District Park and Buxton Park in Yarrabilla.

Whilst the new addition to our College landscape, is less large scale, it is significant, nonetheless. Its significance lies in our recognition that our young people require spaces that facilitate pause, play and connection. I think, it links aptly with the legislated ‘phones and wearable technology-free’ mandate for Queensland schools which is about a positive persuasion to encourage young people to use time, differently.

Interestingly, Article 31 of the United Nations Convention of the Rights of the Child says that play is a fundamental right, optimal to child development. What’s more, such spaces allow for self-restoration. Psychologist, Lisa Damour (2020) shares that “when it comes to self-restoration, we all have options — with connection, distraction and reflection being chief among them.”

Play can distract, it can connect, and it can give metaphoric and actual space to reflect. We are hoping that this reimagined space will allow for that. Marantz Henig in 2018 reminded us that play is much more than “a way for restless kids to work off steam or to burn off calories”, it is also more than “a frivolous luxury.” It is central to neurological growth and the extensive work conducted by the Berry Street Schools leads to play as one learning tool in classrooms, also – one that provides a platform for building trust.

So, here’s to more play in 2024. Here’s to the joy of the unstructured and an opportunity for self-restoration in this reconfigured space. After a generally joyful Brisbane childhood of sliding headfirst down blisteringly hot metal slippery slides, clambering across monkey bars or making myself giddy on the playground merry-go-round, I’m keen to see this space embraced with enthusiasm.

Finally, girls like that young boarder, so many years ago – have another place to play – a space that’s a little bit free from the encumbrances of adults.

Let them … play (without technology).

Dr Linda Evans | Principal

REFERENCES

Damour, L. (2020). ‘How Teenagers Use Free Time Affects Mood’. The New

York Times. https://www.nytimes.com/2020/12/03/well/family/teenagersdowntime-

free-time-choices.html

Marantz Henig, R. (2008). ‘Taking Play Seriously’. The New York Times. https://

www.nytimes.com/2008/02/17/magazine/17play.html

Medical Legacy

2024-01-11T02:24:01Z

On the day when ATAR results were unveiled, Janithya Dharmawardhane experienced a wake-up call more exhilarating than any alarm clock.

The early morning revelation of her outstanding ATAR score of 99.25, shared with her delighted parents, marked a triumphant culmination of her dedicated efforts throughout the final year.

The achievement places her on a promising path towards realising her aspiration of pursuing a career in medicine, following in the footsteps of her mother, father, and brother.

Despite the nervous anticipation leading up to the results, Janithya managed to indulge in a bit of extra sleep before discovering the remarkable news.

Recounting the moment, she shared, ‘I woke up a bit late, and after I checked my messages, my friends quickly reminded me to check my ATAR results. I was just at home, relaxing, and that’s when the results came in.’

Reflecting on her Grade 12 journey, Janithya underscores the significance of striking a balance between academic pursuits and cherishing precious moments with friends.

‘Year 12 was pretty intense, trying to get that balance of study and hanging out with friends. The ATAR was very important, but all the other aspects of my final year were also really important – all the final moments like the swimming carnival, Holme Day,’ she reflects.

With aspirations of becoming a doctor, Janithya draws inspiration from her grandmother, a retired nurse whose compassionate service in Sri Lanka ignited her passion for the medical field.

‘I’ve dreamt of being a doctor for a very long time. I was inspired by my grandmother, who is a retired nurse. So, growing up seeing her help people in Sri Lanka was where my passion started.’

Janithya’s parents share in her enthusiasm for the path ahead. ‘We always knew she was going to choose this type of career; she is so kind and compassionate. She’s seen firsthand the sacrifices that we have to make in the medical industry.’

The Dharmawardhane family is gearing up for a relocation to Adelaide, influenced by Janithya’s brother’s academic pursuits and the convenient access to airports, facilitating visits for her parents, especially if she decides to pursue her medical studies interstate.

Expressing gratitude for her time at Fairholme, Janithya will miss the friendly and welcoming �鶹��Ƶcommunity.

Active in the Interact Committee, she devoted herself to organising events and fundraising for the wider community and volunteering at the library.

‘Being able to help my community is really important to me, and that is the main aspect of medicine for me. I want to develop a relationship with my community. Like my grandmother, I want to provide compassion and be there for my community by providing vital medical needs.’

Janithya extends heartfelt thanks to her family, teachers, and friends who played pivotal roles in her success.

‘I want to thank all of the teachers and my friends. I wouldn’t have been able to get through this year without them. I want to thank my parents for supporting me and my mum for dropping me everywhere and helping me get through the year. I'll miss �鶹��Ƶso much.’

Janithya will be awarded the Ordine Tertia at the Commencement Assembly.

Triumphs Abroad

2024-01-10T01:18:48Z

Isabella Doyle concluded her final year of school with an unforgettable adventure and an impressive ATAR score of 99.65.

Alongside her fellow �鶹��Ƶalumnae—Mali Brennan, Holly Ford, Sienna Green, and Shenali Mikkelsen—the group landed in Frankfurt, Germany, just as the rest of Australia received their ATAR results.

Despite the initial jitters, Isabella found herself in a hostel room, eagerly opening her results. To her delight, her hard work had paid off, securing her the coveted 99.65 ATAR she had hoped for.

Reflecting on the moment, Isabella admitted, ‘I was quite nervous to open it, but I was excited to see that I received a 99.65 ATAR.’

Ecstatic about her achievement, Isabella immediately shared the celebratory news with her parents, adding a proud conclusion to her tartan journey amidst the adventure and camaraderie of her European vacation.

However, the true magnitude of her success only became apparent the following morning.

After a night of early retirement due to exhaustion from their journey and the emotional rollercoaster of receiving ATAR results, Isabella woke up to the realisation that she had not only attained her desired result but also earned the prestigious title of Dux of �鶹��ƵCollege.

‘I've always looked up to the girls who have received Dux in the past,’ Isabella shared. ‘It felt good to know that my hard work had paid off.’

The title of Dux, reserved for the highest academic achiever in a school, was a testament to Isabella's unwavering dedication and perseverance throughout her high school journey.

As she prepares to embark on the next chapter of her academic journey, Isabella is gearing up to pursue a Bachelor of Engineering at the University of Queensland in Brisbane.

While the choice between mechanical or chemical engineering is still pending, her passion for the field and outstanding academic record have undoubtedly paved the way for a promising and successful future.

2023: Another extraordinary year

2023-12-15T04:14:18Z

2023: Another extraordinary year

The much-awaited ATAR results have been released. The anticipation has been replaced by relief, and, for Fairholme’s senior cohort of 2023, there’s cause for celebration. They have demonstrated the �鶹��Ƶway through their perseverance, resilience, and positivity – traits that will hold them in good stead long into their promising futures.

We extend congratulations to all graduates and applaud the 48.6% of ATAR-eligible students who achieved a score in the 90s. Of note, four students achieved perfect scores (internal and external assessment combined) in individual subjects – Isabella Doyle for Modern History, Holly Ford for English, Georgia Quinn for English and Nia Saleh for Music Extension.

We look forward to presenting our Dux Isabella Doyle, Proxime Accessit Julia Rathie and Ordine Tertia Janithya Dharmawardhane at the Commencement Assembly on 23 January 2024.

As a College, we celebrate each and all of our Year 12 graduates and look to their futures with great optimism. For this generous and inclusive senior cohort of 2023, we are both proud and grateful.

The end of an era for the Pratt Family

2023-11-29T01:21:54Z

25 years of school drop-offs and pick-ups came to an end this year for one special �鶹��Ƶfamily.

The Pratt family’s Tartan journey started all the way back in 1999, when their first daughter Kaylah-Ann started school.

The eldest of the five Pratt girls, Kaylah-Ann, graduated from �鶹��Ƶin 2011, followed by her sisters Tiarna (2014), Celeste (2020), Zahli (2021), and the youngest of the five girls, Mia, in 2023.

After a quarter of a century at Fairholme, it will no doubt be a strange feeling for Shane and Elizabeth Pratt as the new school year rolls around. But we're sure it's not a 'good bye', just a 'see you later'.

Once a �鶹��Ƶfamily, always a �鶹��Ƶfamily.

Radiant Horizons

2023-11-13T23:56:50Z

When Bella Horsburgh embarked on her journey at �鶹��ƵCollege in Year 10, she wasted no time making her mark.

Armed with a Certificate II and III in Health Services, along with dual University subjects in Human Anatomy and Physiology, and Research Skills in Health Science, Bella’s career path was crystal clear.

Having secured an early offer to pursue Medical Radiation Science with a specialisation in Diagnostic Radiography at Charles Sturt University, Wagga Wagga, Bella expressed a sense of relief in knowing her destination.

‘Knowing where I will be going next year is a big weight off my shoulders, especially before the pressures of external exams set in,’ Bella said.

As a �鶹��ƵBoarder who grew up in rural NSW and Dalby, Bella has always harboured a passion for rural health.

Her firsthand experiences revealed the stark reality that those in remote areas lack easy access to health services available in major cities.

‘It’s so disheartening when patients are required to travel for hours to access essential care, which then sometimes results in severe illnesses.’

Looking ahead, Bella envisions “heading west” after completing her four-year course, driven by a profound desire to make a positive impact… but not before adding to her list of qualifications.

‘I am hoping to complete my two years’ in Post Graduate Sonography, so I’m even more skilled.’

While Bella may have a clear roadmap for the next few years, leaving �鶹��Ƶis a bittersweet prospect for her.

‘It’s so very exciting to be finishing, and looking towards the future, but I will miss Boarding deeply.

‘The connections I have made will undoubtedly endure beyond graduation.’

Reflection

2023-11-13T01:54:38Z

My name is Caitlyn Bowling, and I started my journey back in 2021 in Year 10.

I come from a small rural town called Wandoan, on a cattle property 50km out of town. From a school of about 70 students and being the only girl in a class with 7 other grade 9 and 10 boys, adjusting to the fact that I would be a part of a family with 220 sisters was – let’s say the least – a little daunting.

I have a younger sister and brother and I thought that was a handful enough, let alone living with 220 others.

My parents, having had their heads stuck in the sand of where to send me for so long, decided that we should probably find somewhere for me to go one year out. �鶹��Ƶwas the first school we looked at, and in an instant, I knew this is where I wanted to go. I made my decision that day after our tour, not even considering any other schools.

It was during my orientation that I had met my best friend, Amelia. Her constant smile and openness to chat to when I didn’t know anybody made coming here so much easier. Now lifelong best friends, I realise how important those little interactions are.

While boarding was very foreign to me, I was ready for something different.

My first day of �鶹��Ƶwasn’t quite as I planned it; falling down the stairs and dropping my morning tea wasn't quite what I had in mind… thinking how could this get any worse? I was in a different school, eating different food at morning tea and was just trying to get through my first day, alive… but I survived.

You may be known as the girl who fell down the stairs, but that doesn’t matter! When you are accepted, loved, and supported like you are at Fairholme, you learn that little things like this only help shape you into who you become.

For me, this journey has now led me to the appreciative role of Boarder Prefect and the girl who only falls down the stairs maybe once or twice a term.

I understand that boarding is hard for both parents and their daughters. It as much as your first day as it is theirs. While I may have managed to keep it all together, my mum, however, not so much.

But YOUR GIRLS too, will survive this incredible journey and want to do it all over again as I do now, even if they fall down the stairs on their first day.

Leaving

2023-11-13T01:17:44Z

“Nowhere is as beautiful as when it’s left. The beauty is part of the leaving.” (Joanna Walsh)

The blossoming of jacarandas with their tangled purple carpets is always an omen. It signifies exams and it heralds departures. Bittersweet, it announces a time to let go, of farewells, and the ultimate dance of the in between … the capricious precipice and tightrope walk between the safety net of school and the unfurling lure of a world bigger than the imagination.

It is frightening and fabulous, all at once. It is in this swinging grief cycle that parents and school-leavers vacillate, invariably out of synch with one another, both relishing the finish line and fearing it. No-one ever warned us as parents that joy and grieving could be so entwined and so sharp in their contrast.

This is the moment you have worked towards, anticipated and … now it’s here. Some are bravely celebrating its arrival. Perhaps others, a little like I did more than a decade ago, find yourself unprepared for the reality.

Independence – the end game for us all in the business of raising adolescents, is messy, hard-fought, and not without its complications. The post-school world presents freedoms that eliminate parental control with an abruptness that can take our breath away.

It is no surprise that we thirst to feel wanted, just for a little longer. We would like to regain the equilibrium of the pre-adolescent state, even just for a moment: wouldn’t we?

It’s been a long journey from big backpacks, Velcro shoes and hats able to block out every ray of sunshine, to P Plates, trips away with friends and the lure of post-school life. ‘A blink of an eye’, is the cliché that comes to mind, as we look at photographs that represent each of these phases.

Finishing school is both poignant with promise and, at times, wrought with sadness. It is, after all, one of the ultimate departures. Lunch boxes, end of term drop offs and pick-ups, the scramble to construct a fancy-dress costume at a minute’s notice, late night assignments, lost bags, found bags, computer trouble and the quest for independence all collide messily.

Somewhere, somehow, in the midst of the mire that is childhood and adolescence, there is growth in abundance. Yet, it doesn’t always feel that way. Sometimes it just feels like loss.

Always, at this point in a year, as our Seniors take their leave, reflections stick deeply with all who have crossed their paths. We forgive and forget the challenging moments, landing instead, on the all-encompassing journey, making the words of Shakespeare: “nothing became [her] in this [Fairholme] life, like the leaving of it” high jump to life.

Suddenly, the small moments loom large. For boarding supervisors, memories of dorm rooms filled with the detritus of school life become cute rather than frustrating. Teachers think fondly on the exuberance of some or the reticence of others. United, all see growth – big as an oak tree and collectively nod in alignment – “see how far they have come, see how far they have to go,” they muse.

This is the pause. The moment in between. The suspenseful middle.

Our seniors are stepping across the threshold of safety, certainty, and routine … some at a sprint, some more hesitantly, but they are all taking their leave into the tantalizing world beyond.

One last exam. One last stroll through G Block corridor. One last Assembly. One last wearing of the tartan. That’s how it goes, each and every year. Parents ask, “is it sad for you too?” And it is. Every time. Like you, we are torn between letting go and holding on for one more last.

Thank you for sharing your daughters with us. Thank you for your patience with us, in the tough times, the learning times, the growth times: we will miss you too. But we know that life moves on with unerring speed, and that for now, these young women will move forward with just a few glances backwards from whence they have come.

It will be later, perhaps years later, that a life moment will nudge them back into this space, to connect with their �鶹��Ƶsisterhood because, in the words of, Susie Anderson, in her prophetic poem, departure, “they will always have somewhere to return,” and thus it is important that they “don’t forget to take place with [them]” as they go.

“Nowhere is as beautiful as when it’s left. The beauty is part of the leaving.” (Joanna Walsh)

Dr Linda Evans | Principal

Be Brave Enough to Begin - Again

2023-11-13T00:28:19Z

How do you make sense of the unthinkable, the unimaginable, the incomprehensible? An hour glimpse into the life of Rosie Batty, Australian of the Year, 2015, courtesy of the �鶹��ƵMothers’ Long Lunch, captured the heart of a woman who has spent a decade seeking to change how the world views family and domestic violence.

It’s an unpalatable topic, not one you’d imagine for your regular feel-good mothers’ long lunch speaker. Yet, I am so glad that I heard her speak, gained a glimpse into the pain of her story but, more importantly, a larger window into her resolve to make a difference.

Be brave enough to begin again – Rosie Batty has been.

Her story is one that we need to listen to, take heed of, and not avoid.

For those who may have forgotten, ten years ago, Rosie Batty’s eleven-year-old son Luke was at Cricket practice – here, in a totally unanticipated moment, he was murdered by his own father. The world stopped in its tracks – Australia reeled. Luke’s death prompted us to recognise that family violence can happen to anyone and everyone. Wealth. Education. Background. These things do not protect us.

In the aftermath of the unimaginable, Rosie Batty did the unthinkable – she spoke to the media. She found her voice, less than twelve hours after losing her only child, and spoke. Somewhere within her, she knew that speaking out was the only thing she could do to honour the life of Luke. And so, she did, and she continues to do so. So profound has been the impact of her work, that researchers refer to ‘the Rosie Batty effect’ in reporting on the change in the way we view family and domestic violence.

Consider that one woman a week is murdered by her current or former partner in Australia, one in three women face family violence in their lifetime and one in four children, and that children are often the unseen victims. Their experiences play out as trauma does, throughout their life.

Conversation, education, and expectation of respect are fundamental, she believes, to affecting change. In her view, jail sentences are not the cure – by that point in time, the damage has been done. It is what happens before, not after that requires our focus.

Part of our Senior Thrive program tackles this topic. It’s been a project of Catrina Sharp for a number of years, to bring practitioners in this field together to speak with our students. Local lawyer, Adair Donaldson who works in this area, is a regular presenter. Further, Catrina facilitates the gathering of a panel with local specialists - our girls form questions, run the session, and collectively ponder the unthinkable.

For this age group, it is about discussing coercive control, and power-based actions that can manifest in some girls’ emerging, first and subsequent relationships. Learning how to recognise behaviours of control and manipulation are conversations that need to occur.

Gaslighting – the practice of leading someone to doubt themselves, is a common place term – because it happens, sometimes occurring hand in hand with flattery and gifts. That’s why we need to talk about it. Our Darling Downs’ Principals’ Association makes this topic an annual one – where we hear from those in the field as well as from those in our schools who are proactively tackling the problem.

Of course – a lesson or two, or a presentation on domestic and family violence does not shift the fundamental problem of coercive control, entitlement, or the uneven imposition of power: but it’s a starting point. We also need to value bravery, independence of action and a sisterhood of support. Expecting respect needs to be a given, at all times, in all places. There are gender differences. There should not be a power difference attached.

We want our girls, your daughters, to be able to stand up for themselves and others, when the moment requires it – at any time, in any circumstance they need to make another accountable. It is why the mantra – “I choose to do this because it is hard, not because it is easy” has become ‘Fairholmised’ over the past twenty years.

I am grateful to all those, in my life, who have taught me to expect respect and who have modelled that for me . And we too, need to be a voice for the one in three women and one in four children who require our support. I am grateful for the Rosie Batty effect – a woman who found her voice amidst the unthinkable, the unimaginable, the incomprehensible. I am so grateful to have heard her words.

Be brave enough to begin - again.

Dr Linda Evans | Principal

A Tapestry of Memories

2023-11-12T23:12:29Z

From the first day, marked by a flurry of photos captured by Amelia Webster’s mother, Lisa, to the warm welcome extended by her ‘Big Sister’, Emma Scanlon, the initial impression of �鶹��Ƶfrom the Kingaroy Boarder was nothing short of amazing.

‘I remember my mum took so many photos on the first day; before we left home, when we arrived in the Boarding House car park, one by myself in my room, and one with my first roommates (Bridget Rea and Jo Cox),’ Amelia recounted.

The Boarding House became a second home for Amelia, and within her first few day’s, bonds were formed and memories made.

‘I will miss chatting to everyone in the hallways, particularly in the Boarding House,’ she said, highlighting the strong sense of camaraderie that permeates our Holme.

The tight-knit Boarding community provided opportunities for friendships that might not have blossomed otherwise, and conversations over dinner revealed a tapestry of backgrounds, enriching her perspective through the diversity of her peers.

‘My highlights as a Boarder have been getting to know people I never would have if our rooms weren't a few doors away from each other, and also learning all sorts of things from everyone's different backgrounds just by talking at dinner.’

As a Boarder Prefect, Amelia said her mission was clear: to spread positivity and encouragement throughout the �鶹��Ƶcommunity.

‘I took great pleasure in witnessing the younger Boarders dive into activities, especially during the cherished movie and popcorn nights in the Homestead.’

Among the many inspirational figures at Fairholme, Amelia expressed deep admiration for Dr Evans’ dedication to understanding and supporting each student individually, a quality that she said would resonate with her for many years.

‘I have loved learning from her excellent leadership over the past six years. She takes the time to understand and learn about each and every student at �鶹��Ƶand has encouraged me to do the same.’

Looking ahead, Amelia is set to embark on a new chapter at St John’s College, at the University of Queensland in Brisbane.

Although her academic path has seen its fair share of contemplation, she said, the influence of Fairholme’s Communications team has steered her towards pursing a Bachelor of Communications at QUT.

�鶹��ƵFashion Week

2023-10-26T03:09:10Z

�鶹��ƵFashion Week - sponsored by Enterprise Legal - brought an electrifying burst of creativity and style to the campus.

�鶹��Ƶstudents stepped onto the catwalk and shone in a spectacular display of talent and fashion prowess. With months of preparation

and dedication, these budding designers and models showcased their unique creations, turning the campus into a runway filled with glamour and innovation.

The event wasn’t just about clothing; it was a platform for self-expression, as students from diverse backgrounds and disciplines came together to celebrate their love for fashion.

The catwalk was a vivid display of originality and individuality, as students confidently sashayed down the runway, owning the spotlight, and leaving the audience in awe.

Congratulations to the winners of the 2023 �鶹��ƵFashion Awards -

Enterprise Legal Open Champion Designer ($850 Cash) - Katie Davidson

Enterprise Legal Open Emerging Designer Award ($450 Cash) - Gracie Lange & Melissa Taylor

Enterprise Legal Senior School Champion Designer Award ($400) - Pip Lilford

Enterprise Legal Senior School Encouragement Award ($200) - Clare Hogan

Enterprise Legal Middle School Champion Designer Award ($300) - Rhea Desai

Enterprise Legal Middle School Encouragement Award ($50 and $100 Grand Central Voucher) - Payton Kane

Year 12 Emerging Student Designer (3-Day Workshop at the Whitehouse Institute of Design) - Hannah Pocknee

Emerging Model (Kaye Foley Workshop valued at $900) - Holly Lane

Thank you to all involved in a stunning �鶹��ƵFashion Week!

Congratulations to Head of Fashion, Ms Meisi and our major sponsor, Enterprise Legal .

Well done to each of our Year 11 students who took on the role of models, back stage, make-up, sound & lighting, music and ticket sales.

Thank you to our special guest judges, Georgina Pola, Pia Du Pradal and Camilla Jade, and our guest designers -

Alamay
The Woolmark Company (AWI)
Linen Chest Boutique
Maddi & Pip
Charmani
Goondwindi Cotton
Pia du Pradal
Coco and Blush
Lara Boutique

On the pathway to success beyond the school gates

2023-10-26T02:37:54Z

Thanks to the �鶹��ƵPathways Program, Year 11 student, Amelie Moore, is heading into Year 12 with the peace of mind of a guaranteed ATAR result.

Commencing a Certificate III in Education Support in Year 10, Amelie Moore is now fully qualified as an Education Support worker and has secured herself an ATAR rank of at minimum 68.

Amelie’s passion for working with children lead her to choose the Certificate in Education Support and through completion of the course, she has been able to get a feel for what a future career in teaching may be like.

‘Doing a certificate while in school is a great option as it helps you decide if you want to do this as a career,’ Amelie said.

‘I completed most of the course in Year 10. I found it was a lot easier to get it done in Year 10 than Year 11, to fit in with workload and we had dedicated periods in the morning to do it.

‘I’ve not only received a qualification, but it’s also given me a guaranteed ATAR which will help me get into university.’

Fairholme’s Pathways Coordinator, Laura Anderson, is extremely proud of the opportunities the Pathways Program provides to students.

‘The Certificate III in Education Support is just one of the many Pathway Programs available to �鶹��Ƶstudents in Years 10, 11 & 12.

‘By beginning a Pathway Program early in the girls’ senior schooling, it ensures they can make informed career and subject choices, having ‘tasted’ or experienced an area of interest outside the traditional subject offerings,’ Ms Anderson says.

‘Through completion of the Certificate III in Education Support, Amelie has already guaranteed herself an ATAR rank and has been afforded eight Queensland Certificate of Education (QCE) points.’

‘If I’m studying at uni and want to get a job, this also gives me the option to work as a Teacher Aide or if I go overseas, I can use the experience to become a Nanny or Governess,’ Amelie adds.

Amelie says that she enjoyed the practical hours she completed as part of the course. ‘I did the 100 prac hours here on campus at the Junior School which made it really easy to get that part finished.

‘I did my prac with the Year One class and some work experience hours with the Year Two class. It was really fun, and the children seemed to really like having a young Teacher Aide working with their class.

‘When I finished my work experience, every girl did a drawing for me, and I received all of their drawings in a big folder which was really nice.’

In addition to the technical components of the course, Amelie found the practical experience helped her to learn important soft skills that will give her an edge when entering the workforce.

‘Doing the certificate taught me a lot of things other than just teaching. It taught me a lot about how to deal with different types of people and working with people with disabilities.’

We wish Amelie all the best as she heads into her final year at �鶹��Ƶand can’t wait to see where Amelie’s passion for education takes her over the coming years.

City to country

2023-10-26T02:25:25Z

Day girl, Hannah Pocknee, got a taste of the rural life when she visited Boarder,

Kadence Wilson, at her home near Julia Creek... Here she writes about her adventures in the country

Last holiday, I embarked on an unforgettable trip to spend a week with my friend, Kadence Wilson, and her family on their sprawling grazing property located near Julia Creek in North West Queensland.

While I was initially apprehensive about the considerable distance and the remote nature of this destination, my experience turned out to be nothing short of extraordinary, leaving me wishing for a longer stay.

The adventure kicked off with a flight to Mt Isa, where Kadence’s mum picked us up, and we headed to Dajarra (150km south of Mt Isa) to meet her dad and brother at a campdrafting event.

This three-day event was so much fun watching the skilful drafting and rodeo events, with lively music and dancing stretching into the evenings.

It was intriguing to observe Kadence in her element, her speech subtly transformed into a unique country dialect, and her usual reserved demeanour gave way to an outgoing, exuberant version of her that I barely recognized.

The Wilsons were fabulous and welcomed me with open arms, even her spirited younger brother, Zander, embraced my presence and introduced me to the intricacies of their farm life.

I loved working with their cattle, separating them into different yards, learning to horse ride, star gazing at night, and the magnificent sunsets.

The sunrises and sunsets in this remote landscape were unlike anything I had ever seen. The vast, unbroken horizon, flat and barren, painted a breathtaking canvas of colours that left me in awe.

This holiday instilled in me a profound respect for farming families and their unmatched dedication and work ethic. Their days begin at the crack of dawn and extend well into the evening, filled with demanding tasks like herding cattle, mending fences and checking water supplies.

I loved the way the family works together, especially during school holidays when the children actively participate in the daily operations.

Living in such a remote location, as the Wilsons do, presents unique challenges. Everyday conveniences that I often take for granted are luxuries there.

The nearest shopping destination is a five-hour drive away in Mt Isa, and this visit is a bi-monthly marathon that requires meticulous planning by Kadence’s mum Kimberley. There’s no quick trip to town for forgotten items. Local schools are absent, leading to Zander’s enrolment in the School of the Air, and any medical emergencies are managed by the Royal Flying Doctors Service.

Life in this remote location is far from easy, yet the Wilsons embrace it wholeheartedly, considering it their way of life and loving it.

For Kadence, who travels back home from �鶹��Ƶeach holiday, it’s a LONG journey – a 24-hour bus ride or a full day of travel by plane and car. Her decision to relocate to Toowoomba and attend boarding school shows remarkable courage and determination.

My trip to the Wilsons’ grazing property was an incredible experience that provided me with an appreciation for the challenges and rewards of rural life and a profound respect for the Wilsons.

I must confess that after my holiday, I can see the allure of spending a gap year working on a North West Queensland property.

�鶹��Ƶstudents dive into swim teaching

2023-10-26T02:16:21Z

Year 10 students Katie Seaby and Ava Macey are making a splash on the pool deck, playing an important part in keeping children safe in the water this summer.

Both students have recently completed the AUSTSWIM Teacher of Swimming and Water Safety course and are now working as Swim Teachers at the �鶹��ƵAquatic Centre.

Katie has an interest in working with children and hopes to study Paediatrics when she finishes school.

“I really enjoy working with kids and love seeing the improvement that each child makes.

“The AUSTSWIM course took me about four months to complete’, says Katie. ‘It involved doing practical hours alongside qualified coaches, learning how to plan and teach lessons, as well as doing CPR.

“If you enjoy swimming or have a swimming background, teaching children to swim is a really great thing to do.”

Ava is a member of the competitive swim squad and enjoys connecting with the younger children.

“I’m currently completing a certificate in teaching, so becoming a swim teacher has been great hands-on experience.

“I enjoy watching the children progress comfortably in the water and having loads of fun.”

�鶹��ƵLearn to Swim Coordinator, Judy Dickinson, says, “teaching swimming is not only a rewarding experience, but an excellent way for students to get ready for university and earn some extra money.

“AUSTSWIM qualifications are recognised Australia-wide as well as internationally.

“We regularly run the AUSTSWIM courses which can be completed in a term.”

For further information on becoming a swim teacher or joining the �鶹��ƵAquatics Swim School program, get in touch with �鶹��ƵAquatic Centre by emailing fast@fairholme.qld.edu.au or phone 07 4688 4658.

At Least ...

2023-10-26T02:04:12Z

‘If you want to model and teach your children empathy, forge a positive outlook, and strengthen their understanding of self and others.’

When my daughter emerged from her 262 days of lockdown during six separate lockdowns in Melbourne, she shared her aversion to two words … ‘at least’.

Our family received a stern lecture on the taboo nature of this sentence starter. From Natalie’s perspective, this phrase diminished empathy – a response she craved. “At least you had a job.” “At least you could exercise for an hour each day.” “At least you could Facetime your family.”

There seemed to be an inexhaustive list of “at least” commentary from well-meaning friends and family (including us), none of whom had any idea what it actually had felt like to be locked down for a period equating to almost nine months.

And, as I became aware of the words, I started to hear them everywhere. “At least it’s only three weeks until the school holidays.” “At least you passed.” “At least you’ve got friends.” Catch those words, they do not, according to popularist author, speaker, and psychologist, Brene Brown, do anything to recognise someone’s feelings and need for empathy.

According to Brown, “empathy fuels connection; sympathy drives disconnection.” When my daughter’s terse lecture to her family was completed, I asked her what might have been a better response – she expressed her yearning for something as uncomplicated as: “That must have been tough.”

Can you see the difference? When we jump in with our well-meaning “at least” sentences, we are judgmental in reaching that understanding – we place a value on the experience, diminishing its impact and presuming an understanding of the lived experience of that person.

Whilst sympathy can be defined as “feelings of pity and sorrow for someone else’s misfortune,” empathy can be described very differently: the “ability to understand and share the feelings of another” (Oxford English Dictionary).

Understanding the feelings of loss and fear associated with elongated lockdowns is quite different from presuming knowledge of the experience – a subtle nuance but an important one.

Language matters. Language is an important mirror of understanding. Language affects the way we see ourselves in relation to others.

I am judicious in the type and frequency of homework that I set my Year 10 English class, always reluctant to set homework just for the sake of it.

But here is some homework for us all. Eliminate some of these phrases from your vocabulary, if you want to model and teach your children empathy, forge a positive outlook, and strengthen their understanding of self and others.

Hit list of delete-worthy phrases

At least …
I/we should have … They should have …
It’s their fault, not mine …
If only …

Rather

That must have been tough to hear.
It would have been good if I had …. however, I didn’t.
This is my part of the problem.
I am thinking that …

May we all have endured and survived the last of the lockdown world but, like all confronting and difficult situations, there is, (at least) learning to attend to: an idea or even a whisper to note.

Dr Linda Evans | Principal

Drop the rope

2023-10-01T23:56:22Z

Adolescence is its own season: unique, complex, delightful, difficult … and everything in between. Within it, parents find themselves at one end of tug-of-war disputes when adolescents are pursuing risky behaviour, or making totally unreasonable demands, at other times they may sense the need to ‘drop the rope’ when their adolescent child is legitimately seeking their independence.

The trick is in knowing when to hold on and when to let go. Parenting demands both. It demands that we are attuned to the nuances of teenage or tween life, and able to respond appropriately. It demands more than is possible of us, on some days, and the demands don’t typically dissipate quickly. We are as parents, required to do our best, for some time, however that might look.

For those mums fortunate enough to hear Michelle Mitchell speak at the ‘Tweens’ luncheon on the last day of term, you may well have noted some of her wisdom around parenting through your daughter’s life challenges. A few of her truisms have stayed with me, the greatest echo has been her statement around ‘dropping the rope.’ What a glorious moment that can be when you choose to stop the tussle. If we are honest, and parenting requires its own confronting brand of honesty, doesn’t it, we can find ourselves in a tug-of-war situation in the most trivial of circumstances. The trick is knowing when to hang on to the rope, and when to let go.

We can hold our ground, dig our feet in and draw on the rope of insistence with formidable determination. Retrospect may, at times, pose an interesting question – Why? Why fight the unwinnable? Why fight the insignificant? At other times, we hold on with impressive resolve, because we are required to, because the tug-of-war is about your son or daughter’s need to know that you are in this relationship for the long game and you as the adult, will not concede when it matters, when it really matters. Your adolescent does want to know that you believe that they are worth fighting for, irrespective of the circumstances. In 2015, parenting blogger, Gretchen Schmelzer published a piece entitled, ‘The Letter your Teenager Can’t Write to You.’ It is worth reading – the link is in the reference section. Schmelzer writes a letter in the voice of a teenager: a feisty, fighting, difficult teenager who wants to argue about everything and nothing, but who also wants to know that their parent is playing the long game. That their parent won’t give up, won’t drop the rope. She writes:

And this particular fight will end. Like any storm, it will blow over. And I will forget, and you will forget. And then it will come back. And I will need you to hang on to the rope again. I will need this over and over for years.

So, when do we hold on, when do we drop the rope, when do we simply say, NO? If it were only that easy to know. I once listened to a great radio segment on the judicious use of NO. The guest speaker – an adolescent psychologist affirmed, that in his view, we only have a few big Nos in our repertoire. There are only a few times when we really need to pull out the BIG NO, the definitive no, the one that matters a great deal to our daughter’s safety, our values, and our peace of mind. Nonetheless, we must also be judicious in its use, because ‘there are only so many times you can say NO’ (McCoy) and maintain a workable relationship.

David Palmiter, a clinical psychologist and professor at Marywood University in Scranton, states that parenting a teen is inherently stressful, even in the best scenarios (cited in Neighmond, 2014). The parent who tells you that their adolescent daughter is always even in temperament, accepts your every word, and happily follows every direction you set – without challenge, either is not being truthful, or their daughter has not yet begun the path to independence that will allow her to become a functioning adult in the future. Palmiter (cited in Neighmond, 2014) offers some reassurance. He says that the challenging, questioning and sometimes patronising manner of our adolescents is in fact ‘healthy’ and may well mean that you are doing things right as parents. Yes, even when it feels otherwise …

At some point, your daughter will depart from the established family narrative, at which time rope -holding or rope-dropping will be called for, because she will, “pick up [her story, the one you have crafted with love and great care] and turn it over in her hands like some dispassionate reviewer composing a cold-hearted analysis of an overhyped novel,” (Cusk, 2015). You will wonder where that easy, compliant, born-to-please child has retreated to, perhaps you may come to realise that the beginning of this new season is about your daughter developing her own narrative, not simply absorbing yours – no matter how meticulous its construction has been.

Hold on, let go, say ‘no’ … endure the tug-of-war moments, drop the rope when the moment demands it – be prepared to vacillate between all three, because this is the season that requires you to do so. “Know that [even when it is hard] you are doing the most important job that anyone could possibly be doing for [them] right now,” (Schmelzer, 2015).

‘For everything there is a season, and a time for every purpose under heaven…’ (Ecclesiastes 3:1).

Dr Linda Evans | Principal

REFERENCES

Cusk, R. (2015). ‘Teenagers: what’s wrong with them?’ The Australian. April 25, 2015

Neighmond, P. (2014). ‘Want More Stress In Your Life? Try Parenting A Teenager’ , July 16, 2014.

Schmelzer, G. (2015). ‘The Letter Your Teenager Can’t Write to You.’

Losing, in a curious way, is winning

2023-09-11T00:34:55Z

That's what learning is, after all; not whether we lose the game, but how we lose and how we've changed because of it and what we take away from it that we never had before, to apply to other games. Losing, in a curious way, is winning." - Richard Bach

If there were a Science subject around grand finals, I would select it. Having watched about a dozen �鶹��Ƶteams in different Grand final matches over the past week or so, I have been reminded, yet again, of the precious lessons learned.

Whether it is on a Netball court on a crisp Saturday at Nellie Robinson courts, on the Touch fields of Kearney’s Spring or Volleyballers seeking out one final win for their captain, Year 12, Katie Brock – there are lessons. For our Senior Vicki Wilson team who played hard Netball until the final whistle blew in favour of a strong Downlands team or for our younger Vicki Wilson players who persevered in extra time to win their final match – there are lessons in achievement and accomplishment. Sport is a great teacher.

In the pressure cooker of a finals match what I love is the palpable expression of effort: the perseverance and determination of those players who accept nothing less than their own best. That is character. That is not about having a higher skill level than someone else – that is about the capacity to play to the end, to finish well: what a gift.

It is the player who makes an error and goes about rectifying it at next opportunity. It is the player who receives a questionable umpiring decision (bless referees and umpires everywhere – we cannot play without you, and we have far too much to say from the sideline – self included) and plays on without a flinch. It is the player who watches on from the sideline and genuinely supports their teammates. I saw all this, over the past week.

In a Grand Final match or its life equivalent we take to the court with anticipation. Depending on our preparation, our team’s skill, past experiences, and the way the game unfolds … we find ourselves in a polarized position at full time – as winners or losers. And as players, and as spectators and coaches, we accept that outcome, variously. It’s always our choice how we respond to the situation, how graciously we accept a win or a defeat.

We choose how the car conversation on the way home unfolds – the deconstruction of the match, the reflection on self or others. We choose. Our response is in our own hands. We can choose accomplishment over achievement – the distinction is an important one.

It's like the joy of the internally motivated over the externally driven - those that can appreciate the journey as much as the outcome, those that can find accomplishment in a grand final loss or win. Certainly, it is a worthy aspiration because life itself is filled up with grand final moments.

Art Historian, Sarah Lewis speaks of the value of ‘the near win’ in her 2014 TED Talk, of gaining mastery “in the reaching, not in the arriving.” Whilst success is motivating, Lewis says that near misses in the things near and dear to our heart can compel us onwards.

I once made a faux pas on a College Assembly and said, ‘winning is a terrible thing’. Before I could give context, the hall had erupted into laughter, and I had lost the opportunity to explain my thinking.

When we win, the pressure mounts exponentially because expectation rises from both within the player and beyond. When we are winning, we are managing expectation whilst simultaneously concentrating on playing the game. When we are losing, our concentration is often singularly focused – on improvement, on finding the next opportunity – there will be one if we seek it out.

Fairy tale finishes and grand final wins don’t occur just because we wish them to, or believe that we are more deserving of the story line than others. There are no promises in sport, and in life itself, and sometimes, our efforts place us a long way from, or alternatively, very close, to success – but not on the target itself. It happens to us all, to everyone.

Embrace the near win. We learn through practice, through taking risks, through making mistakes and eventually we will find ourselves in the right place at the right moment. Canadian author and motivational speaker, Robin Sharma reminds us that, “Our wounds ultimately give us wisdom. Our stumbling blocks inevitably become our stepping stones. And our setbacks lead to our strengths.”

To all who have taken to the field, the court, the leadership space in a grand final finish – I hope you have played hard, given it your all and learned through the experience of accomplishment over achievement, and of seeking opportunity.

Embrace the win. Embrace the near win: ‘losing, in a curious way, is winning’.

Dr Linda Evans | Principal

REFERENCE

Lewis, (2014). TED Talk. ‘Embrace the Near Win’.

Following the family tradition

2023-09-01T01:40:19Z

Meet Shelby Rowles, a remarkable Year 11 student whose passion for dental care led her on a transformative journey.

Through determination, initiative, and unwavering support, Shelby recently completed a Certificate III in Dental Assisting traineeship with the Australian Academy of Dental Assisting (AADA) College.

‘I commenced my School-based Traineeship with Southside Dental in Toowoomba in April 2022, after successfully completing their interview process.

Attending one day a week as part of the �鶹��ƵCollege Pathways Program, I entered the workforce and loved it immediately; it felt like the perfect fit for me. This quickly led to working full 8-hour days, after school hours and holiday work,’ Shelby said.

Despite the challenges of learning an entirely new field, Shelby says she embraced the traineeship with enthusiasm and soon learned to navigate and even take on leadership roles.

‘I also gained more self-confidence, improved my communication skills, experienced complex decision-making in the workplace and gained an understanding of real-world thinking and reality.

Lots of initiative was required throughout my traineeship. Staying abreast of schoolwork, completing my traineeship units and organising trainer visits for workplace observations to sign off on completed assessments.’

The roots of Shelby’s journey run deep, influenced by her family’s healthcare background. Her grandfather, a doctor, and her father, a Pharmacist/Farmer, she says it inspired her to pursue a career aligned with her upbringing and values.

‘Being able to undertake this traineeship, and being involved in an industry in which I have grown up and hold close to my heart has been fulfilling.’

Shelby says her journey would not have been as enjoyable without the unwavering support of our Head of Pathways Mrs Laura Anderson, and

Pathways Coordinator Mrs Kelly Cumming.

‘They stood as unsung heroes, guiding me towards completion and triumph. Their support, infectious positivity and problem-solving skills were

instrumental in my success.’

As she reflects on her achievement, she stands as a testament to the adage, “She can, and She will.”

Shelby Rowles, a name now synonymous with dedication and triumph, has paved a promising path in the world of dental assisting.

Dancing sisters shine on stage

2023-09-01T01:30:47Z

The Carrigan sisters are no strangers to the spotlight, having already graced the stage in many large dance productions.

�鶹��ƵYear 9 student, Ava, is the eldest of the four Carrigan girls and has been dancing for almost as long as she has been walking.

Dreaming of one day performing professionally, Ava is well on her way to achieving her goal, having already performed with an impressive array of dance companies.

‘I do about 22 hours of dance each week, including classical ballet, contemporary and jazz. I love performing on stage after months of training

and collaborating with choreographers to bring the performance to life and share it with the audience.’

Both Ava and her younger sister Grace (Year 7), recently performed alongside a cast of 60 young dancers from across Australia, in the Majors & Minors production for Brisbane-based contemporary dance company, RB Corp. Instruction.

For both young dancers, this production has been a highlight of their blossoming dance careers. It’s being part of junior companies and performing together with her friends that motivates Grace’s passion for dance.

‘I love making new friends and learning different styles of dance. I’m not sure where dancing will lead me, but I just know it will always be part of my life.’

For Year 5 student Lula, dancing is less about taking centre stage and more about keeping fit and having fun. Lula’s true love is being on the family farm and horse riding with her cousin, but she still loves dancing for fun and fitness.

‘Dance is fun, and it makes me happy spending time with my friends. I really enjoy being part of my dance school’s Christmas production each year and supporting my sisters.’

Following in the footsteps of her older sisters, the youngest of the Carrigan siblings, Miette, is a jazz, tap and hip hop girl. At just seven years of age, Miette has already successfully secured herself a lead role, playing Young Sven in the Toowoomba Ballet Theatre’s production of ‘The Snow Queen’ earlier this year.

Miette is also set to take the stage in September as part of the Brisbane City Youth Ballet’s production of The Magic Toyshop.

‘I love performing at Eisteddfods and being part of theatre productions. When I grow up, I want to dance and paint.’

The future is certainly bright for these dedicated young dancers. We look forward to seeing where their talents lead them in the future both on and off the stage.

Travel is not meant to be easy ...

2023-09-01T00:53:29Z

‘We live in a wonderful world that is full of beauty, charm and adventure. There is no end to the adventures we can have if only we seek them with our eyes open.’ - Jawaharial Nehru

I am an avid traveller, as is my husband, and our children. Collectively, we prefer the less travelled path – Natalie and Mitchell venturing to places without paths, at times – the sort of places that cause mothers nightmares.

Upon return, people say – “A treehouse in San Mateo, Mexico: amazing!” “Wow! I’ve never even heard of Plovdiv.” “Where on earth is Lake Bohinj? No-one ever says – was it hard? The assumption is that travel is like a glorious event where all runs smoothly, to time, and without any moments of angst. Fortunately, not. Travel is a problem solving activity; it is often an act of compromise – particularly when travelling with others, and invariably a time of heart-wrenching highs and unexpected lows. Therein lies its richness: a time and place to grow through the juxtaposition of challenge and delight.

In travel, are a cumulation of moments that often can only be digested and appreciated in their entirety – after the event.

In 2013 my husband and I spent a month in Istanbul, living amongst locals in an apartment perched nearly 100 stairs above the narrow cobble stoned road below. We ate borek and drank Turkish tea each morning at a tiny café where no-one spoke English – staff or customers. We bought meat from a butcher with whom we had no shared language and purchased fresh bread, the reddest tomatoes, and sweetest cherries daily, from a ramshackle stall at the end of the road. Yet, the value of this opportunity, appeared subsequently, and upon reflection.

During the latter part of our stay, we were caught in the midst of civil turmoil. Our street was cordoned off by police. A nearby unit block was operating as a makeshift hospital. Tear gas became a cloud hovering above us. On the first day of the unrest, we had found ourselves locked in the train station with other bewildered commuters – cannons of tear gas had been fired. We panicked, fearful, frightened. Eventually, a door was pried open from outside and we crawled, on our stomachs, onto a street of chaos.

In the days that followed, the locals made sure we could access food, explained in broken English what the basis of the conflict was and kept us safe. Meanwhile, Smartraveller listed Turkey as a red zone and my family was urging us home. It wasn’t that easy to go – in fact, there was no access to our street at either end, unless on foot.

We were probably unaware of the depth of danger around us. Travel is not always easy, but I wouldn’t wish those weeks in Istanbul away, either. I wouldn’t wish away the kindness of strangers, the challenges, nor the entrée into Turkish politics that remains a fascination.

Like travel, the journey of finishing school is a problem-solving activity, it involves compromise, and it is often a time of heart-wrenching highs and unexpected lows – for Year 12s and their parents. Hopefully, Smarttraveller would not list it as a red zone – though, no doubt, those moments occur at times.

In their senior year, these young people are ‘becoming’ – becoming adults, and as they strive for and thrive on the prospect of independence they sometimes can ‘bite the hand that feeds them.’

Their post-school horizon often appears like a glorious event where all runs smoothly and anything holding them back from this utopian world where there will be no rules, and where decisions will be there’s entirely – is deemed cruel, archaic, dictatorial. Perhaps this is an exaggerated scenario but if you are raising an adolescent there will be moments like these – lest they are too comfortable or too entwined to leave the nest of home. To leave home, one must, in some way – muddy the nest.

Each will see their �鶹��Ƶtime differently, at this juncture. For some, without the next destination in clear sight, they want to hold on – just a little longer. For others, the beckoning of a new, shiny, bright destination is all encompassing. Whichever, time is on its march forward and the finish line will be crossed on Friday 17 November.

March pasts, eisteddfodau, grand finals and debates will entwine with memories of common room lunches, teachers passionate about their subject, singing out of the Boarding House (again), falling in and out of friendships, too many assignments and Sess, with his camera – taking just one more shot.

The mundane and delightful will both take their place; they will be the things they will take away into their next journey, the things that will have their greatest meaning, later.

Ride out the whirlwind. Place yourself in circumstances where you can enjoy these strong young women, at their best.

Avoid the temptation to pander to every whim, in order to keep things steady – always, always, your thoughtful, wise, measured, adult voice, matters.

Like travel, finishing school is often best observed ‘after the event’, away from the intensity of the time and when perspective clambers its way into line of sight.

For now, as we start to grieve their leaving, take time to appreciate your own travel journey – look how far you too, have come.

There is a richness inherent in the metaphoric distance travelled, from treehouses in San Mateo, Mexico to Palm Drive, Fairholme. If there is to be

real growth, it’s not meant to be easy.

Dr Linda Evans | Principal

From little things big things grow ...

2023-08-21T03:05:52Z

In recent years we’ve visited families in Urandangi, Gregory Springs, Hughenden, Mt Isa, Katherine, Darwin, Moree, Narrabri, Roma, Dalby, Tenterfield, North Star, Goondiwindi, Kowanyama, St George, Bollon, Cherbourg, Cunnamulla, Longreach, Winton, Mungindi, Miles, Boomi, Thallon, Taroom, Charleville, Blackall, Warialda, Munduberra, Gayndah, Condamine and more …

Why do �鶹��Ƶstaff – boarding, academic and leadership, traverse country roads each year, visiting incoming students, their families, and their schools? Because data would tell us that forming relationships prior to school entry, reduces the impact of homesickness.

In 2014 �鶹��Ƶundertook a two-year research project through Independent Schools Queensland to understand the structures that best support the transition of boarders from their home to Fairholme. Through this, we came to focus on the transition from home to boarding and to consider this widely across all entry points of the College. We have not stopped our ponderings as a result, and the transition programs that operate across the whole College are under regular review and refinement.

One of the main findings from the Boarder Transition research project was that visits to our incoming boarders’ homes or hometowns in the year prior entry to school, had a powerful and significantly positive impact on our students’ ability to start learning with greater immediacy. It is a self-evident truth that a student who is settled at home or in boarding is better placed to approach learning positively and effectively. Additionally, understanding our student’s background in a real sense, is the first step in establishing a relationship of trust.

Whilst one building block does not create a tower, we believe it does provide the firmest of footings. It nudges us to an understanding of the contrast between the home and the school environment, it introduces us to the significance of pets, the vastness of properties, and the importance of family. It is a lesson in empathy and awareness. Furthermore, it reminds us all, each time, of distance and not just in a literal sense.

After all, we do have to persevere when travelling distance.

As staff we are enlightened and humbled each time as we calculate the kilometres many of our Boarder families undertake to enable a �鶹��Ƶeducation. We have a glimpse of long, tedious straight roads, often pitted with potholes. So too, we encounter kangaroos, bush pigs, and the occasional guileless emus, and road trains that appear endless and impossible to overtake, safely. Travelling west late in the afternoon means blinding sunlight and it also means vast open plains, mountains that appear blue on the horizon, sorghum crops standing to attention, the fluff of cotton crops caught in road grass and cattle that graze, oblivious to the traffic that passes them. We all have to travel distance to get anywhere. We have to travel as staff, to gain insight.

Enduring the potholes, persisting through tedious kilometres, and negotiating an overtake of too many road trains is a means through which we are actually forging connections. For each and every country visit to our new families, we are building relationships and nurturing potential in our incoming students. That’s why we travel north, south, and west each year – thousands and thousands and thousands of kilometres. Because we believe, and data confirms, that it makes a difference.

These visits allow our new boarders, leaving home for the first time, to settle faster and to feel a greater sense of belonging. For their parents, these visits allow the first layer of the fundamental platform of trust to be established. Without it, the journey ahead will be less fruitful.

Travelling distance, is but a small gesture of commitment to our families, but an important reminder that, in Australian singers/songwriters Paul Kelly and Kev Carmody’s prophetic words – ‘from little things, big things grow.’

Dr Linda Evans

Principal (and avid western traveller)

Real men wear pink

2023-08-07T05:03:55Z

Our Facilities Team look pretty in pink every Friday - all in the name of a good cause.

Every Friday, amongst a sea of tartan, you might catch a glimpse of hot pink... Our fearless �鶹��ƵFacilities team has decided to don their best pink attire in an act of solidarity and support for a good cause.

Head of Facilities, Shane Tessmer, said the trend started with a few of the team adding a touch of pink to their Friday outfits to show support for Breast Cancer Awareness Month.

‘It started as a simple gesture, but the positive response has been overwhelming,’ Shane said. ‘It’s amazing to see how something as small as wearing a pink shirt can bring so much joy and camaraderie and awareness to the workplace.’

Andrew Kajewski, who was also instrumental in spearheading the campaign, believes in the importance of male involvement in such endeavors. ‘Breast cancer affects not just women but families and communities - and other men - as well.

As men, it is our responsibility to support our female colleagues and friends during their battle with this disease. By wearing pink, we want to break down gender barriers and show our commitment to fighting breast cancer together.’

Shane adds: ‘Wearing pink on Fridays is a real conversation starter, and maybe one of these conversations might just save a life.’

Unstoppable stride

2023-08-07T03:21:55Z

At just 11-years-old, Lucy Barnes has already proven herself as a force to be reckoned with on the running track.

After coming second in the state competition, she has secured a spot at Nationals in Canberra, an opportunity she is determined to make the most of.

Despite her disappointment at not winning the state competition, she quickly found solace in the fact that being second in the state and says it is still a remarkable achievement. ‘I always want to do my best and make my family proud.’

Lucy’s weekly schedule revolves around her passion for running and her commitment to improving her fitness. She dedicates several days a week to running and utilises a day for music practice, as well as a day of rest to recharge.

‘I also play Netball, Orienteering and Touch Football,’ she adds.

Her journey in running began when she was just six years old, inspired by her siblings who were participating in their own cross-country training. Ever since that moment, Lucy’s love for running has only grown stronger, and she has never looked back.

In her first-ever cross-country race, she finished second behind a boy, leading to a friendly rivalry between the two.

‘I remember having an argument with him at the end of the race, so I made sure I flogged him in every other race we competed against each other.’

To fuel her running performances, Lucy relies on her mother’s energy balls, which she consumes an hour before each race. She also has a favourite pre-race meal: Tuna Casserole the night before.

Despite the nerves that accompany big competitions like States and Nationals, Lucy views them as an opportunity to perform even better, using the butterflies in her stomach to fuel her speed.

With Nationals approaching in five weeks, Lucy has set her sights on a top-three finish, hoping to earn an individual medal. Having come

fourth last year, she is more determined than ever. ‘I got outsprinted last year, so I want to work on that and make sure I sprint harder.’

Though she’s done Orienteering in Canberra before, this will be her first experience competing in cross-country there.

Looking into the future, Lucy has a grand vision of participating in long distance running at the Olympics—an ambitious goal for a young athlete with such immense talent and dedication.

Lucy’s passion, drive and commitment to running serve as an inspiration not only to her peers but also to anyone looking to pursue their dreams.

With her focus on excelling at Nationals and her eyes set on a future at the Olympics, Lucy Barnes is undoubtedly a young athlete to watch out for in the world of running and we are so proud of her.

Oh to be perfect ...

2023-08-06T23:08:18Z

'I am not a perfectionist, but I like to feel that things are done well.' Cristiano Ronaldo

Most of us do not need to dip too deeply into our childhood memories to draw on the nubs of wisdom and truisms passed on in conversations – formal and informal. “Practice makes perfect,” is but one. It continues to be a mantra that we casually share with our children and with students – and, implicit within, are two problematic ideas.

The first being that practice does not lead to perfection, if ever, because the notion of ‘perfection’ in any setting, is riddled with the potential for an elevated level of ‘stress sensitivity.’

The second problem is that whilst we often laud perfectionism as a worthy skill, share it proudly in job interviews and other settings, yet it can be a curse and a precursor to a mindset that takes us to places of shame, blame and deep dissatisfaction.

Practice itself when undertaken with commitment can elicit perseverance, aid retention and, at best, practice can give a skill or a learning, ‘permanence’ (Garth Mole, 2023).

The best tangible gift I ever received as a child was a Netball goal – it was for my ninth birthday (yes, a long time ago). Yet, I still remember watching intently as Dad attached it to a timber pole, meticulously measuring the accuracy of height and placing it in the depths of a neatly dug hole on a flat piece of lawn, adjacent to our clothesline.

They say that perfection is merely 10,000 hours of practice away. I think I must have surpassed that time frame – the quest for perfection was a strong drive – as well as an impossible one. Quite honestly, I was OK with that – the thrill of improvement, the hope of achieving one hundred out of one hundred drove me on, to achieve whatever goal I set myself on any given day – even though the outcomes were always different between one afternoon and the next. It kept me busy. It kept me focused. It led to accuracy - but never perfectionism.

If you do not practice you will never achieve perfection. True. If you do practice you will never achieve perfection. True. In a world where perfection is an airbrush away, can be manufactured through technological intervention or artificially constructed, we do need to hold proudly to the reality of our flaws, the learning lessons of perseverance and our ability to fall short of expectation, pick ourselves up, and have another shot – literally or metaphorically: because that is the pattern of life.

Researchers continue to contest the nature versus nurture argument, their dichotomous views place them on a continuum where genetics and

effort are poised at either end.

Anders Ericsson in his combined studies with Charness in 1994, argued that intentional and appropriately structured practice leads to ‘perfect’ performance outcomes, outcomes that some researchers had previously attributed to genetics or innate ability.

Their adage that practice makes perfect is contested avidly by other researchers. However, the dangerous downside of perfectionism, as discussed by Ruggeri, 2018, is much more difficult to contest. Ruggeri cites a meta-analysis undertaken by Thomas Curran and Andrew Hill comparing perfectionism across generations from 1989 to 2016 in the US, UK, and Canada.

Their study found significant increases among the most recent undergraduates. Further, Katie Rasmussen, who researches child development and perfectionism at West Virginia University, states that “as many as two in five kids and adolescents are perfectionists,” (cited in Ruggeri,

2018).

Consider the snapchat world of adolescents and their drive to compare, to rate their accomplishments and insta moments against others, and this statistic should not surprise us. So, what do we do about that? Put goal posts in our backyard, take care with the truisms (that may indeed not be true at all) that fall carelessly from our lips or continue to laud that which is perfect?

One needs only to look at a recent �鶹��Ƶpost which shows our �鶹��Ƶcross country runners competing at the state titles to capture how committed practice develops permanence of skill, it nurtures perseverance and the healthy will to improve.

In the literal mud through which they ran, each competitor learned more about the joy of competition – against self and others, the scope and possibilities for their next run and how to manage disappointment when the high bar of expectation is not reached. I trust that each runner had a ‘Cristiano Ronaldo moment,’ where they felt they had done well: and they did, exceptionally so.

Hours of practice led them to run with strength and will and drive – exceptional skills that translate to so many other corners of living.

The Japanese ‘wabi-sabi’ notion of finding beauty in imperfection is worth consideration, it’s worth juxtaposing against the constructed on-line world: fabricated for impact and a hot bed for the development of an unhealthy sense of self.

Practice should not be used as a tool for perfectionism. Practice, at its core, should be about focus, grit and hard work. At best, it is a rehearsal, a means by which permanence of skill or understanding develops and its full value exists when that rehearsal is enjoyable, challenging and innately driven.

My parents would attest to my Netball goal post as one of their wisest fiscal investments in me; it was tangible evidence that practice, in the

seeking of excellence, is an active concept, never an endpoint. Practice and perfectionism are disparate terms, despite the commonality of their pairing.

Practice for permanence of skill acquisition is a much more apt phrase. Learning from what we don’t do well, often provides the greatest learning

of all. Wabi-sabi, however, is the ultimate concept. Imagine if we could all find and celebrate the beauty of flaws and embrace a place or state of being where practice never creates nor seeks perfection and where stress sensitivity does not exist.

As I consider the benefits of embracing mistakes, flaws and imperfections, I am led to yet another childhood truism … ‘we learn through our mistakes’, but therein is another conundrum, for another time …

Dr Linda Evans | Principal

REFERENCES

Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition »

Konnikova, M. (2016). Practice doesn’t make Perfect »

Ruggeri, A. (2018). The dangerous downsides of perfectionism »

The ripple effect

2023-06-20T06:40:26Z

Year 12 student Lilly Biernhoff has always wanted to give back to her community.

One particular act of selflessness had been on her mind since she was 11 years old: shaving her head for Shave for a Cure.

Lilly says the experience had a profound impact on her and solidified her passion for giving back.

‘The experience was truly empowering and deeply personal, and I am so proud of this small act compared to what those with cancer are suffering.’

Lilly’s passion for giving back didn’t stop there. She’s since taken on the Push-Up Challenge to increase awareness, engagement and raise funds for mental

health.

‘When it comes to promoting good mental health, sometimes we all need a little push,’ Lilly said.

Lilly gained the support of �鶹��ƵCollege staff and her fellow students, who quickly supported the concept.

Each day, participants complete their push-ups while learning about mental health, with the number of push-ups changing daily to reflect a vital mental health statistic.

‘The goal is to do 3144 push-ups or star jumps from 1 June to 23 June,’ she said.

‘It’s a big goal, but that’s because it’s the number of people who sadly committed suicide in 2021.’

While Lilly deserves a well-earned rest these holidays, she says the journey of giving back has only just begun.

‘I want to continue seeking opportunities to make a positive difference in the lives of others.’

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Working at �鶹��Ƶas a Student

2023-06-20T06:34:43Z

Head of Senior School, Mr Tom McCormick reflects on his own educational journey and why he’s so passionate about our latest initiative, Student Employee Program.

I remember when I was in Year 9 and my high school form teacher (similar to a Holme Group Teacher) advertised to the class that the school was launching a ‘Student Representative Council’ (known as an SRC).

We were told that the purpose of this initiative was to ensure that ‘students had a voice in decisions being made across the school’.

I am not sure why, but this opportunity caught my attention. My father was heavily involved in trade unions, and my brother was a youth parliament MP for our local constituency, so it is safe to say that we McCormicks have always had a lot to say and have not been afraid to speak up.

My wife would also agree that I ‘have an opinion on everything’.

It is probably for these reasons that I applied, and surprisingly, I was selected as one of 12 representatives from across Years 7-13.

Unfortunately, my work with the SRC was to be shortlived.

My first and last experience of being a member of the Student Representative Council was being sat in a classroom during a very rushed lunchtime meeting.

The meeting consisted of a teacher picking apart suggestions made by each of the SRC representatives.

Suggestions on changes to break times, increased healthy food choices in the canteen and support of further fundraising opportunities were met with critical comments by the teacher leading the group.

He would make references to the lack of resources or funding and felt the need to justify why the school operates the way it did.

I vaguely remember a Year 8 student mentioning something about buses and being completely ignored.

It was clear that the teacher did not want to be there, and it was clear from the start that the severe lack of collaboration, clear goals, encouragement, or autonomy would result in the failure of this initiative.

I remember feeling deflated and thinking, why should I value something that the teachers or leaders in the school did not value either?

Although my parents had brought me up to follow through on things that I had signed up for, I knew I would not go back to any other meetings.

The cynic in me, looking back 20 years later (through my educator eyes), feels that the main reason for such an initiative in the school was a mere tick-boxing exercise to satisfy the governing body’s (OFSTED) expectations.

I am not sure if it was experiences like this that fuelled my passion for student voice in schools, but ever since becoming a teacher, I have looked for ways to encourage students to speak up, play a role in their schools and be change agents within their communities.

At �鶹��ƵCollege, we believe that when students have a voice in their education, they feel empowered and are more likely to take ownership of their learning.

This can lead to increased engagement, motivation, and academic achievement.

Also, when students feel that their voices are heard and valued, they are more likely to feel connected to their school community and have a positive school experience, which can lead to a more positive and supportive school culture overall.

Since 2021, we have looked at ways we can empower students to have a strong voice in their own education.

We believe in ‘student agency’ and understand that young people bring fresh perspectives, insights and ideas to the table, which can be valuable to discussions and decision-making processes.

Students also have a unique understanding of the challenges facing students and are the key stakeholder in the operation of a school.

In 2021, we launched Lunch with the Head of Senior School (Carpet Conversations), which involved me meeting with groups of Year 12 students each term to hear their opinions on how life in Year 12 is going and what are some of the challenges they face.

These insights have been invaluable in supporting our development of Wellbeing and Teaching Learning Frameworks.

I also regularly speak at Senior School Year Level meetings and meet individually with each Senior School student to talk through what they like about Fairholme, what we do well in the Senior School and areas they feel we need to look at in greater detail.

Ideas such as refurbishment within the Senior School, changes to the College uniform, and the creation of new clubs have all come from these meetings.

However, the most significant project in the area of ‘student agency’ has been the launching of the Students as Employees initiative this year.

This initiative is open to all Year 11 students and is paid employment for the students in the areas of Marketing, Publications and Photography.

Students are put through a rigorous application and induction process involving a written application, the formulation of a curriculum vitae with the support of the Pathway Centre, and an interview with members of the leadership team.

Other than increased student voice, there are a number of reasons why we felt the need to launch this initiative.

Sense of responsibility: Students develop a sense of responsibility and accountability when asked to lead a project or be responsible for an activity or event.
Skill development: The initiative provides students with opportunities to develop valuable skills such as time management, communication, teamwork, and problem solving.
Building relationships: We felt that students working in a school environment would provide them with the opportunity to build relationships with teachers, staff, and other students, as well as network with professionals and be mentored by experts in different fields. This will hopefully enhance their future skills.
Positive school culture: Opportunities such as this allow for students to feel more connected to their school community.

After the extensive recruitment processes, Hannah Smith (Marketing and Publications) and Penne Skene (Photography) were successful in gaining positions and, as of Term 1, have been doing a brilliant job working with their mentors, Mr Sessarago and Mrs

Doyle.

We hope to roll out this initiative to other areas of the College in 2024, such as gardening, administration, and in catering.

‘I decided to get involved in the Students as Employees’ Program to both gain experience and learn new skills within the field. It was something I was interested in and could be something I continue once I leave school. The interview process was very professional and helps you gain an understanding of how job interviews will be in the future.’

Hannah Smith.

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Capturing the Countryside

2023-06-20T05:31:10Z

�鶹��Ƶart student Kadence Wilson fulfilled a lifelong goal as she exhibited her photography for the first time at the �鶹��ƵOpen Art Prize – FACETS.

Overwhelmed with excitement, Kadence couldn’t contain her enthusiasm and immediately called her mother.

‘Mum had just returned from an exhausting journey home, but I couldn’t wait to tell her,’ Kadence said.

Kadence’s exhibition showcased a collection of recent works, all centered around the theme of travel.

Each piece represented a difference aspect of her journey, from her hometown of McKinlay, 1778km away from where she boards in Toowoomba.

One particular photograph (pictured) caught the essence of her adventure. Kadence says her father was eager to reach their destination, with the ominous signs of a storm.

‘I was driving on my Learners permit, and I could see just how beautiful the sky looked and I had pull over to get a photo of it, despite dad’s urgency. It also captures the sight of green grass, which was such a rarity over the past six years.’

Growing up, Kadence was surrounded by the creative influence of her crafty mother, who engaged in activities like scrapbooking especially during months of

dry weather.

‘Immersed in an artistic environment, I developed a deep passion for the land and I aimed to showcase it through the medium of photography.’

For Kadence, receiving the coveted red dot, symbolising a sold artwork, was not the ultimate goal.

Instead, she says it was about taking the courageous step of exhibiting her work.

‘The experience has taught me invaluable lessons and provided a platform for growth and learning.’

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�پ��ǲԲԱ𳦳�…

2023-06-20T05:18:54Z

Holidays bring with them the tantalizing opportunity to pause, to honour a different rhythm and to disconnect from technology – even partially.

The current ‘unplug movement’ addresses the relationship between technology addiction and poor mental health. Detoxification from our wired life is an essential part of living in 2023 where the push of a button, obsession with image and inability to delay gratification are trademark. The rise of wellbeing as a focus in all forums – within and outside of schools, reflects the need for – pause.

You may not all be aware that �鶹��Ƶstaff operate under an email communique curfew – one that has been in operation for the past decade. At least once per term all staff are reminded of protocols around emailing colleagues – this is about preserving and respecting one another’s right to pause and to disconnect from this highly wired environment. It is rare for a staff member to ever communicate outside of a 7am to 7pm Monday to Friday timeframe – even rarer for this to occur during holidays. Always, an email sent outside this timeframe will be prefaced by an apology and will contain urgent content required prior to the next school day.

For your interest, I share the conventions that we adhere to, so respectfully.

email@�鶹��ƵCollege

Write Hot. Edit Cold.
Emails need to be respectful and timely – more than two paragraphs generally indicate the need for a real time in-person conversation. To author an email essay to a recipient constitutes ‘management by monologue.’
It is our right to answer emails at any time; our responsibility to be judicious about when we send them and how they are written.
Always ask – Would this be better to talk about in person, or by phone?
Consider: Is it important to send this outside of a 7am – to 7pm Monday to Friday timeframe.
Does the recipient need to be thinking on this outside of school hours?

In thinking of the wired world, I am drawn back to mid-December of 2017. I am sitting in a food market in Lisbon, Portugal. A Mum, Dad and tennish year-old son are sitting at a table beside me in this buzzing, vibrant place. It is midday and I am relishing the sights, smells, and differences. That is, until a familiar scene unfolds beside me – the tennish year-old boy begins to wriggle, desperate for mum and dad’s attention.

Engrossed on their iPhones they do not notice as he squirms, pulls faces, and eventually, pushes against the table to make it rock. His parents do not move, respond, or react. For a few excited minutes I am delusional and imagine that I am observing the world’s most skilled parents making a deliberate choice to completely ignore their son’s behaviour. Alas, they are so attached to their iPhones, they have forgotten where they are, or who they are with: they have forgotten that their son is with them. Eventually, their tennish year-old son is able to rock the table hard enough to spill their drinks and scatter their platters of finely sliced pork. The rocking has been constant for minutes, not a word has been spoken until, in this deliberate gesture … he finally gains their attention. Hell, hath no fury than two parents whose social media activity is interrupted. The scene unfolds dramatically: a chaotic mix of yelling, hitting and tears. I optimistically will them some deep breathing which (Dent, 2016) reminds us, creates some much-needed serotonin – the calming neurotransmitter. Whilst tennish year-old ‘Miguel’ had chosen his attention-seeking behaviours unwisely, I wonder how things might have unfolded without the presence of iPhones.

So too, it’s years ago and I am sitting in a restaurant in Toowoomba and watching a marriage proposal unfold. I am conscious of how I am being addictively drawn to the romance of the scene. Nonetheless, I attempt to practice what I see as the requisite privacy for such a situation (my mother’s manners mantra were on repeat in my head). Flowers, a sparkling diamond, champagne, tears – the scene unfolded as you might imagine. And then … mobile phones were retrieved, photographs taken and shared. For the next thirty minutes that couple, newly engaged, deeply in love, did not acknowledge one another. Heads down, fingers swiping and typing frantically, they shared their news online.

Wired. Excited. And … totally disconnected from one another. Again, I wondered how things might have unfolded without the presence of an iPhone. Yes, our devices keep us connected but emotionally they keep us disconnected: such is the tension that we traverse, daily – often unknowingly. Our worlds are lived on gadgets, unless we permit ourselves time to observe the gift of ordinary days, days not filled by gadget checking, and social media diversions, where we privilege connection at a human level. Blaise Pascal wrote in the 1600s of ‘man’s inability to sit quietly in a room alone’ and foreshadowed our impulse to ‘turn to something else’ (Kagge, 2017, p. 37) leading us with addictive magnetism to the age of noise: social media noise.

Here’s to the holidays ahead – a time to privilege connection through disconnection with technology: it is time to pause. Book in hand – I intend to do just that.

Dr Linda Evans | Principal

REFERENCES

Dent, M. (2016). The Power of the Parental Pause »

Kagge, E. (2017). Silence: In the Age of Noise. Trans. from Norwegian by Becky L. Crook.

China: Penguin.

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We need to talk about…

2023-05-18T03:16:43Z

Yes, uncomfortable as it may be, we do need to talk about consent. We need to talk about how to speak confidently and autonomously. We need to discuss the differences between consent and dissent.

Leesa Waters, Deputy CEO at the National Association for Prevention of Child Abuse and Neglect reminds that “Schools cannot do this alone. Parents cannot do this alone. We all have to say we are committed to this because we want change.” In the compliance culture that underpins conventional schooling and traditional homes, young people need opportunity to exert agency – not just in matters of sex but, from the earliest age, in general decision-making around choices that affect them, directly.

This is not just about being able to say no, it also about engendering the confidence to say yes. I have a memory of being twelve and driving home with my friend and her mother in their bronze-coloured Chrysler Charger. Her mother asked, ‘What would you like to do, Linda – would you like to come back to our house, or go straight home?’ The arrangement had been that we would see a movie and then I would be dropped home straight after. Her question was a departure from the script. I looked at my friend who offered no input – she was used to decision-making, autonomy, and agency. She seemed aligned with her mother’s thinking which was genuinely around this being my decision, not theirs. I replied, ‘I’d like to come back to your house if that’s OK.’ This may seem to be a trite example, yet, in my world, at that time, plans were parent-driven and generally adhered to. Power rested entirely with adults. I felt a small sense of liberation in saying yes, and, in that small moment, I was learning about decision-making.

Conversely, how easily do we say no? How easily do any of us step beyond that which is expected that which has been cultivated in a power discourse, and speak our mind? Recently, I was struck by a conversation with a student whose co-curricular load is expansive. She spoke of another activity of interest, but also of her seemingly impossible time juggle. I asked, ‘How does the idea of saying no sit with you?’ Because we need to learn to say no in situations that are not high stakes, situations where it is safe to decline, because there will be circumstances, throughout our life, where it feels dangerous to say no, yet vital that we do. Having listened to both of Leonie Smith’s Digital Parenting sessions in the past week, I am reminded (how can one forget, really?) of the pervasiveness of the on-line world where agency is diminished, it would seem, as we click our way further into an image culture that is broader and deeper than us. Resistance to this lure takes skill. It does take an ability to self-regulate – to say no. So, our children need to start practicing from an early age - even in the most mundane of circumstances.

How often do you find yourself saying yes – agreeing to something or someone, when you would rather say no? Broadly, consent exists in places and spaces that have nothing to do with sex. Consent is about choosing agreement, negotiating outcomes, and resisting compliance in circumstances where you actually want to say no. I am not talking about our children declining to do tasks that help a home or school operate well. I am talking about the gaps we might allow in situations of choice – invitations to exert agency. Extrapolating further, this creates a practice field for exercising choice over our bodies. McClung (2022) in his article ‘How do you teach a primary school child about consent? refers to a line from a recommended book that states ‘Your body belongs to you, and you are the boss of it.’ It’s a simple truism but an important one to reinforce.

Waters (cited in Dillon, 2021) says [that] children need to learn they have a choice in how they react to situations, so that when they are older, they do not resort to blaming someone else’s behaviour for their own actions. She gives the example about learning mutual consent through play.

Waters talks about how to assist your child to negotiate a play stalemate by saying -

‘It looks like they don’t want to play that right now. Why don’t you talk to them about something you both want to play?’

Yes, teaching consent is about empowering agency in young people – in the words they choose, and in the way they confidently articulate yes, or no. We need to begin conversations around respect from the earliest of ages and to allow our children opportunities for real decision-making. An openness to do so and a willingness to discuss that which is uncomfortable sets a sturdy platform for your child’s future self. It may be that these conversations create the cornerstone of the strength to say no, or to say yes, in the most vital of circumstances. Developing an understanding of how to respectfully consent or dissent needs to form an on-going dialogue, and we need to talk about it – often, openly and from the earliest of ages.

Dr Linda Evans | Principal

REFERENCES

Ewen, K. ‘Beyond the Talk: Teaching Your Kids About Consent.’ The Gottman Institute.

Hendriks, J. (2021). ‘Consent isn’t as simple as ‘no means no’. Here’s what you need to know’ . ABC News online. 24 Feb 2021.

Lubis, I. (2021). ‘Navigating the complexity of teaching consent’ . Upstart. 11 May 2021.

McClung, J. (2022). ‘How do you teach a primary school child about consent? You can start with these books.’ . The Conversation. 23 September 2022.

Millar, C. (2021). ‘Teaching consent to toddlers: ‘I’m happy we’re starting to have this conversation’’ The Guardian. 2 June 2021.

Northover, K. (2023). Porn and the ‘manosphere’ SBS series is tough to watch, but it’s must-see TV.

The Sydney Morning Herald. 12 April 2023.

Dillon, (2021). ‘Teaching consent to children: The joke is where it starts and rape is where it ends.’ The Guardian. 21 March 2021. Accessed 18/04/2023

SBS On Demand. (2021). ‘Asking For It’: Episode 1 »

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From the Arts Captain

2023-05-18T03:02:24Z

As the 2023 Arts Captain, Maggie Lattimore, has a passion for art that goes beyond the classroom. She spends hours experimenting with new mediums, striving to push the boundaries of her creativity.

Here she talks about her passion for art, her love of lino printing and who inspires her...

I have always been attracted to all forms of art. I used to read a magazine, Teen Breathe, and the colour and design withinits pages really captured my interest.

More recently, I have been drawn to the lines and balance in architecture from travels near and far.

I fell in love with Lino prints in Year 10 Art. My first lino print was of a beautiful hotel when visiting Paris. It was a four-step reduction print; I had no idea how challenging this would be!

You start by printing the entire image in one colour, then cut away parts of the lino to introduce subsequent colours.

The prints have to be precisely aligned each time, with the choice of colours adding dimension and perspective to the print.

You never really know what the final image will look like. I’m particularly inspired by Rhi Johnston, a local Toowoomba artist who works primarily in print making.

She lectures in printmaking at USQ and has exhibited nationally and internationally.

She creates incredibly detailed prints with multiple stages and colours, I would love to learn more and develop my skills to create works like this style.

The �鶹��ƵArt program has shown me the possibilities of the art world.

We have studied all sorts of artists, theories, styles, techniques and mediums that has allowed me to find where my interests lay.

Mrs Hayward has been a constant during my time at �鶹��Ƶand a hugely supporting and guiding influence.

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The Middle can be marvellous

2023-05-18T00:12:07Z

The Middle can be marvellous from Head of Middle School Mrs Jaye Ross

Many parents would be aware of the warnings about the early years of adolescence.

We are told these are the years where hormones go crazy and there are big mood swings, but in my experience as the Head of Middle School at Fairholme, it is also a time of excitement because it is when they start to change from children into the young adults they are going to become.

They begin to realise what is important to them, and they think about who they want to be and what is worth spending their time on and it is when they decide which parts of themselves they are willing to leave behind in childhood.

It is probably when they will first fight for something they believe in and it is when they will first be devastated by a relationship breakdown with friends or family members.

In short, they are challenging years but the challenge is worth it because out of these years comes the young adult version of themselves and that is an

marvellous time to be a part of someone’s life whether that is as a parent or other family member or as a teacher.

So, how do you enjoy and make the most out of your daughter’s years in the Middle and how can you support her so she learns to make safe and healthy decisions for herself?

Here are a few tips I’ve picked up over the years:

Put boundaries in place for their social media use and screen time but allow these to stretch slowly each year as they grow towards the ages of 16 or 17. Start as tight as you can manage when they first receive a phone and make decisions together about how each year these restraints can be slowly lifted as they mature and are more able to manage their own time on technology.

Stay involved in sport and hobbies and show an interest in what they are interested in. Keeping them busy and engaged with others helps them to stay connected and able to continue to build connections with their school and peers.

Keep your praise focused on their efforts and commitment to things rather than about their actual results or success. This is true for academic results as well as their success in Sport or The Arts. This helps to curb any tendencies towards perfectionism and also decreases their stress levels and anxiety about having to succeed to please their parents (or teachers).

Try really hard not to solve all their problems for them or to rush in to make their path easier. When parents take control of a situation, the message the child receives is that their parent thinks they can’t manage it on their own and aren’t capable of solving the concern. Try to give suggestions for ways they might tackle the challenge without stepping in and doing it for them. The amount of learning they get and the sense of achievement they feel when they succeed in solving a problem is enormous – resist robbing them of this opportunity.

Give them responsibilities at home. This helps them learn that we all contribute to looking after ourselves and the home we live in and that this job does not just fall to the adults. Even when they are busy studying and working, adolescents need to learn skills like cooking, cleaning, washing, ironing, mowing, washing the car etc. They will soon be doing these things after school finishes and it will help them enormously if they are already used to these responsibilities.

Encourage them to do regular study, homework and revision and make sure there is time in their schedule. Although sport and hobbies are important, it is always more important to ensure they have a focus on learning. Show an interest in what they are doing and offer to read over assignments but resist taking the pen in your own hand to make significant changes. If you give too much input you will send them a message that you think they can’t do the work.

Keep them reading! Suggest books for them and buy books for them. Read books yourself that you think they might like and then pass them onto them. It is so important for mental health but also their literacy development.

Keep them exercising and eating a balanced diet. Make sure the focus is on their physical and mental health and not about their weight or appearance.

Prioritise time at school. Make every effort for them to be at school every single day that school is on. Every aspect of school is important including sports carnivals and choral competitions and last days of school. These sorts of events are golden opportunities for your child to feel a part of their wider school community and to connect with their peers and teachers. Every lesson has learning in it and so try hard to only book family trips in the holidays and minimise appointments during school time. At this age, school is your daughter’s job and you’re probably hoping that she will have a strong work ethic and understands the importance of fulfilling responsibilities – attending school every day will help her to learn this approach to her adult studies and work places.

Encourage their friendships by asking their friends over to your home as often as you can on weekends and holidays. Having solid relationships with her peers will help her self-confidence and so do your bit to give her opportunities to solidify these friendships by spending time together outside school. Weekends and holidays are busy times for families but make sure there is time with friends in the mix.

Encourage her to spend time with extended family. Having strong bonds with people you trust will help her when your relationship with her is strained.

Above all, tell your daughter that you love her just as she is including all her amazing strengths and also her weaknesses.

Enjoy the years your daughter spends in the Middle School. These years can be absolutely marvellous!

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Conquering Great Heights

2023-05-17T23:47:13Z

In a world where breaking barriers and defying expectations has become a norm, one young �鶹��Ƶstudent has embarked on an extraordinary adventure that few will ever conquer.

Meet Lilli Hamilton, a fearless and determined Year 10 student who recently trekked to the majestic Mount Everest Base Camp, proving that the mountains are no longer just a domain for the privileged few.

Her awe-inspiring journey serves as a reminder that perseverance and passion can lead to the achievement of even the loftiest goals.

Lilli’s fascination with the great outdoors and her unwavering desire to push her limits were the driving forces behind her decision to take on the monumental challenge of trekking to

Mount Everest Base Camp.

‘I wanted to do it originally because it has always been on my bucket list and I wanted to challenge myself to see if I could actually do it,’ Lilli explains.

‘I also wanted to experience another country, especially a third world country, and learn about their culture.’

Months prior to her departure, Lilli- who completed the challenge with her mum - prepared herself physically and mentally for the journey that lay ahead.

She adopted a fitness regime, incorporating endurance training and long hikes to build her stamina and endurance.

‘I just tried to maintain a high level of fitness and did short hikes around Australia.’

Lilli’s expedition started in Kathmandu in early April where she flew to Lukla, a small town situated at 2,860 meters above sea level. ‘It’s the world’s most dangerous airport!’ Lilli said.

From there she embarked on the challenging trek, navigating through rugged terrain, crossing suspension bridges, and passing Sherpa villages.

As she ventured higher, the thinning air and steep ascents tested her physical

and mental strength, but she remained resolute in her pursuit of reaching Everest Base Camp.

‘We hiked for around eight days to Base Camp and then five days back to Lukla. I was very excited going into it, but when we started climbing, it was really difficult, which made me nervous for what was still to come.

Overall though, it was a great experience and I would totally recommend it!’

Along the way, she encountered fellow adventurers from different corners of the globe, forming connections and sharing stories.

To us, Lilli’s remarkable achievement was all about challenging societal norms, breaking free from limitations, and embracing a wholly unique quest.

However, for Lilli, it was all about ticking off her bucket list...

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Celebrating diversity through dirt

2023-05-17T23:44:54Z

Our Boarding House is more than just a place where students reside. It’s a community, a family away from home, for 215 students who hail from all areas over the country.

Acting Deputy Head of Boarding, Mrs Kylie Wallis, had a brilliant idea to showcase the diversity of the land where each of our boarders come from.

A giant jar was filled with a collection of dirt from the different regions, which is now on display in the Boarding House.

The dirt has literally come from far and wide around Australia – with the furthest sample being sourced over 3000km away in Katherine, NT.

The visual representation became more than just a jar filled with earth. To the boarders, it represented a tangible connection to their homes.

Mrs Wallis says they realised that their individual identities were intrinsically linked to the land they came from, and the display of dirt became a celebration of their diverse heritage.

‘They would often gather around the jar, sharing stories and reminiscing about their hometowns, fostering a deeper understanding and appreciation for one another.

Some even started conversations about their own cultural backgrounds, leading to greater appreciation for Australia’s diverse geography and the importance of embracing one’s roots.’

The dirt will remain on display in the Boarding House and there are now plans to fill another jar.

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Inspiring the Next Generation

2023-05-17T23:38:23Z

Year 12 student, Lucia Sperling, is leading the way in the ag industry through a CHRUPP-run program which aims to empower the next generation of farmers.

Lucia Sperling was one of 12 students selected across Queensland to participate in the LeadAg Program, CHRUPP.

Consisting of three training blocks, Lucia recently completed the first one in Emerald.

‘We learnt a range of skills, including rural first aid, cropping, irrigation, agronomy, and small motors,’ Lucia said.

The innovative program is helping to ensure the agricultural industry’s future by equipping young farmers with practical skills and cutting-edge knowledge.

Lucia’s passion for agronomy has since grown, and she’s interested in pursuing it as a career path.

She believes agronomists play a vital role in the industry and that there is always a need for more professionals in this field.

Lucia says seeing her dad farm since she was a little girl has also inspired her to pursue a career in the Agricultural industry.

‘I would always see how hard he would work, and to be able to see the results of all your hard work and how it comes to life has always been something I’ve wanted to do.’

‘I am privileged to be a part of the Lead Ag Program. I would recommend it to anyone interested in agriculture and seeking to explore their future options in this field.

Lucia will complete the remaining training blocks throughout the year, where they will focus on sheep and cattle.

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Shifting the Narrative

2023-04-14T05:28:27Z

“What went wrong, today?”

When our child is struggling with ‘becoming’ – becoming an adolescent, becoming independent, becoming their own person – and we feel their pain, their indecision, and their doubt, we sometimes enter into that world too wholeheartedly or too full of the milk of ‘good intent’. Here, in this space, we are wont to frame their life in the negative. We are wont to pre-empt the negative. We are wont to describe their life in the negative. We say, inadvertently, implicitly, and not in so many words, when we touch base at the end of day in person or on the phone - “What went wrong, today?” Anticipating their struggle, we reinforce it when we step with both feet, into their world and seek to smooth it out, eliminate the bumps and wrinkles of ‘becoming’.

Of course, they are ‘becoming’ in a world that is, in some ways, foreign to us. There are many elements of commonality, yes, but there are departures that appear like inaccessible chasms. We hark back to our own childhoods which loom in the full rose-hued light of nostalgia as perfect, sun-filled, lazy times. These are the childhoods where our parents said to us, “When I was your age …” – and their parents said to them much the same – always infused with memories of financial struggle. Adolescence, young adulthood, teenagers … call our emerging adults what you will, but be aware that straining to understand this phase of development is not new to the 21st century. Let us not fall victim to the belief that raising healthy, resilient, and courageous young women is an impossibility in the age of ubiquitous technology. To do so robs them of their potential, it paints them as victims of a world where they can and do thrive, a world where they are more socially conscious and more actively seek justice for all, than any generation before – if we allow them.

Socrates, great Greek philosopher foreshadowed this in the wisdom of his words, penned before the birth of Christ (469–399 B.C):

The children now love luxury; they have bad manners, contempt for authority; they show disrespect for elders and love chatter in place of exercise. Children are now tyrants, not the servants of their households. They no longer rise when elders enter the room. They contradict their parents, chatter before company, gobble up dainties at the table, cross their legs, and tyrannize their teachers.

In Ancient Greece, young Athenians aged 18 – 19 were referred to as ‘ephebe’ and the German word, backfisch (baked fish) was coined in the 20th century to describe ‘a giddy, spontaneous, adventurous girl who had an adult's independence’ (Fisher, 2022). Yes, every generation of teens, including backfish and ephebes, is shaped by their environment. Our young people’s lives are constructed – both positively and negatively ‘by a saturation of mobile technology and social media’ (Divecha, 2016), technology that is bigger and more expansive than us. Mobile phones and social media give great strength to the age-old lament of parents who are shocked when their compliant child begins to withdraw or retaliate or seek out other’s company in preference to their own family’s. We are hurt, confused, bewildered when this occurs and seek out reasons why. Inevitably, there is some degree of shame involved when we confront the realisation that our daughter (or son) seeks distance from us – we forget that this is our job: raising strong, independent children. We forget to take a moment of self-congratulations for providing a platform for such independence. Nathanson (1992) represents the shame we sometimes experience when we no longer see ourselves as the central or only reference point for our children’s decision-making. His model - The Compass of Shame Scale was developed to assess use of four shame-coping styles: Attack Self, Withdrawal, Attack Other, and Avoidance (cited in Elison, 2006).

Invariably, in our humanness and hurt we second guess our worth as parents, blame others for our children’s behaviour, retract into ourselves or deny the changes. Possibly, we vacillate between all four modes. Of course, if we place ourselves too fervently in one of these shame-reducing modes, we begin to model behaviours for our adolescents to absorb, behaviours that become their default mechanism. Somehow, we must step back from our roles as fixers, controllers, directors. It is possible to be close to our children and still allow them space for independence. It is possible to allow technology but to emphasise the value of face-to-face interactions. It is possible to teach the human skills of kindness, patience, empathy – but we must demonstrate these first and do so, with consistency. It is possible.

Yet, when our expectation, as we watch them struggle in their becoming, is to assume that things are wrong, others are wrong, then we default to the narrative of ‘What went wrong today?’ instead of ‘What went right today?’ As always, language matters, the delivery of that language matters too. Shifting our expectations as adults and parents allows our children to shift their expectations too, it permits a more positive viewpoint from which to imagine themselves and their world. And always, always, as parents there remains a pivotal place for us – as adults, encouragers, role models – sometimes though, on the sideline, rather than in their centre of their world. Perhaps a powerful beginning point for the term ahead is to reshape the questions we ask our children:

What went well today?

What did you do today of which you are proud?

For what are you most grateful?

We need to deliver those questions with good intent, with expectation that the answer will be more considered than: ‘Nothing went well.’ ‘I can’t think of anything I’m proud of.’ ‘I’m not grateful for anything.’ We cannot accept and settle for the negative, but perhaps, like all things in parenting, we need to begin by modelling our own answers to the same questions. The words will be different for you – for your family, your home, your values – but the intent remains the same … that even in the whirl of becoming, the tussle of finding self-worth there are always things for which we can be grateful, things of which we can be proud and good things that happen. On some days, at some stages, we need to work to find these answers, but they do exist, they are discoverable – if we practice enough.

So, what went well today?

Dr Linda Evans | Principal

REFERENCES

Divecha, D. (2016). ‘How Teens Today Are Different from Past Generations.’ Greater Good Magazine. (accessed 26 March 2023)

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Netball: More popular than ever!

2023-03-28T05:02:32Z

With its fast-paced nature and emphasis on teamwork and communication, netball has become a favoured sport amongst �鶹��Ƶgirls

Netball is a popular sport among girls at �鶹��ƵCollege, and this year, we are excited to announce that we have 29 teams competing in the local netball competition, an increase from 27 teams last year.

This means we have about 280 girls from Year 2 to Year 12 participating in the sport.

A series of nomination days took place in early February, and a panel of three coaches evaluated the girls through a trialling process.

Co-ordinator of Sports Performance, Kirsten Murry, says the teams are carefully constructed, considering the age, grade, skill level, and previous experience of each player.

‘Our aim is to ensure that every girl has the opportunity to develop their skills and enjoy the sport, regardless of their ability.’

The first games of the season, a double-header, will take place on the first weekend of Term 2 (22 and 23 April), with no games on the Labour Day long weekend.

We are excited to see our teams compete this season and look forward to seeing the growth and development of our players as they work together to achieve their goals.

Go Fairholme!

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Swimming into History

2023-03-28T04:56:41Z

At just 14 years old, Mackenzie Grimes is making big waves in the swimming pool.

Mackenzie recently broke the 50m, 100m, and 200m backstroke records at the Darling Downs Swimming trials.

‘I also broke the 50m backstroke record at our school swimming carnival and the 50m backstroke record at the Toowoomba Secondary School Swimming carnival,’ Mackenzie said.

Her love for swimming started at a young age when she began taking lessons at her local swimming pool.

As she grew older, she developed a passion for backstroke. ‘I love all swimming disciplines, but backstroke is by far my favourite because I feel really comfortable doing it and I’ve achieved some great results with it.’

One of Mackenzie’s biggest inspirations is Kaylee McKeown, who won gold in the backstroke

at the Tokyo Olympics. Watching Kaylee compete and achieve such success has motivated Mackenzie to work even harder towards her own goals, she says.

Her training schedule is rigorous, with eight sessions a week, but she remains dedicated and committed to achieving her dreams.

Recently, Mackenzie was presented with Lisa Curry’s daughter’s swimsuit, which she

says was a touching gesture and a symbol of the support she has received from the swimming community.

‘I got quite emotional when Lisa presented me with the swimsuit. I wasn’t expecting it at all, and it would have been so sad for her to give it away.

‘It is currently hanging in my wardrobe, but we plan to have it framed so I can hang it on my wall.’

Mackenzie’s ultimate goal is to make it to the top three at nationals, and she is determined

to make it happen.

She knows she has to put in a lot of hard work and effort but is confident in her

abilities and is excited about what the future holds.

‘I’m hoping that I can one day represent Australia,’ she says.

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The Girls from Kowanyama

2023-03-28T04:50:03Z

Kowanyama means ‘place of many waters’ in the Yir Yoront language. In the Barumggam language, Toowoomba means ‘the swamp’. Two places 2100km apart, but both mean home to five of our Boarders.

A group of girls gathers in Daisy Culpin Courtyard getting ready for dinner in the Dining Hall.

On the menu tonight is Butter Chicken, a favourite amongst the Boarders. ‘I love Joe’s Butter Chicken!’ says Janae Mango.

Janae, along with Tilayla and Tisharni, Josiah and Kayla and Yas Daniel- Stafford, hail from Kowanyama – 28 hours and 2100km away.

Distance means there are no visits home during the school term. And, whilst the girls each have their own stories and backgrounds, they are united in the common experience of being away from their families.

They have learned to navigate the challenges of school life and homesickness, and in doing so have forged new friendships and discovered their own strengths.

They have come to realise that this far-off place – the �鶹��ƵBoarding House – has become their home away from home, a place where they belong.

As the term is drawing to a close, the girls are getting excited about going home.

Kayla can’t wait to sleep in her own bed, Yas is looking forward to waking up whenever she wants, Tisharni is excited to see her family and pets, while Janae and Tiayla are both planning on fishing and camping.

‘I can’t wait to eat the salty plums from home, seeing my family, just being in the bush, being able to go camping and fishing.

Just all the normal stuff from home,’ Tilayla says.

Acting Deputy Head of Boarding, Mrs Kylie Wallis, said, ‘like many of our boarders, the girls fom Kowanyama struggled with being away from home, missing the familiarity of their community and the comfort of being surrounded by family and friends.

However, over time, the girls began to form close bonds with their fellow students and the staff at the Boarding House, creating a sense of community and belonging that helped to ease their homesickness.’

Yas and Kayla shared their experiences of adjusting to Boarding School. Yas initially found missing her family and her community difficult. However, over time, she began to form great friendships, participating in activities like sport and art that helped her feel more connected to her new environment. ‘I still miss home,’ Yas says, ‘but I also love my friends here and all the things we do together.

Plus, my sister is here, so when I get really homesick, I go and hang out with her.’

Similarly, Kayla missed the landscape of her community. ‘I miss seeing the stars at night and going to the river near our community,’ she says. ‘But now I’ve made friends here, and my sister is here, so when I feel like I am missing my home, I go and see her or I go for a walk outside with my friends.’

As the term comes to an end, they are excited to return home, but also grateful for the experiences and if homesickness kicks in, the girls find busying themselves in the plethora of activities in the Boarding House helps.

Every weekend, there are craft afternoons, excursions, sporting opportunities and a host of other activities the girls can participate in.

The �鶹��ƵBoarding House has become a place where these girls feel a sense of belonging, and they have learned to overcome homesickness by forming strong bonds with their fellow students and staff.

From �鶹��Ƶto their Kowanyama home, one thing is for sure – the girls are looking forward to seeing their family and friends these Easter holidays.

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Setting your Notification Preference

2023-03-06T01:01:02Z

Notifications settings - how do you want to receive your Happenings at Holme?

To access and change your notification settings, please click on the unsubscribe link at the bottom of your my�鶹��Ƶemail or go to your app's notification settings. A description of each notification setting is as follows:

Email at 5pm

This will send a collected list of Happenings @ Holme posts at 5pm each weekday, which is tailored to your daughter. Which means if there isn’t any news for your daughter that day you will not receive an email at 5pm.