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

Position Vacant - Administration Assistant to the Junior School

Tue, 21 Apr 2026 23:11:03 GMT

Administration Assistant to the Junior School

12 MONTH CONTRACT 15 June 2026 to 16 July 2027 .

The College

Set in an area of outstanding natural beauty on the Range escarpment in Australia's Garden City of Toowoomba, Fairholme College is one of Australia's leading independent girls' schools with more than nine hundred students from Kindy to Year 12 and over two hundred boarders form part of the total enrolment.

Fairholme students enjoy outstanding success in academic pursuits (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 this website to learn more about Fairholme's offerings and our students' achievements. From the establishment of our predecessor school in 1908, through the move to our current location in 1917 and into the 21st century, Fairholme seeks to maintain a student enrolment split 35/65 between country boarders and Toowoomba day girls, as well as a strong commitment to quality single-sex girls' education. A College of the Presbyterian Church of Queensland, Fairholme is committed to creating a caring Christian community where all we do is undergirded by our Christian faith.

The Position

POSITION : Administration Assistant to the Junior School.

DEPARTMENT : Junior School.

RESPONSIBLE TO : Business Manager through the Head of the Junior School.

REPORTS TO: Head of the Junior School.

KEY FUNCTIONAL RELATIONSHIPS: Head of Junior School; Junior school teaching staff; students; Visiting teachers; Support of Fairholme Junior School Activities.

Position Overview

The Administration Assistant to the Junior School works with members of the Junior School teaching team to enact the strategic vision of the Junior School. Specifically, this person works closely with the Head of Junior School and Junior School Sports Co-ordinator to support this vision. This position is a 12 month contract position: 15 June 2026 to 16 July 2027.

Key Responsibilities:

Front Office Reception for the Junior School – including monitoring telephone and email enquiries and messages;
Supporting student attendance register;
Administration support for all Junior School teaching staff;
Collaborative co-ordination of Junior Sports departmental activities – carnivals, extra-curricular events, key competitions;
First Aid administration;
Development of the Junior School Calendar ensuring alignment between Fairholme College Middle/Senior events and Junior School events;
Co-ordination of the booking system for rooms and facilities to support Junior School events and activities;
Assistance with aspects of incursion/excursion paperwork, in conjunction with staff leading particular events;
Liaison with and support for Visiting Specialist Teachers.

Qualifications:

Demonstrated experience in working with primary years children;
Demonstrated experience in an office environment and with customer service;
Sound knowledge of Microsoft Office programs.

Characteristics:

Sound knowledge of Junior School matters and structure;
Maintain Junior School calendar and communicate accordingly with parents, teaching staff and those who manage the College calendar;
Stay on target with all Performances and Events concerning the Junior School (as outlined in the Calendar);
Carry out all assigned duties using own discretion and judgement;
Take own initiative to competently complete given tasks for all Junior School teaching staff;
Good application of personal knowledge regarding Junior School matters;
Demonstrate initiative in daily requirements for the Junior School with very little supervision – placing own judgement and priority to any new tasks that may be given without notice;
Ability to work independently and in a team.

Skills and Duties:

Front desk enquires;
First aid and general support of junior years students;
Monitoring telephone enquiries and messages;
Entering of daily absent events into school database;
Maintain and update all filing systems for the Junior School;
Typing of letters;
Overseeing of Junior School Calendar.

Other Duties

The College may require the Junior School Administration Assistant 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.
An ability to support and enact a restorative practices approach to conflict resolution is required. See Restorative Practices at Fairholme ›

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 - see links below.

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)

Successful candidates are required to undergo a screening process prior to appointment and must comply with all College policies and relevant legislation related to student protection.

Workplace Health and Safety

As a member of the College, the successful applicant is 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 Fairholme College Certified Agreement and will attract proportional time release and remuneration.

Applications

Applications, which close on Friday 15 May 2026 , should include including a cover letter and a full curriculum vitae (no longer than four A4 pages, font: Calibri, size 11) and will include the following details:

Personal details including name, address, contact details, religious affiliation;
Employment history;
Professional associations and recent professional learning activities;
Significant professional or personal achievements; 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.

Closing date: Fri day 15 May 2026.

Applications To The Principal, Dr Leigh Hobart, care of:

Mrs Colette Whell

Administration Manager

Fairholme College

PO Box 688

TOOWOOMBA 4350

Email: recruitment@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 . 12 MONTH CONTRACT 15 June 2026 to 16 July 2027.

Proudly a College of the Presbyterian Church of Queensland

Other Positions

In Principal: Honouring Our Traditions, Shaping Our Future

Tue, 31 Mar 2026 05:31:11 GMT

One of the exciting parts of being Principal at Fairholme College is embracing tradition and innovation in creative tension. In our March 2026 Edition of At Holme and as we reflect on the month just past, this balance has been visible across every corner of school life - reminding us that while our history grounds us, it is our willingness to look forward that enables us to flourish.

This theme is especially timely as we continue the development of our next Strategic Plan. The conversations taking place with staff, students, parents and Old Girls have been thoughtful, honest and energising. They reflect a community deeply proud of its heritage, yet equally committed to ensuring that a Fairholme education remains purposeful, courageous and relevant for the young women we serve today - and tomorrow. We look forward to finalising this over the coming term and sharing this with the community in Semester 2.

It was with a particular pride that Fairholme was involved recently in the Motherland Conference held here in Toowoomba. This event brought together regional women from across Australia to celebrate motherhood, leadership, enterprise and community and our girls were there too. Fairholme was proud to be a sponsor, and it was deeply affirming to see values so closely aligned with our own: strength, service and a belief in the power of education to shape lives and regions. Supporting initiatives such as Motherland reinforces our commitment to the wider community beyond our school gates – particularly, in the empowerment and support of regional, rural and remote women.

Within our own community, we celebrated a remarkable individual achievement with Helen Yong attaining her AmusA Diploma - an extraordinary accomplishment that speaks to discipline, talent and perseverance. It is a powerful reminder that tradition, in the form of rigorous musical excellence, continues to thrive when paired with contemporary opportunities and expert mentoring.

Leadership has also been a strong focus this month. Our interviews with the Prefect for Service, Grace Taylor and the Prefect for Ministry, Lira Lerato offer thoughtful insights into what leadership looks like in action - quiet, purposeful and grounded in care for others. Their reflections reminded us that service and faith are not static traditions, but living commitments shaped anew by each generation of students.

Challenge and growth were on full display during the recent Duke of Edinburgh Adventurous Journey, where students navigated both literal and metaphorical waters while sailing on Moreton Bay. Confronting unpredictable conditions, teamwork demands and personal limits, our students demonstrated resilience, adaptability and courage. It was lovely to receive an email from the President of the sailing organisation, commending the girls on their composure and positive engagement. Challenges such as these remain a cornerstone of a Fairholme education, blending long held values of character development with experiential, real world learning.

Innovation and creativity took centre stage during our annual Melbourne Fashion Festival trip, where students immersed themselves in the dynamic world of fashion week. Exposure to design, industry professionals and creative expression expanded horizons and sparked aspiration. It was heartening to see how confidently our students engaged with contemporary culture while drawing on the strong sense of self, fostered here at Fairholme.

Closer to home, the energy and camaraderie of Interhouse Cross Country reminded us that traditions endure because they bring us together. Congratulations to Stephens House for their win in the secondary competition, and at the time of writing, leading the Junior School competition (Prep to Year 2 were still to run!). Spirit Sticks, enjoyment, determination and mutual encouragement were evident at every turn, reinforcing the importance of shared experiences in shaping belonging.

This year also marks a significant milestone: 40 years of the Fairholme Equestrian Program. What began as a visionary commitment has grown into a celebrated and well attended feature of our school. Hosting the Fairholme Pittsworth event in April will be a fitting celebration - honouring decades of excellence, partnership and opportunity, while looking ahead to the program’s future. It stands as a powerful example of how tradition, when nurtured and evolved, becomes enduring legacy.

Finally, I encourage our community to engage with FACETS , our annual art exhibition – with tickets now available. FACETS showcases the imagination, skill and voice of our community through selected artists, capturing both technical mastery and contemporary expression. It is a visual testament to the dedication of creative spirit thriving within our school.

As we move forward, may we continue to honour what has shaped us while boldly embracing what lies ahead - confident that Fairholme’s strength lies in doing both, with purpose and heart.

Melbourne Fashion Festival: A Front Row Experience

Tue, 31 Mar 2026 05:18:54 GMT

Inspiring, imaginative and the ultimate celebration of creativity, the 2026 Melbourne Fashion Festival trip was one to remember for our Year 11 and 12 Fashion Students.

Across three inspiring days, students immersed themselves in world-class design, bold artistic expression and the evolving future of fashion.

Students explored the joyful and imaginative ‘Let’s Party’ exhibition at the National Gallery of Victoria. Drawing from the gallery’s renowned Fashion & Textiles Collection, the showcase celebrated playful accessories, inventive silhouettes and the expressive power of dressing up.

Seeing fashion presented within a fine-art context proved eye-opening. Pieces were bold, theatrical and delightfully unexpected, encouraging students to view clothing not just as garments, but as creative statements.

The visit also included a stunning display of works by iconic designer Vivienne Westwood. Her fearless use of colour, texture and form captivated the group, offering a masterclass in how fashion can challenge conventions while remaining unmistakably beautiful.

In a powerful celebration of women in the arts, students next explored the dazzling Diva collection at the Australian Museum of Performing Arts. The exhibition featured breathtaking costumes worn by icons including Cher and Cate Blanchett.

A tram ride to Lygon Street brought a shift in focus from glamour to responsibility at MIND: The Regenerative Fashion Store, which returned for an exclusive three-day appearance as part of the festival.

Beautifully curated and thoughtfully presented, the space encouraged students to reflect on their relationship with clothing and textiles. The visit highlighted an important message that fashion isn’t just about what’s trending on the runway, it’s about responsibility, sustainability and investing in the future.

Of course, no Melbourne Fashion Festival experience would be complete without the runway, and our students were treated to some breathtaking productions.

Between inspiring exhibitions and runway moments, the experience was rich with creativity, individuality and discovery. The students have returned buzzing with ideas and inspiration, ready to channel what they had seen in their own creative work.

Heartfelt thanks go to our Fashion staff for providing such a valuable learning opportunity for our students.

Duke of Edinburgh Adventures at Sea

Tue, 31 Mar 2026 05:13:30 GMT

Our Duke of Edinburgh Bronze Award girls experienced the true spirit of adventure on board the South Passage Sailing Expedition for their Practice and Qualifying Adventurous Journey.

From the moment they stepped aboard, the girls were immersed in life at sea. They quickly developed practical sailing skills, mastering essential sailing knots, learning navigation techniques, and taking part in the daily routines that keep a vessel moving, including hoisting halyards, steering the vessel, and stepping up for night watch duties.

Beyond the technical, there were also opportunities to enjoy snorkelling and swimming in beautiful Tangalooma Bay.

Designed to be challenging, rigorous and enjoyable, this Adventurous Journey certainly delivered on every level. To their credit, the girls presented with great courage and grace under pressure.

Rod Burgess, President of South Passage – Adventure Under Sail, praised the group’s conduct and spirit. ‘Moments like these highlight the value of experiential learning and the purpose of the Duke of Edinburgh Adventurous Journey. Sailing places young people in a dynamic environment where teamwork, communication, problem-solving and resilience are not just concepts but essential life skills. The Fairholme students supported one another, remained composed, and continued to engage positively with the voyage despite the challenging conditions. Please pass on our sincere thanks to the students for the way they conducted themselves on board. They represented Fairholme College exceptionally well, and our crew commented on their positive attitude and willingness to rise to the occasion.’

For the students themselves, the experience left a lasting impression. Year 9 student Emaya Fegan reflected on the journey with gratitude. ‘I just wanted to properly thank you for all that you did for us over the weekend. Although the weather was a bit crazy at times, with the rain and wind, it actually made the experience more exciting and memorable. I really appreciated the time and effort that you put in for us—it made a big difference, especially in those tougher moments. Your support, guidance and willingness to help everyone did not go unnoticed. It truly helped make the whole trip a success.’

Experiences like the South Passage expedition and the Duke of Edinburgh program are a great reminder that learning extends far beyond the classroom. Through challenge and adventure, students discover not only new skills but also their own strength of character.

We are incredibly proud of these future leaders and their tremendous effort and contributions throughout the voyage.

Celebrating 40 Years of Equestrian Excellence

Tue, 31 Mar 2026 05:06:52 GMT

In 2026, Fairholme College will proudly celebrate 40 years of Equestrian, marking a significant milestone in the College’s sporting history.

This anniversary honours our rich traditions, the dedication of generations of riders, coaches and families, and the enduring place equestrian sport holds within our community. At the same time, it invites us to look ahead to the continued growth of the sport and the opportunities available for future Fairholme riders across the Darling Downs and beyond - particularly as the region looks ahead to hosting Olympic Equestrian during the Brisbane 2032 Games.

Fairholme’s strong sporting pathways have long inspired students to dream big. Across our history, the College has produced 11 Olympians across multiple sports, a remarkable achievement that continues to motivate today’s students to pursue excellence on and off the field.

Our equestrian journey began humbly in 1986, when Fairholme competed for the first time in the Inter High School Equestrian Championships alongside schools from Toowoomba and the Darling Downs. The occasion was made even more special by the generosity of the Fairholme Parents and Friends Association, who donated saddle cloths to the team. Made from the summer tartan and bound in gold ribbon, with the school badge sewn into the left hand corner, these cloths symbolised strong community support, values that remain central to Fairholme equestrian today.

Four decades later, the program continues to go from strength to strength. In 2025, the Fairholme Equestrian Team celebrated an outstanding year of achievement, including being named:

> Finalist – 2025 Equestrian Queensland School of the Year

> 2025 Equestrian Queensland Interschool Overall Champion Secondary School, winning the prestigious Lorette Wigan Cup for the fifth consecutive year

> Grand Champion School – 2025 Darling Downs and South West Queensland Regional Championships

Adding to this success, ten Fairholme riders were selected to compete at the 2025 Australian Interschool Equestrian Championships, showcasing their talent on the national stage.

This anniversary provides the College with the opportunity to celebrate not only past and present achievements, but the passion and promise of the riders who will shape the next chapter of equestrian at the College. The future of this proud legacy sport has never looked brighter.

Motherland Matters at Fairholme

Tue, 31 Mar 2026 04:54:54 GMT

Across 13 to 15 March, Fairholme College was proud to be involved in and support the Motherland Australia National Conference held in Toowoomba, an event dedicated to strengthening connection, wellbeing and support for rural mothers across the country.

Motherland Australia is a nationally recognised charity that works to reduce isolation and improve mental health outcomes for women living and raising families in regional and remote communities.

On Saturday, a group of Fairholme boarders attended the conference, facilitating a bracelet making workshop and connecting with more than 300 rural mums from across Australia. Many girls made connections with people from their home towns or those that knew their families. The activity created a warm, welcoming space for conversation and creativity, reinforcing the importance of community, shared experience and mutual support among rural women.

For Fairholme, one of Australia’s largest all-girls boarding schools, the Motherland message is one of great importance. Our students and families come from all over regional and rural Australia, and we see firsthand the challenges distance and isolation can present.

Supporting initiatives that bring rural women together aligns strongly with Fairholme’s commitment to community, wellbeing and leadership. The experience also provided our boarders with a meaningful opportunity to serve others, develop empathy and engage with the broader rural communities they proudly represent.

Show Ring Success

Tue, 31 Mar 2026 04:48:22 GMT

Meet Year 7 Boarders, Willow Gilliland and Adi Dodson

For Boarder Willow Gilliland, cattle is in her blood, competing in her first judging competition at just six years old. Her family run beef and stud cattle from their property at Alice Creek in the South Burnett, where her passion for the industry continues to grow.

Willow, in Year 7, has competed in numerous competitions across the country, regularly topping her category in both judging and parading. Most recently, she cleaned up at the Tasmanian Junior Beef Expo, taking out Champion Junior Judging, third place in Sub Intermediate Handler, and took out first place Junior Handler at the 2026 Pittsworth Show.

Willow has her sights firmly set on a future career in agriculture, saying there are plenty of exciting opportunities opening up across the industry, especially for girls.

Adi Dodson, a Year 7 Boarder from Banana in Central Queensland, has been showing cattle for five years. Following in her family’s footsteps, Adi is an up‑and‑coming cattle stud groomer, exhibitor and judge, just like her mum and dad.

A standout young competitor, Adi claimed the Junior Parader title in the 13 years and under category at last year’s Ekka, beating more than 150 other entrants.

With a strong passion for the industry, Adi hopes to pursue a career in beef, contributing to her home region, and in one of our most important and iconic sectors.

Meet 2026 Prefect for Service: Grace Taylor

Tue, 31 Mar 2026 04:33:51 GMT

How long have you been a student at Fairholme?

I joined Fairholme in 2021 as a Year 7 Day Girl, so I am now in my sixth year at the College.

What drew you to the role of Prefect for Service?

I have always been involved in service activities at Fairholme, and over time it became something I was really passionate about. I was always inspired by the work that Interact does and the positive impact it has both within Fairholme and in the wider community. Watching older students organise and lead initiatives such as Shave for a Cure and Share the Dignity motivated me and seeing their courage and commitment made me want to contribute in the same way.

Do you have a favourite or most memorable service activity you’ve been involved in?

Definitely, Homework Help. I participated in it during both Year 10 and Year 11, and it quickly became one of the most rewarding experiences I have ever had. Being able to engage with children from various backgrounds and build friendships with them was really special. Seeing their faces light up when they achieved something made the experience incredibly fulfilling, and it truly felt like we were making a meaningful difference in the community.

Has there been a particular influence on your passion for helping others?

I would say my grandma has always set a positive example as she was always very involved in helping her community at Warra, whether through volunteering her time or organising local events. Seeing the impact she had on others shaped the way I think about service and ultimately shaped my passion for helping others.

What advice would you give to students who might be unsure about getting involved in service activities?

My advice would simply be to just sign up and give it a go. It can sometimes feel a little daunting trying something new, but service activities are always welcoming and enjoyable experiences. Not only do you get to spend time with friends and meet new people, but you also gain a lot of perspective about the world around you. It really helps you appreciate what you have and understand how much even small efforts can mean to others. Once you get involved, you quickly realise how rewarding it is.

Do you hope to continue volunteering after school?

I would love to. I love volunteering and I am hopeful to volunteer all around the world when I am older and get the opportunity to travel. It would be really special to make a significant difference in both my local community but also in communities around the world.

What’s a random fact about you that most people might not know?

A random fact about me is that I danced for fourteen years of my life. It was a huge part of my life growing up. I started when I was three years old and continued all the way until the end of Year 11, when I finished at seventeen, training in the disciplines of Ballet, Jazz, Tap, Irish and Contemporary.

Meet 2026 Prefect for Ministry: Lira Mpofu

Tue, 31 Mar 2026 04:28:37 GMT

How long have you been a student at Fairholme?

I’ve been at Fairholme since I was in Year 10, so I’m beginning my third year here this year.

What made you want to become the Prefect for Ministry?

I wanted to become Prefect for Ministry to really help draw girls closer to God, but to also help girls to learn more about the Bible in a more relatable and interesting way that would make them enjoy learning about God and the Bible more.

What part of the role have you been enjoying most?

The part of my role I enjoy the most would definitely be the messages I get to write for Chapels. It’s been quite enjoyable to be able to take a Bible story and retell it in a more modernised or entertaining way to get people more engaged during Chapels. It’s also helped me learn more about the Bible as well, which has been good.

Who has been your biggest influence or inspiration in your faith journey?

The biggest influence in my faith journey would have to be some of my old church friends or Mr Cavanough. Having chats about faith and religion to either has been really helpful in deepening my understanding and beliefs. But of course, the biggest inspiration would have to be Jesus and God themselves. Can’t get more inspiring than them.

What advice would you give your Year 7 self?

I would tell her to just trust what God has in store for you, and that everything would work out for the best in the end. And also to just go to bed instead of pulling all-nighters on assignments; it really never was that serious. Go enjoy your life with your friends instead.

Do you see faith or serving others continuing to be part of your life after school?

Yes, absolutely. My faith will definitely continue to play a big part of my life after I leave Fairholme. While I may no longer be a Ministry Prefect - unfortunately - I will still keep my faith central in my life long after I finish school.

What’s a random fact about you that most people might not know?

A random fact about me would be that I don’t have pets in Australia, but I have five pet chickens in Zimbabwe.

A Remarkable Milestone

Tue, 31 Mar 2026 04:23:41 GMT

A wonderful achievement for Year 11 student Helen Yong, who was recently presented with her Associate in Music Australia (AMusA) Diploma in Piano from the Australian Music Examinations Board at a special ceremony held at the Queensland Conservatorium Griffith University.

This highly regarded qualification recognises an advanced level of musical understanding and performance, and is a testament to Helen’s dedication, discipline and passion for her craft.

Helen began playing piano in Year 1 and has since developed into an accomplished multi-instrumentalist, also playing the violin and previously the clarinet. After completing her AMEB Grade 8, she spent a further 18 months to two years preparing for her Diploma, a journey requiring countless hours of focused practice and perseverance. ‘There were times when I wanted to quit when I was younger,’ Helen reflects, ‘but I’m really glad now that I kept going.’

The AMusA examination process is rigorous, requiring candidates to complete a written exam, perform a memorised recital before a panel of examiners, followed by an in-depth discussion demonstrating extensive knowledge of each work.

Helen’s success speaks not only to her musical ability but also her commitment, often dedicating three to four hours of daily practice while balancing her academic studies.

Reflecting on her involvement in music, Helen shares that she ‘loves making new connections and just how much you learn from it. It has forced me to better with my time management, having to fit my studies in around my practice. It’s been tough to juggle it all, but I’ve had my friends encouraging me which has been really helpful.’

Beyond piano, Helen is currently working towards her Diploma in violin, as well as Grade Six Music Theory, along with commencing her second Diploma in Piano. She draws inspiration from composers such as Mendelssohn and Debussy, whose lyrical styles resonate deeply with her.

A regular competitor in eisteddfods and events including the Queensland Piano Competition, Helen is also an active member of Fairholme’s trio, chamber strings and symphony orchestra.

Helen’s passion for music is matched by her ambition, with aspirations to pursue a dual degree combining the arts with medicine, and one day work as a GP. She also hopes to remain involved in music beyond school, potentially performing in orchestras or even exploring violin making and repair.

Helen credits her parents, teachers and friends for their support, including the weekly commitment of travelling to Brisbane for lessons. With her remarkable work ethic, Helen’s future is undoubtedly bright, and we look forward to seeing where

Meet our Coordinator of High Performance Coaching

Wed, 04 Mar 2026 04:19:42 GMT

Fairholme College is delighted to welcome Mr Mitch Koina as our new Coordinator of High Performance Coaching. Bringing more than a decade of experience across diverse educational settings, Mitch joins the community with a strong commitment to student wellbeing, participation, and performance.

‘This is my 12th year of teaching,’ Mitch shares. ‘I’ve done a range of different contexts now, I did two years down at Lockyer District High School, I then spent six years at St Mary’s College before moving to St Josephs, where I’ve been for the last three years. Now obviously I’ve made my way over to Fairholme which I’m really excited about.’

It was both the College’s reputation and the scope of the role that drew Mitch to Fairholme. ‘Fairholme is a very prestigious college, it’s got a great name and reputation,’ he said. ‘The role itself is really exciting for me. I’ve got a passion for fitness and particularly looking after the wellbeing of young girls, whether that be on the sporting field or with their social aspect, academics, just all round developing good girls on and off the court.’

A strong advocate for pastoral care, Mitch brings valuable leadership experience to the position. ‘I did a Head of House role at St Mary’s for three and a half years, so pastoral care has always been my calling so it’s great to tie in the sporting aspect as well as wellbeing,’ he explained. His philosophy centres on the connection between student wellbeing and performance. ‘It’s all dependant on each other. If we’ve got girls who are happy and their wellbeing is flourishing, then they are doing well on the sporting field and vice versa too.’

Looking ahead, Mitch is focused on building both excellence and enjoyment within the program. ‘I would love to get participation rates very high. We have a lot of elite athletes here that I want to achieve and do really well, but I also want to work on girls enjoying their training, coming in and having a nice vibe around the sporting field and the training.’

Importantly, Mitch emphasises that success looks different for every student. ‘We’re not all Australian representatives, but if girls are working really hard and achieving to the best of their potential, whatever level that may be in the sporting arena, I think that’s a program we can be very proud of.’

As he begins his journey at Fairholme, Mitch is eager to connect with the community. ‘I’m really excited to be a part of Fairholme, it is a great opportunity. The staff and the students have been fantastic to me so far, but as the weeks go on, I’m really looking forward to getting to know the girls and building some relationships from there.’

We warmly welcome Mitch to Fairholme and look forward to the energy, care, and expertise he will bring to our High Performance Sports program.

Meet 2026 Prefect for Sport: Scarlett Sippel

Wed, 04 Mar 2026 04:10:19 GMT

What inspired you to apply for the Prefect for Sport position?

I was inspired to go for this position as I have seen the passion that Fairholme as a community has for sport, and the true love and respect the staff have for athletes at the college. I wanted to work closely with the girls and staff to help progressing sport at Fairholme.

Do you have a favourite sport?

My favourite sport is touch football. It has given me so very much and I am forever grateful.

What has been your proudest sporting moment so far?

My proudest sporting moment so far was being fortunate enough to represent my country in the sport I love most.

Who has been your biggest influence or role model in sport?

My biggest role model in sport has to my parents. They never fail to push me towards things that might seem out of my comfort zone or scary. They constantly support me through everything and influence me to be the best version of myself on and off the field.

What are you hoping to achieve this year as Prefect for Sport?

I aim to inspire everyone to just have a go. By the end of my final year at Fairholme I hope I can inspire people to just get o ut of their comfort zones and try something new.

What advice would you give your Year 7 self?

I would tell my Year 7 self that in the big picture no one is going to judge you for trying your hardest and giving things ago! And not to put too much pressure on yourself!

Do you hope to pursue sport after school?

I wish to continue to play sport at a high level after school. whether that is through touch or rugby. Sport is a very important part of my life that will hopefully continue well after I leave school.

Meet 2026 Prefect for The Arts: Claire Murphy

Wed, 04 Mar 2026 04:01:33 GMT

How long have you been involved in The Arts at Fairholme?

Since I began here in Year 7, but before then I started playing piano and violin in Year 5. I have participated in a number of ensembles within the school and greatly enjoyed each of these.

What does being the Prefect for The Arts mean to you?

Personally, I think that being the Prefect for The Arts is primarily a role in which I can help to support other girls. I’m a designated person that girls can come to if they have any questions or concerns with anything regarding extracurricular artistic involvement, and I do a little to help with running some of the artistic aspects around the school, such as finding girls to volunteer for busking at events. But mostly, I think it is about being a positive promoter for the arts, and encouraging other girls to expand their world view to include creativity.

Which art form do you enjoy most (e.g. music, drama, visual art, dance etc)?

My main art form that I participate in is instrumental music, through my involvement in a few ensembles within the school on violin and piano. However, other art forms, like dancing during March Pasts or singing Shine Jesus Shine are pretty fun too.

Do you have a most memorable Arts experience?

I think that one of the most memorable Arts experiences that I have had has been at events where I have accompanied my grade, like when all the Year 11’s last year sung at the Valedictorian dinner and I played piano along with other instrumentalists in my grade, Tilly Anderson and Emma Salter. However, I think the most enjoyable Arts experience that I have had is playing Jingle Bell Rock at the boarding Christmas dinner last year, when the rest of my cohort stood around the piano singing. I felt that this was one of those excellent examples of how music can bring people together.

What advice would you give to students who might be nervous about joining an arts activity?

I would say that it is always worth giving something new a go. You’re much more likely to regret the chances you never took than the ones you do. I’m a strong believer that being involved in any form of extra-curricular activity is so beneficial for everyone; it expands your world view, you meet new people, and get outside your comfort zone. Each individual has something they are good at, and how are you going to find out what that is if you don’t try?

Do you hope to continue with The Arts after school?

Definitely. It has become such a big part of my life, and I honestly get so much enjoyment out of it. The great thing about the arts is that they are things that you can do at any time of your life. You’re never too old, that’s a skill you have for life. Other people can also get so much enjoyment out of the artistic abilities of others. Who doesn’t love to have someone who can sit around the camp-fire and play guitar, or create a beautiful piece of artwork?

A Voice for Change

Wed, 04 Mar 2026 03:44:10 GMT

Year 12 student, Mariam Nabizada, is a young woman whose leadership, compassion and commitment to advocacy are already creating meaningful change.

In recognition of her outstanding contribution to the community, Mariam Nabizada was named the 2026 Toowoomba Young Citizen of the Year, an honour presented at the Australia Day Awards ceremony held at Picnic Point.

This award acknowledges Mariam’s tireless advocacy for young people, her leadership with Toowoomba Regional Council, and her work co-founding the Maryam Foundation, an organisation dedicated to supporting vulnerable families and refugee communities. It is recognition not just for one achievement, but of a wide-ranging commitment to empowering others and using her voice to drive positive change.

Among Mariam’s many recent accomplishments is her selection as the Queensland winner of the Country to Canberra Leadership Competition at the end of 2025. As the state winner, Mariam travelled to Canberra to participate in a highly regarded leadership workshop and networking program designed to develop the next generation of leaders.

‘I entered to amplify the voices of regional and multicultural young women. As a youth advocate from Toowoomba, I’m passionate about using leadership to create change. This program provided a chance to connect, grow, and bring new perspectives back to my community.’

Over the summer holidays, Mariam’s learning continued when she attended the National Youth Science Forum in Canberra. This immersive experience allowed her to participate in hands-on science activities, engage with experts in the field, and explore science as a potential career pathway. An experience that aligns closely with her future aspirations.

Mariam currently serves as a youth leader with Toowoomba Regional Council and is a YMCA Queensland Youth Parliament member for Toowoomba North, where she advocates for issues affecting young people and contributes to discussions around policy and social change. These roles have strengthened her ability to represent youth voices at decision-making tables and reinforced her passion for civic leadership.

At the heart of Mariam’s advocacy work is the Maryam Foundation, which she co-founded to provide essential support to vulnerable families and refugees. One of the foundation’s initiatives, Bags for Change, focuses on raising funds through a GoFundMe campaign to supply newly arrived refugee and migrant families with bags containing lunchboxes and essential school items for their children.

‘It would be incredibly stressful coming to a new country without knowing what materials your children need for school,’ Mariam explains. ‘This is a way of welcoming families and making that transition a little easier.’

Mariam has also participated in the AFS Intercultural Online Exchange Program, broadening her global perspective and deepening her commitment to cross-cultural understanding. Through this program, she hopes to have the opportunity to travel to Switzerland in August to attend the National Youth Assembly, further expanding her international advocacy experience.

Looking ahead, Mariam will soon attend the Queensland Family and Child Commission (QFCC) Youth Summit, an annual event designed to amplify the voices of young people. At the summit, Mariam will present her advocacy work on stage to an audience of policy- and decision-makers, sharing ideas for positive change aimed at improving the lives of children, young people, families and communities.

Adding to an already impressive list of achievements, Mariam was recently awarded Lions Youth of the Year for the Wilsonton Club and will progress to the r egional competition in March, which includes both an interview and a formal speech.

Despite her many accomplishments, Mariam remains firmly focused on the future. ‘My goal is to go into the medical field and use my skills to help others,’ she says, ‘while continuing to grow my foundation to support youth and refugee communities. I hope to make a positive impact through both healthcare and community leadership.’

Mariam Nabizada’s journey is a powerful reminder of the impact one determined young person can make. Through leadership, empathy and a deep commitment to service, she is not only shaping her own future, but also helping to shape a more inclusive, compassionate community for all.

In Principal: The Value of Enjoyment

Wed, 04 Mar 2026 02:56:36 GMT

‘Enjoyment is the energy that fuels engagement, the spark that ignites curiosity, and the kind of glue that binds young and old alike.’ - Dr Leigh Hobart

At Fairholme, values are more than words on a wall – they shape the culture, guide decision-making, and give meaning to daily life. One of our core values, and perhaps one of my favourites, is enjoyment.

At first glance, enjoyment can seem like a soft value. Yet in a high-performing girls’ school such as ours, enjoyment is anything but trivial. It is the energy that fuels engagement, the spark that ignites curiosity, and the kind of glue that binds young and old alike. When young women experience joy in their learning and in their relationships, they flourish.

Our February 2026 edition of At Holme captures that spirit beautifully. Our recent Swimming Carnivals for the Junior and Secondary Schools were a perfect expression of enjoyment in action. Yes, there was spirited competition in the pool and impressive athletic achievement (congratulations Stephens House!), but what lingered most powerfully was the sound of laughter, songs and dancing echoing across the stands.

The March Past – proudly won this year by Cameron – reminded us that belonging matters. The creativity, choreography, storytelling, and sheer enthusiasm of our girls, particularly our Year 7 students experiencing their first carnival, created something distinctly ours: girl-centric, wholesome, and deeply bonding. In those moments, enjoyment was not peripheral to school life – it was the point.

That same spirit was alive at our Year 7 Camp in Maleny. Outdoor education provides challenge, but challenge wrapped in encouragement and shared experience becomes joy and memory. I had the privilege of the joining students on the giant swing – and I suspect I may have screamed the loudest. Watching our girls encourage one another up the 6-metre and 15-metre abseiling walls, celebrate small victories, and step beyond their comfort zones was a powerful reminder that enjoyment and courage often travel together. When girls feel safe and supported, they will take risks – and often discover strength and friendships they did not know they possessed.

Our Year 9 students embraced a different kind of adventure at Noosa North Shore, building resilience through shared challenge and time away from the familiar rhythms of school. Meanwhile, our Year 10 cohort deepened their understanding of the remarkable environment of Moreton Bay during their camp at Tangalooma on Moreton Island. Learning about the beauty and fragility of this ecosystem is not simply an academic exercise; it is an invitation to wonder and experience awe. Awe and wonder, too, are forms of enjoyment – ones that expand perspective and deepen gratitude.

We also celebrate Mariam Nabizada who was named the 2026 Toowoomba Region Young Citizen of the Year, for her tireless advocacy for girls and young people. Such achievements reflect service, character and contribution. But even here, enjoyment has a place. Young people who find joy in serving others, who experience fulfilment in contributing beyond themselves, are those most like to continue doing so. Enjoyment, in this sense, becomes purposeful and full of meaning.

As a principal with a very healthy interest in learning, I am often asked about academic outcomes, pathways and future readiness. These matter greatly. However, research consistently affirms what we witness daily: students who enjoy their schooling are more engaged, more resilient, and ultimately more successful. Enjoyment enhances learning; it does not detract from it. Positive emotion broadens thinking, strengthens relationships, and builds the psychological resources young people need to navigate complexity.

For girls in particular, environments that celebrate connection and wholehearted participation are transformative. When a girl can dance her heart out for her House, leap from a giant swing, debate passionately in a competition, perform on stage, or dive into the pool with determination – and feel the full support of her peers – she learns that her voice and presence matter.

Enjoyment, then is not about constant fun or the absence of challenge. It is about cultivating a community where effort is energised by joy, where belonging enhances bravery, and where learning is infused with vitality. As you read the stories in these pages – from carnivals to camps, from leadership to service – I hope you glimpse what we see each day: a school alive with laughter, courage and connection. In nurturing enjoyment, we are not lowering expectations; we are creating the conditions in which young women thrive.

And if occasionally that includes a principal screaming her way down from a giant swing, then I consider that a small price to pay for a community built on joy.

Read the February 2026 Edition of At Holme.

Dr Leigh Hobart | Principal

Mia's Record-Breaking Championships

Wed, 04 Feb 2026 02:45:15 GMT

Congratulations to Year 9 student, Mia Geise, on her outstanding performance at the 2025 Hancock Prospecting Queensland Swimming Championships.

Representing Fairholme Aquatics Swim Club, Mia set new personal bests over the holidays in four of her five events and walked away with an impressive haul of medals and records.

Her championship results included:

> 4 silver medals in the 12-14 Years Multi-Class 100m Breaststroke, 50m Backstroke, 50m Butterfly and 50m Breaststroke

> Australian Records in the Open and 13 Years and Under Multi-Class 100m Breaststroke (SB16 Category)

> Queensland Multi-Class Records in the Open 100m Breaststroke, Open 50m Backstroke, and 13 Years events across 50m Freestyle, 100m Breaststroke, 50m Backstroke and 50m Butterfly

One of the standout moments of the championships was Mia’s qualification for three open finals, where she competed against some of the country’s most experienced swimmers, including two Paralympians and athletes who have represented Australia on the international stage.

In elite company, Mia more than held her own, finishing 4th in the 50m Breaststroke, 5th in the 100m Breaststroke, and 6th in the 50m Backstroke.

What makes these achievements even more extraordinary is the context behind them. Mia only returned to competitive swimming in December 2024, following an almost three-year break after undergoing her second liver transplant. Her results at this championship are not only a testament to her talent, but to her resilience, determination and unwavering commitment to the sport she loves.

Adding to the celebrations, Mia’s coach Michael (Mick) Winton was recognised for his outstanding work at the Swim Coaches and Teachers Australia Awards, held during the championships. Mick was awarded the 2025 Multi-Class Emerging Championship Coach Award, a well-deserved honour that acknowledges his dedication and leadership in supporting Mia’s development over the past year.

Taking Learning Global

Wed, 04 Feb 2026 02:36:36 GMT

Fairholme Year 10 students Georgie Cussons, Amelia Taylor, Anna Le Lievre and Claire Longmire are making the most of their exciting exchange at Oakham School in the United Kingdom, where they will spend six weeks fully immersed in British school life. From classroom learning and social events to sporting fixtures, the girls have wasted no time settling in and making the most of every opportunity.

Also in the UK, Gemma Sullivan has begun an 11-week exchange at Bryanston School, where she is already keeping busy through her involvement in netball and the school’s swim, bike, run team. Cindy Deng is likewise enjoying her time abroad, experiencing the traditions and daily life of Rugby School during her own 11-week exchange.

Back at Fairholme, we are delighted to be welcoming international students into our community. Joining us for Term 1 are Sienna Hoffman from Bryanston School and Charlotte Campbell from Rugby School, along with Mei Kawasaki and Rio Usami from Keisen High School in Japan.

Each brings a unique perspective to campus life, enriching our classrooms and strengthening the global connections that sit at the heart of the Fairholme exchange program.

Meet our Head of Sport

Wed, 04 Feb 2026 02:11:36 GMT

We Welcome Mr Rob Anderson, Fairholme College Head of Sport.

We are delighted to welcome Mr Rob Anderson as our new Head of Sport, bringing with him a wealth of experience across teaching, coaching, and sport administration throughout Queensland.

Mr Anderson joins Fairholme with a strong connection to the College, both professionally and personally.

‘What initially drew me to Fairholme was the culture of the College,’ he says. ‘I’ve seen it firsthand through my daughters coming through the school, but also through previous roles, watching how Fairholme performs and how the girls participate confidently in both local and statewide sport. That was a real attraction for me.’

Mr Anderson is energised by the strength of sport at Fairholme and looking forward to contributing to building and growing the program.

‘The girls are already tapping me on the shoulder, introducing themselves, asking what we’re doing this year and how things are going to look. That’s exciting - when students are invested and engaged, it creates a positive, energetic environment that makes Fairholme a great place to be.’

‘My focus is on increasing participation while also lifting performance to the next level. By working closely with our teachers, coaches and High Performance Coordinators, I’m keen to see what we can achieve.’

Looking ahead, Mr Anderson sees a bright and rapidly growing future for women’s sport in Australia.

‘Elite women’s sport has boomed over the past five years, and I only see that momentum continuing especially with Brisbane2032, a local Olympics on the horizon. There are more opportunities than ever for young women to pursue professional and semi professional pathways, and our role as a school is to provide the strongest possible foundation to support them in whichever sporting path they choose.’

We warmly welcome Mr Anderson to the Fairholme community!

Songwriter of the Year

Wed, 04 Feb 2026 02:01:05 GMT

The incredible talent of Year 9 student, Giaan Zammataro, has captured national attention with Giaan announced as the 2025 Australian Children’s Music Foundation (ACMF) National Songwriting Competition – Young Songwriter of the Year.

Not only did Giaan take out first place in the Years 7 – 8 category, she also won the overall APRA AMCOS Award for her powerful original song, ‘to the kid’. In this Q&A, we chat with Giaan about her songwriting journey, the inspiration behind the song, and what this outstanding recognition means to her.

When did you first discover your love of music?

I’ve grown up with music. My older siblings also did music when I was very young, which meant that music has always been a big part of my life. As I watched them perform in musicals and concerts, I was so intrigued by the sound, words, and the costumes that I knew I had to also get involved. So I did, performing in my first ever eisteddfod and first musical when I was 4 years old, which led to many more after that. I love the buzz I get from performing and making audiences happy.

Have you been writing your own original songs for long?

I have always tried to write my own songs as I have been inspired to become an artist. My brother and I used to make up funny little songs when we were little, and a couple of years ago I wrote a song for my sister’s 21st. However, I actually only started writing proper songs like ‘To The Kid’ in about Term 2, 2025.

Are there any musical influences that have shaped you?

I have had so many mentors along my musical journey, starting off with my singing and music like Mrs Julee-anne Bell, and Mrs Jane Iszlaub in Kingaroy, who gave me great roots in performing. I then enhanced my musical abilities when I came to Fairholme and began lessons with singing teacher Ms Alana Scott, and guitar teacher Mr Craig Gibbens. Mr Gibbens particularly has helped me with my guitar skills in many of my own songs, which I am very grateful for. These people have all been so supportive and I owe them so many thanks. I have also always loved listening to artists such as Taylor Swift, as her lyrics are so poetic and have definitely been an inspiration to my songs, inspiring me to write lyrics in a deeper way.

What inspired the song ‘To The Kid’?

‘To The Kid’ was originally created as a joke for my uncle as he was told the only great thing he could do in life was ‘paint lines on the road’, hence the first line of the song. He went on to become very successful in life. Over the years I have come in contact with people that have been mistreated or less fortunate, and I wrote the rest of the song to recognise and help these types of people know that we care for them and listen to them. Each line is someone’s story, and I hope that listeners can connect with the lyrics. I also wrote the melody in a way that would be at ease and peaceful, not in anger, but in calmness and understanding.

How long did it take you to write the piece?

To write the piece’s lyrics, it took me roughly 20 minutes. This is probably the shortest a piece has ever taken, and I think this is because I was thinking of the people’s stories, and it came very easy to transfer them into short song lyrics. I wrote the chords and melody shortly after which took about an hour, and then it took me a few weeks to come up with strumming patterns and fingerpicking. It felt like quite a long time before the song started to flow. Mr Gibbens was very supportive and patient while I was trying to work this out. He gave me great advice like ‘you can write a thousand songs and only one of them will be good.’ You just have to keep persevering.

How did it feel when you found out you’d won the Songwriter of the Year competition?

It felt super surreal. I had only found out about the competition a few days before it closed and only entered the night before it was due, so it was a very last-minute decision. I did not have any great hope that I would even place in the competition, and I just thought of it as a great experience. This meant that when my mum told me over the phone, I did not believe her, and I was in a lot of shock. It was a huge relief to hear that what I had created was actually good, and that all the judges loved it. I was so grateful that mum encouraged me to enter, and it was a great realisation that the song was not as bad as I believed!

If you could collaborate with any artist, who would it be and why?

If I could collaborate with any artist, it would be Taylor Swift 100%. This is because her lyrics and melodies are so incredible, and I really look up to her as a songwriter. She tells stories in a way that is so unique and is so intelligent with how she organises her pieces. However, if I couldn’t collaborate with Taylor, my second choice would be Keith Urban because of his insane guitar skills. I would love to hear his guitar riffs underneath some great lyrics and vocals. He is also so inspiring as he grew up in Caboolture and has gone on to play in bands and be a soloist. If I ever got to collaborate with him, I would really value his experience in the industry and what I could learn from him as well.

In Principal: A Year of Optimism and New Beginnings

Wed, 04 Feb 2026 01:41:00 GMT

The beginning of a new school year always carries a particular kind of magic - a blend of anticipation, renewal, and possibility.

At Fairholme, this sense of beginning is felt deeply. It is woven into our traditions, our faith, and our shared belief in the potential of every girl who steps onto our campus. As we welcome 2026, that spirit feels especially vibrant.

During our staff preparations last week, each staff member selected a single word to guide their approach to the year ahead. Their uplifting words reflect the depth of care, professionalism, and purpose that define the Fairholme team. My word was Optimism. Optimism is not simply a feeling; it is a discipline and a choice. I do not mean a fleeting or naïve optimism, but the steady, Fairholme kind. The kind that grows from gratitude, courage, and the knowledge that we are held by a community that believes in us.

Our students have returned to campus with the energy and enthusiasm that make Fairholme feel whole again. To our new students across all year levels, and especially our Year 7s, we extend a warm welcome. Your Fairholme story begins now - a story that will be shaped by friendship, challenge, discovery, and joy. And to our 229 boarders, including those who have travelled from across Queensland, interstate, and overseas, we are so glad you are here. The boarding community remains at the heart of our college, enriching us with perspectives and experiences that strengthen the fabric of who we are.

The holidays also brought extraordinary opportunities for some of our girls, including those who travelled to Cambodia as part of our service and cultural immersion program. Their experiences - from working alongside local communities to learning about Cambodia’s history and resilience - reflect the values we hold dear: compassion, service, and global awareness. Their stories have already begun to inspire others, reminding us that learning extends far beyond the classroom.

We also celebrate the outstanding ATAR and QCE results achieved by our 2025 graduates. Their success is a testament to their hard work, the dedication of their teachers, and the unwavering support of their families. It is also a powerful reminder of what is possible when young women are encouraged to strive, to question, and to believe in their own capacity. We welcomed many of these Old Girls back to campus this term at our Commencement Assembly as we recognise their scholarly achievements - a moment of pride for them, their families, and the entire Fairholme community.

The physical landscape of our college has also embraced the spirit of new beginnings. Over the holidays, our new C Block was installed - a remarkable feat that saw a tired three classroom building replaced with a modern, double storey learning space featuring six classrooms and two staff rooms. Watching the new structure being craned into place was a moment of awe and excitement, symbolising our commitment to providing contemporary environments for our girls. With new technology, fresh spaces, and thoughtful design, C Block stands as a tangible expression of our optimism for the future.

Our recent MMG survey results further affirmed the strength of our community. Families and students from Years 6, 9, and 12 provided overwhelmingly positive feedback, particularly in areas such as academic programs, wellbeing, boarding, communication, and overall satisfaction. Parents highlighted our strong sense of community, supportive staff, and the quality of educational opportunities. Students spoke of their friendships, their teachers, and the positive learning environment for which Fairholme is known. We are humbled by this feedback and grateful for the trust placed in us. It will continue to guide our planning as we shape the next chapter of our college.

This semester marks the beginning of our work on Fairholme’s new Strategic Plan - an exciting opportunity to dream boldly and think deeply about the future. This process invites us to honour our heritage while preparing our girls for a rapidly changing world. It fills us with optimism because we know that when this community comes together with purpose, extraordinary things happen.

As we step into 2026, we do so with optimism in our hearts and purpose in our steps. May this year be marked by growth, grace, and the unmistakable spirit of Fairholme - a spirit defined by courage, connection, and extraordinary possibility.

Welcome to a new year at Fairholme. A year of beginnings. A year of hope. A year of optimism.

Dr Leigh Hobart | Principal

Congratulations Class of 2025

Fri, 30 Jan 2026 02:30:26 GMT

It is with immense pride and joy that we congratulate our 2025 Seniors.

The ATAR results release marks the culmination of years of hard work, resilience, and determination. Each one of our 121 Year 12 students have achieved something remarkable, and we celebrate every outcome. Almost half of the cohort received early course offers and many have already embarked on exciting next steps - whether travel, GAP year adventures or starting employment.

These results reflect countless individual success stories and the breadth of opportunities here at Fairholme. Students completed over 60 qualifications across The Arts, Humanities, five Sciences, three languages, four Mathematics courses, University Headstart programs, and more than 25 VET program qualifications.

Many have secured places at leading universities in fields such as Medicine, Law, Engineering, Education, Psychology, and more, most at their first-preference destinations.

Beyond academic success, this group of wonderful students has contributed richly to the life of Fairholme College. They have devoted themselves to the Leadership Committees, supported charities, completed service projects, excelled in sport, and performed in concerts, dance, and drama productions. Such experiences have shaped them into well-rounded individuals and have contributed to their wonderful results.

Within the 2025 results, we are incredibly proud to note that 11 students applied to enter medicine programs at universitys all over Australia and all 11 have received offers.

‘Achieving a 100 per cent acceptance rate for our aspiring medical students is a deeply rewarding outcome,’ said Mr Tom McCormick, Head of Senior School. ‘Watching their commitment over many years culminate in this next step toward a career in medicine has been a privilege.’

Fairholme has a longstanding commitment to supporting students who aspire to medical pathways, and our 2025 results reflect the consistency of that approach. Support begins early through our Year 10 Pathways program and is strengthened through initiatives such as interview preparation, UCAT tutoring, and our dedicated medicine pathway group.

The achievements of our Class of 2025 are a testament to our students’ dedication and the strong partnerships between staff, parents, and the wider community.

It is an honour to work alongside each of our students, and as they begin their next chapter, we wish our 2025 Seniors every success and happiness.

2025 Top Academic Achievers

College Dux: Ariel Qiu

Proxime Accessit: Crystal Deng

Ordine Tertia: Freya Statham

A special congratulations to Katie Seaby for English, Freya Statham for Literature, Lara McPhie for Literature, and Chloe Carmody for Modern History, who each achieved perfect (100%) subject scores.

Magna Cum Laude Award Recipients:

Chloe Carmody

Caitlin Croft

Lainey Currie

Elizabeth Frame

Carys Goodger

Indianna Hithcock

Brooke Hurford

Yas Lethbridge

Matilda Lockwood

Gracie Mack

Victoria McCumstie

Lara McPhie

Charli McWhirter

Sanjana Nathan

Hannah Packer

Nicole Pascoe

Ariel Qiu

Leah Roberts

Katie Seaby

Geneva Searle

Milla Stankiewicz

Freya Statham

Mia Stewart

Charlotte Thomson

Georgina White

2025 Cambodia Trip

Sun, 25 Jan 2026 02:42:05 GMT

Fairholme students make an impact in Cambodia!

At the start of the summer holidays, 30 Fairholme girls from Years 10 and 11, accompanied by Mr McCormick, Mr Cockerill, Ms Masters and Ms Littleproud, embarked on an unforgettable 11-day journey through Cambodia.

The trip offered a powerful blend of cultural discovery and meaningful service. Students explored the richness of Cambodian history and daily life, while working alongside RAW Impact to support generational change within vulnerable communities.

Each of the girls who travelled to Cambodia fundraised over $1,000 which contributed to the RAW Impact projects in which they were involved.

For our girls, it was an extraordinary opportunity to learn, grow, and contribute - working together to create lasting, positive impact

In Principal: Pride and Purpose

Wed, 03 Dec 2025 04:09:13 GMT

‘As we turn the final pages of the 2025 school year, I am filled with immense pride and gratitude for the achievements, growth and spirit that have defined our school community.’

It has been nothing short of extraordinary, a testament to the dedication of our students, staff and families who make our school such a vibrant and inspiring place to learn and grow.

There are many memories from this term in my first year that will linger for a time to come. The Year 6 Graduation was a beautiful celebration of our Junior School girls stepping confidently into the next chapter of their educational journey. Their music and presentation reflected maturity beyond their years and their enthusiasm about what is to come was infectious. Similarly, the Junior School Presentation Assembly showcased the incredible talent and effort of younger students. These awards remind us that success comes in many forms.

At the other end of the spectrum, our Year 12 external exams ended with our glorious Valedictory dinner and assembly honouring the graduating class of 2025. These young women have left an indelible and positive mark on our school. Their leadership and camaraderie went beyond being known as our 100%ers and we know they will continue to shine brightly in their chosen paths.

Beyond the classroom, our students have embraced opportunities to challenge themselves and excel. This year, our team garnered national recognition in the Future Anything showcase, where their innovative ideas placed them among the country’s best young entrepreneurs. Likewise, our Junior School Lego League newcomers impressed everyone with their creativity, research and problem-solving skills, proving that age

is no barrier to innovation.

Sporting achievements this month were equally inspiring. Eden Broksch claimed the title of State Tetrathlon Champion for her age bracket – a feat that speaks to determination and versatility. These successes remind us that education is not confined to textbooks. It flourishes on sports field, stages and in collaborative spaces where passion meets perseverance.

The November edition of At Holme is brimming with stories that reflect the heart and soul of our community. You will read about our amazing Mrs Nichol, whose dedication to our youngest Kindy students earned her the prestigious National Excellence in Teaching Apple Award. She is a shining example of the impact great educators have on young lives.

Miranda Mann, our Head Boarder, shares insights into the unique experience of living and learning on campus, offering a glimpse into the bonds that make boarding life so special. We also celebrate Mariam Nabizada who was named Lion’s Youth of the Year for the Wilsonton club, a recognition of leadership and service that embodies our school values. These individual achievements, alongside team triumphs, weave a narrative of excellence that is both humbling and inspiring.

What makes these accomplishments truly meaningful is the sense of community that underpins them. Parents, teacher and friends have all played a role in nurturing talent and encouraging ambition. Whether cheering from the sidelines, guiding through challenges, or simply offering words of support, our collective efforts have created an environment where every student can burn yet flourish.

As we close the chapter on 2025, on behalf of the entire staff, I extend my heartfelt thanks to our families, Old Girls and broader community for your unwavering support and partnership. It is through value of collaboration that we continue to build Fairholme as a school where character is

nurtured alongside a commitment to excellence in whatever we do.

I wish each of you a Merry Christmas and restful summer break, as the festive season approaches. May this holiday bring time for relaxation, laughter and connection with loved ones. We look forward to welcoming you back in the new year, ready to embrace fresh opportunities and challenges with the same spirit that has made 2025 so memorable.

Here is to a bright and exciting 2026!

Dr Leigh Hobart | Principal

Leading with Heart: Miranda Mann, 2026 Head Boarder

Mon, 24 Nov 2025 02:12:24 GMT

As we welcome a new year, 2026 Head Boarder Miranda Mann talks about her ambition for her time in the role, reflects on her formative years and looks to what the future holds beyond the tartan.

Miranda represents the sixth-generation of cattle graziers from Hillgrove Station, north of Charters Towers. With a deep connection to the land and a heart full of compassion, Miranda brings a grounded, inclusive, and community-focused ideal to the Head Boarder role in 2026.

Beginning at Fairholme in Year 7, when she first arrived from her family’s historic Brahman cattle station, established in 1861, before the founding of Townsville. The transition from rural life to boarding school was significant, but it was the unwavering support of her fellow boarders and the dedicated boarding staff that helped her find her place.

“An experience that has shaped me to who I am today is the support I received from fellow boarders and staff during tough times,” Miranda reflects. “It’s a great feeling when you know the people around you care for you and want you to succeed. That drives me to do the same for others, because the impact can be significant.”

As Head Boarder, Miranda is most excited about working closely with students and staff throughout the year, especially during key events that bring the community together. “I want to make the most of my time left at Fairholme, it’s going to fly by,” she says. “My goal is to leave an everlasting impact by building a more connected and respectful boarding environment. I want every girl to feel comfortable and to enjoy the boarding space even more than they do now.”

Miranda’s hope is that her leadership style is rooted in empathy and action. She encourages younger boarders to embrace every opportunity: “Get involved with others and join in on activities around the boarding house, even something as simple as a game of touch. It really makes the term more enjoyable and creates everlasting memories. And don’t be afraid to try new extracurriculars, even if you haven’t done them before.”

With her strong sense of community, deep appreciation for her roots, and a genuine desire to uplift those around her, Miranda Mann is set to make 2026 a memorable and meaningful year for the Fairholme boarding family.

Celebrating Peer Support in Boarding

Mon, 24 Nov 2025 01:55:36 GMT

Friendship, connection, and a beautiful handover afternoon tea.

At the beginning of this year, our Boarding Wellbeing Audit highlighted one message loud and clear: strong peer support is one of the most powerful influences on boarder wellbeing. In response, we set out with intention to strengthen and expand the ways our older girls walk beside and uplift our younger ones.

In Term 2, we introduced our Middle Sisters program: a group of dedicated Year 11 Boarders who stepped in to support our Year 7s as the Year 12 academic demands increased. Over the past three terms, the Year 7s and Year 11s have shared plenty of laughs, chats, and practical support, building bonds that have enriched daily boarding life.

Wanting our Year 8s to experience the same connection, we extended the initiative to include Year 10 Boarders who were interested to take on a similar role. This group has done a wonderful job running relaxed, group-style mentoring over shared dinners—something the Year 8s have thoroughly enjoyed.

A big thank you to Year 11 Boarder, Bella Quinn, who has taken the lead in organising our next group of peer mentors. She has brought together our current Year 9s, who will step into mentoring roles in 2026, supporting today’s Year 7s as they move into Year 8, continuing the cycle of connection and care.

Bella hosted a lovely afternoon tea to mark the handover. It was a chance for our Year 11 Middle Sisters to introduce their Year 7s to the new Year 9 mentors who will walk alongside them next year.

The Cameron Room was filled with chatter, laughter and the beginnings of friendships that will carry through many years of boarding life. It was a reminder of what makes our community so special: girls supporting girls, encouraging one another, and finding strength in connection.

Back-to-Back State Champion

Wed, 19 Nov 2025 01:07:54 GMT

Fairholme Year 6 student, Eden Broksch, has once again shown her incredible talent and determination, taking out the State Championship title in the Tetrathlon for the second consecutive year.

Competing at the Queensland Representative School Sport State Track and Field Championships in Townsville, Eden shone across all four Tetrathlon events: 100m, Long Jump, Shot Put and 800m.

The competition, held over two days, began with the 100m and Long Jump. Eden admits the first day didn’t quite go to plan.

‘At the end of the first day, I was in about 12th place,’ she shared. But day two brought a remarkable turnaround. After a strong Shot Put performance, she surged up the leaderboard. ‘After the Shot Put, I moved up to fourth place. I was pretty confident I could place in the top three if I finished with a good run in the 800m,’ she said.

What followed was a determined and inspiring final effort. Eden ran her heart out in the 800m — her favourite event and that final burst was enough to secure the overall win. ‘I ran a personal best time in the 800m and ended up winning overall by just a couple of points,’ she explained, smiling.

This victory also means Eden will once again don the maroon colours, earning her place on the Queensland team for the second year in a row.

‘It feels so good,’ she said. ‘I love going away with the team, it’s so much fun and one of my best friends is also going too, which makes it really enjoyable to share the experience.’

In the lead-up to nationals, Eden has been training with enormous commitment and energy. ‘I’m running usually five days a week, two throws training sessions, two long jump sessions and I also play touch football,’ she explained.

Shot Put and the 800m remain her favourite events, but her love for combined disciplines continues to grow. She’s already looking ahead to the future. ‘I love competing in the combined events. I don’t just have to focus on only one event, I can do multiple. I hope to move from the tetrathlon to the heptathlon when I’m old enough.’

Eden is also a true all-round athlete. This year alone, she has represented Darling Downs in Orienteering and both Queensland and Darling Downs in Cross Country, all while representing Fairholme in touch football, netball and gymnastics as well.

Her passion for sport extends beyond competition — she treasures the friendships she has forged along the way. ‘I’ve made lots of great friends through athletics from all over,’ she said.

As Eden prepares for the School Sport Australia National Championships in Canberra at the end of the month, her goals are clear. ‘I want to improve on last year’s score and achieve another personal best in the 800m.’

Congratulations, Eden! Fairholme is incredibly proud of your grit, talent and wonderful attitude. We’ll be cheering you on as you take on the national stage once again.

Celebrating one of Australia’s Best Educators: Sonya Nicol

Wed, 19 Nov 2025 00:44:18 GMT

We are incredibly proud to celebrate our extraordinary Fairholme Kindy Teacher, Mrs Sonya Nicol, who has been recognised as one of Australia’s most outstanding educators in the National Excellence in Teaching Awards (NEiTA).

Sonya was announced as a 2025 NEiTA Apple Award Winner for Primary – one of only two primary educators across Australia and New Zealand to receive this prestigious honour.

With more than three decades of teaching experience, Sonya still steps into the Kindy classroom each day with the energy, creativity, and passion of a first-year teacher.

NEiTA says 'Sonya’s love for early childhood education is simply unmatched, and the impact she has made on generations of students, families, and colleagues is extraordinary,' and we couldn’t agree more.

‘I’m still in a state of disbelief and shock, however, I am humbled and honoured to receive a National Excellence in Teaching Award,’ Sonya said.

‘There are so many brilliant teachers out there doing an amazing job. It’s absolutely wonderful to be recognised.

‘For me, teaching is not a thankless profession. I have the opportunity to watch children progress, change, and develop as they progress through Fairholme.’

NEiTA Foundation Chairperson Catherine O’Sullivan said educators like Sonya illustrate the power of exceptional teaching.

‘Sonya is a talented, passionate, and a life-changing force in education,’ Catherine said.

‘As an extraordinary teacher, Sonya is leaving a lasting mark on the lives of countless students.

‘The Fairholme College community is strengthened, courtesy of Sonya’s ability to motivate, educate, and inspire the next generation of young minds.

Sonya’s achievement is not only a celebration of her remarkable career, but also a reflection of the heart, dedication, and excellence she brings to Fairholme each and every day.

We are immensely grateful for the joy and inspiration she shares with our youngest learners, and we couldn’t be prouder to see her talent recognised on a national stage. Congratulations, Sonya, this honour is so richly deserved.

Creative Generation Excellence Awards 2025

Fri, 31 Oct 2025 00:24:16 GMT

Our Year 12 Visual Artists achieved outstanding success in the 2025 Creative Generation Excellence Awards and were recognised at the Official Opening of the DDSWQ Regional Exhibition.

Congratulations to the girls on their outstanding achievements:

> Certificate of Excellence Award – Bron Francis, ‘Choose your path’. Bron’s work will be exhibited at QAGOMA in 2026 as part of the State’s Central Exhibition – an incredible honour!

> Regional Encouragement Award – Amelia Bryant-Peterson, ‘Perspectivae Culturales de Morte’ (cultural perspectives about death)

> Certificate of Commendation Award – Indianna Hitchcock, ‘Omnia ad Initium Redeunt’ (Everything Returns to the Beginning)

> Certificate of Participation Award – Yas Lethbridge, ‘Perceived Façades, Assumed Expectations and Underlying Realities’

This year, from almost 500 submissions across 168 schools in Queensland, only 150 works were shortlisted, with just 40 Excellence winners (including 2 from the DDSWQ region) and 8 Regional Encouragement awardees.

The DDSWQ Regional Exhibition is on display at the Toowoomba Regional Art Gallery until 16 November – we encourage you to visit and view these inspiring works.

Equestrian Success: Australian Interschool Equestrian Championships

Fri, 31 Oct 2025 00:17:11 GMT

It was a huge holiday for our Equestrian State Representatives, who took to the arena at the Australian Interschool Equestrian Championships.

The team’s hard work and dedication paid off, with Hayley Richter (2nd), Kate Frith (3rd) and Ruby Hooper (3rd) achieving incredible top three placings among the nation’s best young riders.

Adding to the excitement, Ruby enjoyed a star-studded moment meeting Olympic Showjumpers Hillary Scott and Vicki Roycroft, along with Olympic Eventers Stuart Tinney and Shane Rose.

We’re so proud of all our riders for representing Fairholme with such skill and spirit. Check out the full list of results below.

Combined Training

Hayley Richter: Secondary CT95cm – 2nd Overall

Kate Frith: Secondary CT2* – 3rd Overall

Dressage

Hayley Richter: Int. Novice 2.2/2.3 – 12th Overall

Lucy Doolin: Int. Novice 2.2/2.3 – 14th Overall

Bella Ostwald: Sec. Medium 4.2/4.3 – 8th Overall

Bella Ostwald: Sec. Advanced 5.2/5.3 – 9th Overall

Eventing

Jemima Southwood: EV. 95cm – 6th Overall

Gracie Bunker: EV. 80cm – 22nd Overall

Show Horse

Ruby Hooper: Int. Working Hunter 65cm – 3rd Overall

Show Jumping

Lucy Doolin: Int. 90cm – 5th Overall

Hayley Richter: Int. 90cm – 15th Overall

Addy Gilbert: Sec. 90cm – 9th Overall

Geneva Searle: Sec. 100cm – 5th Overall

Cadet Annual March Out Parade

Fri, 31 Oct 2025 00:06:30 GMT

It was a special day for our Cadets involved in the Toowoomba Grammar School Cadet Unit Annual March Out Parade.

Congratulations to our Year 12 students, Brooke Hurford and Kate Lindenmayer, who were presented with the TGS Parents and Friends’ Service to Cadets Awards.

Kate was also awarded the MAJ G.E. Ainsbury Award for Best Senior NCO and the Dickinson Trophy for best shot WTSS, while Brooke received the Patron’s Award for Exceptional Dedication of Service to the Unit.

Ruby Lucht (Year 8) received the Ron Culliford Memorial Award for Most Promising First Year Cadet and Year 9 student Kate Carrigan was awarded the WO1 Walter John Davies Memorial Shield for Best Second Year Cadet.

Well done girls on these exceptional achievements!

Paving the Way: Fairholme's First Gold Duke of Edinburgh Awardee

Thu, 30 Oct 2025 23:55:02 GMT

After three years of dedication, discovery, and adventure, Year 11 student Rori Zimmerman, Fairholme’s first Duke of Edinburgh International Award Gold-level recipient, reflects proudly on a journey that has challenged her, connected her with others, and taught her valuable life skills along the way.

‘The Duke of Ed has four sections,’ Rori explains. ‘You have to do a skill, a physical recreation, a voluntary service, and Adventurous Journeys. For me, my skill has been piano, my sport has been netball, and my service has included a mix of different things – from Homework Help tutoring and

aged care service to, this year, serving as a Boarding Prefect.’

Each level of the Award – Bronze, Silver, and Gold – demands greater commitment and responsibility. ‘You need to dedicate at least an hour a week to each area. Bronze runs for 13 weeks, Silver for 26, and Gold for 52.

It’s a real test of consistency.’ The Gold level also requires a Residential Project, where participants spend 10 days in a foreign environment, giving back to a community. For Rori that opportunity came through the College’s Cambodia trip with RAW Impact.

Of all the components, however, the Adventurous Journeys stand out as both the most challenging and the most transformative. ‘For Bronze, it’s a one-day, two-night hike; for Silver, two nights and three days; and for Gold, three nights and four days.’

‘You’re out in the middle of nowhere with your maps, a leader, and everything you need on your back. It’s tough, but it’s where I’ve learnt the

most about myself.’ She laughs as she recalls some of those moments of endurance. ‘There were definitely times I didn’t want to keep going, but that’s where I’ve learnt not to give up when things get hard. I’ve also learnt skills that not many young people have these days, like reading a map and using a compass when there’s no phone service or Google Maps. It’s pretty cool to be able to say I can do that!’

Her Gold Adventurous Journeys were conducted through PCYC Gold Coast, where she had the chance to meet students from other schools. ‘I’ve made a really good friend from St Margaret’s. We went on our first Gold hike together on the Sunshine Coast Great Walk and bonded straight away. We then did our second Gold hike together at Maroon Dam during the holidays. The terrain was really challenging, but it was so rewarding.’

Reflecting on her experience, Rori encourages other Fairholme students t o give the Duke of Edinburgh program a go. ‘I already did a lot of the activities that are part of the program, so it’s great to get recognition for the things I was already involved in,’ she says. ‘But beyond that, it’s a fantastic way to try new things, meet people, and learn life skills. I highly recommend it to anyone, especially if you want to push yourself and gain global recognition for your efforts.

The Duke of Edinburgh’s International Award is a globally recognised framework for non-formal education, used by schools and community organisations for more than 60 years to celebrate the personal growth and achievements of young people.

As Fairholme’s first Gold Award recipient, Rori has set a high standard and opened the door for many others to follow in her footsteps.

If you’re interested in getting involved, contact Fairholme’s Duke of Edinburgh Co-ordinator, Mr Peyton for more information.

Representing Australia on the International Stage

Thu, 30 Oct 2025 23:44:55 GMT

Senior student, Mackenzi Shefe, represents Fairholme - and Australia - on an American tour with Sports Travel Australia.

During the Term 3 school holidays, Year 12 student, Mackenzi Schefe, was invited on an American tour with Sports Travel Australia to c ompete in multiple cross country races against athletes from American high schools and colleges.

The opportunity came unexpectedly, delivered in an envelope from her Holme Group teacher, Mrs Anderson, recognising Mackenzi’s previous

achievements and inviting her to represent Australia on the international stage.

Mackenzi travelled with the Sports Travel Australia team and competed in three major races, each offering a unique challenge and atmosphere. Her first race was the Music Mountain Invitational Cross Country, where she placed 2nd in a large and competitive field. The second race was the Vegas Elite Twilight Invitational, held at late in the evening, 10.20pm, under a canopy of fairy lights, where she placed 4th. The final race was the

Thunderbird Invitational Varsity, where she secured 3rd place.

Thanks to her strong track record, Mackenzi was placed in the elite race category, giving her the chance to test herself against some of the best young athletes from both America and Australia.

Reflecting on the experience, Mackenzi shared that one of the biggest lessons she learned was the importance of adaptability. Competing in unfamiliar environments, including desert terrain and in night conditions, pushed her out of her comfort zone and taught her to stay focused no matter what challenges arose.

The tour has only strengthened Mackenzi’s passion for cross country. With her sights set on future representative teams, she’s more motivated than ever to continue competing and improving.

Her journey is a powerful example of where dedication and opportunity can lead for those willing to take it on.

Empire Theatre Youth Bursaries

Thu, 30 Oct 2025 23:34:09 GMT

Fairholme College is celebrating the success of three talented students, Mia Hall, Helen Yong, and Abigail Walker, who have been awarded Empire Theatre Foundation Y outh Bursaries for 2025. These bursaries provide young performers with access to professional development opportunities at leading Australian performing arts institutions.

The Empire Theatre Foundation Youth Bursaries program supports students who demonstrate excellence and commitment across a range of disciplines, including dance, acting, instrumental music, singing, music theatre, and film and television. The program enables recipients to attend intensive short courses designed to elevate their skills and broaden their industry experience.

Mia Hall, a Year 10 student, received her bursary for Dance and will attend the renowned Conroy School of Dance. For Mia the bursary means an opportunity to explore new styles of dance and work with many different choreographers in an unfamiliar environment. “It will help me grow as a dancer, gain insights into the industry, and transition from an enthusiastic student into a pre-professional dancer. The bursary also helps with tuition fees, allowing me to access top-tier training and expand my professional network,” Mia said.

Helen Yong, also in Year 10, was awarded a bursary for her achievements as a violinist. Having played since the age of eight, Helen is excited to participate in a national music program. “I’m looking forward to learning from and connecting with other musicians across Australia to expand my skills,” she shared.

Abigail Walker, a talented trumpet player in Year 7, expressed her appreciation for the opportunity. “Going through the application process and panel interviews was a valuable experience,” she said. “Receiving this bursary is something I’m keen to make the most of.”

These achievements reflect not only the students’ dedication and talent but also the strength of the Fairholme Arts programs, which continue to nurture and inspire young creatives.

As these students prepare to take the next steps in their artistic journeys, their success serves as a powerful reminder of the importance of opportunity, mentorship, and the transformative power of the arts.

In Principal: Belonging in our Community

Thu, 30 Oct 2025 23:06:31 GMT

As we approach the final weeks of the 2025 school year, I find myself reflecting on the strength and spirit of our school community – one that continues to be shaped by the values of faith, respect, joy, collaboration and excellence. These are not just words we teach in classrooms; they are lived experiences, woven into the fabric of our school culture and reflected in the actions of our students, staff and families.

This past month has been a powerful reminder of what is means to belong to a community that values both tradition and progress. Our annual Presenting Fairholme was a celebration of academic excellence, leadership and service. It was heartening to see so many families gathered to honour the achievements of our students and to hear from our special guest speaker Tarryn Sorour (OG 2020), who reminded us of the importance of purpose and resilience in all that we do.

Equally inspiring was our 2026 Leaders Induction, where we welcomed our new cohort of student leaders, led by Bronte Callachor, Miranda Mann and Alexandra Edwards. These young women have already demonstrated a deep commitment to their peers and to the broader school community. Their willingness to serve, to listen and to lead with empathy fills me with great confidence in the future of this beautiful College.

Another highlight was our Spring Fair, complete with Fashion Parade, and held under clear blue skies and the gentle warmth of early spring. The wonderful weather seemed to mirror the joy and connection felt by all who attended. Families, students, staff and members of the wider community came together in a celebration that truly embodied our country values – hospitality, togetherness and appreciation for the simple pleasures of life. A particularly special part of the day was welcoming back our Old Girls, whose reunions added a rich l ayer of history and belonging to the event.

After catching up with some from the class of 1995 in our beautifully refurbished FOGA Foyer, their stories, laughter and continued connection to the school reminded me that community is not just about the present – it is about honouring the past and nurturing lifelong ties. From the vibrant stalls and student performances to the shared moments over homemade treats, the day was a vivid reminder of the strength of our community and importance of nurturing relationships. It was more than just a school event – it was a reflection of who we are and the values for which we stand.

In the spirit of recognising excellence, I would like to take a moment to acknowledge the outstanding student achievements, discussed further in this edition:

The Fairholme Equestrian team’s hard work and dedication paid off with three of our riders achieving top three placings among the nation’s best young riders at the Interschool Equestrian Championships. Numerous other accolades were achieved from our incredible equestriennes.
Our Visual Arts students continue to impress, with three of our young ladies receiving awards for the Creative Generation Excellence Awards in Visual Art program. Bron Francis will have her work displayed in the Gallery of Modern Art as part of a statewide exhibit, after winning an Excellence Award.
Rory Zimmerman completing a significant milestone in the Duke of Edinburgh Award, demonstrating perseverance and leadership through adventurous journeys and community service.
Mia Hall, Helen Young and Abigail Walker have received a bursary from the Empire Theatre, recognising their talent and dedication to the performing arts.
And in a remarkable achievement, Mackenzi Schefe travelled to the USA with Sports Travel Australia to compete in multiple Cross-Country races.

These accomplishments are not just personal triumphs – they are reflections of the values we hold dear. They show us what is possible when young people are supported by a community that believes in them.

Looking ahead, we remain focused on nurturing a culture where every student feels seen, heard and valued. As our Seniors prepare and engage in their external exams, we are reminded that academic success is just one part of a much broader journey.

Education, at its heart, is about building character, fostering curiosity and preparing young people to contribute meaningfully to the world around them. While we support our student in achieving their best academically, we also continue to prioritise their wellbeing, personal growth and sense of purpose – ensuring they leave our school not only well-educated, but well prepared for life.

Dr Leigh Hobart | Principal

Position Vacant - Boarding Supervisor

Sun, 26 Oct 2025 23:57:17 GMT

Boarding Supervisor

Casual Position: Commencing as soon as possible.

Position Description

POSITION : Boarding Supervisor.

RESPONSIBLE TO : Principal through Head of Boarding.

REPORTS TO: Head of Boarding.

KEY FUNCTIONAL RELATIONSHIPS: Deputy Head of Boarding , Assistant to the Boarding House – Pastoral Care, Junior and Middle School Boarding Coordinator, Boarding Staff, Boarders, Boarding Families.

Join Our Boarding Team – Casual Position Available

A re you passionate about supporting young people in a nurturing and dynamic residential environment? We’re seeking a committed and suitably qualified individual to join our College community as a Casual Boarding Supervisor, starting as soon as possible with the position to continue into 2026.

Position Overview

About the Role

As a Boarding Supervisor, you’ll play a key role in the day-to-day operations of the Boarding House, working closely with the Head of Boarding and a supportive team. This position operates on a roster during term time, with accommodation and meals provided when you are rostered on.

Who We’re Looking For

Ideally, you’ll have experience working with girls aged 11–18, and a background in Boarding, teaching, or residential care will be highly regarded. You’ll be someone who thrives in a team environment and is committed to the wellbeing and development of our boarders.

Key Responsibilities:

Provide supervision, care, and support for boarders, ensuring their safety and wellbeing.
Foster a positive and respectful environment using fair and restorative behaviour management practices.
Support academic success by supervising evening study sessions, especially for senior students.
Lead and encourage participation in recreational activities.
Promote attendance and engagement in chapel services.
Assist with administrative tasks and contribute to semester reporting.
Model high standards in behaviour, manners, dress, and punctuality.

What You’ll Bring:

A. Alignment with College Values

A commitment to the Christian ethos of the College;
A genuine connection with our vision and values. See Fa irholme College’ v alues & miss io n › And…
Willingness to participate in the broader life of the College.

B. Qualifications

Studies in education, nursing, social work or psychology would be advantageous to this position.
A current ‘Blue Card’ is required,
Current First Aid (or willingness to obtain),
Completion of a Duty of Care Certificate in Student Residential Care is desirable.

C. Communications & Teamwork

Strong interpersonal skills and the ability to work collaboratively.
Clear, enthusiastic communication with students and colleagues.; and…
An ability to support and enact a restorative practices approach to conflict resolution is required: See Restorative Practices at Fairholme ›

Working with Children:

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 Fairholme College Enterprise Agreement.

Applications

Applications should include a cover letter outlining your experience in each of the key areas of responsibility, explaining the appeal of the position to you personally and discussing your alignment with the College’s values and mission, and include a full curriculum vitae (no longer than two A4 pages, font: Calibri, size 12) with the following details:

Personal details including name, address, contact details, religious affiliation;
Employment history;
Any qualifications/accreditations, professional associations and any recent professional learning activities relevant to the role;
Professional or personal achievements; 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.

Applications to:

The Head of Boarding

Fairholme College

PO Box 688

TOOWOOMBA 4350

Email: recruitment@fairholme.qld.edu.au

Phone: 07 4688 4688

Selection Process

*NB. Commencing as soon as possible and continuing.

Proudly a College of the Presbyterian Church of Queensland

Other Positions

Making Campdraft History

Tue, 07 Oct 2025 04:53:38 GMT

Fairholme's Campdraft team made history over the Spring holidays as the first all girls' school to ever take out the win!

Ten Fairholme girls, captained by Abbey Gordon and Charlotte Mailler, competed in the Ariat High School Campdraft Percentile Cup, earning the top team spot with an impressive average of 87 points.

With 39 schools represented in the Pittsworth event and more than 500 first-round runs, this was no small feat by the team.

Each girl rode beautifully, showing true skill, teamwork, and sportsmanship. There were so many comments about what a classy victory it was.

Fairholme Netball Shoots and Scores in 2025

Fri, 26 Sep 2025 05:32:05 GMT

With 29 teams and more than 300 girls stepping onto the court this year, Fairholme’s netball program has enjoyed a hugely successful 2025

season.

From the very first pass to the final whistle of the season, Fairholme was a dominant force in the Saturday Association competition. Seven teams earned their place in the Grand Finals, with five of them claiming the titles:

> Cadet Intermediate A Champions – Junior Vicki Wilson 1

> Cadet C Champions – Fairholme Cadet White

> Cadet Intermediate D Champions – Fairholme Junior Development

> 13B Champions – Fairholme 13 Navy

> 12B Champions – Fairholme 12 Gold

Adding to this impressive tally, we celebrated two runner-up finishes with 13 Gold in the 13A division and 11 Gold in the 11B division.

The success didn’t stop there. On Wednesday nights, all four Fairholme teams powered through to the Semi

Finals, with three advancing to the Grand Finals.

> Division 1 Champions – Senior Vicki Wilson 1

> Division 2 Runner-Ups – Senior Vicki Wilson 2

> Division 3 Champions – Junior Vicki Wilson 1

And at the Darling Downs Vicki Wilson Carnival, Fairholme once again stood tall. Both our Senior and Junior Vicki Wilson 1 teams qualified for the prestigious State Finals – one of only two schools in the region to do so. Against 24 of Queensland’s top school netball teams, our girls shone

with our Junior Vicki Wilson 1 team finishing an incredible fourth, and the Seniors going undefeated through the pool rounds before finishing

sixth overall.

Our youngest athletes also made their mark. At the Andrews Cup Primary School Netball Carnival, the Senior A team were crowned A Division champions, showing that the future of Fairholme netball is just as exciting as the present.

Of course, none of this would have been possible without the many people who support Fairholme Netball behind the scenes. This year, 21 of our own students took on the important role of umpiring across the season. Reflecting on the season, our Fairholme Netball Co-ordinator, Lis Irwin shared, ‘To see so many of our girls not only reaching finals, but also competing and succeeding at state level, is a testament to their hard work

and love of the game.

We’re so proud of every player, coach, and supporter who has helped make 2025 such a great year for Fairholme Netball.’

With so much talent rising through the ranks, Fairholme’s netball future looks brighter than ever.

Relational Pedagogy: The Heart of School Culture, Learning and Wellbeing

Fri, 26 Sep 2025 05:26:14 GMT

On Friday 9 September, our Head of Teaching and Learning, Pam Stains, and our Head of Faith and Wellbeing, Cath Butler, were invited to present a session at the International Coalition of Girls’ Schools Symposium highlighting an important element of the Fairholme culture: Relational

Pedagogy.

At Fairholme, we believe that learning begins with relationship. That when a girl feels safe, seen, and supported, she is far more likely to flourish - not just academically, but emotionally and socially too. This belief isn’t just a nice idea; it’s a lived reality, reflected in the feedback from staff and students collected through interviews and surveys conducted by Professor Andrew Hickey from UniSQ in 2024.

We’ve long worked in the “with” quadrant of Ted Wachtel’s social discipline window - doing things with students, not to or for them. However, a few years ago, we noticed something. While our restorative approach was helping resolve conflict, it often came too late. Teachers were feeling stretched, and students - especially in moments of challenge - needed more than resolution. They needed connection and they needed skills.

This aligned with research supporting the idea that our students have varying levels of skill in demonstrating empathy or engaging with others using social and emotional intelligence, and therefore have varying ability or desire to resolve conflict restoratively. It’s not a will problem, this is a skill problem. So we asked ourselves: what could help staff to enhance the skill level of students struggling to meet expectations, whilst still strengthening connection and building relationships?

That question led us to Dr Ross Greene’s Collaborative and Proactive Solutions (CPS). CPS is a gentle, trauma-aware approach that sees behaviour not as defiance, but as communication. A child who struggles isn’t choosing to misbehave, they’re lacking the skills to meet expectations and communicating this in a variety of ways, using behaviour that will either frustrate us or engender empathy. And so, instead of reacting, we slow down. We listen. We work with them to understand what’s hard, to build the skills they need, and see the change.

To strengthen this approach in the college, in 2025, twelve staff members joined a CPS pilot program. These staff were offered professional learning time to train, reflected, and practise and what they found was remarkable. Relationships deepened, classrooms became calmer, students began to take ownership - not just of their behaviour, but of their learning. Teachers felt more regulated, more connected, and more hopeful.

Instead of asking what’s wrong, in this approach, we seek to ask: what’s hard? What skills might be lagging? What expectations are difficult to meet? It’s a small shift, but it’s changing the way we see our girls, and the way they see themselves. Students are not problems. Rather, we collaborate, and become problem solvers together. Of course, it’s not always easy. CPS takes time. It asks us to stay curious longer, to resist the urge to fix, and to trust the process. But the rewards are real.

From 2026, our staff training will evolve to include both Restorative Practices and CPS—under the banner of Relational Pedagogy. Because at Fairholme, we’re not just teaching content, we’re building skills now and into the future. And, we’re doing it together, with collaboration, and enjoyment.

Exploring the End of the World

Fri, 26 Sep 2025 05:21:34 GMT

The 2025 Senior IMPACT Ensemble, Empire Theatre, present their self-devised new work ‘When I Think of The End’, and Year 12 Drama student, Emmi Lange, is one of the lead characters...

Tell us about the character you are playing…

My role is Millie Morgan. She is hosting an ‘end of the world’ theme party… literally. She has a huge secret about her parent’s evil plan to restart humanity by wiping out the human species at midnight of the party. While her parents left her alone in the house where she will see out the catastrophe, she invites a random group of classmates in order to save them from the event.

How would you describe the play?

The play is very funny. Whilst it uses humour, it also reveals how we treat each other as teenagers when we know the end is closer than expected and how these connections can diminish or expand once we realise our time is almost up. It mixes comedy with darkness all the while seeing the light even through the murky.

What’s been the most challenging part of the whole process?

The most challenging part is coming up with a single idea with a million and one sub ideas from our research. Our prompt was ‘the end of the world’. While we were in the writing process, we looked at stimulus from poetry, media, movies and TV and analysed their end of the world scenarios: supernatural, political, environmental, rich vs poor and much more. We also used sources from news and current events and many deep conversations were raised about our stance in society in relation to these topics. From here, we explored us as students in Toowoomba facing the end of the world to which created some condensed ideas for the play!

How do you get into character before a performance?

Before each performance, of course, there is nerves. However, overcoming this, I relay my purpose in the story. Understanding who am I? What are my values? My reactions, my opinions, my relationship with other characters? This helps me understanding what my character is saying and why.

How do you and your castmates support each other on and off stage?

The cast has become a tight group... like a big friend group! Like-minded, close friends. I love the cast with all their different acting styles and opinions to contribute. We frequently do group building exercises/games at the start of each rehearsal and check-ins. With the help of Grace, our director, we are well looked after and becoming close friends, we all care for each other.

What have you learned about yourself through this process?

I have learned throughout IMPACT the importance of working in a group. It is easy to bounce off other people and, being an extrovert, I love working around other like-minded people. Another thing is for my character, she faces many reactions to everyone finding out the end is near and two very different energies contrasting from the beginning to the end of the performance. So, through this, I have learnt how to distinctively differentiate my reactions and how I say my lines to project my feeling towards the end of the world situation which isn’t an easy skill. For example trying to hide this huge secret from a group of people but project to the audience my anxiety towards this big revelation VS the end of the play when everyone knows.

Is drama something you would like to pursue after school?

Drama has been a dream for me since I was in Year 5 when I started Speech and Drama lessons. Whether its on the movie screen or on a small stage, I want to pursue my love for entertaining through performing. Wherever this takes me, I will enjoy every bit of it if I’m acting. I have started applying for drama schools for next year.

Any advice for someone who wants to get into an impact play?

My advice for wanting to apply for IMPACT is to be prepared to contribute immense ideas and writing. Writing has never been my strong suit but coming to IMPACT I’m able to get assistance and corroborate ideas with others to grow my ideas. Therefore, don’t be discouraged if writing isn’t your best talent, because like me, IMPACT will help grow your creative writing skills.

Tickets are on sale now for the October performance of ‘When I Think of the End’ at the Empire Theatre starring Fairholme’s very own Emmi Lange, Adeline Hamilton and Eliza Kinniburgh.

Rising Above and Reaching Beyond

Fri, 26 Sep 2025 05:15:25 GMT

‘Young women can lead boldly, speak clearly and act decisively, and in doing so, lift others, not diminish them...’ - Dr Leigh Hobart

Leadership is not just a title – it is a mindset, a commitment and a daily practice. How can I leave the world a better place? At Fairholme, we see leadership in motion every day – in the quiet moments of courage, the thoughtful decisions made with integrity and the acts of kindness that ripple through our community. It is happening in classrooms, on sporting fields, in boarding houses and in the hearts of students and staff who choose to lead with purpose.

This term, we are proud to welcome our new leaders: Head Girl - Bronte Callachor; Head Day Girl - Alexandra Edwards; and Head Boarder – Miranda Mann. These young women have already shown a deep commitment to our values and a readiness to serve. Their leadership journeys are just beginning, but they are already inspiring others through their authenticity, resilience and vision.

“Empowered and strengthened by female leadership…[which is] a seat at the table…kind and courageous” – Bronte Callachor.

“Nothing great is ever achieved alone.” – Alexandra Edwards.

“It is important to bring a sense of connection and belonging.” – Miranda Mann.

Their appointments follow in the footsteps of our current Head Girls – Gracie Mack, Lucy Kilner and Katie Seaby – who have led with grace, strength and a deep sense of responsibility. Whether representing our school publicly or supporting their peers behind the scenes, they have demonstrated what it means to lead with heart and humility. Their legacy is one of kindness, courage and unwavering commitment to others.

At the heart of our leadership culture is a belief that leadership is about lifting others. It’s about listening, supporting and creating space for others to thrive. Our student leaders understand that true influence comes not from authority, but from connection and service – through actions that build trust and strengthen our community.

To further support and encourage leadership potential, we are excited to announce the launch of our Emerging Leaders Scholarship . This initiative is designed to recognise and nurture students who demonstrate early leadership promise – those who show initiative, empathy and a desire to make a positive impact through service. The scholarship will provide mentoring opportunities, leadership development experiences and financial support to help these students to grow into confident, capable leaders.

Leadership is also thriving among our staff. This term, Mrs Pam Stains and Mrs Cath Butler have presented at the International Coalition of Girls’ Schools conference in New Zealand, sharing our work on relational pedagogy – a teaching philosophy that places relationships at the heart of learning. Their presentation showed Fairholme’s twenty year journey of building trust, empathy and connection shapes not only academic outcomes but the emotional wellbeing of students and others. It’s a powerful reminder that leadership in education is about curriculum founded in care.

In Australia, leadership – especially for women – can sometimes be met with hesitation or criticism. The “tall poppy syndrome,” where individuals are cut down for standing out or striving for excellence, remains a cultural challenge. But our student leaders are rising above it. They are showing that ambition, confidence and compassion are not mutually exclusive. They are proving that young women can lead boldly, speak clearly and act decisively – and that doing so lifts others, not diminishes them.

This matters more than ever. According to the Australian Workplace Gender Equality Agency (2025), women hold just 21.9% of CEO roles and have a 21.8% gender pay gap in the private sector. By empowering young women to lead now, we are helping to shift those statistics for the future. Our Head Girls are not just leading – they are role modelling what is possible.

Leadership is not always easy. It often requires making tough decisions, standing firm in values, and choosing kindness even when it is not the easiest path. But it is in these moments that true leadership is revealed – not in titles, but in actions. We see it in the student who speaks up for a peer. In the teacher who adapts a lesson to meet every learner. In the boarder who comforts a homesick friend. These everyday acts of leadership shape our culture and strengthen our community.

As we celebrate our new student leaders and honour those who have come before them, we also affirm our commitment to nurturing leadership in all its forms. We encourage our students to step forward, speak up and lead with courage. We challenge the norms that say leadership must look a certain way and instead embrace the diversity of voices, experiences and strengths that make our school vibrant.

Leadership is happening all around us. Let us continue to notice it, nurture it and celebrate it.

Dr Leigh Hobart | Principal

Reflections from our 2025 Head Girls

Fri, 26 Sep 2025 05:08:23 GMT

Leading with a Heart: A Reflection from 2025 Head Girl Gracie Mack

Stepping into the role of Head Girl was comforting and inspiring. There was this feeling of knowing you had big shoes to fill and a lot of responsibility ahead, but also knowing your grade was behind you, cheering you on. That support made me want to jump in even more. We started working together almost immediately, with Year 11 Breakfast, the Year 11 Song - it all kicked off so quickly. And then came the planning for the year ahead, which was honestly super exciting.

One of the most special parts of this year was seeing the Fairholme spirit come alive in moments that weren’t necessarily planned or formal. Like when our grade came together at lunchtime to rehearse the Year 11 Song, no one told us to, we just did it. Or Galentine’s Day, which was a whole school event. Year 7s came to me asking for piggytails, girls lined up for the photo booth and face painting, it was one of those days where you could really feel the joy of being all together. And even though it’s not technically a Head Girl thing, I have to mention March Past. The effort that goes into it, and then seeing everyone cheer each other on, it’s such a beautiful example of what Fairholme is all about.

This year wasn’t without its challenges. There were moments where I felt overwhelmed and honestly wanted to throw in the towel. Sometimes I did. But I was lucky to have mentors and peers who helped me get back on track. One of the biggest lessons I learned was to stick to my values. The year flies by and there’s so much you want to do, but you can’t do it all. I had to remind myself – often - that it’s more important to act from your core values than to chase outcomes. That idea came from our leadership conference in Sydney at the start of the year, and it stuck with me.

Something I’ve realised, especially towards the end of the year, is that leadership isn’t about how much you do, it’s about the connections you make. As Head Girl, it’s easy to compare yourself to those who came before you, but I’ve come to understand that the most meaningful part of my role was talking with girls from younger grades, being someone they could look up to. That’s not something you can measure, but it’s what brought me the most joy. It’s bucket-filling in the best way.

There were definitely some standout moments when I got to represent Fairholme. The leadership conference at the start of the year was a highlight, and getting to speak at Commencement Assembly was surreal. I’m really looking forward to Presenting Fairholme 2025, my last. One moment that meant a lot to me was speaking at Dr Evans’ Celebration Assembly with Savanah and Ella. Being able to share how much she’s impacted our lives was incredibly special.

If I could leave behind anything, I hope it’s happiness and kindness. I hope I made someone’s day better, even in small ways. I’ve grown a lot in understanding what really matters to me and how much love and connection mean over success or recognition.

I’m so grateful for the mentors who support me; Dr Hobart, Ms Sharp, Mr McCormick, and Dr Evans. They’ve worked closely with us and helped us through so much. And I couldn’t have done any of it without my fellow Head Girls, Lucy and Katie by my side. Truly, nothing would have been possible without them.

Kindness in Leadership: A Reflection from 2025 Head Day Girl Katie Seaby

Being chosen as Head Day Girl for 2025 was both exciting and a little daunting. I was genuinely looking forward to the year ahead and the chance to contribute to our school community in a meaningful way. It didn’t take long for me to realise that leadership isn’t about being in the spotlight or having a title, it’s about supporting others, listening to their ideas, and doing your best to make a positive difference.

Over the year, I’ve seen how even small actions, like encouraging someone or offering guidance, can have a real impact. Some of the most meaningful moments for me were the ones where I could help strengthen the Fairholme spirit. Whether it was contributing to special celebrations, supporting events, or simply encouraging others to get involved, I found so much joy in seeing people feel included and proud to belong. Creating an environment where girls could celebrate each other’s strengths has been one of the most rewarding parts of leadership.

Of course, leadership came with its challenges. Balancing responsibilities with academics, sport, and service meant I had to stay organised and resilient. There were times when I doubted myself or felt stretched too thin, but those moments taught me to trust others, lean on my team, and remember why I was in the role - to serve, not to be perfect. Those experiences shaped me into a leader who values collaboration and teamwork above all.

One of the greatest privileges of this role has been supporting younger students. I’ve loved connecting with girls across different year levels, whether through special initiatives or just everyday conversations. Encouraging them, listening to them, and celebrating their achievements reminded me that leadership is about lifting others up. One of my favourite things we do as head girls is visiting the Junior School every Thursday morning to play with the girls before school. It’s such a fun and special time. I still remember my Year 12 buddy Riley from when I was in Fairholme Kindy, and how much I looked forward to her visits. I hope some of the junior girls feel the same way about us.

I feel incredibly grateful to have had the opportunity to attend and help out with so many events. I’ve loved being able to share my voice and the voices of others to encourage positive change. But more than anything, I hope I’ve left behind kindness. I truly believe we can never have enough of it. A smile, a quick chat, or a simple “are you okay?” can make a world of difference in someone’s day, or even their life. I hope the Fairholme community continues to nurture kindness, empathy, and inclusivity, and I hope to carry those lessons with me into whatever comes next.

None of this would have been possible without the support of my peers, teachers, and the leadership team, especially Dr Evans, as my set planner for Year 10 English, and mentor, her guidance and belief in me gave me the courage to step into leadership. She taught me the powerful idea that “pressure is privilege” - a reminder that the responsibilities we’re given are opportunities to grow and make a difference. I’m deeply grateful for the friendships I’ve formed, the lessons I’ve learnt, and the chance to serve a community that has shaped me into the person I am today.

Introducing our 2026 Head Girls

Fri, 19 Sep 2025 05:15:21 GMT

We are delighted to introduce our Head Girls for 2026: Bronte Callachor (Head Girl), Miranda Mann (Head Boarder) and Alexandra Edwards (Head Day Girl).

In announcing the new leaders, Mr Tom McCormick, Head of Senior School, spoke warmly about the unique contributions each girl will bring.

‘Our Head Girls each bring unique strengths and thoughtful character, and together I know they’ll form a leadership team that’s both balanced and compassionate,’ he said.

‘What makes this moment especially meaningful is how their individual journeys reflect the richness of our school community, with Bronte and Miranda joining us in Year 7 and Alexandra having been part of our story since Kindy. We look forward to the warmth, integrity, and spirit they’ll bring to leading our Seniors next year.’

The announcement was also a moment of reflection for outgoing 2025 Head Girl, Gracie Mack, who shared her pride in handing over the responsibility of leadership.

‘It has been an honour to serve our College in this role,” she said. “Leading alongside my peers has taught me so much about courage, kindness, and community. As I hand the baton to Bronte, Alexandra, and Miranda, I feel confident that they will continue to guide Fairholme with wisdom and heart, inspiring the girls around them.’

Each of the 2026 Head Girls expressed her excitement for the year ahead and the role they will play in shaping Fairholme’s community.

Bronte is looking forward to building on the strong foundations of her cohort. ‘We have such an incredible group of girls,’ she said. ‘I’m really excited to work alongside them and to help strengthen the culture of positivity and inclusivity at Fairholme. I’d love to see even more connections formed across grades so everyone feels part of something special.’

Our Head Boarder Miranda shared her eagerness to contribute in a way that makes a lasting difference. ‘I’m looking forward to being a strong part of the Fairholme community and making my own impact while encouraging others to do the same,’ she said. ‘I want to help create an environment where everyone feels connected and valued.’

Alexandra, who has grown up at Fairholme since Kindy, expressed gratitude and a strong sense of purpose. ‘Fairholme has given me so much over the years, and I’m so excited to be able to give back,’ she said. ‘For me, leadership is about empowering others to try their best and believe in themselves.’

We congratulate Bronte, Alexandra, and Miranda and we look forward to seeing the legacy they will create in 2026.

Position Vacant - Learn To Swim Teacher

Thu, 18 Sep 2025 05:03:39 GMT

Fairholme Aquatic Centre | Learn To Swim Teacher

The College

Set in an area of outstanding natural beauty on the Range escarpment in Australia's Garden City of Toowoomba, Fairholme College is one of Australia's leading independent girls' schools with more than eight hundred students from Kindy to Year 12 and over two hundred boarders form part of the total enrolment.

The Position

Position : Learn To Swim Teacher

Responsible To: Business Manager through the Aquatics Centre Manager

Reports To: the Aquatics Centre Manager

The Person

Fairholme College seeks the services of a suitably qualified Learn to Swim Teacher/Swim Coach. You must have a passion for helping children learn, be warm, honest, and genuine. Commencement date will be negotiated with a successful candidate.

Fairholme Aquatics Swim School delivers an aquatic education program with a strong emphasis on sound swimming technique.

Swimmers progress through an 8-level curriculum, based on quality rather than quantity. Skill development is promoted by allowing swimmers to practice skills learned during their classes and extending them as they master each new skill. Our goal is to have children graduate from our program with good skills and competency in every stroke, and to be able to demonstrate the rules and turns for each of the four strokes.

Classes are available in the following categories:

Infant Classes
Levels 1 to 4
Levels 5 and 6
Beginner Squad and Mini Squad

Infant and Preschool/coaching qualifications would be highly desirable. This position is a casual position working Morning, Afternoon classes and school holidays. There may be an opportunity to work some school hours. Must be willing to work Saturday mornings.

The ideal candidate will possess the following qualities and qualifications:

A. Support Of College Values

A commitment to the Christian beliefs and ethos that underpin the College’s charter.
A clearly articulated alignment with the College’s vision statement and values ; and…

B. Qualifications and Related Skills

Mandatory :

Blue Card – The applicant must hold a current ‘blue card’.
AUSTSWIM or Swim Australia Teaching qualification (or willing to obtain)
CPR.

C. Communication Skills

The ability to work collaboratively, and to communicate clearly and enthusiastically with students and work colleagues.
An ability to support and enact a restorative practices approach to conflict resolution is required.

Working with Children

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

Successful candidates are required to undergo a screening process prior to appointment and must comply with all College policies and relevant legislation related to student protection.

Workplace Health and Safety

As a member of the College, the successful applicant is 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 under the conditions of the current Fairholme College Enterprise Agreement.

Applications

Applications, should include copies of certificates, Working with Children Suitability Card and names and addresses of two referees*, and be sent to:

Applications to:

Ms Emma Dickinson - Aquatic Centre Manager

Aquatic Centre Manager

Fairholme College

PO Box 688

TOOWOOMBA 4350

Email: emma.dickinson@fairholme.qld.edu.au

Phone: 07 4688 4658

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

Selection Process

Proudly a College of the Presbyterian Church of Queensland

Other Positions

Victory for our Debaters

Fri, 29 Aug 2025 02:00:27 GMT

This year’s Queensland Debating Union (QDU) Toowoomba Secondary Schools Competition saw Fairholme teams deliver an outstanding season of debating, showcasing sharp thinking, quick wit, and true Fairholme spirit.

‘We have such a wonderful culture of debating at Fairholme, with a great number of students keen to participate every year. The growth I observe in our debaters is extraordinary, from their confidence in speaking, to their exceptional teamwork and critical reasoning when preparing arguments on a wide range of contemporary issues’, says our Debating Co-ordinator, Mrs Kim Scudamore.

A special congratulations goes to our Year 7.4 team, who claimed the Grand Final victory against Toowoomba Grammar School. They successfully argued the affirmative on the topic: ‘That we should actively encourage the use of Artificial Intelligence in classrooms.’ Their ability to build persuasive cases and respond confidently to rebuttals was a testament to their hard work and teamwork throughout the season.

Our Year 8, Year 10 and Senior teams also impressed, each reaching their respective Grand Finals and finishing as runners-up after tightly contested debates. Their efforts reflected not only strong debating skills but also resilience and camaraderie in high-pressure settings. In total, 16 Fairholme teams competed this season, with 12 teams making it through to the finals.

Congratulations to every debater who took part in this year’s competition. The future of debating at Fairholme is certainly in good hands.

Fairholme Grand Final Debaters:

Team 7.4 - Sophie Cussons, Suzana Yusaf, Abigail Walker, Norah Joseph and Bella Cherry

Team 8.2 - Tanishka Chaudhary, Annabelle King, Claire Fischer and Elaine Mutsando

Team 10.1 - Sophie Haller, Richa Vimal, Brooke Johnson, Caitlin Schultheiss, Isabella Kentish and Georgia Nicholls

Team 12.1 - Ayesha Saleh, Rori Zimmerman, Chanudi Dissanayake and Mabel Galbraith

Ella's Holme Run

Fri, 29 Aug 2025 01:34:41 GMT

Year 8 student Ella Phillips has returned holme after an unforgettable tour of the United States, where she proudly represented Australia in the Babe Ruth Softball World Series as part of the Aussie Drop Bears team.

Ella’s journey began in Dallas, Texas, before heading to Hot Springs, Arkansas, where she participated in a high-level training camp with local college softball coaches. The team also competed in warm-up matches to prepare for the main event in Florence, Alabama.

Competing in the Under 14 division, Ella and her Australian team made it all the way to the double elimination final, narrowly missing out on the championship title by just one run in a nail-biting 8 - 9 loss. Despite the result, their second-place finish is a highlight achievement for Ella.

Ella’s individual performance was nothing short of outstanding. During the closing ceremony, she was named in the Under 14 All World Series Team and the Under 14 All Defensive Team, a testament to her talent and consistency on the field. She also ranked in the top 10 for both batting and fielding statistics across the entire tournament.

Reflecting on her journey, Ella shared that her softball career began humbly at home in Taroom encouraged by her mum and PE teachers to trial for the South West state team.

That experience sparked a passion for the sport and she now plays for Dodgers Softball Club in Toowoomba.

‘I’ve been really lucky with the support I’ve had,’ Ella said. ‘The stats don’t say everything, but they’re the best I’ve ever had. I’m really proud of how I played in America.’

Boarding since Year 7, Ella has ambitions to study veterinary science but also has her sights set on a softball career. With aspirations to play in the Brisbane 2032 Olympics, Ella is already planning her next steps, including a trip to Japan in 2026 to further develop her skills.

Performance in Every Arena

Fri, 29 Aug 2025 01:28:25 GMT

Preparing the next generation of athletes for success both on and off the field.

Fairholme is proud to be part of an exciting new partnership with the University of Southern Queensland (UniSQ), through their 2032 Brisbane Olympics Student-Athlete Empowerment Project.

This forward-thinking initiative aims to educate and support student athletes across all areas of sport, health, and performance. As part of this project, our High Performance Sport athletes and Sport Physiology students are taking part in ‘Girls 2 Win’, a specialised program dedicated to the education and empowerment of young female athletes.

Led by UniSQ experts in female health and performance, Girls 2 Win focuses on the unique aspects of female physiology and how these can influence wellbeing and sporting success. Students are gaining vital knowledge about the menstrual cycle, hormonal contraception and the ways in which physiology can impact athletic performance.

Fairholme’s Head of High Performance, Miss Casey Reynoldson, said the benefits of the program reach far beyond the sporting field.

‘By equipping our Middle and Senior School athletes with tailored strategies and practical tools, the program ensures they are empowered to make informed choices - supporting their health, confidence, and performance in every arena.’

With the Brisbane 2032 Olympic and Paralympic Games on the horizon, initiatives like Girls 2 Win play a key role in shaping and inspiring athletes of tomorrow.

In addition, our Sport Physiology students are also involved in the UniSQ’s ‘Mind 2 Win’ program. This program explores the crucial role of the mind in health, wellbeing and performance.

Through interactive workshops and practical exercises, students are developing key psychological skills such as focus, resilience, self-awareness, and mindset strategies.

These tools will help them manage stress, build confidence and perform under pressure, while also supporting their mental health and long-term success.

‘At Fairholme, we are delighted to provide our students with access to world-class education and research in partnership with UniSQ - helping our young athletes take bold steps towards their sporting goals, and perhaps even towards the Olympic stage in 2032.’

A Year of Service and Spirit

Fri, 29 Aug 2025 01:23:47 GMT

Interact President, Lanu Faletau, and Vice President, Chanudi Dissanayake, welcome the 2026 committee.

As Fairholme’s Interact Club prepares to welcome a new committee, President Lanu Faletau and Vice-President Chanudi Dissanayake reflect on a year filled with teamwork, service, and creativity. Their leadership has seen the group thrive, continuing a legacy of giving back while leaving their own unique mark on the College community.

For Lanu, the inspiration to join Interact came from watching the previous committee lead the powerful Shave for a Cure campaign. ‘The work of the previous grade was really inspiring,’ she said. Chanudi’s motivation was sparked through her experiences volunteering in Middle School. ‘It doesn’t take much to make a difference,’ she shared. ‘I thought Interact would be a great opportunit y to continue that. It’s really fun too and I have a very competitive nature. Every single year I just want to top and do better than last year.’

That spirit of striving and service has been reflected in the projects Interact has delivered this year. Both leaders recall Shave for a Cure as a standout, but there have been many other highlights. Lanu described the joy of planning their first social. ‘It was our first project and it was really fun.’ The team also took over the Share the Dignity campaign from the previous committee and introduced creative new initiatives, such as Flanny Pants Friday, inspired by their experience at the State Interact Conference. ‘Meeting other people and hearing what other school groups were doing in their own communities gave us lots of ideas,’ Lanu explained.

Beyond the events themselves, both leaders emphasised the teamwork and friendships that shaped the year. ‘Working together so closely on the team has been a real highlight,’ said Chanudi.

‘At different times people had a lot going on, and others would step up. I’ve become closer friends with everyone through that.’ Lanu agreed, ‘Everyone has such different visions and ideas, and when we all come together, we’ve made it our own.’

Looking back, they also hope to inspire others to take up the challenge. ‘The whole idea of Interact and applying to be on the committee is often quite foreign to a lot of girls,’ said Chanudi.

‘We’ve tried to be very visible and reach out to the younger grades. Year 12 can be a lot but being part of Interact is the perfect balance – having fun, giving back, being creative and working on your teamwork skills.’ Lanu’s advice to our younger girls is simple, ‘If you’re considering it, just go for it. You’re not going to regret being part of it. It’s a great opportunity to expand your character.’

As their time at the helm comes to a close, one thing is clear, the 2025 Interact leaders have not only carried forward the spirit of service at Fairholme but have also grown as individuals through the experience.

The First of the Lasts

Fri, 29 Aug 2025 01:15:25 GMT

Celebrating 100 days has become a common thing in education, whether it is for the Seniors as the countdown to graduation begins or for a celebration of the first 100 days of Prep.

It was a pleasure as the Head of Senior School to recently mark the 100 day milestone for the Fairholme Seniors, a chance to celebrate, not just for our Year 12 students, but for the families, teachers, and staff who’ve walked beside them.

To me, this celebration signals the first of the lasts. From here, the events, the exams, the farewells, the celebrations come thick and fast. The finish line is in sight, and the last Jump ‘n’ Jive on the oval is fast approaching. However, at Fairholme, I have recently been championing the concept of taking the time to pause and reflect. Trying to view these moments not just as a focus on what’s ahead but savouring what remains. This sense of pause was evident at our recent 100 Days Par-Tea celebration, held in Week 5. This was an opportunity for our Seniors to spend time with their parents.

The event was intentionally low key, a rare and welcome moment of stillness in the busy rhythm of our senior year. There were no speeches to deliver, no performances to perfect, no tasks to tick off. Instead, it was a chance to pause, relax, and simply enjoy each other’s company before the whirlwind of trial exams, external assessments, revision schedules, and future plans begins to take hold.

In a world that often celebrates hustle, today was about presence. Seniors sipped tea, shared laughter, captured memories in photographs, and soaked in the moment. It was a reminder that sometimes, the most meaningful celebrations are the quiet ones, the ones that allow us to breathe and be.

For parents, this gathering may be one of the last glimpses of their daughters before the intensity of exams takes over and their next chapter begins. It was a moment to see them not as students preparing for what’s next, but as young women enjoying what is now.

To our Seniors: enjoy the lasts. Now is a time to lean into friendships, embrace the final Fairholme traditions, and take pride in how far you’ve come and remember how you finish may define your place within the Fairholme tapestry.

Laugh a little louder, show up a little prouder, and take it all in. These 100 days are yours (or if we want to be precise... only 20 school days are now left) …. make them unforgettable.

Mr Tom McCormick | Head of Senior School

The Pursuit of Excellence - One Step at a Time

Fri, 29 Aug 2025 00:50:57 GMT

‘Excellence is not about perfection or about being the very best in every field. Rather, it is about improvement – about growing steadily, intentionally and purposefully’ - Dr Leigh Hobart

As the seasons turn and students move from winter to summer uniforms, we are reminded of the value or presentation and pride. Wearing our uniform well is not a trivial detail; it is a daily act of discipline, a small expression of excellence. Excellence, after all, is not a singe event or an isolated triumph, but the cumulative result of consistent, deliberate choices made day by day.

At Fairholme, we speak often of striving for excellence. But what does that really mean? Excellence is not about perfection or about being the very best in every field. Rather, it is about improvement – about growing steadily, intentionally and purposefully.

Sir Dave Brailsford, former Performance Director of British Cycling, captured this idea with his philosophy of ‘marginal gains’. He believed that if you could improve every area of performance by just 1%, those small gains would compound into remarkable results. His athletes focused not only on cycling technique and training but also on sleep, nutrition, recovery, equipment, and even how they washed their hands to avoid illness. Over time, those tiny improvements led to extraordinary success: Olympic medals and Tour de France victories.

The beauty of this principle is that it applies far beyond elite sport. It is just as relevant to the classroom, the stage, the debating chamber, or even the way we wear our uniforms each day. A single day’s improvement might feel minor – a more carefully written essay, a sharper argument in debate, a deeper effort at training, or the decision to present oneself neatly and proudly. But over weeks, terms and years, those daily gains accumulate into excellence.

In recent weeks, we have seen countless examples of this pursuit across our College. Our Year 12s celebrating their final 100 days of school, stands as living proof of the growth that steady, disciplined effort produces over time. Achievements on the sporting field – from Ella’s softball prowess representing the Green and Gold in the USA to the successes of our High Performance Sports Program – remind us that resilience and incremental improvement are the hallmarks of true performance.

Our Year 7 Debating team’s grand final victory, the continued expansion of robotics as an offering, to the creativity on display for our Grandparents and visitors during Book Week, all show the same truth; excellence is built through persistence, preparation and the willingness to keep improving. The trophies and accolades are important, but the deeper value lies in the habits that made them possible.

This is why I return to Brailsford’s lesson. Excellence is not reserved for the few with exceptional gifts. It is within reach of every student, in every classroom, on every field, in every rehearsal. The challenge – and the opportunity – is to make a conscious choice each day to improve, even in a small way.

As parents, educators and supporters, we can help by affirming effort as much as outcome, and by modelling the pursuit of excellence in our own lives. If our young women can learn that excellence comes not from grand gestures but from steady, incremental improvement, they will be equipped for success well beyond their school years.

So, as we step into the new season of Spring, may we each commit to the pursuit of excellence in our own way. Let us honour our achievements while remembering that excellence is not a moment, but a mindset. Excellence begins with the small things. It is in how we learn, how we play, how we create, how we present ourselves and how we treat others. Let us encourage our young women to keep building the daily habits that, compounded over time, will lead them to extraordinary futures.

Dr Leigh Hobart | Principal

Toowoomba Eisteddfod Success

Fri, 01 Aug 2025 03:33:16 GMT

Congratulations to our Fairholme instrumental ensembles and bands on an exceptionally busy and successful week performing in Part 2 of the 2025 Toowoomba Eisteddfod. With impressive musical skill, dedication and grace, our girls continue to shine on stage.

A heartfelt thank you to our conductors, accompanists, supervisors and supporters whose time, guidance and encouragement make these valuable experiences possible.

We also celebrate all of our students who performed individually. Your hard work and courage inspire us all.

Secondary School Orchestra

1st place – Fairholme College Symphony Orchestra

Secondary School Small Instrumental Ensemble

1st Place – Fairholme College Rhythmic Strings

2nd Place – Fairholme College Winterfall Strings

Primary School Percussion Ensemble

1st place – Fairholme Junior Chime Choir

Secondary School Percussion or ORFF Ensemble

1st place – Fairholme College Chime Choir

Secondary String Trio/Quartet

1st place – Fairholme College Wirra String Quartet

Secondary Instrumental Trio/Quartet

1st place – Fairholme College Corelli String Quartet

2nd place – Fairholme College Amadeus Quartet

Secondary Woodwind Trio/Quartet

1st place – Fairholme College Saxophone Quartet

Secondary School String Ensemble

2nd place – Fairholme College String Orchestra

Primary School Small Concert Band

2nd Place – Fairholme Junior Band

Primary School String Ensemble

Highly Commended – Fairholme Junior String Orchestra

Primary School Beginner Band

Highly Commended – Fairholme College Year 4 Band Immersion

Sports Spotlight: Simoné Botha

Fri, 01 Aug 2025 03:27:35 GMT

Year 11 student, Simoné Botha, is carving out a name for herself as one to watch on the netball court, with her dedication and talent earning her multiple state and national honours this year.

After a standout performance at the Netball State Championships in May, Simoné was selected for the Queensland Representative School Sport U/19 team, earning Most Valuable Player (MVP) honours for the Darling Downs U/19 side. Later this year, she’ll join some of the state’s top young players at a high-performance camp on the Gold Coast — a coveted opportunity to refine skills and learn from the best in the game.

Earlier in the 2025 season, she took to the national stage as part of Queensland’s U/17 team at the Netball Australia National Championships. Her leadership skills shone through as she was appointed Vice-Captain, guiding the team to a commendable 5th-place finish. Her impressive form during the tournament caught the eye of national selectors, leading to her inclusion in the U/17 Australian Netball Squad and recognising

her potential at the highest level.

In early July, Simoné’s sport took her to Canberra, where she joined fellow rising stars at the Australian Institute of Sport for an intensive high-performance training camp. The experience offered a unique chance to learn from elite coaches and train alongside some of the nation’s best young talent.

Closer to home, Simoné continues to compete in Queensland’s premier netball competitions, playing in the Ruby division of the HART Sapphire Series in Brisbane. Looking ahead, she’s excited to make her debut in the prestigious Sapphire High Performance Netball League.

With her passion, skill and determination, Simoné’s journey in netball is only just beginning and there’s no doubt her name is one we’ll be hearing for years to come.

Beyond the Classroom: Year 10 Work Experience

Fri, 01 Aug 2025 03:23:33 GMT

In the first week of term, our Year 10 students traded textbooks and timetables for real-world workplaces, embarking on a journey that opened their eyes to the many possibilities beyond the school gates.

This annual work experience program, delivered by the Fairholme Pathways Centre, offers students the chance to explore industries they’ve long been curious about or discover new passions. During the week, the girls stepped into roles that spanned a fascinating range of professions: from the high-tech world of cybersecurity to the hands-on care of veterinary clinics and physiotherapy practices.

Some students experienced the fastpaced environments of surgery centres and radiology clinics, while others found themselves immersed in the precision of equine veterinary services or the creativity of marketing and jewellery design. Careers in education were popular too, with placements at kindergartens and primary schools, and for those drawn to justice, law firms offered an insightful glimpse into the legal world.

Many of these choices reflect the Specialist Elective Programs the students are pursuing, including qualifications like the Diploma of Business and Social Media Marketing, Certificate IV in Crime and Justice, Certificate III in Fitness, Certificate III in Early Education and Children’s Services and Certificate II in Animal Care.

Our Year 10 students are provided with six hours per fortnight in their timetable to dedicate to completing a Specialist Elective Program, providing real-world experiences that help bring classroom learning to life. Together, these programs and real world experiences help bridge the gap between study and future careers.

One of the highlights of the week was the immersive placement for students undertaking the Certificate II and III in Health Services Assistant. These students travelled to the Mater Hospital in Brisbane, where they participated in two transformative days of hands-on learning.

Partnering with Mater Education, they stepped into real hospital scenarios, learning about patient care, wound dressing, feeding assistance, vital sign monitoring, and even midwifery. Beyond clinical skills, the girls built invaluable connections with patients, gaining a deep understanding of compassion in healthcare.

At Fairholme College, preparing students for life beyond school isn’t just about what happens inside the classroom. Thanks to the dedicated work of our Pathways Centre, initiatives like the Year 10 work experience program ensure that each student steps forward equipped not only with knowledge, but with vision, purpose and real-world insight.

A Rising Changemaker: Mariam Nabizada

Fri, 01 Aug 2025 03:15:57 GMT

Mariam Nabizada Represents Toowoomba North in Queensland Youth Parliament

Year 11 student Mariam Nabizada has always been passionate about serving others. Coming to Australia from Afghanistan with her family at the age of five, Mariam knows first hand the power of community and advocating for those who cannot advocate for themselves.

Exploring her compassion through action - Mariam has been appointed as the Youth Member representing the Toowoomba North Electorate for

this year’s YMCA Queensland Youth Parliament.

Reflecting on her selection, Mariam shared her motivations for pursuing selection in the program. ' Through my youth advocacy work in Toowoomba, I’ve become passionate about representing young people and speaking up on issues that matter most in our community.

Mariam is determined to utilise this opportunity to further develop her leadership and public speaking skills, whilst connecting with other passionate young leaders from around Queensland.

'I’m excited to grow as a changemaker and bring the skills and experiences I gain through this program back to my community. I am interested to explore how meaningful legislation, and parliamentary process can genuinely influence our future,' Mariam said.

Member for Toowoomba North and Assistant Minister to the Premier for Cabinet and South West Queensland, Mr Trevor Watts praised the Youth

Parliament initiative for its role in empowering the next generation of leaders.

'It is critical we encourage young voices like Mariam’s to actively participate in shaping policy solutions, as they offer fresh, innovative perspectives on the challenges we face today, including education, mental health, and housing,” said Mr Watts.

In April, Mariam joined fellow youth representatives from all 93 electoral districts across the state to collaborate on Youth Bill proposals within committee groups. These Bills will be further developed in preparation for Residential Sitting Week in September, when all Youth Members will gather in Brisbane at Parliament House. During this week, they will debate their Bills, deliver personal statements, and gain firsthand insight into the legislative process and the work of our state’s lawmakers.

Mariam’s ambitions illustrate that the future is bright - with such passionate and ambition, we can look forward to seeing Mariam as a changemaker of the next generation. ' Young people are directly impacted by the decisions made today. Our insights and experiences are crucial in creating effective and sustainable solutions. We should absolutely be involved in decision-making processes to help shape our own future,' Mariam concluded.

Trading Places, Sharing Holme

Fri, 01 Aug 2025 03:08:33 GMT

We are very excited to be participating in the inaugural international exchange program in collaboration with Toowoomba Grammar School

and Oakham School, a prestigious coeducational day and boarding school located in the picturesque market town of Oakham in the East Midlands, UK.

This exciting initiative sees four Fairholme girls; Georgie Cussons, Claire Longmire, Anna Le Lievre, and Amelia Taylor, graciously hosting students from Oakham School: Iona, Sam, Serafina, and Grace. Over the first six weeks of Term 3, our English friends will immerse themselves in the Fairholme community, experiencing Australian school life, culture, and making friendships here in Toowoomba.

The exchange is more than just a visit - it’s a cultural journey. The Oakham girls are calling the Fairholme Boarding House their ‘Home away from Holme,’ enjoying weekend adventures with their host families, including trips to the iconic beaches of the Gold Coast and checking out what our part of the world has to offer.

Looking ahead to January 2026, the adventure continues as Fairholme students prepare to travel to Oakham School. Georgie Cussons, in Year 9,

shared her excitement: “I grabbed the opportunity when it came up - it’s a trip of a lifetime to go to the UK and experience what life is like on the other side of the world.” Iona Simpson, says that she has really valued joining the Cussons family, and has made friendships with Georgie and her sisters.

“It’s exciting to be here, and experience Fairholme. I especially loved the March Past at Athletics Carnival, I was not expecting the girls to put on such a show!”

This reciprocal exchange is already proving to be a transformative e xperience for all involved. By trading places, students gain fresh perspectives on education, lifestyle, and community. One thing is clear: for these Year 9 students, this global opportunity is more than just a journey, it’s an unforgettable adventure.

Mapped for Success

Fri, 01 Aug 2025 03:02:31 GMT

How Alexandra Edwards’ love of Orienteering took her from school PE to the forests of Europe.

What began as a fun lesson in primary school PE has transformed into an international adventure for Year 11 student Alexandra Edwards, whose passion for Orienteering has taken her from local parks to the forests of Europe.

We caught up with her fresh from competing at the European Youth Orienteering Championships (EYOC) to find out more about her remarkable

journey, her training, and why she believes Orienteering is the perfect sport for anyone who loves a challenge.

‘We did Orienteering in PE in Grade 3/4 and I thought it was so much fun,’ Alex recalls. ‘So, in Grade 5 I trialled for the Darling Downs team and managed to win the Sprint at the Queensland Schools Champs later that year.’ By Grade 7, Alex had earned her first Queensland representative spot. What started as ‘just another fun sport alongside tennis and netball’ soon grew into something much bigger.

Selection for the EYOC team to compete in the Czech Republic was no small feat. ‘All of our national results from the past few months were looked at, like the national league rounds in Newcastle and Bendigo, and our Australian ranking,” she explains. Currently ranked 6th in Australia for Women 20 & Under and 3rd for 18 & Under, her consistent results secured her spot.

This wasn’t her first time wearing the green and gold either. Earlier in the year, Alex represented Australia at the Oceania Championships in New Zealand, her first taste of international competition in stunning pine forest and sand dune terrain. The EYOC experience, held in

Czechia, was about far more than just competition. ‘It was so great to experience the atmosphere at such a big international carnival!’ she says. One teammate’s impressive 4th place in the sprint was a shared moment of pride for the whole squad.

And then there’s the cherished end-of event tradition – swapping running shirts with athletes from other countries. ‘I swapped one of my Australian tops for an Austrian top and also managed to get a German and Spanish shirt, a Denmark singlet, and an Irish jumper,’ she laughs. ‘It’s such a fun way to remember the friendships you make.’

In the lead-up to major events, Alex’s training routine balances physical endurance and mental strategy: one long run, an interval run, an easy run, and weekend competitions, plus strength sessions at the gym. ‘I’m still doing tennis three times a week too for extra fitness and fun!’ she adds. And before EYOC, four days of events in Austria helped her adjust to new terrain.

For Alex, Orienteering’s appeal is endless. ‘Firstly, I’ve been lucky to visit the most amazing places. Every run is a new challenge because no map or area is ever the same.’ But the sport’s real heart lies in its people. ‘Everyone is so incredibly friendly. I’ve met some of my best friends through Orienteering and friends from around the world too.’ Beyond friendships and travel, Orienteering teaches valuable life skills such as perseverance, grit, and problem-solving.

‘It’s not just about being the fastest. It’s a mental and physical challenge, and there really is something for everyone. Some people are better at sprints in urban areas, whereas others are better at longer courses in forest areas. And you don’t even have to compete if you don’t want to! A lovely bushwalk with friends on an easier course is always a nice thing to do on your weekend.’

The coming months are going to be very busy for Alex. After the Queensland Schools Championships, she has her sights set on the Australian Nationals in September. And her longer term dream? ‘I’d love to make the Australian team for Junior World Champs (20 & U) in the next few years. Next year is in Sweden, which would be an amazing experience.’

Wherever the compass points next, there’s no doubt Alex’s love of Orienteering will keep guiding her through many more adventures.

A New Beginning

Fri, 01 Aug 2025 02:44:12 GMT

‘Your daughters are not just participants in the Fairholme story – they are its authors. As they learn, lead, stumble and soar, they bring to life the values that underpin our College: Christ-centred faith, collaboration, respect, enjoyment and the pursuit of excellence.’

It is both an honour and privilege to write to you in my first formal newsletter as the 15th Principal of Fairholme College after the induction ceremony earlier this week. While I have already enjoyed a term within this vibrant and welcoming community, this moment still marks a new beginning – not only for me, but for Fairholme, and for the journey we now take together.

And yet, as with all new beginnings, this moment is shaped and strengthened by what has come before – by the faith and vision of our founders, by the commitment of my predecessors, by the unwavering trust of our families, and by the many young women who have called Fairholme home over generations. More than anything, I want to acknowledge the young women of Fairholme. Because your daughters are the reason we are here. Their energy, insight, curiosity, laughter and growth – these are the heartbeat of our College. Every day, they remind us why our work matters. Every day they challenge us to lead with purpose, to teach with integrity and to shape a learning culture grounded in care and high expectation.

Your daughters are not just participants in the Fairholme story – they are its authors. As they learn, lead, stumble and soar, they bring to life the values that underpin our College: Christcentred faith, collaboration, respect, enjoyment and the pursuit of excellence.

I want to pause here, in particular, on the value of excellence. At Fairholme, we understand excellence not as perfection or external accolades, but as the ongoing commitment to growth, effort and wholehearted participation. It is about doing our best with the gifts we have been given – in the classroom, on the field, in music ensembles, through service and in relationships with one another.

This edition of At Holme is filled with examples of students doing just that. From Alexandra Edwards excelling in orienteering to Mariam Nabizada who has acted in service and stepped forward to represent their peers in Youth Parliament. Each of these achievements reflects a deep commitment to excellence and to personal growth. I congratulate each student involved and celebrate what their accomplishments say about our community’s shared vision. What makes these moments even more meaningful is that they don’t happen in isolation. One of the most powerful things we witness at Fairholme is the joy that comes when girls find their kindred spirits – those who share their passions, encourage

their development, and offer the kind of friendship that brings out their best. Whether it’s in the science lab, the boarding house, the chapel, or the choir room, your daughters are discovering the transformative power of belonging and striving to be better.

A visiting educator recently captured this beautifully after the induction ceremony where the boys from Brisbane Boys’ College sang alongside our own amazing choir: ‘Finding kindred spirits is a fantastic thing…I met a lovely young woman…who sang a William Byrd motet with bright

and engaged friends next to her, in a culture of beauty, support, bravery and optimism…the strands of time and place came together in a bright flash of human flourishing and furtherment. That’s core business in my view.’ That is our core business – not only providing an excellent

education but nurturing the whole experience of each girl.

We are deeply committed to shaping women of wisdom, strength and compassion who will be ready to lead, serve and contribute meaningfully to the world beyond Fairholme. The verse chosen for our recent induction service speaks directly to that hope:

“Blessed is the one who finds wisdom, and the one who gets understanding.” - Proverbs 3:13

True wisdom is more than knowledge. It is compassion in action, it is leadership grounded in humility, and it is the courage to listen and respond with grace. These are the qualities we aim to nurture in your daughters – and in ourselves.

It is a joy to see that growth in action. Whether it is a prep student offering high fives at the front gate, or senior students leading younger students with quiet confidence and care. It is in the joy of a performance, the grit of training, the curiosity in solving a problem, or the resilience shown in difficult moments. These are enduring, formative experience – the kind that shape character, strengthen purpose and prepare young women for lives of meaning and impact.

Thank you, parents, for your trust, your partnership, and your confidence in our care. The privilege of educating your daughters is not lost on us. It is a sacred responsibility and a joyful one.

As part of the induction service, I committed to continuing the legacy of strong leadership that began with Margaret Cameron and Miss Amy Carson and has been shaped by many since. Together with staff, students, and families, I look forward to building upon the strengths of Fairholme while embracing opportunities for innovation, connection and growth.

Fairholme is a school with heart – one that beats with faith, hope and love. As we look to the future, I do so with great confidence. Not because the path will always be easy, but because I know we will walk it together.

May we continue to seek wisdom.

May we deepen our understanding.

And may we – as a Fairholme family – be richly blessed.

Dr Leigh Hobart | Principal

The Heart of a Swimmer: Mia Geise

Fri, 20 Jun 2025 05:17:47 GMT

Off the back of her selection in the Queensland team, set to compete at the Australian Schools Swimming Championship in Brisbane in July, Year 8 student Mia Geise talks about her record breaking journey in the face of adversity.

How did you get into swimming, and have you always swum competitively?

When I was two years old my older brother Henry was taking learn to swim lessons at Fairholme, and I used to go along with my parents and was wanting to join in. It is funny to think back, that as a two-year-old I started learn to swim lessons with Mrs Dickinson and she used to tell the instructors to, ‘watch out for Mia as she will jump in the pool when you’re not looking’. I had no fear and just wanted to get on with it.

All the instructors and swim coaches were aware that I had received a liver transplant when I was not even 4 months old. They were very supportive of me, and I went through the learn to swim grades. I commenced swimming competitively at meets when I was about 7 years old and swam for the Junior School at Andrews Cup.

In Year 4 my health took a turn, and the doctors told my parents that I needed another transplant. The family moved to Brisbane to prepare. As I got sicker, I had to give up my favourite activities, including swimming which was really hard. I had a second transplant in Year 5, and six weeks after that, I was feeling healthy again, back at swim squad, but not competing. I returned to Fairholme at the beginning of Year 7 where my THRIVE teacher Mrs Aleesa Barton mentioned to me that I might be eligible to compete in multi class sport events.

When I talked to Dad, he thought it was a great opportunity for me and got me registered to compete in multi class swimming and athletics. I was swimming in Fitness Squad at the time and with the encouragement of the Development Coach Mr Michael (Mick) Winton I returned to swim squad under his guidance.

That was about nine months ago, and in November 2024, I resumed swimming competitively after more than a three year break.

My goals at my first meet was to set new times to simply enable me to swim in multi class events at the Queensland Swimming Championships in December last year. The unexpected happened... I not only set some new times which allowed me to swim at the Queensland Championships, but I set National qualifying times.

This was the start of what has been an extraordinary past six months where I have achieved more than I ever thought was possible.

What does your weekly training schedule look like?

I currently swim up to three times a week with the Development Squad under the guidance of my coach, Mr Mick Winton, and I also participate in two lighter sessions with the Fitness Squad. In addition to swimming, I incorporate a gym session at school to focus on strengthening. During the cross country and track and field seasons, I adjust my training by reducing the number of swim sessions and replacing them with two running sessions to maintain my conditioning.

What do you love about swimming?

It isn’t all about training and competition. I have made lovely friendships with my squad members and the young women I compete against.

Do you have a favourite stroke?

Breaststroke is by far my best stroke and is definitely my favourite. I enjoy the feeling when going through (almost cutting) the water when I am swimming breaststroke.

You are off to Nationals in July, do you have any goals for this meet?

I am selected for multi-class 50m and 100m Breaststroke and 200m Mixed Medley Relay Team A (Breaststroke). Even though I am at the younger end of the 13-15 age group if I swim personal best times, I will be competitive in my individual events. My goal is for personal bests and top 6 finishes, anything better than that will be a bonus.

In the Mixed Medley, we have a real chance of a top 2 finish. It is going to be an exciting 3 days for Coach Mick and me; I am looking forward to it!

Do you have any long-term sporting goals?

My dad says that slow and steady wins the race when it comes to long-term progression in sport and to not get ahead of myself. We take every training block and swim meet as stepping stones to continue with setting personal best times that will in the future hopefully make me the best junior multi-class breaststroker in Australia. If I achieve this, it has potential to open pathways to gain selection in junior teams to compete internationally.

Is there anyone particular who inspires you?

Alexa Leary – A multi-class swimmer and Paralympics gold medallist, and world record holder. Four years ago, while training for triathlon Alexa had a horrible crash on her bike that left her with brain damage and weakness down her right side. Alexa’s courage and determination to learn to speak and walk again and go on to swim for Australia at a Paralympics is extraordinary. It gives me the chills.

MEDALS

Australian Age and Multi Class Age Championships

Bronze: 12–13 Years 50m Breaststroke

Queensland Representative Schools Championships

Bronze: 13–15 Years 50m Breaststroke

Bronze: 13–15 Years 100m Breaststroke

Queensland Championships

Silver: Open 100m Breaststroke

Bronze: Open 50m Breaststroke

Silver: 12–14 Years 50m and 100m Breaststroke

Silver: 12–14 Years 50m and 100m Backstroke

Queensland Sprint Championships

Silver: 12–14 Years 50m Breaststroke

RECORDS

Australian Records Long Course:

Open: 50m, 100m, and 200m Breaststroke (three records)
13 Years and Under: 50m, 100m, and 200m Breaststroke (three records)

Short Course:

Open: 100m Breaststroke and 100m Medley (two records)
13 Years and Under: 50m and 100m Backstroke, 50m and 100m Breaststroke, 100m Medley (five records)

Queensland Records Long Course:

Open: 50m, 100m, and 200m Breaststroke; 50m and 100m Backstroke (five records)
13 Years: 50m and 100m Freestyle, 50m and 100m Breaststroke, 50m & 100m Backstroke (six records)
12 Years: 50m and 100m Freestyle, 50m, 100m and 200m Breaststroke, 50m and 100m Backstroke (seven records)

(Note: No Queensland Short Course records are maintained for Multi Class)

Finding Her Calling: Sophie Byatt

Fri, 20 Jun 2025 03:56:51 GMT

To find your calling in life—and to feel a deep connection to a vocation—is a special thing. For Sophie Byatt, that calling has always been clear: she knew from a young age that she wanted to care for and serve others.

A career in healthcare is calling her.

Now in Year 11, Sophie is undertaking the Health Services Advanced Pathway Program through Fairholme’s Health Hub—a fully equipped, on-campus simulated hospital ward with an Allied Health station.

The Fairholme Health Hub is a unique offering in skilling our next generation of health professionals. For girls like Sophie, it has provided the opportunity to learn and explore a job in healthcare in real time.

After successfully completing Certificates II and III in Health Support Services, Sophie has enrolled in the STATIM Micro-credential Program. This unique initiative allows her to gain hands-on experience by taking shifts in hospitals and aged care facilities under the guidance of registered nurse mentors. Learning on the job is giving Sophie—and other students like her— the skills and confidence to get a head start in their healthcare careers.

Sophie’s mother, Tamika Byatt, says the program has opened countless doors and given Sophie the clarity that a career in health is the right path for her. Through her work caring for the elderly, sick, and vulnerable in the community, Sophie has also connected with Fairholme Old Girls and former staff members. These experiences have deepened her sense of purpose and commitment to serving others.

Looking ahead, Sophie plans to study a Bachelor of Nursing at the University of Southern Queensland in 2027, with aspirations to specialise in paediatrics or midwifery.

Well done to each of our Year 11 and Year 12 students who have recently completed the STATIM Micro-credential Program:

Sophie Byatt, Serah Vimal, Olivia Kennedy and Lucy Schwennesen.

For more information, visit Fairholme Pathways Program .

In Principal | Coming Holme

Fri, 20 Jun 2025 03:40:06 GMT

As a regional centre, Toowoomba has long been known for its charm, heritage and lifestyle – but in recent years, it has also become one of Queensland’s most exciting and dynamic growth corridors. After listening to demographer, Simon Kuestenmacher, recently, Toowoomba has a growing importance as Australia’s second largest regional hub, reflected by both population growth and economic data. For families choosing to live and educate their children in this region, there is much to celebrate – and a great reason to be optimistic about the future.

Over recent weeks, I had the great honour of attending the ICPA (Isolated Children’s Parens’ Association) State Conference in St George – an inspiring gathering of parents, educators and community leaders passionate about ensuring equity in education for rural and remote students.

What struck me most was the deep commitment to connection – to building strong pathways for children no matter where they live, and to strengthening the regions that sustain them. This theme could not be more relevant. Our city continues to experience significant population growth, attracting families not only from metropolitan areas but also from across Northern New South Wales. As the gateway to the Darling Downs and the south-west, Toowoomba services a vast catchment and this demand is driving impressive investment in infrastructure and

opportunity, particularly in the health sector.

Healthcare is currently the largest employer in the Toowoomba region, accounting for one in every five local jobs. That’s 20% of our regional workforce engaged in caring for others (Toowoomba Regional Council Economic Profile, 2023/4). This is only growing. With the new Toowoomba Hospital on the horizon (Queensland Government Darling Downs Health, 2025) and an ever-increasing demand to service areas throughout

Queensland and Northern New South Wales, the need for dedicated, well-trained health professional has never been more urgent.

And yet, as health services expand, there is a growing shortage o f workers – particularly in nursing, allied health, mental health and aged care. The good news is that regional students who study and train locally are far more likely to stay, live and work in those same communities (Regional Universities Network, NA). They – the young women in our classrooms now – are the future of our region. That is why I am so proud of the work happening in our College’s Health Hub. This innovative space is more than just a classroom – it is a launch pad. It’s where curiosity meets compassion and where students begin to imagine how they might make a positive impact. In 2024, Health was the single largest study area for our students – a strong sign that our young women are listening to the needs of their community and leaning into service.

Our partnership program with Mater Education and on-the job options with STATIM Regional Health Solutions is already providing students with real work learning opportunities and micro credentialling to give them a head start with their future pathways. I recently received one of the loveliest letters I have e ver received in my time as an educator, from a grateful son whose mother had been provided care by one of our girls during work experience. He shared that ‘although this student’s genuine kindness is exceptional to our mind, I have no doubt that it is indicative of the values that are instilled in your Fairholme students more generally.’

With over a dozen of our current Year 12 girls eagerly preparing to sit their medical entry exams through UCAT preparations, this touching tribute to our students and staff could not be more fitting. With a rapidly changing world, there is no doubt that health remains one of the most stable and essential sectors – both now and into the future. But more than that, it is a deeply human profession. Whether our graduates go on to become doctors, nurses, paramedics, allied health professionals or researchers, we know they will be making an impact that matters.

Toowoomba is not just growing - it is thriving. And as educators, we are excited to be helping shape a generation who will contribute meaningfully to that growth. Our College is proud to stand at the intersection of education, innovation and community service.

To each of our families - thank you. Thank you for the sacrifices you make, the values you instil and the trust you place in us. The ICPA reminded me once again of the strength that exists in our rural and regional families - and of how important it is that our schools honour that strength with opportunity. The future looks bright – and I have every confidence it will be even brighter with our graduates at the helm.

Have a restful break and I look forward to seeing you and your daughters back for an exciting and inspiring second semester.

Dr Leigh Hobart

Principal

Grace’s grand jete into the world of ballet

Thu, 22 May 2025 05:12:31 GMT

From the moment she could walk, Grace Andersen was dancing. At just two years old, she took her first ballet class, not quite knowing that her tiny feet were stepping onto the path of a lifelong passion. ‘I didn’t always love it,’ she admits, ‘but I did it anyway.’ It wasn’t until a change of schools in Year 1, moving to JE Dance , that Grace fell in love with dance in a whole new way.

She thought ballet was the only style out there, until she discovered contemporary, jazz, and more. But ballet always held her heart. ‘There’s just something about it,’ Grace says. ‘I like the structure. With ballet, you need the right technique, it’s disciplined. That’s what I love.’

Now, ballet is more than a hobby; it’s a central part of Grace’s daily life. She trains nearly every day. Monday through Friday at JE, and on Thursdays she leaves school early to travel to Brisbane for coaching with Classical Coaching Australia. ‘It started this year,’ she says, ‘and I’ve already learned so much.’

This dedication recently led Grace to one of the most exciting moments of her young career - being cast in Queensland Ballet’s Coppélia during its regional performance in Toowoomba.

‘At first, Mum and I thought it would be like any other show,’ Grace recalls. ‘But then we had to fill out forms with bank account details, that’s when we realised it was something more.’

And it was. Grace was cast in not one, but two roles: the opening dancer as Little Coppélia, and a Smith sister in the village scene. ‘It was such a big surprise. When the curtain went up, I was the first dancer on stage. It was amazing.’

Performing with Queensland Ballet offered Grace more than just a moment in the spotlight, it gave her a glimpse into the world she dreams of joining. ‘Just seeing everyone there… it showed me what it would be like to be a professional dancer, which is what I’ve wanted since I was really little.’

Her ultimate dream? To dance with the Paris Opera Ballet, and one day become a ballet mistress, coaching and mentoring future dancers in a top company.

‘But first, I want to get into a good ballet school or academy,’ she says. ‘It takes a lot of practice. On weekends, I bring my ballet ball out to the living room and stretch or do rises while watching TV.’

Grace doesn’t just talk about hard work, she lives it. Her weeks are full, her schedule demanding, but her love for ballet never wavers. ‘You definitely have to be strong and fit and flexible, but most of all, you have to love it.’

While she doesn’t have a famous ballerina idol, she finds inspiration closer to home. ‘My mum was a dancer. She went on pointe and everything. She didn’t perform in shows like I do, but she helps me, and I really look up to her.’

Up next, Grace is preparing for her role in The Fairy Queen with Brisbane City Youth Ballet this winter. It’s her third time with the company, and she’s already setting her sights on what comes next. Because for Grace, ballet isn’t just a series of steps, it’s the rhythm of her future.

Dynamic Dramatic Duo

Thu, 22 May 2025 04:56:04 GMT

School mates cast in lead roles for the Empire Theatre’s 2025 Junior Impact Production

When Phoebe Hohn and Sammy Cheetham auditioned for this year’s Junior Impact Production, Soul Trading, they had no idea they’d be cast opposite each other in two of the show’s leading roles.

Set in the year 2079, Soul Trading is a futuristic play that explores a world where every child’s future is shaped by their personal learning robot – except for one.

Phoebe plays Geri, a quirky and fiercely independent girl who refuses to follow the AI-dominated path everyone else is on. ‘Geri doesn’t have a bot like the others. She’s different, and she’s proud of it,’ says Phoebe. ‘I love playing someone who questions everything and isn’t afraid to go her own way.’

Her co-star, Sammy, takes on the complex role of Neutron, a clever and rebellious robot who doesn’t quite fit the mould. ‘Neutron is actually an illegal robot that Geri secretly 3D printed,’ Sammy explains. ‘She’s bright, ambitious, and wants to live a free life – but Geri tricks her into thinking she’ll die if she leaves.’ Throughout the show, Neutron cleverly manipulates both humans and bots to bend the rules and follow her lead.

For Sammy, this is her second year involved in the Junior Impact Ensemble. ‘Last year, I was part of Our Egg Named Larry, and I absolutely fell in love with the program,’ she says. ‘That experience made me want to audition again this year, and I was thrilled to receive one of the main roles.’

Phoebe and Sammy, who are also speech and drama partners, supported each other through the audition process and have relished the opportunity to bring this fast-paced, futuristic story to life together. Their characters’ dynamic is central to the narrative, and their real-life friendship brings depth and energy to every rehearsal.

With the production set to hit the Armitage Centre stage this July, both students say the experience has pushed them creatively and helped them grow in confidence. ‘Performing in a space like the Armitage is a dream,’ Phoebe says. ‘It’s exciting and a little bit surreal.’

We can’t wait to see Phoebe and Sammy shine on stage as Geri and Neutron – two bold characters in a brave new world.

10 minutes with Ebbeny Williams-Cherry

Thu, 22 May 2025 04:49:44 GMT

10 minutes with Ebbeny Williams-Cherry, 2025 Fairholme College Prefect for the Arts and lead character in Midnight: The Cinderella Musical.

What is your role in Midnight: The Cinderella Musical?

I have the honour of playing the lead role – Cinderella. I’m really excited to bring this character to life on stage.

Describe your character - how different/similar is she from you?

Cinderella is very head strong and always looking to make the world a better place, not necessarily for her own gain, but for those around her. I admire that quality, and she’s definitely someone I aspire to be more like as I move through life.

How do you get into your character?

To step into character, I try to fully imagine the situation my character is facing and try to picture myself in their shoes. Understanding how they would feel in those moments.

Have you had a lot of previous experience in theatre?

Yes, a lot of experience. I’ve been fortunate enough to perform in at least one musical every year for the past 13 years. Performing has been a huge part of my life for as long as I can remember.

How have you found the co-production experience with Toowoomba Grammar School?

It’s been a great way to make new friends with people who share a love for the performing arts. It’s also fun to work with a different group of people who you wouldn’t normally have the opportunity to work with.

What has been your favourite part of the experience so far?

My favourite part of the experience has been watching my fellow cast members grow into their characters. Seeing everyone gain confidence and get more comfortable with themselves and their roles has been really rewarding. Watching them come alive makes it all more fun.

Is singing and acting something you would like to pursue in the future?

Music is definitely a passion of mine, particularly singing, and I’d love to continue with it in the future. While acting isn’t my focus, I’ve grown to enjoy it through my theatre experiences.

What is the best part about being involved in The Arts at Fairholme?

Being part of The Arts at Fairholme means being part of a close-knit, supportive community you can rely on. No matter what’s happening in your school or home life, you know you have people around you who understand and uplift you.

Catch Ebbeny and the talented cast of Midnight: The Cinderella Musical on stage at The Empire Theatre 5-6 June. Tickets on sale now from the Empire Theatre Box Office .

Coming Holme

Thu, 22 May 2025 04:41:16 GMT

What an extraordinary joy and privilege it is to write to you as the 14th Principal of this exceptional school. From the moment I stepped onto the campus, I have been welcomed with warmth, grace, and an unmistakable sense of belonging.

The smiles of the students, the genuine conversations with parents, and the deep care shown by staff all speak to a school community that is not only thriving but grounded in something truly special.

Moving to the Darling Downs has, in many ways, felt like coming home. I was brought up in the country and the values I learned as a child – authenticity, resilience, kindness, and a strong sense of responsibility to one another – are the same values I see woven through the tartan of this College.

They are lived daily through the actions of our students and staff, especially our boarders whose strength of character and sense of connection enrich the whole school.

Celebrating National Boarders Week recently was a wonderful opportunity to acknowledge the significant place boarding holds in our history and in our hearts. The stories, spirit and laughter that filled the week were a beautiful reminder of the importance of community and belonging.

In just a short time, I’ve been privilege to witness the heart of this school in action. The recent FACETS Art Show was a perfect example – a celebration of creativity, courage, and excellence. To walk through the gallery and see the work of the artists, including our students, was to be inspired by their talent and joy.

Excellence here is not simply about achievement, but about growth, engagement, and the pursuit of God-given potential. This is a school that understands the importance of enjoyment in learning – and in life.

Our Christian-centred faith is the foundation upon which everything stands. It informs our approach to care, character, and community. It reminds us of the worth of every individual, the hope we carry into each day and the call to live our lives with purpose and service.

I see this in the way our students support one another and in the respectful and nurturing relationships that define our school culture. Faith here is not an add-on, it is the lens through which we view education, leadership, and life.

I have been deeply moved by the commitment and passion of our staff. It is evident that this is more than a workplace – it is a vocation. The love they have for the school, for their students and for their craft is palpable. It is the careful planning lessons, the words of encouragement, the coaching in the early (or late!) hours and the quiet presence beside a student in need. Their collaboration and tireless dedication make this a place where young women are empowered, supported, and celebrated.

As I look towards the future, I am filled with optimism and hope. This is a school grounded in strong traditions and clear values, yet one that is not afraid to embrace innovation in how we teach, care, and grow. With a rich sense of purpose and a commitment to excellence, collaboration, respect, and joy, we will continue to nurture a community where every student can thrive.

As John Steinbeck is attributed to writing, 'A great teacher is a great artist… teaching might even be the greatest of the arts since the medium is the human mind and spirit.'

I believe the same can be said of leadership in schools. It is both a privilege and responsibility to walk alongside young people as they discover who they are and who they are becoming.

I look forward to sharing in that journey with you and building upon the remarkable legacy of this community, together.

Dr Leigh Hobart | Principal

New Insights for Our Students

graeme@ido.com.au (Graeme Morris) — Mon, 07 Apr 2025 04:21:24 GMT

A new program will help out students set goals and grow both academically and personally. Read about our new INSIGHTS program.…

A new program will help out students set goals and grow both academically and personally. Read about our new INSIGHTS program.…

Fairholme College has officially launched INSIGHTS, a new online learning and reporting platform that represents a significant evolution in how student progress is communicated.

After a two-year transition away from traditional end-of-term reports, the College has moved to a progressive reporting model, offering students and families more immediate, personalised, and actionable feedback.

‘Traditional reporting methods often provide feedback at fixed points in time, which can limit opportunities for students to act on their learning needs in an optimal timeframe,’ said Mrs Pam Stains, Head of Teaching and Learning.

‘INSIGHTS enables students to receive timely, meaningful feedback when it matters most, while they’re still engaged with the content and can take immediate steps to improve.’

INSIGHTS is accessed via the MyFairholme portal and provides students with up-to-date assessment results and teacher comments as soon as they become available. Students are notified when new feedback is published, allowing them to engage with their learning in real time. The platform also includes a student reflection tool that promotes goal setting and self-evaluation.

Mr Tom McCormick, Head of Senior School, emphasised the benefits for students: ‘This model encourages students to take greater ownership of their learning. Rather than focusing solely on grades, INSIGHTS helps them reflect on their progress, set goals, and work closely with their teachers to grow both academically and personally.’

Parents will also gain a more transparent view of their daughter’s learning journey. Through INSIGHTS, they can view assessment results, teacher feedback, and overall progress across both academic and co-curricular areas, including boarding, specialist arts, pathways programs, and end-of-semester reports, all in one place.

‘This is about giving families a more holistic picture of their child’s development,’ said Mrs Stains.

‘It also aligns with national recommendations, such as those from the 2018 Gonski Review, which called for reporting systems to reflect not just achievement, but also learning growth over time.’

View the video to learn more about this revolutionary way of reporting.

10 minutes with Dr Hobart

graeme@ido.com.au (Graeme Morris) — Mon, 07 Apr 2025 03:35:44 GMT

10 minutes with Fairholme Principal Dr Hobart.

What was your first job, and what did it teach you?

I had several jobs on the go during my high school and university days - including tutoring, working at a restaurant, working at a gift shop, working at the university club and editing a book – often at the same time, to fund my travels. I learned to manage my time very effectively and to work hard to achieve goals.

What’s something people might be surprised to learn about you?

That I grew up on the Darling Downs and that my family has been involved in the community for six generations.

If you weren’t working in education, what do you think you’d be doing?

I have loved teaching for a long time. I can’t think of wanting to do anything else.

What’s one book (or podcast) you think everyone should read (or listen to)?

There are so many to choose from… and what someone loves to read or listen to may not be for someone else. I have been recently listening to the audio book, ‘Outlive’, by Peter Attia. It tackles the age-old question of how to live better for longer and has great scientifically backed advice for living a healthy life, which others may find as useful as I have.

How do you like to unwind?

Getting outdoors and taking my dogs for a walk. Otherwise, reading a good book.

Coffee or tea? Early bird or night owl?

An early bird, definitely - who loves a good chai latte.

What drew you to Fairholme?

Fairholme has a fantastic tradition of academics and wellbeing, balanced with opportunity to continue to flourish into the future – amazing students and families, terrific staff, an exceptional board, all set in beautiful Toowoomba.

How lucky am I? I am truly humbled and honoured to be asked to take on the responsibility of being the 14th principal in its history.

Can you tell us about a moment in your career that shaped your leadership style?

While successes are amazing and need to be celebrated, it is often in life that the biggest learnings come from disappointments that you have along the way.

They are not always easy, but in retrospect they can often lead you into directions that are even better than where you originally thought.

Reflecting on those moments with amazing mentors who have encouraged and taught me along the way have helped carve my leadership path and style.

How would your former colleagues describe you in three words?

My colleagues have called me caring, collaborative and innovative over the years.

What are your top priorities for your first year at Fairholme?

Fairholme is a wonderful school already, so it is important to me to listen and then add value where I possibly can, particularly as we finish the Strategic Plan. Learning everyone’s name is also at the top of the list!

How do you define a successful school community?

Where everyone is working in synergy for the betterment of the students in our care.

Every young woman at Fairholme, has the potential to make positive impact on the world she lives in and lead into an exciting future.

To do accomplish this, great schools build solid foundations – literacy, numeracy and the ability to think through critically engaging with core subjects.

They also provide opportunities for students to find their passions, work out who they are by developing their character in a supportive and caring environment, and help them discover what they would like to do next on their lifelong learning journey beyond school.

To be exceptional, the young women and their community then contribute to ensuring the next generation flourishes too.

What role do you see communication and connection playing in your leadership?

Relationships are at the core of a young person’s success at school and communication and connection underpin this. Relationships form the basis on which we can grow sensational learning opportunities.

What are you most excited about as you begin this new chapter?

I am really excited about immersing myself in the community and getting to know the girls, families and staff. I can’t wait to get started!

Favourite holiday destination?

While I have loved travelling around the world, Australia still has the most wonderful places to visit. We have just finished a six-week trip to Tasmania and cherished the diversity of landscapes and experiences that it had to offer – from rugged coastlines to walking the wilds of Cradle Mountain. We are exceptionally lucky to live in this beautiful country.

Hidden talent?

Finding the brooch section of any vintage shop.

Song currently on repeat?

Any song by Boy and Bear and Crowded House.

Describe Fairholme in one word…

Potentia (Latin for strength and potential).

101 Years of the MacLaren Legacy: Nessie Hall (Fairholme Old Girl 1941)

Tue, 25 Mar 2025 02:07:32 GMT

Nessie Hall | 1941 | Stephens House | Boarder

The MacLaren tartan has long been woven into the fabric of the Hall family, its threads connecting generations through time. For 101 year old Nessie Hall - Fairholme College’s oldest living Old Girl - the legacy began in 1938 when she started Fairholme as a Year 9 Boarder.

Nessie, born in 1923, arrived at Fairholme from Croydon, via Roma. With few educational opportunities in rural Australia, Nessie and her sister

Joyce, began Fairholme as fresh-faced teenagers with the chance to receive the all-girls’ education their parents had wanted for them. The sisters attended Fairholme at a time in history that was both pivotal and difficult - the Great Depression.

Under the leadership of Miss Daisy Culpin, Principal from 1922-1940, Fairholme not only survived the challenging economic climate but thrived, providing a school for young girls to receive a quality education.

While sitting under the Jacaranda trees in Daisy Culpin Courtyard recently, Nessie recalls one of her favourite memories - walking Miss Culpin’s dog through the College grounds.

‘Miss Culpin was my favourite teacher. I would walk her dog - his name was Tuppence! - around the gardens, in fact, around this very spot where I am sitting.’

Nessie was at Fairholme to witness the graduation of her great-granddaughter, Maggie, from Middle School to Senior School. She marvels at how much the school has changed, and yet how much is the same. ‘The buildings are, of course, very different, but the feeling is just the same,’ Nessie

says. ‘The things that made this place special when I was here - it’s still here. I can feel it.’

Nessie’s legacy has flourished over the years as her granddaughters, Tamie Devine (1992), Angela Hall (1991), Camilla Hall (2009) and

Mikala Reardon (1993), all attended Fairholme, and today her great granddaughters, Maggie Reardon (Year 10) and Pippi Reardon (Year 8)

- Mikala’s daughters - proudly attend Fairholme.

In a moment that connected the past and present, Nessie returned to the school with her grand-daughter, Mikala, to see Maggie graduate Year 9.

She says as they walked up Palm Drive to the Assembly Hall, it was clear that the traditions and community spirit of Fairholme had left a mark on them both.

‘I love that I was able to bring Nessie again to see Maggie graduate Middle School. I have grown up listening to stories about Fairholme, was lucky enough to attend myself, and now with two daughters here, I feel it has come full circle,’ Mikala said. ‘I think my grandmother’s time at

Fairholme helped shape her values and principles that she has carried throughout her life - values she passed down to her children, grandchildren, and now, her great grand-daughters.’

The graduation ceremony was a poignant reminder of the bonds that tie generations together, each standing on the shoulders of those who came before them. Mikala said for Nessie, it was a moment of immense pride - seeing the legacy of learning, strength, and resilience continue in her family.

Nessie’s visit is a reminder that the bonds of Fairholme extend far beyond the school’s walls. As a great-grandmother, Old Girl, and matriarch of a family deeply rooted in Fairholme’s history, she embodies the timeless values that continue to shape the school community.

Her return was a celebration of both the past and the future - as the tartan is woven into their lives, so too is a legacy that will last for years to come, that of a remarkable woman, who walked the same halls a century ago.

1938 - Fairholme friends - Jill Winchester (later Jones)(L) and Nessie Walsh (R) in front of Homestead and bungalow classroom block

A Path to Passion and Storytelling: Amanda Barwick (Fairholme Old Girl 1993)

Tue, 25 Mar 2025 01:50:43 GMT

Amanda Barwick | 1993 | Powell House | Boarder

Amanda Barwick’s path to becoming a leading voice in the rural industry is rooted in her formative years at Fairholme College, where she first experienced the power of connection.

As a Boarder from Inverell, the Boarding House not only became her home, but her community, which she says was instrumental in shaping her perspective on life. ‘The sense of belonging and support within the Boarding House was something I never took for granted,’ she reflects.

The friendships she formed and the experiences she shared with other Boarders helped her understand the importance of strong, close-knit communities—a value that has remained central to her work in the rural industry today.

‘I always felt very privileged to attend Fairholme,’ Amanda says. ‘The boarding experience, and the community I found there, have had such a lasting impact on me.’

Although she was always grateful for the opportunity to attend Fairholme, it wasn’t until she became a parent of boarding school children herself that she truly understood the sacrifices her parents, Judy and Phil Frame, made. Two of Amanda’s three boys attend Toowoomba Grammar School, and she says she has gained a new perspective on the challenges and financial commitments involved in providing such an education. ‘I only now truly understand the depth of my parents’ commitment in providing me with an education and opportunities that I had at Fairholme. I will always be thankful for that.’

Now a key figure in the rural industry as the Director of Corporate Affairs at the Regional Australia Institute (RAI), Amanda says the close-knit boarding community sparked her connection to regional Australia and the rural industry. But as a 17 year old, it wasn’t always that way. After school, Amanda was determined to leave the country and move to the city, ready to experience a new lifestyle beyond the rural backdrop she had always known. Growing up in the country had shaped her, but she felt the pull of city life and the opportunities it offered. However, as her career evolved, Amanda found herself back in regional Australia, where she now works, balancing her professional life with the lifestyle she loves.

Looking back, she realises that living in regional Australia has given her the best of both worlds—access to urban opportunities, alongside the sense of community, peace, and connection with nature that only rural living can provide.

‘My dream was always to be a journalist, a television journalist,’ she said. ‘I recall sitting down with my Fairholme careers adviser and telling her that I wanted to be a TV journo. She suggested I might like to think about a career that provided more stable job opportunities.’ Taking this advice to heart, Amanda shifted direction, attending Queensland University of Technology to study a Bachelor of Business with aspirations of becoming an accountant. However, as her journey unfolded, Amanda soon realised her true calling lay elsewhere.

‘I switched courses in my second year of university and pursued journalism,’ she said. This change led to a successful career as a TV journalist in regional Australia, where her passion for storytelling truly took flight. Through her journalism work, Amanda connected with rural communities, telling their stories to a broader audience and building a career centered on understanding the people and places that define regional Australia.

Now, as the Director of Corporate Affairs at the RAI, Amanda no longer sits in front of a camera but continues to use her skills to tell powerful stories about the challenges and opportunities faced by rural communities. Amanda says her work at RAI is a culmination of her early experiences at Fairholme and her subsequent career, all of which have fueled her ongoing passion for rural issues. ‘My love of storytelling has always been at the heart of every job I have undertaken.’

As the Corporate Affairs Director, Amanda oversees RAI’s marketing, communications and brand. ‘We are a national think-tank, and through our research, we provide policy solutions to decision makers on issues affecting regional Australia – including housing, net zero, jobs, education, infrastructure, population, childcare, recruitment, wellbeing and health.

‘My favourite part of my role is speaking to regional Australians across the country and finding more about their challenges and opportunities. While regional Australia has many common themes, it’s not a homogenous place and every town and city has its own story to tell.’

Through her role at RAI, Amanda has had the opportunity to reconnect with Fairholme Old Girls on many levels. ‘As part of my role, I help manage our National Summit in Canberra. This involves many aspects, including the curation of the event. I was so chuffed to invite a Fairholme Old Girl – Victoria Anderson (1994) – to speak at our event last year,’ Amanda shares. Victoria, now the Deputy Secretary for the Small Business, Housing, Corporate and Law Group for Treasury, exemplifies the success and leadership of Fairholme alumni. Amanda takes great pride in these

connections, as she says they highlight the impact of the Fairholme community and its enduring presence in her professional life.

Aside from professional friendships and connections, Amanda’s closest friends are still from her Fairholme days. Her close-knit group of girlfriends - dubbed ‘The Famous Five’ at school - are her go-tos for support, laughter and advice, with their bond remaining strong after all these years.

Alongside Mikala Devine, Lucie Hall, Helen Malone, and Nat Cornes, the group’s bond first forged in the boarding house has lasted over 30 years. ‘Our friendship is something I am very grateful for.’

Amanda’s unique journey from a boarding school student at Fairholme to a leader in the rural industry underscores the lasting influence of community, education, and the deep bonds formed through shared experiences. Today, she is deeply involved in shaping the future of regional Australia, carrying forward the lessons learned from her time at Fairholme and the rural communities she’s so passionate about. ‘Everything

I learned at Fairholme, from the importance of community to the value of perseverance, continues to guide me in my work today. I feel incredibly fortunate to have the opportunity to give back to regional Australia, a place that has always felt like home.’

A Decade of Growth: Belle Thelander (Fairholme Old Girl 2017)

Tue, 25 Mar 2025 01:38:47 GMT

Belle Thelander | 2017 | Black House | Day Girl

Fairholme College’s Class of 2014 reunion brought Belle Ronnfeldt (nee Thelander) a wave of nostalgia, as she reunited with old friends and celebrated cherished memories. ‘It was a wonderful reminder of my incredible time and the amazing friendships I built at Fairholme,’ Belle shared.

Since graduating, Belle has forged an impressive career that bridges creativity and construction. A passionate advocate for women in construction, she has worked as a Marketing and Bid Coordinator and has been heavily involved with the National Association of Women in Construction (NAWIC). ‘I love this industry and am deeply committed to encouraging more women to explore careers in construction.’

In addition to her full-time work, Belle has been sharing her expertise as a part-time tutor for the Emerging Design Technology unit at Queensland University of Technology (QUT). She finds joy in teaching, learning, and exploring the technologies shaping the future of design.

Belle’s academic achievements include a double degree in Business and Fine Arts from QUT while she lived on campus at The Women’s College. She recently completed a Certificate IV in Project Management, funded by NAWIC which she is implementing in her role.

Her dedication has not gone unnoticed. This year, Belle was a finalist in two prestigious industry awards: the QBCC Award to a Young

Achiever (NAWIC) and the Young Achiever Award (AWIC). ‘It’s incredibly humbling to be recognised among so many talented individuals,’ she remarked.

Belle’s personal life has been equally eventful. In April, she married Tom Ronnfeldt, a 2014 Grammar alumnus, in a beautiful ceremony. In August, Belle achieved another milestone by competing at Townsville’s 2024 World Triathlon Multisport Championships. She represented Australia in the challenging Aquabike event, which combines swimming and cycling. ‘This was one of the toughest races I’ve ever done. I’m honoured to have been part of the team,’ she said.

In 2025, Belle is taking on a Marketing role with Parsons Corporation in Dubai, United Arub Emirates where she will be relocated with her husband. Despite her busy schedule, she remains a committed volunteer to the Zonta Club of Brisbane East, working to advance women’s status through fundraising and service projects.

Reflecting on her journey, Belle encourages current Fairholme students to embrace challenges, seize opportunities, and follow their passions. She shares, ‘Fairholme instilled in me a deep sense of community and resilience. I never imagined that my love for art and creativity would align with a career in the construction industry, but I’m proud to carry my values of curiosity and openness with me in every situation.’

As Belle continues to excel professionally and personally, she is an inspiring example of where hard work, passion, and community spirit can lead internationally.

The Power of Mentorship: Rhiannon Stone (Fairholme Old Girl 2013)

Mon, 24 Mar 2025 05:14:16 GMT

Rhiannon Stone | 2013 | Powell House | Boarder

‘The importance of women supporting each other cannot be overstated. When women come together to support and empower one another, we create a ripple effect of strength and inspiration that extends far beyond the workplace. It’s about lifting each other up, sharing knowledge, and fostering a culture where everyone can thrive.’

Dietitician and Fairholme Old Girl, Rhiannon Stone (2013), walks the talk, exemplifying the power of women supporting women.

This year, Rhiannon returned Holme to mentor Senior girls who were about to walk down Palm Drive for the last time, offering guidance, encouragement and wisdom as they approached a pivotal moment in their lives.

It was a testament to her commitment to fostering a community where young women feel empowered, supported and ready to step confidently into the next chapter of their journey.

‘I was once told that “Mentors aren’t there to make us better—they’re there to help us uncover the greatness that’s already within us”.’

Rhiannon said the true value of mentorship lies in the knowledge of those who have walked the path before us. ‘They’ve encountered the speedbumps along the way, and while their insights can’t eliminate every challenge, they offer us the tools to navigate them with greater confidence and purpose. Mistakes, after all, are invaluable lessons. Reflecting on those experiences and using mentorship to forge your unique path is what shapes your identity and empowers you to thrive in any field. By embracing mentorship, Fairholme students can gain not just knowledge, but the courage to write their own extraordinary story.’

She says what truly sets Fairholme apart is its remarkable ability to foster lifelong connections and a true sense of belonging. ‘Even though it’s been 11 years since I graduated, the relationships I built there feel as fresh and meaningful as if I had left yesterday.’

Fairholme, in tandem with the Old Girls’ Association, is deeply committed to mentoring current students, inviting past students to return and share their experiences, insights, and wisdom with the Senior girls as they prepare to step into the next phase of their lives. Rhiannon was one of a number of Old Girls who returned to school this year to take part in a mentoring luncheon.

‘Walking back into the school and being greeted by familiar teachers or chatting with students who share nearly identical experiences to my own creates an unbreakable bond,’ Rhiannon said. ‘The shared traditions, the mutual support, and the understanding that we’re all part of something greater make it truly unique. There’s a profound sense of connection that Fairholme instills in every student, one that continues to inspire and uplift long after graduation.’

Rhiannon, who has built a thriving dietetics business in Toowoomba, Balance Nutrition, said her pathway since school was shaped by many small yet meaningful experiences.

‘It all started with my love for sport, which was a big reason I came to Fairholme in the first place. I knew I wanted a career in health and fitness, but a Year 10 work experience placement quickly taught me that anything involving bodily fluids wasn’t for me—I fainted at the sight of blood!

‘That’s how I landed on dietetics, a health-focused path that aligned perfectly with my passions.’

Concurrently, Rhiannon saw how nutrition directly impacted her performance in sport, which in turn fueled her desire to learn more.

‘Reflecting on it now, I think another key driver was my personal experience as a teenager trying to navigate the often confusing and conflicting messages about food. Like many young women, I was bombarded with advice from magazines and social media about what to eat and what to avoid. This curiosity—combined with a desire to cut through the noise and help others, particularly young women—became the foundation of my career in dietetics.’

When Rhiannon returned to the Homestead for her mentoring session with current girls, she was suffused with a deep sense of pride and fulfillment, knowing that her journey had come full circle and that she could now offer the guidance and support she had once received.

‘While I often work with Fairholme students to help them understand nutrition and fuel their bodies for success in school, sport, and life in a more clinical setting, returning to the college to offer mentorship was different,’ Rhiannon explained.

‘It was an opportunity to share my journey, the influences that shaped my career, and the parts of my job I truly love. What made it even more meaningful was the chance to remind the girls of something I’ve learned since leaving school: what you aspire to now doesn’t define you forever.

‘The pathways we traditionally think of after school don’t have to be the ones you follow. Life is incredibly short, and the best choices are the ones that truly fill your cup—not the ones you feel you ‘should’ make. For example, I took a gap year at 23. Was that traditional? No. Was it one of the best decisions I’ve ever made? Absolutely. Life is full of career opportunities, and the key is to pursue the one that brings you joy.’

But what if that changed down the track? ‘That’s okay, too!’ Rhiannon said.

‘Mentoring the girls reminded me of how important it is to guide and inspire the next generation, showing them that the possibilities are endless and that their journey is uniquely their own. Giving back to Fairholme in this way was an incredibly rewarding experience.’

Rhiannon’s connection to Fairholme extends well past mentoring. Some of her best friends today are from her school days. ‘I absolutely keep in contact with friends from school, and those connections are truly special,’ she explained.

‘We share in the big milestones—weddings, babies, career achievements—but it’s the smaller moments, too, that really matter. The everyday challenges where you just need a friend to talk things through.’

Boarding, in particular, gave Rhiannon friendships that she says are unlike any other. ‘It’s a unique bond built on shared experiences and long-lasting memories, and it’s something I’ll always cherish.

‘These friendships are more than just school ties—they’re forever connections, and I’m eternally thankful for the opportunity to have formed them.’

___________

Rhiannon is an Accredited Practising Dietitian with Balance Nutrition, with over six years of private practice experience. Upon finishing Boarding school at Fairholme and relocating from Roma, she completed a Bachelor of Nutrition & Dietetics at Griffith University in 2017.

After living and working in London, Rhiannon returned home in 2020 to work with Balance Nutrition, where she continues to develop her clinical practice alongside her personal values of compassion, curiosity and mindfulness.

In 2021, Rhiannon completed further training to become an Accredited Sports Dietitian and has since become a qualified eating disorder clinician through ANZAED.

Rhiannon loves connecting with women who are going through times of change in their lives, such as during adolescence and as young adults. A believer in taking a practical, no-nonsense approach in guiding clients towards better health, Rhiannon is skilled at building relationships with those who may be overwhelmed and seeking to simplify their approach to nutrition.

Resilience, Passion and Success in Publishing: Rosemary Shipton (Fairholme Old Girl 1959)

Mon, 24 Mar 2025 05:03:14 GMT

Rosemary Shipton | 1959 | Powell House | Day Girl

At 83, Fairholme Old Girl, Rosemary Shipton’s career in publishing is still going strong, and her story is anything but ordinary. Filled with chapters on resilience and determination and success, Rosemary’s story is a bestseller in its own right.

From her early days as an assistant editor at the University of Toronto Press to her current role as an executive editor at Simon & Schuster in Canada, Rosemary has woven a tapestry of remarkable achievements, each more interesting than the last.

With a career spanning decades, multiple facets of publishing, and a still-growing list of editing bestsellers and award-winning works, her passion for books and storytelling remains as steadfast as ever.

But it’s not just her impressive resume that makes her stand out - it’s t he way she’s navigated a constantly-evolving industry, mentored hundreds of aspiring editors, and tackled the challenges of a female pioneer in a predominantly male-dominated field.

Now, as she wraps up full-time work in Canada to focus on a few final projects, Rosemary reflects on a career that’s been as fulfilling as it has been groundbreaking, proving that age is truly just a number when you’re doing what you love.

‘You may wonder why I am in Canada. In a way, it’s connected to Fairholme. In the late 1950s, we first knew our results in the state-run Senior exams when they were published in the Toowoomba Chronicle. I was astonished by mine, so much better than I expected, and that got me a scholarship to University of Queensland,’ Rosemary remembers.

‘There I enrolled in the four-year History Honours program, graduated with First-Class Honours, and won an Australian National University Scholarship to ANU in Canberra. From there I won a Commonwealth Scholarship, and, wanting to follow the American system of a combined seminar and thesis degree, chose to come to Canada. After three years here, I married a Canadian – and began my first job in publishing at University of Toronto Press (UTP).

‘The prerequisites for this UTP job - a scholarly publisher - were a minimum of an MA in History, a reading knowledge of French, and the confidence and ability to work mostly with academic authors. In other words, university professors and researchers. After an interview, I got the job and began in August 1968.’

Rosemary, who attended Fairholme in the late 1950s when Nancy Shaw was Principal, continues to embody the spirit of curiosity and lifelong learning that defines a successful career in publishing. The world of trade publishing, where firms like Penguin Random House and HarperCollins reign, is one that demands constant adaptability and enthusiasm, she says.

It’s a realm where no two books are ever alike, and no two authors ever present the same challenges. Yet, for this seasoned publishing veteran, meeting those challenges head-on with diplomacy, respect for deadlines, and passion has been the key to her rewarding career.

‘People who love a career in publishing tend to be curious, to thrive on lifelong learning. Every book is different, so you never repeat yourself. Every author is different, too, so it’s essential to be able to meet whatever challenges spring up and make a success of them.’

Rosemary’s love of books and reading was nurtured at Fairholme (she was Dux of the College in 1959) where she says she was lucky enough to have some inspiring teachers guide her path.

‘My years at Fairholme taught me that if I applied myself, I could succeed. the Principal, Nancy Shaw, was a big influence, as were a couple of teachers, such as Judith Green, who went on, as Judith Rodiquez, to be a well-known poet and university lecturer in Australia. I kept in touch with her sporadically and met up with her once in New York and later in Toronto, just a couple of years before she died,’ Rosemary remembers.

‘At Fairholme, I liked the routine of the morning assembly, sports days and the annual fair.’

One of the strengths of attending a girls-only school, according to Rosemary, is that it encourages students to take on all responsibilities, without the constraints of traditional gender roles. In the 50s - a time when societal expectations often dictated what males and females could do - she says Fairholme allowed young women to break free from those boundaries. ‘One of the advantages of a girls-only school is that the students have to do everything. There is no division of responsibility along ‘traditional’ lines between males and females (as there often was in the 1950s!).’

Similarly, the Fairholme values of seeking excellence, perseverance, integrity and kindness all continue to guide Rosemary’s professional and personal journey. ‘I hope all these characteristics will stay with me to the end of my life.’

When asked about the secret to her career longevity, Rosemary credits enthusiasm and a commitment to staying fit and healthy. Similarly, her passion for her work, combined with a willingness to embrace new opportunities, has kept her at the forefront of the publishing industry for decades. ‘I hoped to make my life as interesting and fulfilling as it could be, to be kind and supportive, and to enjoy my family and my friends,’ she reflects.

‘It’s important to have good friends and to be loyal to them. Also to respect experts and people who know more about some things than you do!’

‘I think Fairholme’s focus on fostering creativity and resilience guided my ability to take risks and embrace new challenges.’

Even as she reflects on her decades-long career, Rosemary is staying firmly in the moment.

‘My final in-house position has been at Simon & Schuster as Executive Editor – and I have a most interesting group of books on the go (including the memoir by the current Governor General of Canada).

‘Recently, I turned 83, so I’m going to resign from full-time work and finish off my projects on a contract basis over the next 15 months. I don’t want to plan beyond the end of 2026 simply because I don’t think that’s fair to authors (who tend to develop a close relationship with their editors).

‘As I look back on my career, yes, I’ve enjoyed it to the full – especially having ventured into so many different aspects of publishing. I’ve also been well rewarded: in 2007, Trinity College, University of Toronto, granted me an honorary doctorate for my contribution to publishing in Canada, and I’ve won two awards given by Editors Canada.’

Having mentored hundreds of students throughout her career, Rosemary’s offers these insights into leadership and nurturing talent in the publishing industry - in fact, for any industry: ‘A good leader leads by example, so be positive, cooperative, creative, and always do your best work.’

And advice to the next generation of Fairholme Old Girls? ‘Be curious, embrace lifelong learning, and never stop trying to make a difference. If you do that, success will follow.’

Fairholme Fashion and Equestrian Couture: Liberty Clark (Fairholme Old Girl 2022)

Mon, 24 Mar 2025 04:47:26 GMT

Liberty Clark | 2022 | Black House | Boarder

Cheval Liberté the Label is turning heads in the equestrian world for its unique blend of sustainability, style, and performance.

The brains behind the brand? Liberty Clark, a former Fairholme College Equestrian Captain who has turned her childhood passion into a thriving business.

‘Being part of the Fairholme Equestrian team was such a rewarding experience,’ she says. ‘It deepened my love for riding and also gave me an appreciation for how much quality gear matters. That understanding became a cornerstone of Cheval Liberté.’

Her idea for an equestrian fashion label first emerged in 2019, when she was a Year 9 student at Fairholme. ‘I’d spend hours sketching designs and pinning them to my wall. At that stage, it was just a dream,’ she recalls.

By Years 11 and 12, the dream became more tangible. She credits Fairholme’s fashion program and her teacher, Ms Mandi-Joy Miese, for helping bring her vision to life.

‘We had a project to create a brand in Grade 12, and that’s when I thought, “Why not use my equestrian label idea?” Ms Miese was incredibly supportive,’ she says.

After graduating, she decided to take a gap year to save money and focus on her vision. ‘It was scary at first, but I thought, ‘What have I got to lose?” ’

Cheval Liberté’s mission is simple: to provide eco-friendly, high-performance equestrian wear. From sourcing sustainable fabrics to using biodegradable packaging, the brand is designed with the planet in mind.

‘I wanted every aspect of the label to reflect my values,’ she explains. ‘Fairholme taught me a lot about the importance of responsible practices in fashion, and I carried that with me.’

The brand’s baselayers are a testament to her commitment. Offering UV50+ protection and moisture-wicking technology, they’re designed for comfort, safety, and durability.

‘Sourcing sustainable fabrics that meet the performance needs of riders wasn’t easy,’ she admits. ‘But the challenge has been worth it.’

The journey hasn’t been without its hurdles. During the sampling phase, she had to find a new manufacturer when her original partner couldn’t meet her design expectations. ‘It was a major setback,’ she says. ‘But it taught me resilience and adaptability—key lessons I learned at Fairholme.’

Launching her brand has brought many proud moments. ‘Seeing riders at events wearing my designs is surreal,’ she says. ‘Hearing positive feedback, especially about the quality of our fabrics, makes it all worthwhile.’

With plans to expand into men’s equestrian wear and offer inclusive sizing, the future looks bright for Cheval Liberté. ‘I’d love to open a boutique one day,’ she says. ‘For now, I’m focused on creating designs that help every rider feel confident and comfortable.’

She hopes her journey inspires others to pursue their passions. ‘Life is short. If you are reading this and thinking about creating your own brand or pursuing a career that’s outside the traditional path, that’s perfectly okay,’ she advises.

Reflecting on her time at Fairholme, she credits the school for giving her the tools to succeed. ‘Fairholme taught me the value of hard work, resilience, and organisation,’ she says. ‘Those lessons have been crucial as I’ve juggled university, running my label, competitive riding, and part-time work.’

For Liberty, blending her love of fashion and equestrian sports with a focus on sustainability has been a dream come true. Cheval Liberté the Label isn’t just a business; it’s a reflection of her values and a way to make a meaningful impact. As she looks to the future, Liberty remains driven by her belief that with passion and determination, even the boldest dreams can become reality.

To explore Liberty’s designs and learn more about her journey, vis it Cheval Liberté the Label online at chevallibertethelabel.com or follow the brand on social media for the latest updates and collections.

The Significance of Being a Fairholme Girl: Georgia Stafford (Fairholme Old Girl 2008)

Mon, 24 Mar 2025 04:40:10 GMT

Georgia Stafford | 2008 | Stephens House | Day Girl

It's not lost on Georgia Stafford (2008) the value of an excellent education. Nor is it lost on her the profound value of a quality, empowering, all-female school experience.

‘It means something special to have worn the Maclaren tartan and to have walked down Palm Drive,’ she says.

‘It is also priceless to have had the values of ‘burning yet flourishing’ instilled in me and to have had the opportunity to grow and thrive in a place that values young women and truly believes that Fairholme girls ‘can’ and ‘they will’.’

She goes on to admit that she doesn’t think she fully appreciated her Fairholme education whilst at school. ‘However, throughout my professional and personal life and in the decade and a half since graduating, my Fairholme education continues to be a treasured gift,’ Georgia says.

Now, as a mother herself with a young daughter and baby son, she says she can truly appreciate the decision her parents made to send her to Fairholme.

‘The realisation that many of my closest friendships and greatest opportunities in life came to me through my time or connection with Fairholme has instilled a strong sense to give back to the College.’

As this year’s President of the Fairholme Old Girls’ Association (FOGA), Georgia is fulfilling her commitment to giving back to the school, and to empowering the next generation of Fairholme Old Girls.

‘Fairholme has always been more than just a school; it is a community where values, excellence, and lifelong bonds are cultivated,’ she says. ‘It means something significant to be a Fairholme Girl. I have witnessed firsthand the transformative power of education and the potential to succeed that is in each and every one of our Fairholme Girls irrespective of their background or circumstances.’

Georgia says the story of FOGA is one of connection and celebration, where the past meets the present, and generations of Fairholme women come together to honour their shared history.

‘As the world evolves, FOGA continues to adapt, but its core values remain rooted in the strength of community and the bonds forged during school years,’ Georgia says.

‘It’s about bridging the past and the present, creating a space where both old and new girls can come together,’ she says. For her, FOGA isn’t just an association—it’s a living, breathing part of the Fairholme experience that continues to offer support, networking, and a sense of belonging long after graduation.

‘Recently, I attended a Fairholme Old Girls mentoring luncheon held in the beautiful Homestead. I was able to share with current Senior girls my experiences after graduation, along with FOGA secretary Sarah-Jane MacDonald, who has been my good friend for many years. We were able to reflect and share the story of our different career paths in the legal field and how various opportunities that came along the way have given us both very fulfilling and different paths in our careers - Sarah-Jane as a legal practice Director and myself working in an advocacy role for a peak body and as chairperson of a Queensland Community Grants program.

‘It was heartwarming to share our current career journeys and Fairholme friendship story, whilst answering questions from current Fairholme students who may be considering a legal or advocacy career.’

Georgia says Fairholme Old Girls have always had a deep connectedness to the College, long after graduation, many often returning to the campus to share their stories, their passions, their successes – those which were developed and nurtured during their time at Fairholme. ‘While Fairholme Old Girls have always had a strong bond with the college, the opportunity to support and give back has evolved through the numerous events and special occasions over the years,’ Georgia says.

‘FOGA is growing and transforming to include mentoring sessions with current students, guest speaking opportunities at the College, one-on-one guidance and coaching, and networking events where Fairholme girls - old and new - can get together. As Fairholme Alumni, we have a unique opportunity to reconnect with the College and ensure the gift of a Fairholme education can be passed down to the next generation of Fairholme girls through the generosity of our time, resources and mentorship.’

Georgia says meaningful ways that Fairholme Alumni can contribute to the College community simply starts by being involved. ‘I think current Fairholme girls appreciate and value the opportunity of hearing from Old Girls firsthand about their Fairholme and career journeys, often with a little bit of House rivalry thrown in for good measure! Our Old Girls are forever linked by the unbreakable bond of being ‘Once a Fairholme girl – always a Fairholme girl’.’

From Panama Hats to Interior Design: Tina Kent (Fairholme Old Girl 1999)

Mon, 24 Mar 2025 04:07:19 GMT

Tina Kent | 1999 | Black House | Day Girl

'One of the things I loved about Fairholme was the emphasis on encouragement, empowering each other and celebrating each others’ achievements.'

‘I remember Mrs Horsborough and Mrs Lepard, always so meticulous, instilling in us the unwritten rules of Fairholme College: hem length guidelines, clean hair pulled back neatly off our collars, simple stud earrings, and the ever-important reminder to wear our Panama hats when in public. “You are representing Fairholme at all times,” they would say. I sometimes think of these lessons now, especially as I navigate a world where representing your brand is everything. Looking back, I realise how well Fairholme encouraged not only self-discipline but also a deep sense of kindness, teaching us the value of showing respect and compassion to others.’

For Fairholme Old Girl and successful interior designer, Tina Kent (1999), these seemingly small rules were more than just guidelines; they were a way of teaching the importance of maintaining a strong, consistent presence, both personally and professionally. She says in the same way the emphasis on kindness and respect at Fairholme wasn’t just about being polite, ‘it was about representing our values in everything we did, no matter the situation.’

‘The creative side of Interior decorating is equally as important as the communication side,’ she says. ‘I have to be able to communicate my ideas, the look of the room and practically how it will function to the client. At Fairholme, I remember being encouraged to speak on assembly, and have my own opinions in class, with the Principal and teachers.

‘I think Fairholme gave me the training to be able to speak about an area of knowledge with confidence. I also think having a go and being kind were two big messages that came out of school.’

When Tina walked out Palm Drive for the last time in 1999, she earned a Bachelor of Nutrition and Dietetics degree and spent a decade working in the industry… until her passion for interior design gradually took centre stage. What began as a seed of interest in pretty and practical wares and fashion, soon evolved into a fully-fledged career shift, as she discovered a love for creating beautiful, functional spaces. Driven by her creative vision and a desire to bring aesthetic harmony to the environments around her, she embraced the world of interior design, where her unique perspective and attention to detail would flourish. Her brand, LCA (Lady Chatterley’s Affair), has gained such popularity among interior enthusiasts, she has recently expanded to include not only interiors, but home decor, homewares, fashion, accessories and workshops.

‘LCA started when Mum had an idea to design and manufacture beautiful coloured shopping baskets inspired by a vintage basket her grandmother had. We began wholesaling our LCA Baskets into boutiques and gift shops all over Australia. After the baskets were successful, we started adding other fashion accessories - leather bags, jewellery, children’s clothes, hats and shoes.’

But it was one ostensibly innocuous interaction with her Geography teacher in 1997 that has perhaps had the most impact on her career.

‘My Geography teacher, Mrs Sulewski (who was also my favourite teacher!) was incredibly practical but used to wear high heels to school every day. When I was in Year 10, I remember her saying, ‘Look at the demographic trends and choose a career that will be highly sought after.’

In 2010, Tina did indeed look at the demographic trends and started an online shop selling fashion accessories and soft furnishings. ‘I wonder if Mrs Sulewski knew just how huge ecommerce would become?’

‘I started my online shop before any of the major shops were online, and we used to send parcels all over Australia. Many of my customers were based in regional areas of Australia. Life was very busy and full with two babies and a small business. I was decorating our home and customers used to ask about soft furnishings and so over time I started to professionally decorate their homes… Interestingly, many of these customers are Fairholme Old Girls.’

This Fairholme Old Girl network support has proven to be a powerful and invaluable asset when it comes to growing her business. Tina says the strong, supportive community of past students, bound by the shared history and a deep commitment to one another, has provided a unique platform for collaboration and opportunity. In regional Australia, where connections can be somewhat limiting, the Fairholme Old Girl network has become a vital lifeline, fostering both professional growth and personal connections that have helped her business thrive.

‘At the time I didn’t realise how extensive the country girl network was in regional Australia. Since having an online shop and using mainly social media for marketing I can now see how valuable that network is.

‘Many of my customers are Fairholme Old Girls that I didn’t know at school, yet started supporting my business in its early days. Clients like working with people they know and feel comfortable with, and I find rapport with country women – and Fairholme Old Girls - very easy.’

Tina credits part of her success to this tenant; the power of women supporting one another in business, and in life. ‘One of the things I loved about Fairholme was the emphasis on encouragement, empowering each other and celebrating each other’s achievements,’ she reflects.

‘I was always very motivated by friends who were clever at school and, in turn, they cheered me on to achieve. At school, I felt like we were all encouraged as individuals to achieve, and then we celebrated the achievements as a group. There were so many activities and options at Fairholme for girls to be good at different things. I’ve had support and backing throughout my career from excellent females and it has been so valuable.’

The interhouse rivalry at the swimming carnival and dance competition, fundraising for Interact, the musicals with Toowoomba Grammar School, and the friendships between Day Girls and Boarders are all touchstone memories for Tina, and she hopes current students create their own lasting memories, finding joy in the friendly competition, the spirit of giving, and the bonds formed both in and outside the classroom.

‘Fairholme for me was about building confidence. I left school confident I could achieve at university, confident to be able to meet with, and speak to, people in all social situations, confident to make lasting friendships, and confident that I could achieve at anything I dedicated time and effort to.

‘I would encourage the current Fairholme cohort to get involved in as much as possible at school and try all of the things. A career can twist and turn and take on many different paths, but the skills of making friendships, finding the joy in what you do, and empowering fellow females are invaluable - and lasting.’

Chasing Dreams and Balancing It All

Fri, 28 Feb 2025 03:21:22 GMT

Year 12 student Lilli Hamilton is a star on the rise, making a name for herself in the cricket world.

From debuting for Australia to making waves in the T20 Spring Bash, and even playing for the Queensland Fire, her journey so far has been nothing short of inspiring. We caught up with Lilli to chat about her journey, juggling school and sport, and what lies ahead.

When asked about the standout moments of her whirlwind summer, Lilli shared that it was hard to pick just one. 'It’s been a fantastic summer of cricket,' she says. 'For me, the highlights are shared between the T20 Spring Bash and my debut for the Queensland Fire. As a female player, traveling interstate and playing a sport you love is such an amazing experience. Both opportunities really helped me grow as both a person and a cricketer.'

For Lilli, cricket wasn’t just a hobby—it was in the family. 'My dad used to play cricket when he was at school, so I suppose it was always in my family,' she explains. 'When I was 6, he saw how much I loved being outside and noticed I was fairly coordinated. He threw me a ball, and that was pretty much it—cricket has been a part of my life ever since.'

From the age of 7, Lilli has been playing for both club teams and representative teams, and it’s clear that those early days set her on a path for success. With all the travel, games, and training sessions, managing school and cricket at such a high level is a challenge, but Lilli has learned to make it work.

'It’s definitely a juggle at times,' she admits. 'Luckily, most of the cricket season coincides with the summer holidays, so it’s a little easier. I make sure to stay really focused when I am at school and try not to let my homework and assignments pile up. When I do miss school for cricket, it can get pretty stressful, but I’m really lucky to have supportive teachers who help me catch up.'

So, what does a typical week of training look like for Lilli? Well, it varies a lot depending on her commitments. 'Usually, I train with my club on Tuesdays and Thursdays in Brisbane, and we play a club game on Sundays. If I have representative duties, I might train on Monday or Wednesday as well. I also sometimes fit in a personal training session on Saturdays, but it all depends on the week and the competition I’m involved in.'

Given the demands of both her academic life and cricket career, we asked Lilli for some tips on managing it all. Her advice? 'Don’t procrastinate. Get your work done whenever you can find the time. Also, make sure to dedicate time for yourself and don’t let school or sports consume you.'

As for what’s next in the world of cricket, Lilli has some exciting events on the horizon. 'We’re vying for club finals at the moment, which is really exciting,' she says. 'The Queensland Fire also has a home grand final coming up, and if I get the chance to play in that, it will be pretty cool.'

Looking further ahead, she has her sights set on a few key goals. ' Obviously, I want to do my best in my final year of school and keep managing cricket as well,' she shares. 'I’m not super goal oriented, though. I like to take each day as it comes and stay in the present, rather than get too far ahead of myself.'

'I would love to pursue cricket professionally after school. But if that doesn’t work out, I’d like to go to university and work in business or politics after I graduate.'

And now, with her final year of school on the horizon, she’s feeling a mix of excitement and nerves. 'I’m a little nervous because Year 12 can be a pretty stressful time,' she says. 'But I’m also looking forward to embracing the challenges, and I’m excited to finish. I really want to enjoy the last moments of being at school, spending time with my friends, and soaking in all those last little moments at Fairholme.'

No matter where cricket or life takes Lilli, one thing is certain—she is ready to take on whatever comes next. With her combination of talent, determination, and a grounded perspective on life, there’s no doubt we’ll be seeing a lot more of her in the future.

Journey to Leadership

Fri, 28 Feb 2025 03:08:15 GMT

For our Head Girl Gracie Mack her journey at Fairholme began like many others—nervous but excited.

Despite having two older sisters who had walked the same path before her, the first day still came with its challenges.

‘I remember two of my classmates and I spending far too long trying to find out where the classroom DC1 was,’ Gracie recalls with a laugh. ‘We walked around the school for half the lesson because we were too scared to ask for help. Spoiler alert: it’s the Drama Centre opposite the Library!’

That first day was a whirlwind of new faces and experiences, including meeting her teachers.

One encounter particularly stood out. ‘I realised I had Mrs Wallis for Humanities, which was a bit awkward because I had unknowingly told her during the Boarding tours in Moonie that history was by far my least favourite subject. Lucky she didn’t hold it against me though!’

Some of Gracie’s most treasured memories come from the traditions that make boarding life at Fairholme so special. The first weekend of the year is always a closed weekend, filled with activities designed to help boarders settle in and form new friendships. One of the standout events for Gracie was the watermelon-eating competition, where she and her friend Anna Street would eagerly devour slice after slice in a spirited attempt to win—often ending up with sticky faces in the process.

‘Holme Day in the Boarding House was another highlight, with an early morning and a lip-sync competition to determine who got to go to breakfast first.’ And of course, Christmas Dinner was a special tradition: ‘The kitchen staff cook up a feast, and the night is filled with karaoke and each year performing a funny Christmas-themed dance.’

Given her deep connection to Fairholme, it’s no surprise that Gracie was inspired to take on the role of Head Girl.

She had always loved being involved in school events and saw this role as an extension of that passion. Seeing past Head Girls on stage in Assembly had always been a highlight, and she admired those who had come before her.

As the opportunity approached, she realised that the role would not only allow her to give back to the school but also offer invaluable personal growth: ‘Having mentorship and growing as a leader is an irreplaceable experience. And as I continued to appreciate Fairholme for how amazing it is, being chosen to represent that felt like an incredible privilege.’

When considering the legacy she hopes to leave behind, Gracie’s focus is on kindness and encouragement: ‘I want to promote bucket-filling, not just for future leaders but for the whole school. I want to leave behind a legacy of getting involved and being a cheerleader for everyone.’

Managing the demands of Year 12 alongside her responsibilities as Head Girl requires a strategic approach to time management. Gracie believes that preparation is crucial, noting that staying ahead of deadlines before exam blocks or major events always proves beneficial.

However, she acknowledges that balancing commitments isn’t always easy. ‘Understanding your own limits is key,’ she explains. ‘Knowing how busy you are helps you recognise when to step back and when you have the capacity to assist others.’

Above all, she prioritizes rest. ‘Sleep is non-negotiable for me. It’s made a huge difference over the past few years, and I plan to keep it that way.’ She is also grateful for the strong support network around her, knowing they will always encourage her to take care of herself.

And as a final fun fact about our Head Girl? ‘Over the years, I have taught myself how to raise one eyebrow and move my ears,’ she shares. ‘But I still cannot, for the life of me, whistle!’

Lessons in Accountability

Fri, 28 Feb 2025 02:21:23 GMT

Becoming empathetic, responsible, relational and accountable...

Words matter. Lessons in accountability are gifts for life. They are lessons we value here at Fairholme, where one of our five core values: respect is grown through many factors, including through the philosophy of restorative practices.

It’s been the Fairholme way for more than two decades, its sited in the notion of accountability for actions, fixing problems respectfully and moving forward. It is not a quick fix because restorative practices is not something we do, it is about becoming… becoming empathetic, responsible, relational and accountable: tough lessons that take time to learn and appreciate. These lessons are bound through a worldview of “working with” rather than “power over.”

For some it’s a big shift in how we see behaviour, how we see children and how we see ourselves. American psychologist, Ross Greene says that “we have forgotten that those skills on the more positive side of human nature have to be taught, have to be modelled, have to be practiced.”

At a previous school I found myself meeting with a mother and son regarding the misalignment between his approach in class, his capability and his results. This was a chronically underachieving highly academically capable young man, unable to meet the expectations of the classroom.

Contrastingly, he had two older sisters who had been engaged, hard-working students, high-achievers. His teachers were deeply frustrated and offended by Mark’s (not his real name) behaviour. I was told by some that this behaviour was mirrored at home.

I reminded myself that such information was third hand – second hand at best. Yet, I knew from some reliable sources (their neighbours were also on staff) that things were tricky at home. I was keen to sit with his parents and the young man and plot a way forward.

I was keen for a learning conversation around accountability, and importantly a respectful plan to move ahead in a better direction, with support. I was naively hopeful about the outcomes.

Like all ‘perfect’ conversations that we prepare in our head, it ran in a vastly different direction. Such a different direction that more than a quarter of a century later, I can still recollect aspects of the meeting and I have remonstrated myself many times over the years about what I “could have/should have” done differently, better, more effectively. Mum arrived with Mark, no dad – it would seem that education remains, too often, the province of the mother.

Things got off to an immediately bad start:

Mother: I am so surprised that you have asked us in to discuss Mark’s results and his behaviour. Quite frankly, my husband and I think that this is about Mark’s teachers, not Mark. His sisters think so too. We simply don’t believe that he is the problem – your teachers are. We don’t see any of this behaviour that’s been described, at home. He is such a good kid, a perfect kid, really.

Me: Thanks for that. Gosh, no problems at home? Then that is challenging – perfect behaviour at home and an inability to meet our expectations at school – in any of his classes. What do you think is happening? What can we do to get more of Mark’s home behaviour, here at school?

Fortunately, memory has erased the full script of the conversation as it unfolded. Needless to say, we didn’t reach the sort of agreement or understanding I was thirsting for. And what came to pass was that this young man’s poor behaviour entered the public arena, the police arena, the legal arena on a number of occasions into the future. On hearing of this, each time, I replayed our conversation and winced, I felt a degree of

responsibility for my own part in an unsuccessful conversation.

I also pondered about the message Mark heard when his mother said, “His behaviour at home is perfect.” Because, in that moment he had his personal accountability snatched away. And Mark learned, through those words, that in a public forum, in the face of an authority figure, his mother would lie for him.

Sometimes we do forget that “those skills on the more positive side of human nature have to be taught, have to be modelled, have to be practiced.” (Greene)

Before we get too self-righteous, Greene also reminds us that “the kids we often find most difficult are the kids who need our empathy the most.” Words matter. Lessons in accountability are gifts for life. But empathy needs to be our first step, always.

Dr Linda Evans | Principal

REFERENCES

Greene, R. (n.d.) Lives in the Balance. Accessed February 15, 2025. https://www.livesinthebalance.org

Voigt, Adam (2020) Voigt, A. (2020). Restoring teaching: How working restoratively unleashes the teacher within. Adam Voigt.

Never Ever Ring The Bell ...

Fri, 31 Jan 2025 02:34:46 GMT

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 Fairholme to 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 Fairholme is 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 Fairholme – especially at difficult times. In 2011 when floods ravaged Toowoomba and so much of Fairholme was 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

An exchange of a lifetime

Thu, 23 Jan 2025 05:28:00 GMT

Fairholme College 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 Fairholme College and explore all that Rugby School has to offer.

Fairholme College High-Performance Sport Program Launch

Mon, 20 Jan 2025 04:13:18 GMT

Fairholme College 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 Fairholme Old Girl Tatum Stewart was the guest of honour, returning to her alma mater to help unveil the program.

‘It’s super exciting for these Fairholme students 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.

Fairholme has 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 Fairholme teams 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 Fairholme College sports program.

Applications close midnight AEDST Sunday 2 February 2025.

Logging in to My Fairholme

jai@clearpixel.com.au (Jai Warner) — Thu, 16 Jan 2025 00:46:38 GMT

How do I log in to My Fairholme and stay logged in?

Open the My Fairholme site on Desktop, or open the Fairholme College App on your phone.

Fairholme App (Mobile)

Tap the ‘My Fairholme’ button

2. Once prompted to log in enter your Username and Password your family received upon enrolment.

Note: The username entered is in the form of ‘first.lastname’. For example mary.smith

Note: Tap ‘Keep me signed in’ (before taping the sign-in button).
This will keep you signed in for up to 28 days. For your security you will be then required to log in afresh.

Setting up FaceID for iPhone (optional):

Open the Settings widget and tap Passwords;
Authenticate using Face ID, Touch ID, or Passcode;
Tap AutoFill Passwords;
Also, ensure Keychain is ticked/activated.

My Fairholme Desktop (Computer/Laptop)

At top right-hand corner on the Fairholme College site page click on the 'Quick Links' drop down menu then select ‘My Fairholme’

2. Once prompted to log in enter your Username and Password the family received upon enrolment. Note: tick ‘Keep me signed in’.

This will keep you signed in for up to 28 days. For your security you will be then required to log in afresh.

The Parent Dashboard (on the My Fairholme site)

Frequently Asked Questions…

2024: another extraordinary Fairholme year

Fri, 13 Dec 2024 05:00:07 GMT

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 Fairholme way 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 Fairholme Stage to the National Institute of Dramatic Art

Fri, 13 Dec 2024 01:21:03 GMT

For many aspiring actors, the dream of stepping into the world of performing arts often feels like a distant fantasy. For 2024 Fairholme College 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 Fairholme Speech 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 Fairholme provided 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 Fairholme who 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

graeme@ido.com.au (Graeme Morris) — Tue, 03 Dec 2024 04:09:34 GMT

“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 Fairholme airspace, 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

Tue, 12 Nov 2024 01:16:10 GMT

In just a couple of days, Fairholme College 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 Fairholme began in early 2023, and while her time at the school has been brief, her experience has left a lasting impression.

Lauren transferred to Fairholme College at the start of Year 11, facing the challenge of adjusting to a new environment. ‘It was scary,’ she recalls with a smile, ‘but Fairholme was 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 Fairholme after 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 Fairholme experience 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. ‘Fairholme has 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 Fairholme has 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. ‘Fairholme has 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

Mon, 11 Nov 2024 23:01:47 GMT

Penne Skene joined Fairholme as 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 Fairholme right 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

Mon, 11 Nov 2024 03:59:41 GMT

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 Fairholme sisterhood – 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

Sun, 27 Oct 2024 23:06:59 GMT

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

Fri, 25 Oct 2024 04:11:08 GMT

How do I make a payment in myFairholme?

Open the Fairholme College App on your phone or open the My Fairholme site on Desktop .

Fairholme App

Tap the 'My Fairholme' button.
You may have to log into the myFairholme portal with your username and password.

My Fairholme Desktop (Computer/Laptop)

When the myFairholme website 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

Thu, 24 Oct 2024 01:33:11 GMT

Although Year 7 Boarder, Giaan Zammataro, has only been here at Fairholme for a short time she has already enriched the Fairholme culture 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 Fairholme after hearing about it from some friends. She was drawn to Fairholme by 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 Fairholme boarding 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 Fairholme community 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

Thu, 24 Oct 2024 00:56:53 GMT

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

Year 10 Fairholme College 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 Fairholme offers,’ 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)

Thu, 24 Oct 2024 00:20:46 GMT

“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 Fairholme and 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 Fairholme footsteps 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 Fairholme education 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

graeme@ido.com.au (Graeme Morris) — Tue, 10 Sep 2024 22:27:15 GMT

Storytelling, building connections, and engaging our community is irreplaceable in the marketing strategy of a school. Fairholme Marketing 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 Fairholme to 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

graeme@ido.com.au (Graeme Morris) — Tue, 10 Sep 2024 22:17:53 GMT

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

Fairholme College 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 Fairholme community.

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 Fairholme involves two flights—from Groote to Cairns, then Cairns to Brisbane—followed by a drive to Toowoomba.

Audrey’s family chose Fairholme College 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.

Fairholme College 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.

graeme@ido.com.au (Graeme Morris) — Tue, 10 Sep 2024 00:30:01 GMT

I enjoy watching Fairholme sport, 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 Fairholme play 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)

Fairholme College Principal Announcement

graeme@ido.com.au (Graeme Morris) — Thu, 08 Aug 2024 07:13:16 GMT

Dear Members of the Fairholme Family

I am pleased to inform you of an important development at Fairholme College on behalf of the Fairholme College 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 Fairholme College, 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 Fairholme community 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 Fairholme College. 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

Mon, 05 Aug 2024 04:30:15 GMT

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

Mon, 05 Aug 2024 04:03:15 GMT

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

Mon, 05 Aug 2024 03:54:27 GMT

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 Fairholme Equestrian 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

Mon, 05 Aug 2024 03:02:17 GMT

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 Fairholme College’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 Fairholme while she studies Primary Education), Amy Fischer (part of the Fairholme College 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 Fairholme is 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 Fairholme College Pathways Centre which focuses on helping girls be prepared for their future outside the College.

Dads Dinner with Dipper

Mon, 05 Aug 2024 02:25:15 GMT

The annual Fairholme Fathers’ 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 Fairholme families 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

Mon, 05 Aug 2024 02:02:59 GMT

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

Thu, 25 Jul 2024 04:39:06 GMT

While the inaugural Fairholme Old 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 Fairholme Old Girls’ Association (FOGA) presented a cheque for $5000 to Principal Dr Evans for a scholarship bursary for a deserving Fairholme student. 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 Fairholme education.

FOGA President Georgia Stafford said, “The Fairholme spirit 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

graeme@ido.com.au (Graeme Morris) — Wed, 10 Jul 2024 02:28:28 GMT

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 Fairholme and 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 Fairholme student 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

graeme@ido.com.au (Graeme Morris) — Wed, 10 Jul 2024 02:14:52 GMT

For the fourth consecutive year our Fairholme Equestrian 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…

graeme@ido.com.au (Graeme Morris) — Fri, 05 Jul 2024 01:49:09 GMT

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

I find myself at the inaugural Fairholme Old 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 Fairholme Old 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 Fairholme story.

Each Fairholme story 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 Fairholme girl 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 Fairholme Old 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 Fairholme – 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

Mon, 17 Jun 2024 03:27:06 GMT

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 Fairholme and 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 Fairholme since 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

graeme@ido.com.au (Graeme Morris) — Mon, 17 Jun 2024 03:14:56 GMT

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 Fairholme College 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 Fairholme students 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 Fairholme students 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

graeme@ido.com.au (Graeme Morris) — Mon, 17 Jun 2024 02:28:07 GMT

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…

graeme@ido.com.au (Graeme Morris) — Mon, 17 Jun 2024 01:56:37 GMT

When Melinda Tankard-Reist spoke to parents from Fairholme, Glennie and Toowoomba Grammar, at Fairholme a 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.

Fairholme Father takes on the role of P&F President

Fri, 17 May 2024 02:48:17 GMT

As one chapter closes for Fairholme College’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 Fairholme P&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 Fairholme parent to three daughters — Libby (Year 11), Sophie (Year 7), and Zara (Future Fairholme Girl) — 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: Fairholme Open Art Prize Student Encouragement Award Winner

Fri, 17 May 2024 02:39:01 GMT

In a showcase of talent and cultural heritage, Year 11 Boarder, Kaylah Daniel-Stafford, has once again made a mark in the Fairholme Open 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 Fairholme College.

‘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?

Fri, 17 May 2024 01:58:45 GMT

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 Fairholme girls – 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

Fri, 05 Apr 2024 02:18:40 GMT

The Fairholme Step 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 Fairholme Step 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 Fairholme Step 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 Fairholme Step 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

Fri, 05 Apr 2024 02:09:41 GMT

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

Fri, 05 Apr 2024 01:52:50 GMT

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 Fairholme College 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 Fairholme with one or more Vocational Education qualifications. In addition to this, some Year 12s left Fairholme with 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, Fairholme students 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 Fairholme Health 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 Fairholme Pathways 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 Fairholme with 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

Tue, 27 Feb 2024 02:38:28 GMT

For Year 7 Boarder, Arabella Muenster, life at Fairholme College 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 Fairholme offers 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 Fairholme Equestrian 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

graeme@ido.com.au (Graeme Morris) — Tue, 27 Feb 2024 02:31:18 GMT

Fairholme is 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 Fairholme College’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.

graeme@ido.com.au (Graeme Morris) — Tue, 27 Feb 2024 02:20:51 GMT

Q & A with Teacher of Humanities, Alice Mason Fairholme Old Girl turned Fairholme Teacher, 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 Fairholme was 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 Fairholme changed?

It has been nine years since I graduated, and I think Fairholme is 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 Fairholme apart, both as a student and now as a teacher?

There is a special sense of belonging you have as a Fairholme student, 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 Fairholme student?

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

graeme@ido.com.au (Graeme Morris) — Tue, 27 Feb 2024 02:11:23 GMT

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 Fairholme offers 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 Fairholme in 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 Fairholme College 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 Fairholme College. 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

graeme@ido.com.au (Graeme Morris) — Tue, 27 Feb 2024 02:04:13 GMT

Please Just Say You’re Proud Of Me

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

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

Tue, 06 Feb 2024 23:20:54 GMT

When the news emerged that Fairholme teacher 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 Fairholme College 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 Fairholme – 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 Fairholme girls 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 Fairholme likes 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

Wed, 17 Jan 2024 02:27:29 GMT

“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

graeme@ido.com.au (Graeme Morris) — Thu, 11 Jan 2024 02:24:01 GMT

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 Fairholme community.

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 Fairholme so much.’

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

Triumphs Abroad

graeme@ido.com.au (Graeme Morris) — Wed, 10 Jan 2024 01:18:48 GMT

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

Alongside her fellow Fairholme alumnae—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 Fairholme College.

‘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

graeme@ido.com.au (Graeme Morris) — Fri, 15 Dec 2023 04:14:18 GMT

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 Fairholme way 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

Wed, 29 Nov 2023 01:21:54 GMT

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

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 Fairholme in 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 Fairholme family, always a Fairholme family.

Radiant Horizons

Mon, 13 Nov 2023 23:56:50 GMT

When Bella Horsburgh embarked on her journey at Fairholme College 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 Fairholme Boarder 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 Fairholme is 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

Mon, 13 Nov 2023 01:54:38 GMT

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. Fairholme was 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 Fairholme wasn’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

Mon, 13 Nov 2023 01:17:44 GMT

“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 Fairholme sisterhood 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

Mon, 13 Nov 2023 00:28:19 GMT

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 Fairholme Mothers’ 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

Sun, 12 Nov 2023 23:12:29 GMT

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 Fairholme from 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 Fairholme community.

‘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 Fairholme and 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.

Fairholme Fashion Week

Thu, 26 Oct 2023 03:09:10 GMT

Fairholme Fashion Week - sponsored by Enterprise Legal - brought an electrifying burst of creativity and style to the campus.

Fairholme students 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 Fairholme Fashion 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 Fairholme Fashion 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

Thu, 26 Oct 2023 02:37:54 GMT

Thanks to the Fairholme Pathways 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 Fairholme students 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 Fairholme and can’t wait to see where Amelie’s passion for education takes her over the coming years.

City to country

Thu, 26 Oct 2023 02:25:25 GMT

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 Fairholme each 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.

Fairholme students dive into swim teaching

Thu, 26 Oct 2023 02:16:21 GMT

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 Fairholme Aquatic 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.”

Fairholme Learn 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 Fairholme Aquatics Swim School program, get in touch with Fairholme Aquatic Centre by emailing fast@fairholme.qld.edu.au or phone 07 4688 4658.

At Least ...

Thu, 26 Oct 2023 02:04:12 GMT

‘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

graeme@ido.com.au (Graeme Morris) — Sun, 01 Oct 2023 23:56:22 GMT

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

Mon, 11 Sep 2023 00:34:55 GMT

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 Fairholme teams 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

Fri, 01 Sep 2023 01:40:19 GMT

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 Fairholme College 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

Fri, 01 Sep 2023 01:30:47 GMT

The Carrigan sisters are no strangers to the spotlight, having already graced the stage in many large dance productions.

Fairholme Year 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 ...

Fri, 01 Sep 2023 00:53:29 GMT

‘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 Fairholme time 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 ...

Mon, 21 Aug 2023 03:05:52 GMT

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 Fairholme staff – 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 Fairholme undertook 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 Fairholme education. 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

Mon, 07 Aug 2023 05:03:55 GMT

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 Fairholme Facilities 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

Mon, 07 Aug 2023 03:21:55 GMT

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 ...

Sun, 06 Aug 2023 23:08:18 GMT

'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 Fairholme post which shows our Fairholme cross 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

Tue, 20 Jun 2023 06:40:26 GMT

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 Fairholme College 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 Fairholme as a Student

Tue, 20 Jun 2023 06:34:43 GMT

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 Fairholme College, 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

Tue, 20 Jun 2023 05:31:10 GMT

Fairholme art student Kadence Wilson fulfilled a lifelong goal as she exhibited her photography for the first time at the Fairholme Open 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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Disconnect…

Tue, 20 Jun 2023 05:18:54 GMT

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 Fairholme staff 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@Fairholme College

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…

Thu, 18 May 2023 03:16:43 GMT

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

Thu, 18 May 2023 03:02:24 GMT

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 Fairholme Art 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 Fairholme and a hugely supporting and guiding influence.

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The Middle can be marvellous

Thu, 18 May 2023 00:12:07 GMT

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

Wed, 17 May 2023 23:47:13 GMT

In a world where breaking barriers and defying expectations has become a norm, one young Fairholme student 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

Wed, 17 May 2023 23:44:54 GMT

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

Wed, 17 May 2023 23:38:23 GMT

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

Fri, 14 Apr 2023 05:28:27 GMT

“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!

Tue, 28 Mar 2023 05:02:32 GMT

With its fast-paced nature and emphasis on teamwork and communication, netball has become a favoured sport amongst Fairholme girls

Netball is a popular sport among girls at Fairholme College, 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

Tue, 28 Mar 2023 04:56:41 GMT

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

Tue, 28 Mar 2023 04:50:03 GMT

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 Fairholme Boarding 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 Fairholme Boarding 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 Fairholme to 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

jai@clearpixel.com.au (Jai Warner) — Mon, 06 Mar 2023 01:01:02 GMT

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 myFairholme email 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.