Newsletter
Week 3 Term 2

The importance of student voice

A colleague recently shared with me a thought-provoking opinion piece from the Sydney Morning Herald (April 29) calling for the voice of students to be included in the national discourse on home-based learning. The author claimed that the views and feelings of students are being ignored, before raising critical questions: How are students faring? What is and isn’t working for them? Are they willing to risk their health going back to school?

A fourth question provocatively asked - Has anyone bothered to ask?

As I read the final question, my immediate and quite audible response was a resounding, “Yes, we have!”

At BGS, we have not only bothered to ask our students how they are coping and what is and isn’t working for them, but we have also done so from the very first week of home-based learning in Term 1. We have collected and analysed their views on a weekly basis and responded quickly to feedback that identified their wellbeing and academic needs.

Importantly, we have sought to capture an authentic student voice, shaping weekly questions in response to trends and issues emerging in the data. These surveys provide data and findings that are immediately useful to academic and wellbeing leaders, allowing us to optimise outcomes for our students during home-based learning.

At a macro level, the data has been used in a multitude of beneficial ways, including:

• to guide infrastructural decision making (e.g. timetabling);
• to promote online classroom approaches that students identify as being the most productive for their learning;
• to design targeted professional learning activities for teachers that support their use of digital technologies and assist them to design activities that promote student thinking; and
• to identify and respond to school-wide, year level specific, and discipline specific issues that emerge.

Key themes have emerged in our students’ response to the home-based setting, providing useful information about their developing learning dispositions and the ways they have adapted to change. As a result, we have greater insights into what activities our students perceive to be most valuable to their learning. This information has been shared with academic leaders who are leading conversations with teachers about adjusting online classroom practices to be responsive to the boys’ experiences and learning preferences.

On a micro-level, the data has been profoundly important. In the weekly student survey, we ask a series of questions about how boys are coping (how they are feeling, their level of exercise, sleep quality and learning productivity) so we can track how individual students are travelling. If an individual student responds in a manner that is of concern, his responses are immediately flagged with Heads of Year so that they can make contact to check-in and provide support. Form Tutors also make use of student wellbeing data in their daily Tutor Group conversations with boys, and during formal check-ins on Monday mornings and Thursday afternoons.

As we shift our attention to planning for a full transition back to on-campus learning, it is again an evidence-informed approach that is shaping our decision-making. We have a wealth of valuable learning from this period, and we are considering the structures and practices that can be leveraged to help our transition back to the formal classroom to build our post-pandemic ‘new and enhanced normal.’

We are already addressing the third question in the Sydney Morning Herald article - Are they willing to risk their health going back to school? – having acted recently to seek student input on the topic. While we must abide by government directives, we have asked our students how they feel about the impending return, offering them the opportunity to express their concerns and their hopes. Their responses will allow us to plan appropriately, anticipate and respond to challenges to create a successful transition for all.

The COVID-19 pandemic has been an unprecedented challenge and has required our rapid response to government directives within time limitations. It has been our responsible commitment to an evidence-based process that has kept us grounded; guiding and enabling us to identify issues and respond early, flexibly and personally. Through this approach, we have proudly prioritised the very student voice called for in the Sydney Morning Herald article.

In closing, I would like to express thanks to the many parents who have provided their feedback. Your support, advice, and challenge have really helped us understand what is working, not working, and how we can successfully emerge from this situation together in a stronger position than we entered – as individuals, as families and as a community.

Accompanying this article is an infographic that provides a snapshot of data activity and the key themes that have recently emerged.

We are excited to welcome back Years 11 and 12 students to school on Monday 11 May. We are looking forward to their return to campus and the added connection that the face-to face environment enables. We understand that some parents of Years 11 and 12 students may choose to keep their son at home due to concerns about COVID-19. Please get in touch with your son’s Head of Year if that is the case.

It is anctipated all other year levels (Years 5 to 10) will return to school on Monday 25 May 2020 (Week 6). This is expected to be announced on Friday 15 May. The current home-based learning arrangements will remain in place for Years 5 to 10 students until that time. Students of essential workers and vulnerable children in Years 5 to 10 will continue to be able to attend school for supervision.

To safeguard all students and staff, it is important that students who are unwell remain at home. The BGS Health Centre will communicate with families of vulnerable students to provide direction around a return-to-school plan.

Plan for upcoming three weeks

The following summary outlines essential information about the transition back to on-campus teaching and learning:

Week commencing Monday 11 May. The current timetable will continue for all students until Friday 15 May in order to complete the pre-planned 10-day cycle.

• Year 11 and 12 students will have their lessons delivered in classrooms.
• Years 5 to 10 students will continue to receive their lessons online.

Week commencing Monday 18 May. The School will transition to a six-period timetable cycle.

• Years 11 and 12 students will have their lessons delivered in classrooms.
• Years 5 to 10 students will continue to receive their lessons online.

Week commencing Monday 25 May. The School will move to the regular timetable.

• All students will be back on campus (pending confirmation by Queensland Government).

Information for Years 11 and 12 students

BGS recognises the critical importance school activities and routines play in restoring feelings of normality and social equilibrium. Consequently, time to re-establish social connections and learning routines will be factored into the transition process as our Year 11 and 12 students return to campus.

Social distancing will be required and explained to students. This week, we installed additional signage, floor markers and seating labels to promote social distancing. The School’s cleaning and sanitation processes have been intensified.

The School continues to have high expectations for Years 11 and 12. The boys are to return to school in their full winter uniform with their hat and with a hair style that meets school protocols.

Tutor Groups will commence at 8.15am on Monday 11 May. Period 1 will be a Student Wellbeing Curriculum lesson that includes a virtual year level assembly, ahead of boys moving into their academic classes for the remainder of the day. Classes will conclude at 3.00pm.

All Years 11 and 12 students will be emailed their individual timetable and room allocations shortly for next week. Note the additional details below:

• Additional sessions in English and Maths have been timetabled, in recognition of the Internal Assessment priorities in these subjects, particularly for Year 12.
• The extensive support available for students via Teams and Canvas will continue.
• Heads of Year will be closely monitoring and tracking students. Parents are encouraged to make contact should any concerns arise during the transition process.

The Tuckshop will be available for students with measures in place to practise social distancing.

There will also be additional measures implemented to control student movement around the campus and our cleaning regimes increased, especially in high traffic and practical activity zones.

Student Services will be available to provide support and guidance as required.

Drop-off

Arrangements for the drop-off of students in the morning will remain unchanged as there is minimal social gathering in this process.  We will monitor the drop-off behaviour to determine whether any modifications are required.

Pick-up

Commencing 11 May 2020, the pick-up area will open earlier from 3.10pm. Students will be required to wait in designated year group zones to minimise cross-contact. The year group zones will be clearly marked as follows:

• Years 5 to 8: entry side adjacent to Middle School
• Years 9 and 10: turning side near Music Block
• Year 11: central island
• Year 12: exit side adjacent to Gregory Terrace

Brothers should wait together in the zone of their youngest sibling.

The above procedure will be monitored and modified if required. Parents and guardians are kindly requested to be patient during pick-up and respectfully follow any instructions from our staff and traffic controllers.
 

 

Mobile phones

Due to the COVIDSafe app, the School has decided to temporarily change the mobile phone policy to allow Senior School students to carry their mobile in their pocket.

GPS Sports and Activities Update

The Great Public Schools Association of Queensland (GPS) released a statement today outlining a plan for a staged return to Sport and Activities. Read the article below from the Deputy Head Co-Curriculum for the details.

Thank you

As we transition to a return to campus, I would like to thank parents and guardians for their support. I also commend our students for their engagement during this difficult period.

It will be important over the coming weeks that students remain committed to their studies as we transition back to the traditional mode of teaching. For Years 5 to 10 students, I encourage you to remain focused over the coming weeks and continue to use GrammarFit and GrammarWell.

For the latest updates from the School, please visit the COVID-19 Advice for BGS Community section on the BGS website.

An evidence-informed approach

We have a number of processes in place to monitor boys’ wellbeing and learning during the home-based learning period. Our Learning Organisation Team is collecting information from a range of sources to learn about boys’ experience, allowing for evidence-informed decisions.

One of the ways we are collecting information is through a weekly student survey. For more insights on how this data is being used, I encourage you to read the lead article by Executive Director – Educational Innovation Jacqui Zervos.

The School is also surveying teachers and parents fortnightly. Data from both surveys is analysed, and themes are addressed as they emerge. For example, trends from the Term 1 staff and parent surveys contributed to the decision to lengthen lesson times in Term 2 and provide additional structure for the consolidation period.

We are all learning through this process and we are actively seeking to listen to our stakeholders. Our goal is to be evidence-informed in our response to the data collected so we can provide the best learning experience possible for our boys. Thank you to those of you that have contributed to our surveys – it has truly helped us understand what is working and how we can improve.

If you have any concerns, please contact your son’s Head of Year via email or phone. They will then be able to assist you in accessing the information you require.

Director of Student ServicesDale Nicholas

On Monday 11 May, Years 11 and 12 students return to campus. In the next few weeks, we anticipate the return of all students to Brisbane Grammar School. Students will be moving from the home space to the school space, and we have developed five easy tips based on the concept of SPACE for the return of students.

Sleep
It is important for boys to get their sleep patterns aligned with a return to school. This means slightly earlier bedtimes should be considered in planning your son’s to return to school. Having a period of quiet time, without any electronic devices, before bed can help boys wind down at the end of the day.

Preparation
Boys should start getting their return to school materials organised. Now is a great time to clean school shoes, find lunchboxes and dust off the blazer in preparation for a return to school. Make sure students are prepared to follow hygiene protocols.

Adjustments
While we have missed boys’ presence on campus, their return means a readjusting to normal school routines and expectations. We need boys focused on their work in class. Parents can help their boys prepare to return to school by reminding them that their core business as a learner involves attending to set tasks, being a good friend and adhering to the expectations of students at BGS.

Connection
It is important for boys to continue to connect with their friends as we transition to a full return to school. The boys are eager to get back, and it is important to maintain these connections until all students return.

Exercise
It is important for boys to continue to exercise daily to facilitate physical and mental fitness.

Director of Boarding
Berian Williams-Jones

Almost concurrently with the Queensland Government’s announcement that students in Year 11 and 12 would return to school, the Australia Health Protection Principal Committee published new guidelines for the operation of boarding houses across Australia.

Previously, we were required to restrict the number of boys in line with the number of bathroom facilities. The new guidelines instead empower us to risk asses our facilities for their safe operation. In adhering to the direction of the AHPCC, it is likely we will only have an initial capacity for 35 boarders, based on the safe operation of boarding houses.

This has been a very welcome development that will enable us able to accommodate many of our Years 11 and 12 boarders. It will be wonderful to welcome back so many young men who call Harlin House home.

Of course, significant challenges remain. Boarding houses and similar facilities will need to operate under stringent guidelines in the coming weeks. To minimise casual contacts, we will disperse our boarders throughout Harlin House, and SW Griffith House in due course. We will also enforce rigorous cleaning regimes to sleeping areas, shared spaces, kitchens and bathrooms. Daily testing of all staff and boarders will continue, and entrants will to the House and the Dining Hall will be limited.

Perhaps most challenging for us all will be the need for Harlin House to operate as a semi-closed community, where all forms of Leave will not be possible. It certainly won’t be easy, and there are a few boys who need haircuts and essential items (or treats) to keep them going. Thank goodness for Mrs Dunn and her toiletries bingo!

As all begins to change once again, I have been prompted to consider the changes I would like the community to keep doing. For me, I have enjoyed the increased frequency of contacts to home. I have valued the tales and the details that parents have shared, and the images of their boys just being boys. Most of all, I have enjoyed the privilege of representing BGS Boarding and being part of their family. I most certainly will seek every way possible to maintain that level of communication.  

As staff, we have also found ourselves compelled to meet more regularly to share the implications of the ever-changing challenges being placed before us. Monday evening has now become our weekly boarding catch up via Microsoft Teams, opening us up to a new way to connect. Our Boarding Tutors have shown dedication in how they have kept in contact with boarders and have offered great insight during our meetings.

I’ll end with a question or challenge. What changes will you keep (or introduce) as we begin to return to some form of normality? Will it be a resolution to keep doing something new, or will it be re-starting a regime or hobby? Have you discovered a new passion or appreciation for something you shouldn’t take for granted? I urge you not to miss that opportunity to reflect on how the past few weeks have gone and set some goals for the days, weeks and months ahead.   

Priorities and Developments

Over the past few weeks, the Outdoor Education Department has been focused on the following priorities:

1. Engaging with the Year 8 cohort via home-based Outdoor Education;
2. Infrastructure development at Pepperina Hill;
3. Site development for rock climbing on Pulpit Rock at Bitenbar; and
4. Outdoor Education options for the remainder of 2020.

The Year 8 cohort are being presented with one outdoor-related task each week, starting with a reflective task on their outdoor experiences to share with their peers. Some students chose to share a photo and their thoughts from a past Moogerah Outdoor Education experience, while others shared experiences ranging from mountain biking to skiing and surfing. To watch the full review of student submissions from Task 1, click here.

Infrastructure development at Pepperina Hill has involved finalising several ongoing maintenance projects and upgrades. The boat ramp erosion has been filled and shaped for safer paddling access to the water, the rock-climbing tower activity has been upgraded and an we are currently upgrading the ropes course.

Pulpit Rock is the volcanic rock feature at Bitenbar, the School’s remote expedition site for Outdoor Education camping and activities away from the centre at Pepperina Hill. The rock-climbing site at Pulpit Rock now has four 15m to 25m top rope climbs and a 25m abseil installed, inspected and ready for student use. These are designed for the Year 10 program as a peak experience for height activities during their final class experience at Moogerah.

The Outdoor Education team has also collaborated with GrammarFit for a special 30-minute fitness workout at Moogerah. Click here to start the workout and stay tuned for the next stream of Outdoor Education GrammarFit.

Director of Student Wellbeing Programs
Philippa Douglas

Connecting with our community

Since the launch of GrammarWell, we have received a wonderful response to the activities in the Connecting with Community section. Below is a collection of some of the submissions. 

We recently added a BGS Writing Challenge that encourages students to be creative in an original written response to the theme: From where I sit. The best responses will be published in The School Window. 

Artists in Residence

BGS Art has been fortunate to have a long-standing tradition of hosting Artists in Residence, with funding from the Art Support Group. Authentic experiences and engaging with artists is a hallmark of a quality art education program. We are thrilled to have a new artist – National Photographic Portrait Prize (NPPP) finalist Jason McNamara – to introduce to our students in 2020. 

The NPPP exhibition is selected from a field of entries, reflecting the distinctive vision of Australia’s aspiring and professional portrait photographers and the unique nature of their subjects. McNamara’s work Willie ‘Bomba’ King (2019) features ‘Bomba’, a local Ipswich resident.

The NPPP is held annually at the National Portrait Gallery in Canberra. Click here to view all of the 2020 finalists.

Years 10 and 11 Art students were invited to explore a virtual gallery and exhibition of McNamara’s work and were given the opportunity to ask an ‘Inquiry Question’ regarding his practice. During the online Q&A session facilitated by BGS Art teacher Ms Kimberley Kovacevic, a shortlist of questions was asked.

The Q&A was recorded and provided to students as a source of reference. This will enable boys to reflect on their own art practice and inform future units of work for this term: Year 10 ‘Self-Portraits’ and Year 11 ‘Art as Code’ body of work.

It was a wonderful experience for all involved as we continue to support artists and our students in their journey to success.

Ms Kimberley Kovacevic – Art Teacher
Ms Angela McCormack – Head of Art

The Duke of Edinburgh (DofE) participants have been exceptional in their persistence and commitment to continue working on their award during COVID-19 restrictions while exhibiting the DofE values of endeavour, teamwork, leadership and community.

The obstacles and personal challenges that COVID-19 restrictions have presented our DofE boys have also provided them with an opportunity to problem solve alternative options which can be conducted at home, or in line with government social distancing guidelines.

These include swimming laps in their pool at home, learning how to play the guitar via YouTube tutorials, learning a new language using different language phone apps, and knitting wildlife care pouches.

Year 9 students Harry Cardell-Ree and Rahul Kumar, who are participating in the Bronze Award, have modified their skill section goals. Harry has set himself a culinary skill challenge, which is achievable from home. Below are reflections of their experiences.

"These pictures show the making of a fine Italian meal: pizza. While pizza is a simple dish to cook, it is a substantial meal. This combined with its popularity makes pizza well worthwhile learning to make. My goal for the Duke of Edinburgh skill section is to be able to make five meals from each of these cuisines: Italian, French, Chinese, English and Mexican. One down, 24 to go! The Duke of Edinburgh experience will be more challenging at home, however it may be more valuable as it could teach me to be even more self-directed and to be resourceful. So far, the experience is enjoyable." - Harry Cardell-Ree

"My skill for DofE that I chose was web design. Throughout the 13 weeks given to me, I want to be able to create a fully functioning website using HTML. While the experience of completing DofE at home has been very different from completing it while still attending school, I wouldn't say it was worse. I am still able to contact my supervisors about any questions I have, and the software I use to code is available on any computer. Overall, my experience of DofE at home, while different, has been thoroughly enjoyable." - Rahul Kumar

It is an interesting time for us as teachers and, of course, for the boys as learners, as we continue adapting. Home-based learning has provided the boys with the opportunity to discover more about themselves as learners, and this is something we will build upon when they return to campus.

In the Middle School, we spend a great deal of time focusing on learning dispositions – those behaviours required of effective thinkers and self-regulated learners. Each week, I take great interest in the student survey data and continue to be intrigued by the boys’ honest and perceptive reflections, particularly in terms of the behaviours they are developing (or lacking) while learning from home.

This experience has helped boys to value persistence and resilience, to recognise the importance of being organised and has forced many to explore different ways to seek help when they don’t know what to do – all of which are fundamental to learning.

While I very much look forward to the day students return to school, I would like boys to use the next few weeks of home-based learning to not only focus on what they are learning, but also how they are developing into more productive learners.
 

Interwing Cross Country

Over the next two weekends, we are challenging Middle School students to participate in the inaugural Middle School Strava Interwing Cross Country.

Our goal is for the Middle School boys to record as many kilometres as they can for their Wing over four days. The recording days will be Saturday 9 May to Sunday 10 May, and Saturday 16 May to Sunday 17 May.

During these days, the boys can record their total kilometres for one or more runs. The winning Wing will be the team that logs the most kilometres over the four days.

Our serious runners can also nominate their fastest 1.6km time to be in the running for year level MS Mile champion. Boys can choose whatever course they like, but the gradient must be predominantly flat (not completely downhill).

The first part of the process requires the boys to sign up to Strava. Parents will need to sign up on behalf of boys under 13 years of age. Parents are also required to supervise the boys while running, although parents’ distances do not count toward the Wing total! For more information, please click here.

If you are willing to submit photographs of your family team dressed in your best Wing colours, please send them to ms.reception@brisbanegrammar.com.

 

Winter Uniform

A reminder that Winter uniform has now commenced. Middle School boys who are attending campus are required to wear their BGS jumper to and from school.

The impending return of some of our students next week has provided great energy among the Cocurricular team this week. We are planning for the months ahead, while supporting our students who are learning, training and rehearsing at home.

Following several GPS meetings this week, an update on GPS Sport and Activities is available here. The GPS statement outlines a plan for a staged return to sport and activities.

Over the coming weeks, as we look to take tentative steps towards returning to training and rehearsals, the Acting Headmaster David Carroll and I will continue to keep our community informed. 

Our objective is clear: we seek to provide an opportunity for all students to compete and perform for BGS in their chosen Cocurricular pursuit this year. To that end, we will survey our students early next week, seeking their sport and activities preferences for the remainder of the year, should the GPS alternate competition modelling for Term 3 progress, as we hope it will.

I am pleased to report that over the last three weeks, BGS students have logged over 6500 training sessions across a wide range of sports.

GrammarFit has also just hit its 2000th session milestone. We had the pleasure of welcoming former Socceroo Matt McKay ’00 and Queensland Reds player Fraser McReight ’16 for filming this week. The BGS Old Boys worked on the advanced stations to guide boys through at-home workouts, which will be streamed next week. Show us how you GrammarFit by submitting photos here.

Please continue to encourage your sons to remain active and to log their training in the Training Diary, so that we can continue to support them.

BGS Cocurriculum has launched its own social media pages. Parents and boys are encouraged to like and follow our Facebook and Instagram pages to keep up to date with information.

For more information, please contact the BGS Cocurriculum Office at Cocurriculum@brisbanegrammar.com.

It has been heartening to hear stories of how important music has been for boys during isolation. The Music staff have been encouraged each day to see and hear what a difference music is making in the lives of our BGS community. Here is a snapshot of the feedback we have received from students about things they have enjoyed from the home-based Music program:

• "I learned what can be accomplished online and virtually, seeing how my orchestra can create music using recordings." – Year 8 student
•  “(Doing music) meant we could include more creativity in our school day, which is good.” – Year 8 student
•  “(My Music lessons) allowed me to access one of the most essential values of human society: communication. I am now able to do Music lessons, which impact my musical ability, school lessons which help with my studies and talk to peers about schoolwork. Before this, I was isolated from help from peers, but now it is possible to do so.” – Year 9 student
• “Practical tasks in Music lessons are valuable because it is a change from every other lesson.” – Year 11 student
• “A valuable learning experience I have engaged in this week was in an online Music lesson I had. The technology wasn’t working properly, so I had to adapt to my situation and decided to record myself playing my instrument. This experience is valuable as it has taught me to improvise when things aren’t going according to plan.” – Year 11 student
• “We did Music this week and that helped me with keeping in time with the rhythm.” – Year 5 student
• “I really enjoy (instrumental/vocal) Music lessons because someone talks and engages with me one-on-one.” – Year 9 student

All students have a different perspective on their home-based Music experience, but one thing remains the same; music is important!

I encourage everyone to listen to the below recording put together by the members of Grammar Voices and their conductor Mrs Colleen Guilfoyle. Boys recorded themselves individually singing their parts for the song Come to Me O My Love. They then combined their recordings and, with a little bit of careful editing, produced a choral performance. Enjoy!

I also encourage the BGS Music community to remain engaged with their music. I look forward to providing further updates as we transition back to face-to-face music experiences; whatever this may look like, we are no doubt looking forward to it.

Peter Ingram
Head of Music

The Art Support Group will hold a virtual meeting on Friday 22 May at 9.30am. If you would like to join, please forward your email address no later than Wednesday 20 May to kylietolhurst@bigpond.com. This will allow meeting participants to be set up.

We are excited to announce that the BGS Art Show will be online as a virtual show this year. More information will be shared with the community in the next few weeks.

The Brisbane Grammar School Art Show has been a fixture on the School’s cultural calendar for more than 50 years. Art allows us to express ideas, challenge preconceptions, tell stories and record our history. It has a way of bringing everyone together – all cultures and all levels of our society.

The BGS Art Show is not a student exhibition but rather a collection of professional artists works available for sale. It is organised by parent volunteers in the Art Support Group. Many works held in the BGS Art Collection have been acquired through purchases at this event using funds raised from the show. Other funds are directed towards Art education at BGS.

We are fortunate to receive wonderful support from sponsors each year. Traditionally the BGS Art Show plays a significant role in our community – from inspiring students seeing the collection in the lead-up to the show, to parents and guests celebrating and purchasing professional art works on the Gala Opening Night.

In addition, the BGS Art Show demonstrates to the wider community during Open Day that BGS truly offers a broad liberal education that values cocurricular activities and the Arts.

It is a special event that brings the school community together to include past, present and future students, along with their families.

Angela McCormack - Head of Art
Bronwyn Jerrard - President Art Support Group

Tuckshop +61 7 3834 5229
Grammar Shop +61 7 3834 5347
Roster Secretary Wendy Smith - wsmith@visis.com.au

Grammar Shop hours
Weekdays 7.30am – 11.00am

Tuckshop hours
Weekdays 7.00am – 2.00pm

The Tuckshop and Grammar Shop will remain open, but we won’t need any volunteers until all students return to school on Monday 25 May.

Term 2
Tuesday 21 April – Friday 19 June

Term 3
Tuesday 14 July – Friday 18 September

Term 4
Tuesday 6 October – Friday 27 November

Click here for more information on upcoming events.

The P&F Auxiliary is focused on ensuring it is able to provide a supportive and responsive service to BGS families. The Tuckshop and the Grammar Shop remain open until the end of term. However, there are changes to both shops due to COVID-19 regulations. These changes are detailed below.

Tuckshop

The Tuckshop is open and serving staff and students with a selection of fresh salads, wraps, drinks and hot food. We will ensure safety guidelines for social distancing and hygiene are maintained. 

The Tuckshop remains cash-free. My Student Account (MSA) cards can be topped-up online via My Grammar > My Student > Tuckshop Account. A low balance notification or automatic top-up can also be set via the Manage > Edit function.

Grammar Shop

All blazers submitted for embroidery are ready for collection. There are also a number of other pre-paid items in the shop awaiting collection. We recommend collecting these items before school resumes on-campus to avoid long queues.

To maintain social distancing parameters of 1.5m, it is not appropriate for our staff to fit uniforms. Parents are welcome to come to the shop and fit their son themselves is required.

Please call the Grammar Shop on 07 3834 5347 to discuss your needs. We can take orders and payments, place credits on accounts, and arrange for collection or delivery of items on a case-by-case basis. 

Joanne Villiers
P&F Auxiliary

Light Dark Blue: 150 Years of Learning and Leadership at Brisbane Grammar School is available for purchase. The beautiful 500-page hardcover book updates the BGS story with previously untold anecdotes, rare photographs and illustrations. With a limited print run, it is sure to become a sought after collector’s item. Standard edition and limited editions are available.

Click here to view all BGS150 merchandise – limited stocks remain.