Brisbane Girls Grammar School Gazette, Spring 2015

VOLUME

26

BRISBANE GIRLS GRAMMAR SCHOOL / SPRING 2015

IN THIS ISSUE PAGE 05 / EXCEPTIONAL RESULTS

PAGE 07 / SKILLS FOR THE FUTURE

PAGE 16 / BROADENED HORIZONS

PAGE 18 / CITIUS, ALTIUS, FORTIUS

CONTENTS

LETTERS

PAGE 01 /

We absolutely loved coming to Open Day this year.

There was so much to do and see and our family noticed how friendly and happy the students are. We cannot wait for our daughter to attend next year! Thanks for such a wonderful night.

STEWARDSHIP AND SUSTAINABILITY

by Ms Elizabeth Jameson

PAGE 02 / TO BE A LEADER IN EXCEPTIONAL SCHOLARSHIP

by Ms Jacinda Euler

PAGE 04 / SYSTEMATIC CURIOSITY IN TEACHING, LEARNING AND RESEARCH

by Dr Bruce Addison

My highlight was listening to the Prospective Parents Information Session with Ms Jacinda Euler. I loved hearing how your school accepts all girls from all over Brisbane, and how every girl is looked after and will find her place in the school.

KATHY DOCHERTY

PAGE 05 / EXCEPTIONAL RESULTS

by Mrs Anna Owen

PAGE 06 / SUCCESS TIMES TWO

PAGE 07 / SKILLS FOR THE FUTURE

by Mr Brendon Thomas

PAGE 08 / JUDICIOUS AND ETHICAL ACTION

by Mrs Anne Ingram

I would like to express my delight at seeing the front cover of Grammar Gazette, Volume 25 2015. The old girls in the background were my classmates when we started Grammar in February 1949. This photo was taken as these girls were leaving school at the end of our first day. We were all fourteen years of age and just as excited as the young girls in the front of the photo!

Now we are all eighty.

Thanks for the memories.

MARGARET ALTHAUS (MALTMAN, 1952) Margaret and Jeanette Lockey (Lolua, 1952) very generously helped with naming and dating the photo used on the Autumn 2015 cover of the Gazette – (left to right) Shirley Webber (Chambers, 1952), Alla Brunckhorst (Kravchenko, 1952), and Jeanette Lockey (Lolua, 1952).

PAGE 09 / ACTIVE SERVICE

by Mrs Lynne Mungomery

PAGE 10 / FACING CHALLENGES, FINDING CONNECTIONS

by Mrs Katrina Riveros

PAGE 12 / DESERT COLOURS ART TOUR

by Elizabeth Cox (12R)

I’m at ANU and I called our theatre complex for main lectures ‘Gehrmann’ the other day. Once a Grammar girl, always a Grammar girl!

PAGE 14 /

TIEN KELLY

BEYOND THE PICKET FENCE

PAGE 16 / BROADENED HORIZONS

by Mr James Seaha

Lindy Johnson @LindyLouJohnson Jun 17 Thank you @BGGS for terrific visual art exhibition opening. You understand the critical importance of #creativity #visual #Art in #education.

PAGE 18 / CITIUS, ALTIUS, FORTIUS

by Mrs Pauline Harvey-Short

PAGE 20 / MASTERING INNOVATION IN THE CLASSROOM

PAGE 21 / PURPOSEFUL COMMUNITY ENGAGEMENT

by Ms Michelle Allan

PAGE 22 / RANGAKARRA NAMED

PAGE 23 / OPEN DAY

PAGE 24 / NEW ERA IN GIVING BEGINS

by Ms Lea Walker

PAGE 28 / SUPPORTING OUR GIRLS

by Dr Fiona Harden

Front cover: ‘Brisbane Girls Grammar School’ Gregory Terrace, Spring Hill, Brisbane by Jan Jorgensen (Goeldner, 1960), oil on linen canvas Commissioned by Brisbane Girls Grammar School to celebrate its 140th anniversary. Officially unveiled at Grammar Women in the Arts, 15 October 2015.

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FROM THE CHAIR GUIDING PRINCIPLE

STEWARDSHIP AND SUSTAINABILITY

AUTHOR

Ms Elizabeth Jameson Chair of the Board of Trustees (Head Girl, 1982) ON BEHALF OF THE BOARD OF TRUSTEES, I AM PLEASED TO PRESENT BRISBANE GIRLS GRAMMAR SCHOOL’S STRATEGIC DESIGN 2016-2019 IN THIS ISSUE OF THE GAZETTE. As our 140th year draws to a close, it seems fitting to be launching the strategy that will guide us as we forge the next chapter in our School’s proud history.

This iteration of the Strategic Design has been very accurately described by our Principal Ms Euler as an ‘evolution, not a revolution’, building on the foundations that have supported Girls Grammar to flourish over many years.

As these pages reflect, we remain committed to our Aspiration and Intent which so clearly reflect our raison d’etre — educating girls. The four guiding principles endure, tweaked ever so slightly, but enhanced also by the addition of a fifth — Stewardship and Sustainability. While the Board enthusiastically subscribes to all five principles, it is this one which has a resounding connection to the role of the Trustees and the responsibility we hold as stewards of Girls Grammar, ensuring its longevity as a leading girls’ school for generations to come.

Stewardship and Sustainability recognise the importance of all people who contribute to the success of Girls Grammar — certainly the academic staff remain core.

Importantly too, they are supported by colleagues who ensure appropriate facilities and systems are in place to deliver an inspiring learning environment. Our collegiate and professional culture, combined with the School’s reputation as an employer of choice, will assist us in attracting and retaining staff who are leaders in their field and deeply committed in their roles. Through the thoughtful application of their knowledge and skills, they will strive to achieve exceptional outcomes for our girls.

The optimisation of our resources for the benefit of girls, staff and our community is a remit of the Board; the inclusion of sustainability in this principle reminds us of our responsibility to balance the needs of today with the needs of tomorrow. This will be realised through responsible fiscal management resulting in a robust financial position and the continued careful planning of outstanding facilities which can evolve to meet the changing needs of teaching and learning. Additionally, a reliable and secure ICT environment will be complemented by holistically designed systems that create a seamless flow of information, while key organisational processes and practices will be implemented, reviewed and documented regularly according to strategic priorities.

Writing the Brisbane Girls Grammar School’s Strategic Design 2016-2019 was a rigorous, creative and rewarding endeavour and I hope that as valued members of our School community it will inspire you, as we work together to realise our Aspiration, ‘To be a leader in exceptional scholarship’.

SPRING ISSUE / 2015

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TO BE A LEADER IN EXCEPTIONAL SCHOLARSHIP

broadens our outlook and opens young hearts and minds to possibility. This scholastic dedication to curiosity, intellectual rigour and an understanding of the importance of a life well lived has distinguished our School since its foundation in 1875.

AUTHOR

Ms Jacinda Euler Principal IN THE HISTORY OF ALL GREAT SCHOOLS THERE ARE DEFINING PERIODS, AND 2015 HAS BEEN AN EXCITING YEAR IN THE LIFE OF GIRLS GRAMMAR. WE INTRODUCED YEAR 7, OPENED THE RESEARCH LEARNING CENTRE, WELCOMED TWENTY NEW TEACHERS AND CELEBRATED 140 YEARS. THE CREATION OF A NEW STRATEGIC DESIGN, THROUGH A PROCESS OF EVOLUTION AND REFINEMENT, RATHER THAN REVOLUTION, HAS BEEN ANOTHER REWARDING ENTERPRISE. CONTAINED IN THE PAGES OF THIS GAZETTE, ARE STORIES AND REFLECTIONS THAT DEMONSTRATE HOW THE GUIDING PRINCIPLES OF OUR STRATEGIC DESIGN 2016-2019, TO BE REVEALED IN THE NEW YEAR, ARE WOVEN THROUGH A GIRLS GRAMMAR EDUCATION. Brisbane Girls Grammar School’s Aspiration remains ‘To be a leader in exceptional scholarship’. Scholarship is the intellectual endeavour of learning how to think, and deep thinking embraces the challenges of the world,

We have retained the Intent of the previous Strategic Design because it captures our purpose both eloquently and succinctly. I consider it something of a pledge to the girls. If we can honour and fulfil its promises, we will have achieved all we set out to achieve.

roud of our Grammar tradition we are a secondary P school that provides the educational platform for young women to contribute confidently to their world with wisdom, imagination and integrity.

It is the aim of Brisbane Girls Grammar School to ensure that our leadership in the provision of an exemplary broad liberal education, and reputation as one of Australia’s leading girls’ schools, is maintained and strengthened in the years ahead. Within a culture of deep learning – that stretches the boundaries between and within quality teaching, learning and thinking – we will strengthen our vibrant learning environment to foster exceptional scholarship.

As a school where teachers model intellectual passion, professional engagement, pedagogical expertise and curiosity, we maintain high expectations for our students, encourage adventure in learning and

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are committed to the development of the whole girl.

Outstanding academic results and student destinations reflect how Girls Grammar has prepared our girls for the finest tertiary institutions in the world and greatly varied future paths.

By cultivating an environment of judicious, ethical and purposeful engagement, all in our community understand that our actions should have a positive impact, and that this demands principled behaviour and doing what is right. We trust that our school environment will continue to be defined by people who engage honestly and ethically with one another and with the work and learning they do. Our healthy culture is evident in high levels of principled behaviour, respectful relationships and examples of good character.

The Strategic Design 2016-2019 acknowledges that leadership and advocacy should be demonstrated in a willingness – among Grammar girls and young women, alumnae and staff – to speak up, challenge the status quo and take direct action against injustice. An even more expansive international outlook and open-minded approach to life will be encouraged through meaningful engagement with affiliate schools, our own diverse Girls Grammar community and the wider world. A range of service activities will continue to be supported, in a focused and meaningful way, with natural partners aligned to our values and with avenues for direct involvement.

Through the ever-more-diverse opportunities and experiences at Girls Grammar we will inspire girls to dare to dream, without fear of failure, and to test the unfamiliar; they will develop enduring life and leadership skills and become resilient and adventurous in spirit. Challenged beyond the classroom to strengthen their minds and bodies, Grammar girls are adaptable young women who readily embrace challenge, experience growth through performance and develop grit and determination. Girls Grammar alumnae are leaders and role-models in many and varied fields and they acknowledge the value of their education and its impact on their life beyond school.

The Strategic Design 2016-2019 commits us to nurturing a culture of stewardship that will ensure resources are optimised for the benefit of girls, staff and our community today, while also strengthening the foundations for a sustainable and confident future. Brisbane Girls Grammar School will maintain, and continue to enjoy the support of, a strong and purposefully-engaged community that shares a belief in the importance of educating girls and values the finest traditions and aspirations in education.

We look forward to realising the goals of our new Strategic Design in the coming years so that Grammar girls of the future build on the legacy of the past and remain curious, principled, adventurous and balanced — leaders in exceptional scholarship.

SPRING ISSUE / 2015

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GUIDING PRINCIPLE

SYSTEMATIC CURIOSITY IN TEACHING, LEARNING AND RESEARCH

AUTHOR

embracing and implementing new approaches to student learning and engagement.

Dr Bruce Addison, Dean of Curriculum and Scholarship SYSTEMATIC CURIOSITY IN TEACHING, LEARNING AND RESEARCH FORMS THE FOUNDATION OF OUR CONCEPT OF EXCEPTIONAL SCHOLARSHIP. Such scholarship requires a high level of curiosity and creativity from both staff and students. At Brisbane Girls Grammar School our interpretation of a broad-based liberal education has ensured an intergenerational commitment to this ideal. The School’s culture of scholarship is one of deep learning in which academic disciplines are celebrated rigorously and creatively. Classroom practice is conceived to ensure that best practice is crafted as a partnership between teacher and student, enabling all members of our community to become confident in their ability to learn.

The centrality of teachers and teaching to student learning is pivotal. For many years, educational theory has downplayed the importance of teaching to student learning. While discovery learning and knowledge construction are essential twenty-first century skills, we believe that teaching matters. Teachers are not only the disseminators of information. Teachers must rolemodel the paths to knowledge acquisition wisely and creatively, challenging information and misinformation discerningly. Our academic staff must be leaders in the field, cognisant of extending traditional practice while

An inspired pedagogical relationship is needed in order to foster the necessary inquisitiveness and discernment required in this world of digital connectedness. Our world is one of new horizons and unlimited possibility.

Entrepreneurial thinking will increasingly be the currency of the digital economy. The post-school world experienced by our students will be very different from today’s.

Creating opportunities in a vastly different landscape will become an essential skill in a world where uncertainty is one of the only givens. Confidence, risk-taking and resilient growth from failure will become increasingly important facets of twenty-first century learning. Future success will depend on the ability to seize opportunities confidently and creatively.

Strategy provides a means by which to traverse the future with confidence. The unknown will require all who teach, learn and research to do so with agility, purpose and courage. The relationship existing between teaching, learning and thinking requires vision, skill and confidence in the ability to meld the old with the new. This is the challenge facing those who are forging a twenty-first century concept of scholarship. At Brisbane Girls Grammar School our strategy is founded on the courage to blend next practice with traditional practice so that learning is relevant, engaging and stimulating. Exceptional scholarship is the vehicle through which this generation will contribute to the ongoing development of our commitment to a broadbased liberal education for girls.

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EXCEPTIONAL RESULTS

AUTHOR

is the way our youngest girls have integrated into the School, embracing all it has to offer.

Mrs Anna Owen Deputy Principal FOR THE SECOND CONSECUTIVE YEAR, OUR YEAR 9 STUDENTS HAVE BEEN THE TOP PERFORMERS IN THE STATE IN THE NATIONAL ASSESSMENT PROGRAM FOR LITERACY AND NUMERACY (NAPLAN) TESTING. While we acknowledge that the true value of education lies beyond standardised testing scores, it is always reassuring to see the exceptional work of our teachers and students endorsed by these impressive results.

As an academically non-selective school, this is a remarkable achievement for the girls and reflects the incredibly professional and committed teaching staff who create a culture where deep, inquisitive learning is highly valued.

With the introduction of Year 7 into secondary school in Queensland this year, Girls Grammar has received its first Year 7 NAPLAN results, which were outstanding. Across all dimensions of the NAPLAN test, the girls performed well above the National Minimum Standard and state and national averages.

The Year 7 cohort was placed fourth in the state, a wonderful start to their schooling at Girls Grammar. What has been even more gratifying than these results though,

Grammar girls are encouraged to balance their studies with enriching co-curricular and service activities that nourish their interests and talents, helping them develop as individuals who seek diverse experiences and different perspectives. Ninety-four per cent of Year 7 students are participating in a wide range of co-curricular activities, truly exhibiting the Girls Grammar spirit of adventure in testing the unfamiliar.

As Assistant to the Dean of Students Mrs Emma Lowry wrote in her recent Insights article: Year 12 Prefects and Buddies have made particular comment on the younger girls’ levels of exuberance and often playful approach to school-life, and have actually questioned ‘where does it come from and why aren’t we like that? (2015).

Welcoming our first Year 7 students in our School’s 140th year has been particularly special. We are pleased with how they have transitioned into the School and delighted by their initial academic results, and those of their Year 9 counterparts. We look forward to continuing to support all students to excel as Grammar girls.

REFERENCES Lowry, E. (2015). Will you be my PAL-Date?

Retrieved from http://www.bggs.qld.edu.au/2015/05/pal-date/.

Our first Year 7 students (pictured with Technology Studies teacher Ms Nisha Dave) have settled in and achieved outstanding NAPLAN results in their first year at Girls Grammar.

SPRING ISSUE / 2015

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SUCCESS TIMES TWO MATHEMATICS IS ONE OF ONLY TWO SUBJECTS THAT ARE COMPULSORY FROM YEARS 7–12 AT GIRLS GRAMMAR. UNDER THE LEADERSHIP OF DIRECTOR DR PETER JENKINS, STAFF ENGAGE GIRLS IN A PROGRAMME THAT HELPS THEM LEARN HOW TO THINK LOGICALLY AND PROBLEM SOLVE, WHILE EXPOSING THEM TO THE DIVERSE AND INTERESTING APPLICATIONS MATHEMATICS CAN HAVE. RECENTLY, BOTH STAFF AND STUDENTS FROM THE MATHS FACULTY HAVE BEEN RECOGNISED FOR THEIR EXCELLENCE IN THIS DISCIPLINE.

Mr Tim Lehman

Joanna John

Mathematics teacher Mr Tim Lehman has received The SAGE Best QUT Higher Degree Research Paper Award for his paper ‘Teaching through problem solving to improve numeracy’. This award is conferred annually on the QUT higher degree research student who is the lead author on a manuscript judged the best paper.

Year 12 student Joanna John (12O) has been awarded an Outstanding Senior Mathematics and Technology Student Award in the Peter Doherty Awards for Excellence in Science, Technology, Engineering and Mathematics (STEM) Education.

Mr Lehman is new to Girls Grammar this year, however his ties to the School are varied. After completing his initial university studies and working as an accountant, Mr Lehman realised how much he had enjoyed his years as a university tutor and returned to The University of Queensland to study teaching, where he was tutored by his now-colleague, Head of Accounting Mrs Phillipa Greig.

He is currently completing a PhD under the supervision of old girl Professor Lyn English (1970) and recently successfully completed his confirmation presentation where he was examined by old girl Dr Sonia White (1997). His research examines the role of problemsolving in numeracy, and involved our own Year 8 girls.

Joanna was the only girl out of eight students awarded the prize, and said she was happy to be a female ambassador encouraging participation in STEM competitions.

‘BGGS has an amazing maths programme and does not stereotype mathematics as a masculine subject but encourages comprehensive development,’ Joanna said.

‘I have been given opportunities to explore several application areas of maths. It was amazing to work with the prototype of an encoding system, which showed the basics of computer security, as part of my Maths C studies.

‘Additionally, I am interested in the use of mathematical methods to model almost anything, such as the human brain, to carry out studies for the benefit of mankind.’

Joanna has plans to pursue her love of maths in her studies post-school.

‘As maths encompasses several study areas, I can pursue maths by studying for a degree in one of the many disciplines. One area which I am interested in is Actuarial Studies where maths is the core of the discipline. Other areas, such as medical science, incorporate maths for modelling and in the study of tumours.’

QUT’s Higher Degree Research Coordinator, Associate Professor Karen Dooley and Language and Learning Educator Dr Emma Caukhill with mathematics teacher Mr Tim Lehman who was awarded The SAGE Best QUT Higher Degree Research Paper Award.

Joanna John (12O) accepts her Peter Doherty Outstanding Senior Mathematics Award from the Honourable Kate Jones MP, Minister for Education and Minister for Tourism, Major Events, Small Business and the Commonwealth Games.

GRAMMAR GAZETTE

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SKILLS FOR THE FUTURE

AUTHOR

Mr Brendon Thomas Director, Technology Studies FOR ALL THE CONJECTURE THAT TODAY’S CHILDREN ARE A TECH-SAVVY GENERATION, rarely found without a device in hand, there is a danger that these social skills are not being harnessed into the knowledge required for employment in the digital economy.

Earlier this year, Business Council of Australia President Catherine Livingstone raised concerns that ‘the gap between the digital literacy of our young people and that of our competitor nations is increasing’. She also called for coding to be embedded in the national curriculum, naming it as ‘something that Governments could do to ensure that Australia had a prosperous and productive future’ (2015).

At Girls Grammar, our Technologies curriculum balances using logic and being creative. Our Year 10 cohort has just completed an assessment task where they were required to build a digital shopfront, which involved creating a brand identity and user experience and commercial photography techniques while also learning the coding skills to build a website. Building real products for real businesses provides our students with the relevance and ownership their young creative minds want and this is the important link in their learning and engagement, ultimately enhancing their prospects for tertiary study and career outcomes. Projects like this recognise the strengths inherent in girls of this age in their ability to work effectively in teams.

For the second year running, a Girls Grammar student has been awarded the Senior Prize in the Young ICT Explorers competition. Imogen Low (12O) received the award for her 3D Maps for Industry project. For her efforts she has been awarded an internship with international software corporation SAP and has been invited to compete at the national finals. Imogen and fellow students Natalia Gulbransen-Diaz (12W), Brianna Kerr (12H), Claire Benders (12R), Annabel Bailey (12H) and Emily Chatterton (12H), were the only girls to enter the senior competition.

Currently twenty-two per cent of our Year 12 cohort study IT, well above the state average of eight per cent for authority subjects, or ten per cent if authority-registered, non-OP eligible subjects are included. This cohort saw ten new students take on Technologies as a subject in Year 12 even though they had not studied it in Year 11.

Young ICT Explorers winner Imogen Low (12O) with old girl and Westpac Young Technologists Ambassador Alex Hahn (2008).

Photo courtesy of Nigel Swinn.

With the introduction of Year 7 to the School this year we have introduced the National Curriculum for Technologies. The new course of study entitles all students to study specialised Design and Digital Technologies through to the end of Year 8. Our students will be designing and manufacturing physical products using laser cutters, 3D printing and vacuum forming, and integrating various materials for product design.

Our old girls are moving on to interesting and varied careers. Ashley Holloway (2009) is working as a Digital Project Manager for Burberry in London and was recently profiled in The Australian after visiting the School to share her story with technologies students. Alex Hahn (2008) has been chosen as Westpac’s Young Technologist Ambassador and is CEO of start-up technologies company Gazellik.

The combination of highly qualified technologies staff, engaging curriculum and real-world applications will ensure Grammar girls continue to thrive in the digital age.

REFERENCES Livingstone, C. (2015, April 29). National Press Club Address by Catherine Livingstone [Video file]. Retrieved from http://www.bca.com. au/newsroom/national-press-club -address-by-catherine-livingstone

SPRING ISSUE / 2015

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GUIDING PRINCIPLE

JUDICIOUS AND ETHICAL ACTION

Service Caption Anna McArthur-Dowty (12R) encouraged girls to show their support by lending their handprint on National Close the Gap Day.

AUTHOR

Mrs Anne Ingram Dean of Students A GIRLS GRAMMAR EDUCATION AIMS TO ENGENDER IN OUR STUDENTS A SPIRIT OF EMPATHY AND CARE FOR THEMSELVES AND EACH OTHER AND TO FOSTER IN THEM THE ABILITY TO ENGAGE WITH THEIR WORLD WITH CONFIDENCE, DIPLOMACY AND CAREFUL CONSIDERATION. In addition to exceptional academic preparation, students need to be equipped with the necessary skills to form positive relationships and to act in a principled way to do what is right. A student who is schooled in the art of careful discrimination will know: when to engage firmly, when to let things go. Who and what to trust. When to be cautious and when to take a risk. When to be skeptical and when to be optimistic.

How to treat others fairly and honestly (Dale, 2011).

The Brisbane Girls Grammar School philosophy has been shaped by judicious and ethical engagement with the world since the School was founded. Across its many years, the School has assisted its students to develop a sense of discernment, of informed and sound judgement.

The culture of the School is grounded by the ethical principles that have shaped it throughout history, and the community is proud to this day of what being a part of this exceptional school represents. In a world of globalisation, it has become ever more vital for students to foster the ability to work with purpose, to invite challenge and to show good character by engaging with others in a considered and ethical way.

This guiding principle is evident in the classroom as students engage with the curriculum, their teachers and

their peers, guided towards a sound knowledge and a keen appreciation of the key issues facing the world today.

Through research and collaboration, students are able to develop a deep and conscious understanding of their world and of their place in it.

The School’s well developed House structure and Ethics Programme provide girls with an emotional and social foundation within the School, shaping students over time with the confidence and belief to become their best selves. Within this social cluster, students are valued as individuals, they develop a sense of belonging and the longstanding culture and traditions of the School are passed on. Student leadership roles encourage girls to set goals, to work in teams, to mentor younger students and to understand the needs and perspectives of others. The School’s outstanding Service Programme provides girls with a rich diversity of experiences that assist them to develop confidence, social understanding, appreciation of difference and resilience of spirit. With maturity, students come to learn to focus outside of themselves as they seek to identify their place in the world.

Through this guiding principle of judicious and ethical action, students are challenged to embrace the holistic nature of their school experience and to engage with their School community and their larger world with a sense of wisdom, imagination and integrity.

REFERENCES Dale, A, (2011) Judicious and ethical engagement with the world.

Grammar Gazette (Spring), p. 7.

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ACTIVE SERVICE

AUTHOR

Mrs Lynne Mungomery Director of Service EXPOSING GIRLS TO A HOLISTIC EDUCATION THAT INCLUDES A RANGE OF EXPERIENCES AND LIFE-WIDE LEARNING OPPORTUNITIES IS A SIGNIFICANT PART OF A GIRLS GRAMMAR EDUCATION. The Year 10 Community Service programme is integrated into the Student Care and Ethics programme to help students develop character, empathy, and compassion for others. While their contribution to the local community is significant, the programme aims to assist students as they ponder not, ‘What am I going to be?’, but rather ‘Who am I going to be?’.

The service experience is independently organised by Year 10 students. Girls decide what they have to give or share with others, and then they must step up to the challenge of communicating, organising and scheduling their time to fulfil this commitment.

A misconception is that this community service equates to work experience; however, our Service Programme encourages students to give back to their community. Students are likely to develop workready skills, but this is not work experience. Through participation in community service, students engage in activities to meet actual community needs, as an integrated aspect of the curriculum ( Cress, Collier & Reitenauer, 2005).

‘While undertaking my community service with the ACCF, I was trusted to undertake varied tasks, all of which I enjoyed and the significance of the staff’s trust in me was not lost on me.’

Ayesha Kumar (10G) is a volunteer with the ‘student 2 student’ buddy reading programme facilitated by The Smith Family. Ayesha has volunteered to read one hour per week, using a provided mobile phone and text, with an eleven-year-old Indigenous student from North Queensland. Ayesha has said that her buddy is ‘eager to read when I call her and she seems to enjoy this oneon-one time with me. ... I feel a sense of responsibility knowing that she is waiting for my call and it is nice to know that I am doing something to help someone else.’

Accounts of active citizenship and community engagement are most inspiring, as is the empathy expressed when a volunteer is asked ‘how do you feel about that?’. An important outcome of our Year 10 Community Service Programme is for students to want to continue to give back and to make a contribution to their community in the future, whether it be through participation in senior service, a service and charity group at Girls Grammar, or into their post-secondary lives.

The value of the programme is measured through the reflection process, which lends new significance to what we are learning. It allows us to compare initial goals and objectives with eventual outcomes (Cress et al., 2005). It is a delight to hear students describe the thoughts, conversations and sharing of emotions following the time spent in the service of others. This is a transformative experience as they express how their service has created a shift in their thinking, as they realise that they actually can contribute to a better world, be it on a large or small scale.

Year 10 students choose from a variety of service placements, including local Communify Neighbourhood Centres, the Red Hill Special School, the Prince Charles Hospital Foundation and volunteering in aged care facilities.

Alexandra Wilson (11H) volunteered at the Australian Cervical Cancer Foundation (ACCF), assisting the ACCF and Girls Grammar to ‘share the message not the (HPV) virus’ so that people can get the necessary information to allow for informed decisions and defeat the lack of awareness that exists about cervical and other gynaecological cancers.

Alexandra Wilson (11H) volunteering at the Australian Cervical Cancer Foundation.

Ayesha Kumar (10G) reads to her buddy over her mobile phone as part of The Smith Family’s student 2 student reading programme.

REFERENCES Cress, C. (2005). What is service learning? In Learning through Service.

Virginia: Stylish Publishing.

Wilson, A. (2014). BGGS Community Service Programme - ACCF Reflection.

SPRING ISSUE / 2015

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FACING CHALLENGES, FINDING CONNECTIONS A REFLECTION ON AND INSIGHT INTO THE PROCESS AND PREPARATION OF THIS YEAR’S SENIOR DRAMA PRODUCTION WITH THE DIRECTOR AND MEMBERS OF THE ENSEMBLE.

AUTHOR

Mrs Katrina Riveros Head of Co-curriculum Drama and Production Director This year’s Senior Drama Production, A Beautiful Life, was a challenging, yet rewarding experience that had a lasting impact on both actors and audience alike.

The play is highly theatrical and presents many directorial ‘problems’ to be solved — namely the rapid shifts in time and place. Flashbacks to the family’s time in Iran reveal the false imprisonment of the main character, Hamid Parsi, and the human rights abuses he suffered, forcing his family to flee their homeland.

The complexity of A Beautiful Life was almost a reason not to stage it — but with our media screens saturated with reports of the threat of ISIS, and last year’s Sydney siege, it was timely to produce a work that challenges prevailing attitudes of prejudice and ignorance in relation to issues of asylum seekers, terrorism and religious ideology.

At first, the world of the play seemed far removed from the lives and experiences of our young cast. However, in our first rehearsal we discovered that two of the twenty-four actors are Iranian and have very personal connections to the issues of religious persecution and seeking asylum.

One of these students, Tara Rahmanian (11H), addressed the School Assembly: My parents were only teenagers when they were smuggled over the border to Pakistan during the middle of the night on camels, and forced to leave their families and lives behind in Iran at the age of some of you girls here — just to be able to have a university education.

Still today, my cousins have no choice but to be smuggled to different countries to have the fundamental right of an education. You all should know that what this production is conveying is not just a dramatised, madeup story; it is the actual lives of a number of people today.

THE STORY …

Written by Brisbane playwrights, Michael Futcher and Helen Howard, A Beautiful Life

they once again face persecution and possible

However, for many of the young cast, gaining knowledge and understanding of their character’s situation was critical in forming a foundational connection with their role. This is why our first phase in the creative process was research, in order to understand the historical, political, religious and social context of the play.

imprisonment for their involvement in an

Kate Western (12R) who played a prisoner, reflects:

Embassy protest that turns violent.

In the early stages of the rehearsal process, we undertook research to understand the religious system in Iran, the political structure and history of the Iranian

tells the story of the Parsi family — a family of Iranian refugees, who escape persecution and incarceration by the Iranian government, and are granted asylum in Australia. A decade later,

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regime and the complex social issues that are explored in the play. It had a huge impact on me, as I had no prior knowledge of the suffering and human rights abuses that occurred. We read and discussed many articles, UN documents and research on Iranian law in order to understand life in Iran. We also watched documentaries and interviews with prisoners and read witness accounts of human rights abuses, in order to understand life in Iranian prisons. This research was vital in helping me to really connect with my character as a prisoner and realise the significance and truth of what I was representing.

The journey continued as actors grappled with creating their roles, in order not only to truthfully portray the characters, but to honour their stories. This part of the process can be frustrating and requires not only understanding and creativity but imagination and intuition. Madeleine Gandhi (12O) was outstanding in her portrayal of the lead character, Hamid — but it took commitment, perseverance and fearlessness.

She reflected on a time of struggle during the process.

For me, the obvious challenges of playing a male Iranian refugee have been daunting. I have been getting lost in the mechanics of the acting. When I told Mrs Riveros I was feeling overwhelmed, her advice was to un-complicate Hamid, to view him not as a complex man but as an average man who lives in complex circumstances. This new perspective clicked something into place. I went home and stuck a huge diagram on my bedroom wall of key lines and events in Hamid’s life. Looking at his story this way clarified his subtle shifts in character before, during and after he is tortured in prison, helping me to address the challenge of shifting between flashbacks and the present day. Although Hamid is an average man, he is transformed throughout this play and exhibits emotions ranging from rage, hopelessness and optimism. My most important job is to empathise — to honour this character’s story without experiencing it first-hand.

Playwright Helen Howard attended the closing night performance and the cast were humbled by her kind words.

I was moved to laughter and tears by the committed, intelligent performances of the girls in the cast of my play, A Beautiful Life, which I wrote eighteen years ago with my partner Michael Futcher. The production made the story as fresh as if the events enacted had happened yesterday. The actors proved yet again that theatre is about so very much more than showing off, than having a moment in the spotlight. You cannot fake true empathy on stage, and these students connected with their characters beyond an intellectual understanding; they understood with their hearts and souls as well as with their minds. What a meaningful evening in the theatre we in the audience experienced!

Professional theatre often lacks the vivid life that these performances evinced, not to mention the impressive production values in set and lighting.

The creative process is a tough one. But through the tough times, we learn and we grow. Throughout this production experience, we have learnt to understand, respect and empathise with not only the Parsi family, but indeed the many refugee stories that it represents.

For we are one but we are many.

The cast of A Beautiful Life with playwright Helen Howard.

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DESERT COLOURS ART TOUR AUTHOR

Elizabeth Cox (12R) IN THIS YEAR’S APRIL HOLIDAYS, FOURTEEN STUDENTS, ALONG WITH MS MCKEAN AND MRS MCINTOSH TRAVELLED TO CENTRAL AUSTRALIA FOR THE DESERT COLOURS ART TOUR. It was incredible! Thanks to Ms McKean’s extensive planning, our days were filled with artistic activities and exploring sites including Standley Chasm, Kata Tjuta and Uluru. Still we never felt rushed — there was always plenty of time to sit on our ‘painting towel’, breathe in the cool desert air, and work on a piece of art inspired by the landscape.

Being able to paint, collage, photograph, linocut and draw our surroundings allowed us to absorb details that we would otherwise never have noticed. On one of the days, we visited Ellery Creek, and spent three hours watercolour painting. In this time, I picked up the deep purple and orange tones in the waterhole, observed the ever-changing shadows along the surrounding rock formations, and noticed the sounds of creatures and native birds going about their day.

On our last day in Alice Springs, we visited the Araluen Arts Centre. We were lucky enough to have a guided tour by the curator, who showed us the Albert Namatjira Gallery and the Desert Mob exhibition. Here we discovered a new appreciation for Australian landscape artists, in particular Indigenous artists, who have a unique skill for reflecting the colours and elements of the Australian desert in their works. Our appreciation was highlighted by our own challenges in representing the

natural surroundings in our work. It was interesting to learn about Namatjira, a watercolourist who was the first Indigenous artist to become recognised nationally and internationally for his particular way of capturing the light, colour and essence of central Australia using European painting techniques. He was also one of the first Indigenous Australians to be granted citizenship.

Shockingly, it took ten more years for the government to grant the same rights to the rest of the First Nations people.

The trip made me proud to live in such a beautifully diverse country. After spending so much time outdoors, connecting with nature, I now understand why Indigenous Australians are spiritually, physically and culturally connected with the land.

Photograph of Ellery Creek Big Hole

GRAMMAR GAZETTE

The author’s watercolour painting of Ellery Creek Big Hole

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GUIDING PRINCIPLE

LIFE-WIDE LEARNING

AUTHOR

Ms Maggi Gunn Dean of Co-curriculum THE INCLUSION OF LIFE-WIDE LEARNING IN OUR STRATEGIC DESIGN 2016-2019 ONCE AGAIN ACKNOWLEDGES THAT LEARNING OCCURS IN DIVERSE CONTEXTS, AND REFLECTS OUR ONGOING COMMITMENT TO PROVIDING AUTHENTIC LEARNING EXPERIENCES BEYOND THE TRADITIONAL CLASSROOM. Learning at Brisbane Girls Grammar School is not limited by time or place. As stated in the Learning Outside the Classroom Manifesto (2006), ’learning outside the classroom builds bridges between theory and reality, schools and communities, young people and their futures’.

Opportunities beyond the classroom offer students the chance to gain experience, learn about themselves, collaborate with others and interact with the world.

School-based opportunities such as membership in an interest club, sporting team, music ensemble or drama production provide arenas where girls can engage and discover new, or strengthen existing, interests, talents and passions. Participation in service and charity activities encourages a meaningful link between school, life and the wider community and enables students, through experience, to grow, develop and aspire to make a difference.

awareness. Through active participation, Grammar girls are challenged and encouraged to explore personal characteristics, work interdependently and develop important life skills.

As Jackson identifies ’the potential for who we might become resides in the possibilities afforded by the spaces and opportunities in our lives’ (2011). Student travel experiences expand student horizons well beyond the white picket fence. Domestic travel opportunities such as the Desert Colours Art Tour and Sydney Drama Tour and international opportunities such as Language Study Tours, US Space Trip, Northern Hemisphere Summer School Programme and the Antipodeans Abroad Programme provide memorable learning experiences and insights. Although a two week international experience offers limited scope to engage deeply with a culture, it does add value to the educational experiences and personal development of students.

The modern world is complex, dynamic and innovative and Brisbane Girls Grammar School is committed to providing the diverse learning, experiences and opportunities that allow our students to thrive in the world beyond the classroom and into the future.

Engagement with opportunities beyond the classroom provides the skills and capacities to contribute to society and resilience and tenacity to face the challenges of the future. However, as stated by our Principal Ms Euler (2013), ‘A Girls Grammar education is preparation for the future, but also celebrates a joyful appreciation of the here and now as we nurture the interests, character and spirit of each girl and consider who we want them to be, not just what we want them to do’.

Experiences beyond familiar routines and comfort zones offer opportunities for exploration, reflection and growth. The Brisbane Girls Grammar School outdoor education programme is delivered through the annual camp experience at our Marrapatta Memorial Outdoor Educational Centre and ensures that students develop knowledge, skills and capabilities in relation to the focus areas of personal discovery and reflection, social development, and environmental appreciation and

REFERENCES Department for Education and Skills (2006). Learning outside the classroom manifesto. Retrieved from https://www.education.gov.uk/ publications/eOrderingDownload/LOtC.pdf Euler, J. (2013). The constancy of change. Grammar Gazette.22 (Spring), pp. 2–4.

Jackson, N. (2011). Learning for a complex world: a lifewide concept of learning, education and personal development. Bloomington, USA: AuthorHouse.

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BEYOND THE PICKET FENCE

‘I am aspiring to study interactive technology at The University of Queensland. The technology industry is vastly expanding and with the knowledge instilled in me from my teachers at Girls Grammar, I am excited to see where I end up!’

Katherine Lomas (12O)

‘I would like to study Science with a major in physics and mathematics. I’m looking at courses both locally and overseas and am interested in working in research or technology.’

‘I hope to continue playing water polo for Australia and would like to pursue this while also starting an arts degree, perhaps moving into law later.’

Gabriella Palm (12L)

Shiye Su (12R)

‘Volunteering at a hospital in Tanzania this year confirmed my desire for a career in medicine, as I believe it is a crossroads between science and humanity and a profession where I will be learning for the rest of my life.’

Shania Rossiter (12H)

‘I am interested in doing a Bachelor of Exercise and Nutrition at The University of Queensland while continuing with my French studies.’

Antonia Powell (12H)

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/ 15 ‘Arts and storytelling are my passion but my technology studies classes have shown me how I can tell stories in a different way so I am pursuing a Bachelor of Design Computing/Bachelor of Arts.’

Natalia Gulbransen-Diaz (12W)

‘My dream is to receive a full athletics scholarship to play basketball in America so I will hopefully spend the first half of 2016 studying a Bachelor of Arts majoring in Political Science and Economics part-time while I decide on US colleges.’

Jessie Cooke (12O)

‘I’m auditioning for various drama schools across Australia and hope to work in the film industry.’

Julia Frew (12L)

‘I’m applying for a Bachelor of Commerce and Economics with a diploma in Chinese. One day I hope to be working alongside bankers on Wall Street.’

Meera Prasad (12O)

‘I am planning to study nursing/ paramedicine at the Australian Catholic University and will pursue a career in the police force, focused on crime prevention and investigation.’

Claire Levitt (12O)

‘Over the summer holidays I’m hoping to undertake courses in Spanish and German.

Next year, I’m looking at the possibility of either studying in the UK or completing an Actuarial Studies major at The University of Melbourne, while continuing with my languages study.’

Josephine Auer (12B)

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BROADENED HORIZONS

AUTHOR

aha Mr James Se Planning st-Secondary Po of or Direct IN 2010 E WAS BORN E PROGRAMM G ID cial and BR so a OX E on TH embarked es ili m fa n te re attempted when just ent never befo m ri pe ilies ex l na educatio and their fam ar. These girls m life in m ty ra si G er ls iv ir

by G d into un an ia al tr us A ars later, stepped out of Paris. A few ye d an ge id br er Discovery Oxford, Cam e called Summ m m ra og pr a second e was renamed the programm d an d de ad was Summer Hemisphere The Northern g for further in w lo al ramme, Schools Prog and emerging include new expansion to s. ol experience summer scho e followed in th Year 11 girls ty week en ur tw fo , g ar in ye This eers, attend on pi 10 20 e Cambridge, footsteps of th University of he T at s, s ol ho démie de Pari summer sc olorado, L’Aca C y, of it y rs it ve rs ni ve The Uni Andrews U of Oxford, St y ey it th rs ve re ni he U The versity. T Columbia Uni ing Scotland and iplines, includ sc di mber of nce, ie Sc al ic ed studied in a nu an Rights, M um ture H d C an p w The La raphy, Po ul Ethics, Photog hey d T an n. y ig ph es so D Philo ertising and dv A d , an e ersity culture as Knowledg es in the univ lv se ic em em th ad d submerse ain their ac aging to maint while also man . irls Grammar standing at G al as as as individu experience w s ersity rl’ iv gi un ch e ea th While study and to e os ch ey m the sa e the subjects th ery girl shares ev , nd te at to orld of study they chose w ideas in a w ne of g in nd understa es. ustralian shor beyond our A

have s: I was fortunate enough to I majored in International Busines l Street Wal of breakfast with CEOs Wall Street and the world and theatre es, gam ll eba bas ign. firms, attend minored in Advertising and Des h Fift g alon p sho ay, on Broadw so The courses not only taught me ge, Avenue, cross the Brooklyn Brid also but s, ject sub the much about h muc so and ride at Coney Island confirmed my interest in a long the ing igat nav le whi , more. All this term career choice. With highly up subway system, led me to step the of one and rs educated professo more ome bec and ge llen cha the to world economic powerhouses of the independent than I could have me ram prog the l, osa disp at my I met, imagined. Through the people helped inspire my educational el I trav I r reve whe that w kno and I now career, kindle new friendships, cities have a home nearby. experience one of the greatest Stephanie van der Jagt (11B) in the world.

Colorado Unive rsity was one of the most uplifting and eye-openin g experiences of my life. I did th ings I’d only dreamed of — hiking in the Rocky Mountains, se eing a baseball game, trying to learn the American national anthem in two minutes — an d met people from pl aces I’d only he ard of.

During my tim e at the beautif ul Boulder campu s I studied Phys ical and Technologi cal Computing.

My class taught m e a range of di fferent things, from ho oking up wires and LEDs within a shoebox to crea te an

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C o l o ra d o electronic pian o, to playing Mario Kart usin g lemons.

As one of thre e girls and the only Australian in the class of sixteen, I foun d myself suddenly repres enting my country and m y gender to a male-dominated class learning about a male-do minated industry.

Isobel Smith (1

1B)

major and gy as my lo o in m ring the ri C minor du y I studied m s a ese Secrets gram. Th History’s dition Pro ra ; we T h c e u g d m ri Camb up to so e m nd d e n s pe h PhD a courses o perts wit x e . y ts b c t je h g eir sub were tau nce in th ents e d ri e tu p s x y e it f years o univers e k li d a te trea ence s We were independ h c u m s a t in an and given h class was taugh ere c a e red we w possible; that ensu y ach a e w w e o v h ti interac ental in m u tr s in and involved nned out. a p n o s les ) klin (11W Sally Nic

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I took part in M edicine, and Ph ilosophy and Ethics cour ses which chal lenged me and helped me gain a bette r understanding about what ca reer I may want to pursue . My experienc e allowed me to develop my own opinio ns and independence . While interact ing with people my age from around th e world, I was exposed to myriad pers pectives on various topi cs and often m y own opinions would then change be cause I had been intro duced to ideas I had never considered. I ca n confidently sa y that this experience chan ged me as a pe rson.

Molly Pate (11G )

I D GE

SCOTLAND

Although the first week was challenging in terms of settling in and meeting new people, the close friendships I formed made being on the programme so much more worthwhile because I had people to share my amazing memories with.

Each week we would have different experiences that immersed us in the Parisian lifestyle, whether it was going to the annual ‘Bal des pompiers’ on Bastille Day or having a picnic by the

Seine with friends. Being in the university environment and learning subjects from esteemed professionals really created a memorable experience. I now feel, more than ever, prepared for the challenges and responsibilities of being a senior next year and for life outside of Girls Grammar.

Lauren Vasey (11L)

It was a transfo rmational expe rience to meet people my age who le ad such different lives. One girl I met from Turkey spoke of the political unrest and instability she experiences, an d the implicatio ns which coalition airstrikes on IS will have in her regi on. These type s of conversations made such issu es seem more real to a girl who ha s lived her whole life in safe, little Brisbane.

My Internationa l Relations clas s was spoken to by a former Americ an Ambassador to India, as well as

Oxford renowned auth ors and schola rs in the field. Aca demically, the programme was extremely rigorous, yet th ere was lots of time for fun. To lay about in th e fields of a colle ge founded by King Henry VI II, or to visit ca fés in which J.R.R Tolkien and C. S Lewis discusse d their latest musings was ra ther novel.

Anna Whip (11H )

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CITIUS, ALTIUS, FORTIUS FASTER, HIGHER, STRONGER

AUTHOR

Mrs Pauline Harvey-Short Dean of School SARAH TISDALL (12O) IS OUR CURRENT PIERRE DE COUBERTIN AWARD RECIPIENT. The recipient must submit a treatise on the Olympic Games and produce an artwork, as well as have represented the School and exhibited initiative, teamwork, and sportsmanship in school-based sports, which are also Olympic sports.

Sarah qualifies in three sports — rowing, basketball, and athletics. Brisbane Girls Grammar School has participated in this award since its introduction by the Queensland Olympic Council in 1995. This participation acknowledges the importance sport can play in a student’s life and how closely the Olympic message aligns with the Girls Grammar philosophy.

Sarah summarised her insightful view of sport in her submission, excerpted below: I realised that sport is so much more than a game you win or lose. It is so much more than building physical strength. In fact, I now realise that sport is about learning values and life lessons, which can be applied in our everyday lives for the greater good. Of the many valuable lessons that I learnt … through sport, three stand out to me: to focus on the process rather than the outcome, to embrace failure, and to give it everything you’ve got. All of these lessons can be learnt and developed in a safe environment in sport, ready to use every day (2015).

These are profound words which encapsulate the force which is Girls Grammar sport. They are also an elegant fit for our guiding principle of life-wide learning where we aspire to have girls dare to dream without fear of failure and to test the unfamiliar while developing skill sets in leadership and resilience. Sport is perceived as an integral aspect of the Girls Grammar landscape in which all girls are encouraged to participate. This participation has always been a priority, even when the School has been challenged by the limitations of numbers within the QGSSSA schools in competitions. Traditionally, to compensate for this imbalance, the School enters club and other schoolgirl competitions such as the Brisbane Schoolgirls Rowing Association (BSRA) and nominates extra teams in the QGSSSA competitions when spaces are made available by smaller schools’ inability to field teams.

There has been a steady increase in the numbers involved in sport at the School from 1984 when the first participation survey was completed. In that year, fortyseven per cent of students were involved in sport; in 1997, sixty-four per cent participated; and this grew until in 2015, sixty-seven per cent of the cohort (Gunn, 2015) donned the royal blue and represented the School with pride. These statistics are impressive as the national averages in 2012 for girls 12–14 years of age, suggest that the participation rate is fifty-three per cent and an Australian Bureau of Statistics 2015 media release states that ‘there has been a decrease in the number of Australians participating in sport and physical recreation’ (ABS, 2015). For Girls Grammar, the percentage for this age group also exceeds the national average.

2015 Pierre de Coubertin Award recipient Sarah Tisdall (12O) is a strong advocate for girls’ participation in sport.

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When analysed, this increase can be attributed to a range of factors. Various student cohorts have been surveyed seeking their opinions of Girls Grammar sport (HarveyShort, 2003; Moore, 2000; Moore, 2010), with the students having consistent viewpoints of why girls stay connected to sport in this school. Findings indicate that sport enjoys a high profile within the School with a strong tradition of prizes and awards; the sports offered to students are nationally popular and recognised; sport and its outcomes are highly valued by the parents and thus, experience great parental support; a variety of competitive and noncompetitive activities is offered which is highly significant as nationally, non-competitive activity is strongly favoured by women (ABS, 2013); there is a strong Health and Physical Education programme in place which educates active young women and helps to identify potential athletes; sport is affordable, organised for the students, and integrated into the school fees; and in keeping with the School aspiration, high standards of achievement are encouraged.

This culture is enhanced by athletes being offered the best coaching available; the encouragement given to old girls who return as coaches and who are supported in achieving their coaching levels, illustrating exceptional scholarship; passionate, knowledgeable sports co-ordinators; and exposure to the best available venues.

So when we encourage our students to go faster, higher, stronger, we are asking them to challenge themselves, push the boundaries, experience failure, bounce back, and set the bar higher than they believe they can achieve and surprise themselves. It is through this focus and belief that, while enhancing their physical, emotional and social health, our students will learn about themselves and life.

REFERENCES Australian Bureau of Statistics (2015). Participation in sport and physical recreation, Australia, 2013-14. Retrieved from http://agencysearch. australia.gov.au/s/search.html?query=Participation+in+SPort+and+Physical +Recreation%2C+Australia&collection=agencies&form=simple&profile=abs Australian Bureau of Statistics (2015, February 18). Participation in sport and physical recreation declines in Australia [Media Release]. Retrieved from http://agencysearch.australia.gov.au/s/search.html?query= Participation+in+SPort+and+Physical+Recreation%2C+Australia& collection=agencies&form=simple&profile=abs Downloaded 19.8.15.

Australian Bureau of Statistics (2015). Women in sport the state of play 2013.

Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/Products/ 4156.0.55.001~June+2013~Main+Features~Women+in+Sport+The+State+ of+Play+2013?OpenDocument Moore, C. (2010) Thanks Coach! Insights, 2010, pp. 55–57.

Gunn, M. (2015) Board Report unpublished paper, BGGS, p. 4.

Moore, A. (2000, September 11), Health Science Assignment.

Tisdall, S. (2015). The value of sport. Retrieved from http://www.bggs.qld.edu.au/2015/07/sport/

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MASTERING INNOVATION IN THE CLASSROOM

Ms Cummings in Smögen on Sweden’s west coast.

BRISBANE GIRLS GRAMMAR SCHOOL MUSIC TEACHER MS ADELE CUMMINGS HAS RETURNED FROM A YEAR’S SABBATICAL IN SWEDEN, STUDYING FOR HER MASTERS IN ENTREPRENEURSHIP AND INNOVATION. Ms Cummings’ growing interest in the future of schools and education led her to pursue a Masters in a different, yet complementary, field to her undergraduate degree.

‘I had been thinking more and more about what innovative practices might be needed in the future,’ Ms Cummings said.

involved in group work on projects such as designing and pitching five new business opportunities to a board of executives from a Swedish newspaper company.

‘The other students were such open minded and interesting people; I loved being around people who wanted to ask questions, discuss and debate.

‘I hope that by engaging in learning outside of my teaching area I have shown the girls that learning doesn’t end after school or university and that even though I am passionate about music education you can have other interests which can be explored throughout your career.’

‘Entrepreneurial skills are being heralded as a necessity for the coming generations in order for them to be able to deal with the ambiguity they will face in the world.

Universities have begun investing in entrepreneurship courses in a range of faculty areas and I have no doubt that will eventually trickle down in to high schools.

‘I know our Technology Studies department is already on trend, introducing design thinking in the classroom and working on connecting the students with the business world.’

A highlight for Ms Cummings was being connected with Asia-Pacific Economic Cooperation (APEC) schools in the Philippines, a for-profit chain of schools attempting to provide a low-cost private education to Filipino locals.

Music teacher Ms Adele Cummings with old girl Amy Smith (2004), a fellow alumnus of Lund University.

‘They had some really innovative ideas on how to run their schools and it really challenged my view of what education is, how schools should be run and that educational needs are very different depending on what part of the world you are in. They had a great focus on reflection and a growth mindset like we do at Girls Grammar, and it was great to see these principles implemented in a different setting.’

The coursework covered the different characteristics of an entrepreneur, how to foster creativity and innovation within large organisations and entrepreneurial cultures and how to manage change. Ms Cummings was also

Lund University.

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GUIDING PRINCIPLE

PURPOSEFUL COMMUNITY ENGAGEMENT

AUTHOR

Ms Michelle Allan Director of Communications and Community Relations IN THE 140 YEARS SINCE BRISBANE GIRLS GRAMMAR SCHOOL WAS ESTABLISHED, OUR SCHOOL HAS MAINTAINED ITS POSITION AS A LEADER IN EXCEPTIONAL SCHOLARSHIP. While maintaining our traditions, we have embraced change, as Brisbane has also done, from its establishment as a new colony in the nineteenth century to a globally connected city in the twenty-first century.

At our core is, and has always been, our School community.

It is a diverse community — some of our girls, staff and families have generational connections to the School while others have only recently migrated to Australia. Yet we all share something in common — a belief in the importance of educating girls and valuing the finest traditions and aspirations in education. We are a collection of individuals who have all chosen to be part of the Girls Grammar community, have loyalty and affection for our School and value the relationships we have with each other.

So what does purposeful community engagement mean for Girls Grammar in our 140th year and beyond? It is strengthening the engagement with our current, future and past community members through tailored and lifelong community relations. It is nurturing a generous and loyal school community, supported by our volunteer

groups including the Old Girls Association, the Parents and Friends Association, the Mother’s and Father’s Groups and various sporting support groups who are enthusiastic advocates of Girls Grammar and are committed to supporting our School and its education of girls for generations to come. It is honouring our culture of philanthropy where giving back to our School in myriad ways is embraced as a very natural and affirming part of being a member of our School community.

Together we celebrate and recognise the School’s unique position and reputation as a leader in exceptional scholarship. We communicate with girls, their parents, staff and alumni in a timely and effective manner; the Strategic Design 2016-2019 prioritises strengthening this communication to continue providing the community with information on what is happening across the School, what opportunities there are to participate in the life of the School, and to celebrate the achievements of the girls, alumnae and staff.

Our school has achieved widespread recognition, locally and globally, not only for our impressive record of academic achievement, but also for our engagement with, and contribution to, the broader community.

International mindedness and advocacy will continue to be cultivated through purposeful engagement with our diverse Girls Grammar community and the wider world.

Our alumnae will continue to be role-models for future generations of Grammar girls, and our community will continue to share a belief in the importance of providing a learning environment which inspires girls to contribute confidently to their world.

Head of Geography Mr Jeff Wheatley with Harriet Horton (12O) and Natalie Saltissi (12O) at a Grammar Goes Green event.

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RANGAKARRA NAMED ON A BEAUTIFUL AUTUMN MORNING IN MAY, A CELEBRATION TOOK PLACE AT OUR FIG TREE POCKET CAMPUS TO COMMEMORATE ITS OFFICIAL NAMING AS THE RANGAKARRA RECREATIONAL AND ENVIRONMENTAL EDUCATION CENTRE. Like Marrapatta, Rangakarra is taken from our war cry and the official naming of this campus strengthens the Girls Grammar identity of these facilities, adding to the girls’ sense of ownership and belonging.

As part of the proceedings, the main playing field was named after one of our most accomplished sporting old girls Daphne Pirie (Welch, 1949). An elite athlete, hockey player and golfer, as well as celebrated sports administrator, Daphne was thrilled with the honour which recognises the enormous contribution she has made to advancing girls and women in sport at a national and international level.

On behalf of the School’s 22 000 old girls, the Old Girls Association very generously gifted new gates which now proudly announce the School’s ownership of the grounds.

These formalities honour the importance of our newest campus to the life of the School, its grounds offering Grammar girls not only their first home ground but also real-life opportunities for environmental and educational extension activities.

Other activities on the day included two separate tree plantings to symbolise the learning journey and to recreate the ANZAC Grove formerly located at the Spring Hill campus as well as sports displays and music performances by the girls. The event finished with the second Grammar Goes Green event for 2015 in which members from all areas of the school community continued work on the rejuvenation of the land surrounding Rangakarra.

In our primary school days our family would picnic at these very fields. Never in our wildest dreams could I have believed we would be standing here today — nearly sixty years later — in such humbling circumstances. The naming of this field has given my sporting life a fairytale ending.

Joining Spring Hill and Marrapatta as our newest campus, Rangakarra offers opportunities for girls to not only pursue their sporting interests but also indulge their educational and environmental endeavours. It allows for imagining new and different educational uses in the future and the School will continue to assess these possibilities to ensure maximum benefit is achieved for our girls.

Mrs Daphne Pirie (Welch, 1949), centre back, on the field named after her at Rangakarra. Daphne was accompanied by her sister, Mrs Nola Slade (Welch, 1953), to her right, who also was an outstanding Grammar athlete and represented Australia in hockey.

Member for Indooroopilly Scott Emerson MP (front, left), local councillor Julian Simmonds (back, right) and Federal Member for Ryan Jane Prentice MP (front, right) joined members of the Board of Trustees and Principal Jacinda Euler to commemorate the official naming of Rangakarra.

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OPEN DAY OPEN DAY THIS YEAR WAS ANOTHER SPECTACULAR CELEBRATION OF WHAT IT IS TO BE A PART OF THE GIRLS GRAMMAR COMMUNITY. As the lights and balloons went up, so too did the excitement levels for one of the most anticipated events on the School’s calendar. Academic displays, sporting demonstrations, music and arts performances, and brownies and fairy floss combined to provide new and old members of the School with an evening that typifies its diversity and spirit. The incoming 2016 Year 8s took part in a special orientation activity that will ensure they are familiar with the School when we officially welcome them next year.

Teachers and students were also on hand to answer any questions, and Head Girls Jacinta McGinley and Natalia Gulbransen-Diaz made a cameo appearance at presentations by Principal Ms Euler and Chair of the Board of Trustees Ms Jameson to offer their perspective on life as a Grammar girl. The OGA welcomed back old girls to the School, many returning with prospective and current students as daughters and granddaughters. House groups and clubs raised $23600 on the night for their respective charities, characteristic of the generosity of the School community.

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NEW ERA IN GIVING BEGINS

The generosity of the Girls Grammar community contributed to the development of the Research Learning Centre (RLC) opened in 2015.

Photo courtesy of Mark Boltman.

AUTHOR

Ms Lea Walker Director of Development and Alumni OUR AMBITIOUS ‘$1 MILLION+ BUILDING A TREE OF LEARNING’ CAPITAL CAMPAIGN BEGAN IN OCTOBER 2013. $1 804 309 IN GIFTS AND PLEDGES FROM 263 DONOR FAMILIES HAS BEEN RECEIVED AS AT 6 OCTOBER 2015.

Thank you to the parents, old girls, trustees and staff who are already supporting Girls Grammar through their generosity. Our ultimate goal is to reach $2 million by 30 December when this campaign officially ends.

All gifts and pledges make a difference, and each and every contribution is integral to helping us reach our milestones. Behind each and every one, there is an inspiring story founded on a passion for educating girls, such as the coach who donated his entire season’s salary towards new sports equipment, allowing the campaign to reach the $1.4 million milestone.

Another wonderful story is behind the $1.7 million milestone gift: With Sarah being in Year 12 and a Rowing Captain, we decided to make a gift towards new equipment.

Being a milestone gift makes it an even more special ‘farewell and thanks for the great memories’ type of gift to us.

Over the past year a new building has been opened, a significant amount of sports equipment has been secured, our bursary fund is gathering momentum and over the Christmas holidays the former library building will be renovated. Most importantly, more people are experiencing the joy of philanthropy as an essential part of supporting the education of girls and the continued progress of our School. Thank you.

To become one of our supporters please go to ‘Giving to Girls Grammar’ located on our School website under the Community tab or return the 2015 Annual Giving Card in the reply paid envelope provided. All gifts are gratefully received and genuinely appreciated.

For more information please contact our Director of Development and Alumni Ms Lea Walker on +61 7 3332 1380 or email lwalker@bggs.qld.edu.au

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CELEBRATING THE GIFT OF KNOWLEDGE

Principal Ms Jacinda Euler and Executor of the Maria Sulima Bursary Mrs Diana Favell with current and past recipients.

IN ITS 140TH YEAR, THE SCHOOL ALSO CELEBRATES THE ANNIVERSARY OF THE MARIA SULIMA BURSARY — TWENTY YEARS OF TWENTY GIRLS BENEFITING FROM ITS ESTABLISHMENT.

Maria Sulima was a pioneer, an accomplished linguist and successful businesswoman whose legacy gift established the Maria Sulima Bursary, a bursary programme which allows talented students from less-privileged families to gain access to a Girls Grammar education, and consequently the gift she held high above all else: knowledge (McLeod, 2007).

On 1 September, current and former recipients — the ‘Sulima girls’ — joined with Chair of the Board of Trustees Ms Elizabeth Jameson (Head Girl, 1982), Principal Ms Jacinda Euler, Trustee Professor Adam Shoemaker, Director of Development and Alumni Ms Lea Walker and Executor of the Sulima Bursary Mrs Diana Favell and husband Paul to celebrate this important occasion. Mrs Favell shared fascinating insights into the personality of the independent, pioneering and entrepreneurial woman behind this bursary and attendees thoroughly enjoyed hearing about Maria Sulima’s strong and colourful personality and her approach to hard work.

While not a Grammar Girl herself, Maria was a wonderful example of someone who understood a ‘nil sine labore’ approach to life which continues through this bursary.

As the first recipient of the Maria Sulima Bursary, Lacey Filipich (White, 1999) credits the opportunity to attend Girls Grammar as a turning point in her life.

Girls Grammar instilled in me core beliefs that have shaped my life. I left school feeling empowered and capable, and though I’m regularly the only woman in the boardroom I never question my place there.

This intrinsic belief has set me apart from my peers and is probably the most useful thing Girls Grammar gave me.

Maria Sulima’s bursary was a gift of enormous magnitude. Her legacy lives on through women like me, and I hope we do her memory proud.

This is an inspiring example of the principles behind the School’s decision to establish a Bequest Society in 2016, enabling the School to recognise, honour and cherish people who choose to provide a legacy gift. There are currently a number of Girls Grammar supporters who will make history in becoming founding members of the Society. Confidential enquiries may be made to Ms Lea Walker, Director of Development and Alumni on 07 3332 1380 or lwalker@bggs.qld.edu.au

REFERENCES McLeod, S. (2007). A gift of knowledge. Grammar Gazette. (Spring), p.16.

SPRING ISSUE / 2015

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OLD GIRLS/ALUMNI

OLD GIRLS/ALUMNI OFFICER MRS CLAIRE TYNAN (CORONES, 2002) HAS BEEN AWARDED THE 2015 EDUCATE PLUS EXCELLENCE IN ADVANCEMENT AWARD IN THE CATEGORY OF ALUMNI AND COMMUNITY RELATIONS. AS AN OLD GIRL, CLAIRE UNDERSTANDS THE IMPORTANCE OF NURTURING OUR GENEROUS AND LOYAL ALUMNI COMMUNITY AND STRENGTHENING THEIR ENGAGEMENT WITH, AND SUPPORT OF, THE SCHOOL.

GIRLS GRAMMAR REUNIONS

Thirty-four old girls attended the 1955/56 reunion.

Mrs Kylie Mueller (Hardcastle), Ms Peta Bourne, Mrs Natalie Fitzpatrick, Mrs Alexandra Race (Davison), Ms Jennifer Cheung, Mrs Stella Martin (Chiu) and Dr Jacqueline Wu at the Class of 2000 reunion.

The Class of 1970 celebrate at their 45 year reunion.

Mrs Christine Tod (Morris), Mrs Alison Jack (McAdam) and Mrs Yvonne Douglas (Gough) celebrated with their Class of 1980 cohort.

Mrs Alex Teeland (Woolcock), Mrs Megan Allison (England), Ms Fiona McDougall, Dr Catherine Bond (Pye), Mrs Sarah Nelson (Walters) and Mrs Paula Feros (Samios) joined in the Class of 1990 celebrations.

Sydney Art Event Twenty-five old girls attended this annual lunch, followed by a private tour of the Archibald Prize at the Art Gallery of New South Wales.

GRAMMAR GAZETTE

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OLD GIRLS/ALUMNI MELBOURNE EVENT On 3 September old girls from alumni years 1950 to 1994 celebrated the School’s 140th birthday joined by the Principal, Ms Jacinda Euler, and the Director of Development and Alumni, Ms Lea Walker.

Seventeen attended the Melbourne event including Megan Jenner (1983, fifth from left) who addressed the event on behalf of the OGA.

SYDNEY EVENT On 15 May thirty-five old girls representing more than seventy alumni years joined together to celebrate the School’s 140th birthday at the InterContinental Hotel, including sisters Matina Hellen (1995), Erenie Hellen (1994) and Samantha Hellen (1984).

CONTINUING TO CELEBRATE 140 YEARS As part of the Rangakarra naming celebrations, past Presidents of the Old Girls, Paula Airton (Purvis, 1965), Daphne Fancutt (Seeney, 1950), Christine Purvis (Steindl, 1965) and Jean Vallis (Genn, 1943), joined current President, Janine Schmidt AM (Hogg, 1964), to plant the trees in recognition of the first ANZAC Grove located at the Spring Hill campus. These presidents were ably assisted by the Head Girls, Jacinta MacGinley (12B) and Natalia Gulbransen-Diaz (12W), Sports Captains, Jessie Cooke (12O) and Tiana Hoole (12R), and softball co-captain, Angela Goggin (12G). Daphne Pirie (Welch, 1949) inspired all with her dynamism and vitality during her address marking the naming of the Daphne Welch Oval.

SERVICE IN OUR DNA This annual OGA event was held with the National Council of Women of Queensland (NCWQ) on 13 May. Speakers recalled their service experiences at Girls Grammar and described their ongoing activities now that service to others is embedded in their lives. NCWQ’s Elise Stephenson introduced speakers Alexandra Phillips (2008), Rachel McLean (2005), Chloe Yap (2012) and Stephanie Carter (2007) who gave inspiring talks on their activities working in the diverse areas of disabilities, providing pro bono services to help fundraising for groups like the homeless, Science mentoring at UQ, and social media for Australia Awards (Africa) at GRM International.

OGA RECOLLECTIONS AFTERNOON TEA AND 60+ REUNION The OGA Recollections Afternoon Tea and the 60 plus years reunion were held on Saturday 5 September. This event has become a celebration of generational Grammar girls with old girls often attending with their daughters and mothers. It is a special afternoon for renewing old friendships and making new acquaintances, and finding out what the School is doing today. The OGA committee caters and many conversations are shared over a glass of bubbles and cupcakes.

SPRING ISSUE / 2015

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SUPPORTING OUR GIRLS

AUTHOR

Dr Fiona Harden President, P& F Assocation WHEN ASKED TO WRITE A PIECE FOR THE GAZETTE ABOUT THE ROLE OF THE GIRLS GRAMMAR PARENTS & FRIENDS (P&F) ASSOCIATION, IT PROMPTED ME TO STOP AND THINK — ‘WHO ARE THE P&F AND WHAT DO WE ACTUALLY DO?’.

The P&F is comprised of an enthusiastic, dedicated and extraordinarily hardworking group of parents and friends who are representative of every parent and friend of the School. Far more than just an interested group of fundraisers, we strive to promote parental involvement and community engagement — the essence of any great school. We are passionate in our support of Girls Grammar and committed in our drive to make a substantial contribution to the growth of the school community.

We meet monthly to oversee and support the activities of the Mothers and Fathers Groups and assist the Old Girls in their various collegiate endeavours. As such, you will find our members at most school events in many and varied roles. We are equally adept at helping with a uniform fitting, organising a social event, making speeches at assembly or manning sausage sizzles.

Our primary role is to oversee the operations of the P&F Shop, a small, yet busy enterprise run according to appropriate business practices and subject to the normal standards of governance. Staffed by a professional, dedicated team who are supported by tireless volunteers, the shop has long been one of the important hubs of the school community. Anyone who has ventured in to organise uniforms, pick up some Girls Grammar supporter merchandise or replace yet another hat, house badge or pair of stockings will have been struck by the buzzing hive of activity and most certainly been impressed by the level of service.

We are also responsible for the management of the canteen at our fabulous Fig Tree Pocket sports fields, Rangakarra.

This provides opportunities for our parent body to engage through volunteer duties as well as ensuring that our girls and visiting schools are well fed at the various sporting and other events.

All profits from the shop and Rangakarra are donated back to the School and are used to directly benefit our girls.

To date, the P&F has been proud to donate funds that have assisted the school with major projects such as the Creative Learning Centre and the purchase of Rangakarra.

Our most recent donation will assist with the revamp of the Year 12 students’ space providing our student leaders with a more appealing area of their own.

So for those of you who wonder what the P&F does and what on earth would possess ridiculously busy people to join, my answer is simple: belonging to the P&F provides a unique opportunity to contribute to the beating heart of the School to help ensure the environment that nurtures our girls is the very best it can be.

The P&F manages the canteen at Rangakarra with the help of the Mothers and Fathers Groups.

GRAMMAR GAZETTE

Prof MARGARET BULLOCK

(Roberts, 1950)

Bachelor of Applied Science – Physiotherapy and Occupational Therapy – The University of Queensland Doctor of Philosophy in Physiotherapy – The University of Queensland PHYSIOTHERAPIST, ACADEMIC, COMPANY DIRECTOR

JULIE McKAY (2000) Bachelor of Business Management/Arts – The University of Queensland Master of Public Policy – Australian National University Executive MBA – University of Sydney Fellow of Ethical Leadership – Melbourne Business School EXECUTIVE DIRECTOR - NATIONAL COMMITTEE FOR UN WOMEN AND GENDER ADVISOR TO THE CHIEF OF THE AUSTRALIAN DEFENCE FORCE

MARGARET WAS ONE OF THE FIRST TWO PEOPLE IN AUSTRALIA TO GRADUATE WITH A DEGREE IN PHYSIOTHERAPY AND THE FIRST AUSTRALIAN TO BE AWARDED A PHD IN PHYSIOTHERAPY.

BY PARTNERING WITH LEADING ORGANISATIONS, JULIE IS WORKING TO ADVANCE GENDER EQUALITY AND CHALLENGE ATTITUDES TOWARDS WOMEN.

'Under the guidance of dedicated, conscientious and inspirational science teachers, Girls Grammar laid the ground work for my abiding interest in scientific research. Through the School’s encouragement to gain a broad education, I was also able to study art, modern history, music and languages, which prepared me for pursuing a life of varied activities.

'So much of the work that I do now to challenge attitudes about women’s role in society is underpinned by having had access to a good education. I am certain that that the education of women is central to empowerment and equality and this helps to drive my thinking and work.

PIONEER

There were so many wonderful teachers who challenged me and encouraged me throughout my time at Girls Grammar.

The power of a BGGS connection is something that I am very aware of and grateful for.'

Importantly, the School always facilitated the full realisation of an individual’s potential, as well as the preparation for leadership. BGGS consistently displayed a concern to nurture in girls a sense of responsibility for self and the community.'

ADVOCATE

Dr ELSINA WAINWRIGHT (1988)

MARIA NEWPORT (1984)

Bachelor of Arts/Laws (Honours) - The University of Queensland Master of Philosophy (International Relations) - Oxford University PhD of Philosophy (International Relations) - Oxford University

Bachelor of Arts (Humanities/Film & Media) – Griffith University Bar Practice Course, Law – Queensland University of Technology Masters Human Resource Management (Org. Psych) – University of London

SENIOR VISITING FELLOW AT THE CENTER ON INTERNATIONAL COOPERATION - NEW YORK UNIVERSITY AND ADJUNCT ASSOCIATE PROFESSOR, UNITED STATES STUDIES CENTRE UNIVERSITY OF SYDNEY

OWNER NEWPORT O’CONNOR – EXECUTIVE COACHING AND LEADERSHIP DEVELOPMENT CONSULTANCY

A RHODES SCHOLAR, ELSINA LIVES IN NEW YORK; WORKS IN THINK TANKS AND ACADEMIA ON DEFENCE AND FOREIGN POLICY.

A FORMER LAWYER, MARIA PREVIOUSLY OPERATED A BOUTIQUE EXECUTIVE SEARCH FIRM IN NEW YORK AND HELD SENIOR LEADERSHIP ROLES WITH GLOBAL TALENT MANAGEMENT CONSULTANCIES IN THE USA AND AUSTRALIA BEFORE SETTING UP HER OWN CONSULTANCY IN SYDNEY.

'Brisbane Girls Grammar School stressed that we, as young women, could be anything we wanted to be. That was a powerful message in the 1980s!

I learned that it is critical to do what you think is right, not just what you think will be popular with your peers. What is important is respect for you and the job you are doing.

Girls Grammar encouraged me to attempt anything I set my mind to, and I think that gave me the courage to go into a maledominated field.'

STRATEGIST

'Girls Grammar reinforced an unwavering belief in the importance of educating young women and emphasising equal success as boys through discipline and a strong work ethic – Nil Sine Labore.

ADVISOR

The Grammar network affords access to many wonderful, successful women who I have found most generous in sharing the benefit of their experiences and success.'

As part of our 140 year celebrations, Brisbane Girls Grammar School is developing profiles of our diverse alumni community to inspire current and future generations of Grammar girls. They can be viewed at www.bggs.qld.edu/alumni. If you would like to be involved, or nominate a Grammar woman please contact communications@bggs.qld.edu.au

Brisbane Girls Grammar School Gregory Terrace Brisbane 4000 Queensland Australia T +61 7 3332 1300 F +61 7 3832 6097 E communications@bggs.qld.edu.au www.facebook.com/BrisbaneGirlsGrammar Twitter @BGGS

www.bggs.qld.edu.au