Q News | Issue 45: Striking A Balance

ISSUE 45

Striking A Balance Cocurricular Involvement Smart Study Through Music To The Stars

Queenwood acknowledges the Cammeraigal people who are the traditional custodians of the land on which the School is built and we pay respect to Elders past, present and emerging.

QUEENWOOD LOCKED BAG 1 MOSMAN NSW 2088 +61 2 8968 7777 q@queenwood.nsw.edu.au queenwood.nsw.edu.au ABN 83000532696

Issue 45

Welcome T

his issue of QNews examines how we develop in our girls the capacity to balance their academic achievements with participation and commitment in a diverse range of cocurricular opportunities.

At the heart of Queenwood’s holistic education is our extensive cocurricular program, a kaleidoscope of activities designed to nurture creativity, teamwork, and leadership skills. Whether it’s the melodic notes echoing from the music room, the spirited cheers on the sports field, or the captivating performances on stage, our students are not only excelling academically but also thriving in their pursuit of passions beyond the classroom.

As you turn the pages, you’ll find a chronicle of our end-of-year events, marking moments of celebration and reflection. This past semester, we commemorated the School’s 98th birthday – a time to honour our rich history and the resilient spirit that has guided Queenwood through the years.

The Year 12 Valete Assembly also stood as a poignant milestone, bidding farewell to a graduating class whose achievements and contributions have left an indelible mark on our community. These events are not just milestones; they are the threads that weave the tapestry of memories that our

students carry with them into the world beyond Queenwood.

Outside the School gates, our girls are making waves internationally. From academic competitions, to artistic showcases, to competing against athletes from the other side of the world, our students continue to demonstrate excellence on a global stage. Their accomplishments serve as a testament to the dedication of our educators and the unwavering support of our community.

In this issue, we also proudly present the latest report on the Smart Study Program, a groundbreaking initiative that harnesses technology and innovative teaching methods to empower our students in the ever-evolving landscape of learning.

These pages unfold with stories of curiosity, collaboration, and the pursuit of knowledge, embodying Queenwood’s commitment to preparing our students for the challenges and opportunities of the future. We invite you to celebrate the achievements, share in the experiences, and feel the pulse of the dynamic Queenwood spirit that unites us all.

Belinda Moore, Acting Principal STRIKING A BALANCE

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Contents

JUNIOR SCHOOL STUDENTS ON SCIENCE DAY IN TERM 3.

Features

Cocurricular Involvement

Through Music to the Stars

PAIGE HABER-CURRAN

REBECCA BIRCH & DR FELICIA CHADWICK

“There are a plethora of ways in which such involvement can connect to applied learning experiences.”

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“By exposing students to a breadth of performance opportunities, Queenwood offers a truly holistic music education.”

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On topic Smart Study

How does the Junior School prepare our girls for Senior School?

Beyond the books: The transformative power of cocurricular activities

PIP TURNER

ADDISON ROLES

“This is the time when the teachers and parents practise standing beside or behind the girls, rather than in front.”

“The impact of cocurricular activities on adolescents is profound and valuable.”

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Year 12 HSC Textiles and Design, and Visual Arts Showcase

Catalyst 2023 Wrap-Up DR LYE CHAN LONG

Selected works from the Junior School Art Show

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REBECCA BIRCH & EMMA MACEY The relationship between self-regulated learning and academic wellbeing: interim report on a longitudinal study.

14 Student work

Contents

Latest news Girls on the World Stage North Shore Bear Pit Public Speaking Competition key to achieving

“ Consistent effort is

positive outcomes.”

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Nota Bene

Postcards

The latest news and events

Expeditions, excursions and student adventures

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Staff news Q&A

Our People

REBECCA BIRCH

Celebrating our Cocurricular Department

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Community news Alumnae

Profile

The latest news from Queenwood Old Girls

MIKAELA DERY

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Reunions & Alumnae News

“Queenwood fostered my love of literature.”

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Parents

Contributors

The partnership between the QPA and the school

Letters to the Editor

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Postscript STRIKING A BALANCE

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Contributors

With thanks to our contributors who gave up their time to share their insights, wisdom and experience with us.

Paige Haber-Curran, PhD PROFESSOR, COLLEGE OF EDUCATION, TEXAS STATE UNIVERSITY, USA

Dr. Paige Haber-Curran is Professor in the College of Education at Texas State University in San Marcos, Texas, USA and is a Fulbright Scholar (Austria). She is an author, educator, researcher, and trainer on topics of student leadership, girls’ and women’s leadership, emotionally intelligent leadership, and teaching pedagogy. Paige has published five books and numerous journal articles and book chapters on these topics. To access some of her scholarly work, visit paigehaber-curran.com

Rebecca Birch

DIRECTOR OF RESEARCH & PRACTICE

Rebecca is a strong advocate of evidence-based practice.

She retrained after a career in advertising and fashion and has been working in diverse schools ever since. She is a thought leader in education policy and practice, contributing to the discourse through her writing and commentary. She is a proud teacher of Stage 5 English.

Belinda Moore

ACTING PRINCIPAL

Belinda, Deputy Principal at Queenwood since 2021, has served as Acting Principal for Queenwood for Semester 2 of 2023. With a background in girls’ education and leadership roles at Brigidine College, SCECGS Redlands and AHIGS, she is dedicated 4

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to fostering girls’ intellectual, social and emotional growth in a supportive and adventurous environment.

Emma Macey

DIRECTOR, STRATEGIC INNOVATION AND YEAR 10 COORDINATOR

As well as being one of the strongest supports to Year 10 as Coordinator, Emma works with the Executive on strategic projects including IT architecture and youth mental health in the middle years of schooling. She is happiest with a paint brush in her hand or sitting at the potter’s wheel. She keeps fit by chasing her two sons, and her kelpie around her home on the Central Coast.

Pip Turner

YEAR 6 TEACHER AND JUNIOR SCHOOL COORDINATOR OF PASTORAL CARE

First joining Queenwood in the Junior School in 2002 as a classroom teacher, Pip has found herself very passionate about the education and wellbeing of young women. More recently she has become the Coordinator of Pastoral Care in the Junior School in addition to continuing her longstanding tenure teaching Stage 3. Everyday she loves learning alongside her students who amaze her with their ideas, profoundly insightful perspectives and terribly bad jokes, before she goes home to her three children, husband and giant groodle ‘The General’.

Addison Roles

YEAR 11 STUDENT, PREFECT

Addison commenced at Queenwood in Year 6. She was recently voted into a Prefect position for 2024 and has been a representative at the Da Vinci Academic Decathlon for the past 5 years. In addition to academics, Addison spends most of her time rowing with Queenwood, last year winning the ational championships in both the U17 1x and U17 8+, as well as the School’s first 8+. She plays in the School’s first soccer and field hockey teams, as well as cross country and futsal.

Editorial EDITOR Ruby Rose COPYWRITER

Kate Pollitt and Ruby Rose LAYOUT & DESIGN Rosa Morgan ILLUSTRATION

hellorosamorgan.com PHOTOGRAPHY

craigproudford.com rachelgutierrezphotography.com jamesgreen.com.au akphotos.com.au instagram.com/mcmanxmedia Troy Savill

VIEW ISSUE 45 ONLINE To view a digital version of this issue of QNews, or some of our past editions, simply scan the QR code.

Letters to the Editor

“The impact of cocurricular activities on adolescents is profound and valuable. The experiences and character development these programs offer is irreplaceable, and provide valuable development for young people, far beyond what school-based academics can teach.”

ADDISON ROLES’ BEYOND THE BOOKS: THE TRANSFORMATIVE POWER OF COCURRICULAR ACTIVITIES, MORE ON PAGE 24

MOST LIKED ABOVE: Our 2023 HSC Drama students have all been nominated for ONSTAGE. All three Group Performances and four Individual Performances have been nominated – an outstanding achievement.

ABOVE: Our Class of 2023 visited the Junior School for a special farewell assembly. Some girls even got a farewell message from their sister in Junior School!

Via handwritten note I always enjoy hearing about Queenwood!

ANKE CRICK (NEE HARVES) Q1961

Re: Envious of subject choices!

I have enjoyed every edition of QNews I have received and would like to thank you for sending the magazine to me. I am very envious of the choice of subjects the students have today – that is another story! Even though I topped the state in Needlework and received an A in English and Modern History, however sadly, three A’s wasn’t enough to pass the leaving certificate!

PATRICIA ‘PAT’ WHITE (NEE FERMINGER) Q1952-57

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Feature

“Get involved on campus—whether it’s a student club, intramural team, or Greek letter organisation— just get involved with something.” Advice such as this is often imparted to undergraduate students. They are encouraged to attend involvement fairs, and a range of organisations and opportunities are available to students.

Cocurricular Involvement and Student Leadership as Catalysts for Student Learning PAIGE HABERCURRAN PROFESSOR, COLLEGE OF EDUCATION, TEXAS STATE UNIVERSITY, USA

This excerpt was republished by permission of the author and Wiley.

It was first published in Issue 188 of the Wiley periodical New Directions For Higher Education, December 2019.

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stin’s (1997) theory of student involvement has shaped and informed the cocurricular context of higher education, drawing attention to developmental gains and outcomes students experience through the energy they devote to their experiences in college. As the focus on student learning within higher education continues to gain increased attention, it is critical that educators consider how students’ cocurricular experiences lead to learning and take steps to shape environments and opportunities for students that facilitate such learning.

Applied learning has gained increased attention and encompasses the process by which students gain an understanding and overall disposition that allows them to make connections and apply new learning to different contexts and situations.

In this chapter, applied learning is examined within the context of cocurricular involvement and student leadership experiences. Included are key characteristics of these experiences in connection to applied learning, a brief overview of relevant research on outcomes of cocurricular involvement, a discussion on intentionally shaping

applied learning in cocurricular contexts, and key considerations and recommendations.

Cocurricular Involvement and Student Leadership Since the colonial era of higher education, student involvement outside of the classroom has been a part of the college experience, expanding over time from religious gatherings and student-led literary societies to the expansive and well-developed range of cocurricular opportunities offered today. Many institutions have a plethora of student-led and university-sponsored opportunities for students to engage with others, with thoughts and ideas, and with on-campus and off-campus entities. Cocurricular involvement opportunities, while often initially associated with a student life office, exist in a nearly unlimited number of pockets across campus. Students serve as academic college ambassadors, attend career workshops, lead peers in orientation groups, participate in campus demonstrations, attend commuter networking breakfasts, participate in service programs, attend Black history month speakers, tutor

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“...cocurricular involvement encompasses out-of-theclassroom experiences that play a role in students’ educational experiences and development.”

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classmates, serve on student organisation committees, lead bible studies, and join intramural teams, to name a few. Some of these may be directly tied to one’s curricular experiences, while others do not have a direct connection to one’s academic life. Some experiences are compensated, some are volunteer, some are free, and some involve a participation fee.

In this chapter, cocurricular involvement encompasses outof-the classroom experiences that play a role in students’ educational experiences and development. I select cocurricular instead of extracurricular, as such involvement should be viewed as an integral part of the educational experience that complements academic experiences and contributes to the larger learning and development goals of an institution, not as something extra or separate. Under the large umbrella of cocurricular involvement is the specific experience of student leadership, whereby students lead their peers or an organisation. Engaging in leadership can involve holding a formal leadership role, such as president, resident assistant, tutor, or committee chair, or it can involve actively engaging in working toward a common purpose or making a positive difference in an organisation, on campus, or in the community. Although leadership is often associated with holding a formal role, limiting leadership in this way fails to acknowledge the wide array of ways students engage in leadership.

Contemporary conceptualisations of leadership promote the idea that leadership goes beyond a formal role, and leadership scholars call on educators to elevate broad based understandings of the many ways in which leadership can be enacted. By intentionally choosing this language, I put forth the value that out-of-class involvement should be tied to student learning, and specifically applied learning, whereby students can transfer the learning and growth gained in cocurricular contexts into other domains and settings in their lives.

Applied Learning Through Cocurricular Involvement and Student Leadership With such an expansive umbrella of cocurricular involvement, there are a plethora of ways in which such involvement can connect to applied learning experiences. Although there is not a decisive set of commonalities tying all cocurricular experiences together, many cocurricular contexts provide opportunities to practice, develop, and apply a range of knowledge, skills, and awarenesses. Cocurricular involvements can be classified into several broad categories, including intrapersonal (e.g., managing time and priorities, increasing selfawareness, developing interest, building confidence, managing emotions, handling setbacks), interpersonal (e.g., motivating others, engaging in conflict, collaborating on a task, developing common purpose), and contextual (e.g., understanding systems,

“Research points to the powerful role that interaction with peers...has on a number of outcomes that comes from interacting with individuals from different backgrounds...”

experiencing organisational dynamics, working with processes and policies, engaging with a broader community). Students also have the opportunity to apply their learning from other contexts to new settings and gain new learning to be applied in other settings via more passive experiences, such as attending a speaker, to more active experiences, such as leading a group.

A metaphor of a practice field or laboratory is often used to describe the rich environment a campus provides students to practice and develop skills, engage with others, and ultimately gain new learning in an environment that often carries with it less consequences and risks than the “real world”. Students practice and learn through cocurricular experiences, enabling them to be better prepared for future experiences. Recognising the power of this metaphorical practice field, the Carlson School of Management at the University of Minnesota offers a Student Organisation Leadership Series for leaders of the school’s 30 student organisations. Acknowledging the rich experience students have in leading organisations, which are in essence small businesses reflective of the organisational dynamics and challenges that exist in businesses, workshop facilitators seek to help students develop tangible skills they can apply in their student organisations and to their future careers. The workshop curriculum encompasses a range of topics including: business plan exercises, funding resources, succession

planning, facilitating meetings, team dynamics, conflict, and professional behavior.

Research on Student Learning and Cocurricular Involvement Research on the impact of cocurricular involvement, including student leadership experiences, on student outcomes consistently points to numerous positive outcomes. Similar to the almost endless ways in which students are involved cocurricularly, there is an expansive list of outcomes that can be pulled from research on the impact of cocurricular involvement.

Such outcomes include, but are not limited to, cognitive/intellectual development, practical competence, interpersonal competence, humanitarianism, educational persistence, value development, social competence, vocational competence, reflective thought, autonomy, self-esteem, altruism, and a range of leadership-related outcomes.

Research points to the powerful role that interaction with peers, a key characteristic of many cocurricular experiences, has on a number of outcomes, highlighting the salient learning that comes from interacting with individuals from different backgrounds and engaging in conversations about these differences. Relationships with faculty and staff, the larger institutional context/ environment, and sustained commitment involvement also emerge as consistent salient factors.

Researchers highlight involvement does not impact all students in the

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>> same way, pointing to differences based on social identities, majors, precollege experiences, and other factors. Additionally, not all cocurricular experiences result in positive outcomes, with some cocurricular experiences having a negative impact or impeding students’ development.

Intentionally Shaping Applied Learning Although cocurricular involvement often provides a valuable setting and opportunity for students to engage, practice, and learn, it is not a given that these experiences encompass or result in applied learning. Educators play a key role in providing the scaffolding, structure, and environments to facilitate and shape such learning.

As we seek to promote applied learning, we should not assume students will gain powerful outcomes simply by engaging with the college environment. Rather, we must approach our work with intentionality, which involves “reflectively and deliberately employing a set of strategies to produce desired outcomes,” and we must formalize the cocurriculum to enhance student learning.

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A key step in intentionally formalising the cocurriculum is identifying educational objectives associated with the experience.

Many are familiar with Bloom’s taxonomy of educational objectives, a useful framework and action words to describe knowledge, skills, and abilities associated with cognitive learning. Fink’s (2013) taxonomy of significant learning, although less known, is valuable for the context of cocurricular learning; it encompasses aspects of learning beyond a solely cognitive domain. The six domains are: foundational knowledge, application, integration, human dimension, caring, and learning how to learn. Readers are encouraged to explore Owen and colleagues’ (2015) application of Fink’s (2013) model to leadership learning (See Fig.1).

Institutional resources, such as institutional or divisional learning outcomes, guiding documents, objectives informed by institutional type, or faith-based values, may also be useful. The University of San Diego, for example, connects many cocurricular outcomes to the University’s mission and values as well as tenets of Catholic Social Thought. Last,

student development theories, leadership models, social justice and multicultural competence models, or other frameworks may be relevant resources. Readers are encouraged to review Seemiller’s (2016) guidebook for guidance on assessing leadership learning.

Conclusion As institutions seek to develop graduates who can translate and apply their learning to new contexts, it is crucial that cocurricular involvement and student leadership are key experiences included in the conversation. Just as the umbrella of cocurricular involvement is expansive, so too are the possibilities and opportunities to enhance student learning.

This chapter illuminates the value of cocurricular involvement as applied learning experiences and identifies helpful research, resources, and key considerations to shape cocurricular and student leadership experiences as catalysts for applied learning.

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This article contains edits, including amendments to Americanised spelling and removal of in-text citations. To read the full article, visit Wiley Online Library (wileyonlinelibrary.com) DOI: 10.1002/ he.20343

Fig. 1: A visual comparison of Fink and Bloom Taxonomies

References: Anderson, L. W., & Krathwohl, D. R. (Eds.).

(2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman.

Ash, S. L., & Clayton, P. (2009). Documenting learning: The power of critical reflection in applied learning. Journal of Applied Learning in Higher Education, 1(1), 25–48.

Association of American Colleges & Universities [AAC&U]. (2018). Integrative and applied learning VALUE rubric. Retrieved from https://www.aacu.org/value/rubrics/ integrative-learning Astin, A. W. (1997). What matters in college?

Four critical years revisited. San Francisco, CA: Jossey-Bass.

Dugan, J. P., & Komives, S. R. (2007).

Developing leadership capacity in college students: Findings from a national study (A report from the multi-institutional study of leadership). College Park, MD: National Clearinghouse for Leadership Programs.

Dugan, J. P., & Komives, S. R. (2011).

Leadership theories. In S. R. Komives, J. P. Dugan, J. E. Owen, W. Wagner, & C. Slack (Eds.), Handbook of student leadership development

(2nd ed., pp. 35–57). San Francisco, CA: Jossey-Bass.

Dunkle, N. W., Schuh, J. H., & ChrystalGreen, N. E. (2014). Advising student groups and organizations (2nd ed.). San Francisco, CA: Jossey-Bass.

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (2nd ed.). San Francisco, CA: Jossey-Bass.

Harper, S. R. (2011). Strategy and intentionality in practice. In J. H. Schuh, S. R. Jones, & S. R. Harper (Eds.), Student services: A handbook for the profession (5th ed., pp. 287–302). San Francisco, CA: Jossey-Bass.

Kuh, G. D. (1995). The other curriculum: Out-of-class experiences associated with student learning and personal development.

The Journal of Higher Education, 66(2), 123– 155 Mainella, F. C. (2017). Intentional design of student organizations to optimize leadership development. In D. Rosch (Ed.), The role of student organizations in developing leadership. New Directions for Student Leadership, 155, 33–43.

Mayhew, M. J., Rockenbach, A. N., Bowman, N. A., Seifert, T. A., Wolniak, G. C., Pascarella, E. T., & Terenzini, P. T. (2016). How

college affects students: 21st century evidence that higher education works (Vol. 3).

San Francisco, CA: Jossey-Bass.

Owen, J. E. (Ed.). (2015). Innovative learning for leadership development. New Directions for Student Leadership. San Francisco, CA: Jossey-Bass.

Rollins College. (n.d.). Career and life planning. Retrieved from https://www. rollins.edu/ career-life-planning/resources/ Rosch, D. (Ed.). (2017). The role of student organizations in developing leadership .New Directions for Student Leadership, no. 155.

San Francisco, CA: Jossey-Bass.

Seemiller, C. (2016). Assessing student leadership. In Roberts, D., & Bailey, K. (Eds.), New Directions for Student Leadership, 151, 51–66.

Texas A&M University. (2019). Student leader learning outcomes. Retrieved from https:// sllo.tamu.edu/ University of Central Oklahoma. (2017).

Student transformative learning record.

Retrieved from http://sites.uco.edu/central/ tl/stlr/ Whipple, E. G., O’Neill, K. B., & Wilson, M. E. (2016). Student life programs. In N. Zhang (Ed.), Rentz’s student affairs practice in higher education (5th ed., pp. 365–398).

Springfield, IL: Charles C. Thomas.

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Response to feature

“ Most, if not all families at Queenwood would agree that involvement in cocurricular opportunities helps to nurture and develop an individual in all aspects of life: physically, emotionally, socially, spiritually, and cognitively, and students are assisted in developing teamwork and leadership skills, thereby increasing confidence and resilience.”

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Paige Haber-Curran suggests that even choosing the word cocurricular is an important decision, and in 2021 the School came to the same conclusion, renaming our programs to demonstrate that we viewed these experiences as an integral part of the educational experiences offered by the School.

students who study the Arts are not only more successful with examinations, but also learn to think creatively and to problem solve by imagining various solutions and rejecting outdated rules and assumptions; questions about the Arts do not have only one right answer.

There is overwhelming evidence to support the physical benefits of involvement in sporting activities, underpinning the fact that a healthy body leads to an active mind, and studies consistently show us that children who are more physically active tend to perform better academically.

Enrichment activities such as debating and mock trial, provide rigorous, critical thinking skills and engender emotional maturity. This can lead to high levels of academic and post-school achievement. Debating also provides invaluable life skills by teaching students to become self-managed learners who can recognise how others think, thereby improving their ability to cooperate in a team environment.

Applied learning, as described in the article, references an approach, which emphasises the relevance of what is being learnt to the real world and makes that connection as immediate and transparent as possible. Partly as a result of this, applied learning involves students and their teachers in partnerships and connections with organisations and individuals outside school. Queenwood embraces this approach to learning across numerous cocurricular activities by providing the opportunities for students to be taught by both teachers and external specialists, to compete in interschool competitions and eisteddfods, to work with external experts and to partner with other schools, businesses, and charities.

Participation in cocurricular activities such as music ensembles, and drama productions provides students with a means for self-expression, and developing self-esteem is a by-product of this. Research also shows that

The context of a flourishing school is diverse, dynamic, and responsive to the needs of its students. It is a powerful force in shaping young people’s leadership practices and it is therefore important to recognise the student

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leadership opportunities that are created through participation in cocurricular programs and how these experiences prepare students for the role of leadership in later life. Research published by Dr Nicole Archard, a current independent girls school Principal has questioned whether schools are making use of all opportunities available for teaching leadership skills to female students and whether this leadership development is attuned to societal practice.

She has suggested that we need a diversity of flexible leaders who are technologically competent and understand themselves in a global context.

Developing these aspects of leadership in schools is important if leadership qualities are to be transferred into positions beyond the school context. Schools therefore have a responsibility to ensure that students learn about varying ways of leadership practice so they can be flexible in their own approach to leadership and build skills that can respond to specific contextual needs. This year the new student leaders spent a day developing their leadership capacity with Burn Bright who are a leading external provider in this space. As a school we know that leadership can be both taught and developed in students and that different situations call for different types of leadership and this is where cocurricular activities provide the perfect learning environment.

While Paige Haber–Curran acknowledges that leadership is not limited to those that hold

a title or have a badge, there are numerous case studies by McNae (2011) and Archard (2009) that demonstrate that many girls believe leadership requires a title and that it is this title that defines who can lead and how. McNae’s (2011) research highlights how the opportunity to hold a formal leadership role often provided avenues for visibility and external recognition and many students feel that their leadership is more valuable when it is visible, and rewards such as badges, certificates and morning teas are all part of the student’s belief that those around them value their contribution. Research by Avolio (2016) however identified that youth could elect to show leadership in a variety of settings and social arrangements and by learning about leadership across a range of contexts they develop a more rounded approach to leadership.

At Queenwood we regularly review the student leadership structures to ensure that key concepts of student voice, student participation, active citizenship, democratic schooling, and student agency are actively supported. We acknowledge the importance of formal leadership positions at Queenwood and unlike some schools, these positions are not given as a reward for achievements in that activity; girls are chosen because of their enthusiasm and commitment to the job of leading others and contributing to the school community. This approach helps girls transition into leadership opportunities at tertiary institutions where many of the

roles are filled by volunteers who choose to serve and engage with their peers in shared interests. As Paige Haber-Curran identifies, the ‘practice field’ of the cocurricular environment is also the perfect landscape for students to hone their leadership skills in a safe, low risk setting.

Our girls grow up observing effective, purposeful leadership in their daily life at Queenwood.

They benefit especially from the example of our alumnae who regularly return to offer wisdom gained from their experience in diverse fields and locations around the world.

At each stage there are formal and informal opportunities for girls to lead their peers and some of the most rewarding moments come as they make connections across different age groups. The students themselves provide powerful role-modelling, and we delight in seeing them lift each other through their energy, enthusiasm, and engagement. Through a rich array of cocurricular activities and learning environments, girls at Queenwood learn essential personal and leadership skills that will help prepare them for life beyond the school gates.

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References: Archard, N. (2009). Leadership Understanding and Practice in Girls’ Schools: A Review of Web Based Public Documents. Leading and Managing, 15(2), 16–30.

Avolio, B. J. (2016). Introduction: The golden triangle for examining leadership developmental readiness. New directions for student leadership, 2016(149), 7-14.

McNae, R. (2011). Student Leadership in Secondary Schools: The influence of school context on young women’s leadership perceptions. Leading and Managing, 17(2), 36–51.

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On topic

Smart Study The relationship between self-regulated learning and academic wellbeing: interim report on a longitudinal study.

T REBECCA BIRCH DIRECTOR OF RESEARCH & PRACTICE

EMMA MACEY DIRECTOR OF STRATEGIC INNOVATION

he growing emphasis on self-regulated learning (SRL) in education has highlighted the imperative of nurturing independent learners, especially against a backdrop of rising academic stress. This research seeks to understand the synergy between teacher-facilitated structure and student autonomy and its relationship to student academic confidence. Specifically, it investigates how a structured study skills program can foster student independence and influence academic wellbeing.

Preliminary findings from a longitudinal study targeting Stage 5 secondary students indicate positive shifts in autonomy support and enhanced self-regulation and planning skills. A notable correlation has emerged between student-perceived autonomy support and teacher-provided structure. The data underscores the role of a structured approach in facilitating independent learning, validating the importance of explicit instruction in study skills.

Introduction The imperative to teach self-regulated learning has been intensifying in education in recent years. Hattie’s meta-analyses have accelerated the rise of self-regulated learning (SRL) in Australian education discourse and curriculum, with his effect sizes providing impetus for teachers and policymakers (2010).

Like the Melbourne Declaration before it (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008), the Mparntwe Declaration emphasises the importance of developing “successful lifelong learners” (Department of Education, Skills and Employment, 2019).

In addition, academic stress is on the rise. A recent study shows that schoolwork, tests and grades are a top driver of student anxiety. The Productivity Commission Review of

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“Self-directed learners are more likely to be able to adapt to the needs of a world that now demands life-long learning, but more importantly to the context of this study, students are more likely to view the future with optimism.”

the National School Reform Agreement highlighted student wellbeing as a key area of concern (2022). While schools provide many resources to support student wellbeing, these are often unsupported by evidence (Productivity Commission, 2022). By teaching the skills necessary for students to attain academic competence and autonomy, key components of self-determination theory (Deci & Ryan, 2000), this research aims to understand more about the ways that teachers can influence student wellbeing in the domains within their control.

Self-directed learners are more likely to be able to adapt to the needs of a world that now demands life-long learning, but more importantly to the context of this study, students are more likely to view the future with optimism (Zimmerman, 2002).

There is a positive relationship between SRL and feelings of self-efficacy, creating a virtuous circle of self-regulatory processes, affirmation of 16

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performance through selfmonitoring and motivation (Zimmerman, 2002).

Zimmerman (2002) points out that, despite its importance, SRL is often implicitly taught. The existing literature emphasizes student independence but overlooks the need for explicit instruction.

Kistner (2010) advocates teaching declarative (how), procedural (when), and conditional (when) knowledge.

Study skills, a part of SRL, need explicit teaching, though effective strategies like those identified by Dunlosky et al.

(2013) are not common in schools. Differences in planning between novice and experienced learners underscore the need for explicit strategy teaching (Zimmerman, 2002, p. 69).

Lastly, while some research suggests a dichotomy between teacher-provided structure and autonomy, it is more beneficial to see them as complementary.

Autonomy should not equate to limitless freedom but should be paired with structure for

students to eventually become self-directed in their learning.

The teacher’s knowledge of the student’s wishes, problems and perspective, combined with supportive instruction on a range of possible actions, enables students to achieve their desired goals (Vansteenkiste et al., 2012, p. 432).

Research question In what ways can a structured study skills program develop independence and improve wellbeing in young people?

Method Descriptive statistics.

Interim results Interim results indicate shifts in a key indicator of wellbeing, namely autonomy support and structure (see table above). In addition, students report improved planning skills in relation to study and assessment. Improvements were also seen in students’ ratings of their abilities in self-evaluating

Fig. 1: Change over time in wellbeing and SRL indicators SELF-EVALUATING SEEKING SOCIAL ASSISTANCE STUDY SKILLS OUTCOMES (AGGREGATE) AUTONOMY SUPPORT EXPLICIT INSTRUCTION PLANNING T1 MEAN

T2 MEAN

and seeking social assistance.

These results are statistically significant (p < .10). In addition, the researchers have found a correlation between studentreported autonomy-support and teacher-provided structure (see Fig. 1). The study skills program at the centre of the research is explicitly taught and these results suggest support for the notion that structure is a necessary precondition for later independent learning.

Discussion While key indicators of wellbeing have shifted, more direct measures of academic stress, such as those resulting from assessment itself, remain unchanged. Opportunities exist to make the links between competence and autonomy, and similarly autonomy and wellbeing, more explicit to students, through the content and sequencing of lessons.

At the time of writing, the program has been running for only two school terms.

As such, the researchers may

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be yet to see changes in this area. A renewed instructional focus on the why and not simply the how may result in lower levels of assessment stress for Queenwood.

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REFERENCES Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior.

Psychological Inquiry, 11(4), 227–268. https:// doi.org/10.1207/S15327965PLI1104_01 Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013).

Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology.

Psychological Science in the Public Interest, 14(1), 4–58. https://doi. org/10.1177/1529100612453266 Hattie, J. (2010). Visible learning: A synthesis of over 800 meta-analyses relating to achievement (Reprinted). Routledge.

Kistner, S., Rakoczy, K., Otto, B., Dignath-van Ewijk, C., Büttner, G., & Klieme, E. (2010).

Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance.

Metacognition and Learning, 5(2), 157–171. https://doi.org/10.1007/s11409-010-9055-3 Ministerial Council on Education, Employment, Training and Youth Affairs.

(2008). Melbourne Declaration on Educational Goals for Young Australians.

Productivity Commission. (2022, September). Review of the National School Reform Agreement. https://www.pc.gov.au/ inquiries/completed/school-agreement/ interim/school-agreement-interim.pdf Department of Education, Skills and Employment. “The Alice Springs (Mparntwe) Education Declaration,” 2019. https://www. education.gov.au/alice-springs-mparntweeducation-declaration/resources/alicesprings-mparntwe-education-declaration.

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Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., Aelterman, N., Haerens, L., & Beyers, W. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior.

Learning and Instruction, 22(6), 431–439. https://doi.org/10.1016/j. learninstruc.2012.04.002 Zimmerman, Barry J. “Becoming a SelfRegulated Learner: An Overview.” Theory Into Practice 41, no. 2 (2002): 64–70. https:// doi.org/10.1207/s15430421tip4102_2.

To learn more about Smart Study, visit: bit.ly/smartstudyreport

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The Queenwood Symphony Orchestra perform at the recent Music Showcase at The Concourse, Chatswood.

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Feature

Through music to the stars In a recent conversation with Dr. Felicia Chadwick, the remarkable depth and breadth of music education at Queenwood came into sharp focus. For the staff of the Music Department, it’s not just about notes on a page.

S REBECCA BIRCH DIRECTOR OF RESEARCH & PRACTICE

tudents are supported to reach a fluent understanding of the language of music that enables them to take risks in their performances and compositions. Not only do students receive this unique experience, but they take the knowledge and skills needed for music to enrich their post-school lives. Here are some of the highlights.

A blend of best pedagogies

DR FELICIA CHADWICK SENIOR SCHOOL MUSIC TEACHER

Dr. Chadwick explains how the carefully selected and sequenced pedagogies support students not only with music making but with developing a sense of community through music. She says of the Kodály method used in K-6 music classrooms, “It isn’t just about reading notes on a page; it’s about understanding the grammar and syntax of music. The approach teaches music as a language. The idea is to internalise musical concepts, making >> STRIKING A BALANCE

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Feature

>> musicianship a part of students’ inner being.”

She likens this foundational music knowledge to oral language acquisition, an essential in a school with a compulsory instrumental program.

Kodály is a natural precursor to the Orff Schulwerk method used in secondary music classrooms. “The Orff method is not just about teaching music but about developing the whole child. The integration of music with movement, drama, and speech provides a dynamic and accessible approach to music education. In the Orff classroom, improvisation and composition start from day one. Students are never passive receivers but active participants in their musical learning”. Dr. Chadwick says, “Orff changes the dynamics of the music classroom from a formal setting to more of a community of shared practice, where everyone’s contribution matters.”

Supporting all music classroom activity is singing. Choral singing is fundamental to developing students’ musical capacities, their aural perception, and their musicianship.

A growing body of research on singing in choirs confirms the value of the activity for the social and emotional development of participants.

Choral singing provides a unique opportunity for social connection.

It is that connection which has been shown to contribute to the health and wellbeing of the individual. This is particularly so for younger children and adolescents. We are fortunate to be able to offer choral singing as an integrated part of music activities for all girls in our Kindergarten – Year 8 music classrooms.

But music is not just offered in the classroom. Queenwood students are provided with a dizzying array of opportunities for performance in front of real audiences.

“Queenwood [has] a compulsory instrumental program in the Junior School which enables every girl from Years 3-6 to learn an instrument and participate in a music ensemble. These opportunities feed into the Cocurricular Music program. We’ve got 20

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Chamber music, we’ve got Jazz, we’ve got orchestral pieces”. Dr. Chadwick mentions “From the Symphony Orchestra, the Symphonic Wind Ensemble and concert bands, to Jazz and Swing Bands to string ensembles and choirs, students at Queenwood can find their fit and explore their musical strengths.” By exposing students to a breadth of performance opportunities, Queenwood offers a truly holistic music education.

Music for life Queenwood’s approach ensures that the impact of its music education extends far beyond the school walls. Dr. Chadwick reflects, “The reality is, most of our students in the compulsory primary school instrumental program will not be playing their instruments at the age of 21, but they will go to social gatherings where music is being played, either in the background, or the foreground.”

In essence, Queenwood aims to produce not just musicians, but cultured individuals who appreciate the Arts.

In line with Queenwood’s vision of the enduring value of liberal education, Dr. Chadwick eloquently sums up Queenwood’s philosophy: “If you are a holistically educated person and the Arts are a really important part of that, then you are someone who is going to be valuable to society and the community.” Queenwood does not just offer music classes; it offers a comprehensive musical experience that prepares students for the real world.

“To be an informed listener in that business, cultural and organisational setting is actually power – isn’t it?”.

Dr. Chadwick notes that many of our girls will grow up to have families of their own, where a music education is an intergenerational gift. “A parent who values music will enact a decision to provide an opportunity for their own children to experience everything music has to offer.”

Staying hungry for learning

ABOVE: Dr Felicia Chadwick gives a special music lesson for our Year 6 students, as part of their Senior School Transition Day in Term 2.

We asked how Queenwood teachers stay so engaged and passionate. Dr. Chadwick believes the key is to nurture their own musicianship. “I am hungry for pursuing new music…other staff continue to perform professionally. We all contribute to the wider musical community in so many ways.” she says. She shares her experience of attending a recent concert, “Mr. Winton and I were at the Sydney Conservatorium with a fantastic concert by Vox recently, which is the young adult choir of the Sydney Philharmonia Choirs, and four new works were presented.

Two former Queenwood students were also singing in that elite choir.” She describes these experiences as “part of the continuum”, demonstrating the importance of musical engagement. This engagement isn’t confined to concert halls; it spills into the classroom, enriching the student experience. “What we actively do is try to bring that ‘real-world’ musical thinking into our classrooms.”

Many schools include music education as part of their curriculum, but Queenwood stands out for its depth, breadth, and holistic approach. Whether it’s the robust pedagogical foundations laid down by the Kodály and Orff methods, choral singing across all K-8 classrooms, the expansive opportunities for performance, or the integration of music as a cultural and intergenerational gift, Queenwood offers something distinctive.

The Queenwood Music Department doesn’t just cultivate musicians; it nurtures well-rounded individuals with a lifelong appreciation for the Arts. As Dr. Chadwick observes, a Queenwood music education is more than a school subject; it’s an enduring asset, enriching not just individual lives, but society and future generations as well.

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Opinion

Pip Turner discusses how independence, motivation and agency is fostered in Queenwood Junior girls, as they transition and adjust to Senior School.

How does the Queenwood Junior School prepare our girls for Senior School?

PIP TURNER YEAR 6 TEACHER AND JUNIOR SCHOOL COORDINATOR OF PASTORAL CARE

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Students aged between 10 and 14 years of age have entered the adolescence developmental stage associated with various transitions.

These include biological, cognitive, and social changes (Hollenstein & Lougheed, 2013; Molloy et al., 2011). The transition from primary to secondary schooling occurs during this stage and requires adjustment to a new mode of learning and teaching, as well as new peer networks (Sniedze, Felgite, O’Grady, Buckley, Lietz, 2021 ACER). Our strategy is to provide targeted guidance and opportunities around the incoming expectations, routines, and spaces. The aim is to ensure the transition process is (mostly) smooth sailing; we appreciate that some gentle choppy seas to navigate through the course of this expedition are good for our girls.

A little bit of discomfort is character building.

Years 5 and 6 at the Junior School are key times. We aim to provide accessible experiences for the girls to practise the requisite skills for the future in manageable steps, with a safety net in place. What we ask of them is not beyond their capabilities. Primarily, we ask them to be more independent and to take responsibility for their learning in the classroom and in the social realm of the playground. This is the time when the teachers and parents also practise standing beside, or behind the girls, rather than in front. It’s a big step, more often for the adults than the girls, but the benefits for the child are boundless.

The intention is to cultivate the executive functioning skills the girls will most draw upon as they transition to secondary schooling: • Self-management (using initiative, time management, planning, organising belongings, developing a balanced routine, demonstrating agency, self-discipline and self-motivation, recovering from mistakes and disappointment, agility and adapting to change), • Decision making (making reasoned judgments after analysing the facts, finding solutions for problems, anticipating and evaluating the consequences of one’s actions); and, • Self-awareness (identifying their emotions and how they can be controlled, demonstrating truth and integrity, self-efficacy, rational goal setting).

“...we ask them to be more independent and to take responsibility for their learning in the classroom and in the social realm of the playground.”

We call on the girls to be courageous and come to us to ask questions, articulate their challenges and resolve issues without parent intervention. This shows we respect and trust them to do this unassisted. We ask the girls to follow instructions to complete assignments and prepare for activities, self-managing the diary, email, and School digital platforms. We help the girls to understand when they have made a choice that does not align with the school’s values of Truth, Courage and Service, accept accountability and make amends.

We celebrate moments when the girls take considered risks, show resilience, perseverance and flexibility. This includes trusting them to do some things without adult supervision. We allow them student voice when they attend Queenwood Action Group (QuAG) meetings, pick themes for events and projects and vote for leaders, showing that we value their ideas and opinions. All of these skills are ongoing expectations in Year 7 and beyond. Through this practice in Junior School we are reducing the cognitive and emotional load around the logistically natured changes of Senior School so the girls can prioritise trying new things and working on the interpersonal side of the transition process – building connections and forming new friendships.

Years 5 and 6 at Queenwood could be viewed as pre-season

training, we have the added advantage of knowing what the race environment and conditions will be like, so the practice is meaningful. To provide more tangible preparation for our girls, we cover what to expect and how to prepare in wellbeing lessons throughout Term 4. Director of Wellbeing, Mrs Suzanne Kerr, runs an information session ‘The Next Chapter’ with Year 6 students and the Year 5 students also participate in a Senior School tour. Catalysing on the power of student voice, Year 7 students visit Year 6 for a Q&A session, and this year we reintroduced the ‘Transition Day’. Year 6 students spent a day at Senior School immersed in lessons and activities, helping them to appreciate the subtle differences and, more importantly, acknowledge that the next chapter is going to be a stimulating challenge with abundant opportunities to grow within a trusted and caring support network.

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To read more about the research that supports this article, visit: research.acer.edu.au/well_being/18/

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Opinion

Beyond the books: The transformative power of cocurricular activities Even before we step foot through the school gates for the first time in Kindergarten, both students and parents are inundated by the ranking of schools when annual HSC and 1B results are released. Before a child reaches the age of six, or before Year 7 at the age of 11, many families begin to consider the Year 12 academic results of respective schools. Parents consider such results anywhere from at least 5 to 13 years before their child will undertake these final exams. Many schools pride themselves on being balanced, liberal and comprehensive, yet what they publicise the most are a few single statistics, namely their school’s state ranking.

While pure academic achievement is undoubtedly important and holds its own value, the emphasis on these statistics often overshadows a crucial aspect of education that goes beyond textbooks and exams – cocurricular activities. These activities, ranging from sports and arts to clubs and community service, play an instrumental role in shaping well­rounded individuals, fostering personal growth, and preparing students for the challenges of the real world.

Although cocurricular activities are often praised for providing adolescents with a creative outlet, or physical exercise, or simply just time off social media, the significance of such activities stretches far beyond what some may see on the surface. Personally, mine, as well as others’ participation in these activities, has been profound...

Queenwood’s School values are centred upon three fundamental virtues of Truth, Courage and Service, and the characteristics that pursuing a cocurricular activity can instil, could not be summarised better than through these three values.

In Truth, sports, creative activities, and academic enrichment can ingrain indisputable traits of determination and hard work. I have been fortunate enough to witness this myself through my peers in the past 24

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ADDISON ROLES YEAR 11 STUDENT, PREFECT

five years at Queenwood. Girls who started Year 7 as timid and shy have joined and flourished in drama groups and robotics teams to develop their true, authentic selves. This is displayed as we watch performances such as the annual Middle School roduction, as well as academic competitions such as the interschool Da Vinci Decathlon.

The synergy between passion and effort becomes a driving force, propelling students to push their boundaries and unlock hidden reserves of self-assurance.

As these once hesitant individuals immerse themselves in the world of their interests, a remarkable metamorphosis occurs.

This crucial character development continues through the growth of Courage. Long term commitments to a team or activity, setting goals, and growing confidence are all evidence of this. Engaging in challenges that demand perseverance, resilience, and facing the unknown gradually

“These activities...play an instrumental role in shaping well­ rounded individuals, fostering personal growth, and preparing students for the challenges of the real world.”

fosters a deeper sense of courage.

As students overcome obstacles and setbacks, they realise their capacity to conquer adversity, leading to self-belief and the willingness to embrace new experiences. This process of nurturing courage not only enriches their personal journeys but also equips them with valuable life skills that extend far beyond the realm of their respective activities. Within our school community, I have observed this effect in multiple ways. For example, I have watched as younger girls have assumed responsibility within the soccer community to fill the impending void as our Year 12s prepare to graduate. Even though they may be younger, many girls have had the courage to step up, and take accountability for their own training, as well as provide leadership for the juniors. Although our team’s success has often been accredited to the talents of the current Year 12 players, this year has been a season of transition as the younger players have had the courage to stand up, such as in the interschools’ regional futsal championships, where Queenwood was successful in winning gold in both age divisions.

In Service, the nature of cocurricular activities provides the luxury of freedom of choice in volunteering and giving back to our communities.

Although providing support for disadvantaged communities and other services both domestically and internationally is indisputably important, the opportunity for adolescents to give back in their own activities is invaluable. If young people are able to not only participate, but also volunteer within their own interests, this act

of service becomes all the more impactful. Students are able to pass on their passions, and volunteer in a familiar environment where they understand the true effects of their efforts. For example, one of the highlights for me in Term 3 is Queenwood’s Learn to Row program. Four years ago, my first introduction to Queenwood’s rowing program was through the Learn to Row program where I was able to pick up the basics of the sport through the guidance of Year 9 and 10 girls teaching me their craft.

Since then, I have not looked back, and in addition to competing in four rowing seasons so far. I, along with my other rowing peers in my year group, have been fortunate enough to volunteer at this program. When others ask us why we go to help out, our answer is simple: We love it.

Through volunteering at the rowing sheds, we are able to meaningfully give back to the community which has helped us so much and share with incoming rowers, our passion for the sport.

The impact of cocurricular activities on adolescents is profound and valuable. The experiences and character development these programs offer are irreplaceable, and provide valuable development for young people, far beyond what school-based academics can teach.

Our lives become increasingly busy and complicated as we grow up, and so it is vital that cocurricular activities remain an integral part of our lives.

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Read about the year’s feats in the Catalyst program, feel inspired by the nominated works of our Year 12 Visual Arts and Textiles & Design students, and see just how much fun our students had in our 2023 musical production of Mamma Mia! There has been a lot happening both inside and outside the classroom; here is a quick look at what the students have been up to…

Student work KINDERGARTEN STUDENTS SOLVE PUZZLES DURING A MATHS LESSON

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Student work

Textiles and Design

Selected for SHAPE 2023

Sofia Alessandra Watts SCARIFICATION 28

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Nominated SHAPE 2023

Nominated SHAPE 2023

Shortlisted SHAPE 2023

Holly Isabella Rathborne

Lucy Sheffield

Layla Skye Parsons

OLD HOLLYWOOD

BELLE EPOQUE GLAMOUR

CONTEMPORARY KNIGHT

Nominated SHAPE 2023

Nominated SHAPE 2023

Nominated SHAPE 2023

Nominated SHAPE 2023

Sienna Yasmine Jackson

Samia Momand

Claudia Alice Townsend

Ella Frances Forrest

DANCE WITH THE DEVIL

AFGHAN KAMEEZ

THE POWERSUIT

TO THE MOON

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Student work

Visual Arts

Nominated for ARTEXPRESS 2023

Sienna Jackson “TO PULL PEOPLE WITH DEMENTIA INTO YOUR WORLD, YOU HAVE TO ENTER THEIRS” – CHRISTOPHER ECCLESTONE, DRAWING AND PHOTOGRAPHY 30

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Nominated for ARTEXPRESS 2023

Visual Arts

Claudia Townsend A HOMAGE TO THE HOLLOW MEN – T.S. ELIOT, INSTALLATION, TEXTILES AND PHOTOGRAPHY STRIKING A BALANCE

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Students perform in the 2023 Queenwood Senior School Musical production, Mamma Mia!

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Student work

2023 has been our busiest year to date for our Catalyst enrichment program. From the Australian Computational and Linguistic Olympiad (OZCLO) to the Middle School Ethics Olympiad, our Queenwood Girls in Years 3-12 had the opportunity to challenge themselves in areas such as Mock Trials, Mediation and Ethics.

Catalyst Wrap-Up DR LYE CHAN LONG CATALYST COORDINATOR

OZCLO We had more teams competing in OZCLO than any year before.

Teams were awarded Bronze or higher, with one team awarded Gold. While we didn’t reach the final round, it was a great achievement in a challenging National competition.

IGSA Chess Championships Chelsea Huey, Charlotte Burt, Georgia Brown, Tara Bansal (Year 9) and Annabel Li (Year 8) won the IGSA Chess Championships for the second year in a row.

Ethics Olympiad The Year 6 team of Lucinda Hughes, Fredrika Hall, Sophia Cox, Ella Fitzgerald and Penelope Currie won Gold in their competition.

The Year 11 team of Eleni Pagidas, Zoe Grant, Caelle DunneVidulich, Penelope Jin and Caitlin Bannister, reached the Finals, competing in an international field.

Mock Trial & Mock Mediation

ABOVE: The Year 6 Ethics Olympiad Team.

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The Mock Trial Year 10 team of Anna Wood, Chantilly Ho, Guinevere Wolkenstein, Angela Lu, Melody Yin, Sophie Roussos and Peggy Xiang won all but one of their trials in the preliminary and elimination rounds, narrowly missing out on the chance to compete in the quarter finals. Meanwhile, the Mock Mediation Year 9 team of Kristin Chan, Sarah Rice, Charlotte Burt, Amelie Daniel, Charlotte Bower, Darcy Botheras, Annika Mulcahy, Tessa Holme and Tatum Roles qualified for the quarter finals.

World Scholars Cup Queenwood hosted the Regional Round for the World Scholars Cup for the second time this year.

All teams qualified for the Global Round, with a team representing in Seoul, Korea, and three teams on the Gold Coast. All teams qualified for the Tournament of Champions to be held at Yale University, in the USA. The Seoul Year 9 team of Chelsea Huey, Anni Zhang and Reanna Wang, came 6th overall in the Junior Division winning 4 team trophies, and several gold medals.

Anni Zhang also won an individual trophy for coming 2nd in the Writing competition.

Our youngest Junior School Year 6 team of Fredrika Hall, Rozabella Tam and Sofia Kurti, was the best in the Cria division, the youngest sub-division of the Junior competition, despite competing against older competitors on the day. Rozabella came 8th, Sofia 4th and Fredrika 3rd.

TOP TO BOTTOM: The winning IGSA Chess Championships team, World Scholars Cup Senior Division and World Scholars Cup Junior School Team.

The team of Angela Lu, Amy Rosling (Year 10) and Chloe Jearapunpong (Year 9), came third overall in the Senior Division; Chloe came 2nd, Angela 4th and Amy 9th as overall individual scholars. The team of Chantilly Ho, Anna Wood and Melody Yin (Year 10) came 16th overall in the Senior division while Sara Lambkin, Mia Guillergan and Lara Skulina (Year 8) came 13th in the Junior division. Sara Lambkin was 6th overall scholar in the Junior division; the team of Kristin Chan, Amelie Daniel and Darcy Botheras (Year 9) was first in the Senior Team Writing event.

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Student work

Waverly Hagland, Year 4

Kaitlyn Wang, Kindergarten

Imogen Hill, Year 3

the Junior S m o r cho Selected works f ol A rt Show

Madeleine Wood, Year 5

Anneke Ho, Year 6 Emily Gibbons, Kindergarten

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Khloe Audley, Year 1

Sophie Squires, Year 6

Sarah Babich, Year 3

Lily Tynan, Year 6

Madeleine Roberts, Year 3 Anna Elliott, Year 6 Grace Ricketson, Year 1

Sarah Inwood, Year 5

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Kindergarten and Year 1 participated in a Sports Morning in November, competing in fundamental movement races in their houses.

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Latest news

MS JOANNE APPLETON (Q1977), SCHOOL’S 98TH BIRTHDAY SPEECH, SEPTEMBER 2023

Senior students transport Birthday posies to nearby cars, in the continued tradition of delivering flowers to hospitals and nursing homes in the community.

“Use the opportunities that Queenwood offers as a portal to a broad and widereaching education, not just in an academic sphere but also a societal one.

Take opportunities that are offered to you and run with them in the direction of your choosing. Your education will give you the means to explore and the gift of being able to be yourself. You don’t have to prove who you are to anyone, but please remember to have some self-compassion on the way.”

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Q&A

Girls on the World Stage United by passion and commitment to excellence, this dynamic group of students showcased exceptional talents and unwavering dedication.

From gripping debates in national auditoriums, scoring goals on international football pitches and making strokes in Paris that tested their discipline and hard work, they’ve each left an indelible mark.

Their journeys are more than just a pursuit of victory, they are a testament to their resilience, collaboration, and the support of those around them both in and outside school. They have each carried with them not just the triumphs of the podium but a profound sense of accomplishment, camaraderie, and the belief that education extends far beyond the classroom walls. Past the medals and accolades, the girls shared their experiences that enriched their perspectives and fuelled the start of a lifelong thirst for pursuing your passion.

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Q&A

>>

Alice Thompson Year 12 2023, Football

Chloe Jureta Year 11, Rowing

How have your skills and involvement in football helped you with other areas of your school life?

What does it mean to you to reach the level you’ve achieved in rowing?

Football has taught me an array of skills over the years which I have attempted to apply to school life. It’s taught me to work hard and dedicate time and effort to things or subjects I enjoy, it has taught me to try to get along with everyone, no matter how different you are, as you never know if you’ll share a similar interest with them.

Also to never give up when times are hard and to keep persisting as there is always a good outcome when you stay resilient. I have applied this to each of my subjects, especially when I’m feeling stressed or overwhelmed and need to remind myself of this. Football has also taught me that you can do anything you put your mind to, whether it’s doing a few extra sprints during conditioning, or applying to different universities for courses you wouldn’t expect to get into.

Finally, football has taught me the importance in moving forward from disappointment - it is okay to have bad trainings or games where you didn’t get the outcome you expected or play as well as you hoped. This mindset can be employed in any life situation and sometimes acknowledging your bad days where you don’t do as well as you hoped on a test or don’t feel like socialising, can be good for you by helping you appreciate the good and successful times.

I feel incredible to have reached this level of rowing. It was the greatest honour and privilege to have experienced competing at an international level and representing Australia. I hope it proves that you can achieve so much if you apply yourself and keep persevering through hardship!

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What is the most valuable lesson that you’ve learnt?

The most important lesson to me (out of a plethora learned) was definitely the importance of discipline and hard work. Behind success is thousands of hours of unseen work, and through this experience I’ve learned to develop the foresight to map out the path of work to achieve my goal. And one of the hardest parts of that path is simply sticking to it, so I needed to practice a lot of self-discipline.

If you could give one piece of advice to other young people who may already be participating in rowing or are interested in joining a crew?

A difficult question! I think that just knowing effective hard and smart work will reap the rewards you want. Having big goals requires lots of effort to achieve, but as cheesy as it is, usually it’s only you that limits your potential.

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“ Behind success is thousands of hours of unseen work, and through this experience I’ve learned to develop the foresight to map out the path of work to achieve my goal.”

– Chloe Jureta Bonna Yoon Year 11, Bassoon & Clarinet What is the most valuable lesson that you’ve learnt?

What does it mean to you to reach the level you’ve achieved in music?

I realised that music is not all about playing by yourself as a soloist, or with an orchestra. It’s also not the outcome of a competition or an exam, but instead the process. The process of knowing other people in the orchestra and the process of getting together with the girls to practise for the House Music Festival. The outcome of an orchestra rehearsal might be a big Opera House concert, but the process of learning the piece and the rehearsals with the people in the orchestra resulted in friendships that I would’ve never imagined having, and the memories with the musicians at national music camps and even at school with Mr. Au, Mr. Crow, and Mr. Winton and many more. I am beyond grateful for this opportunity to be able to play with beautiful musicians from our school, and I hope that everyone has the chance to perform alongside talented girls from our school.

I am extremely pleased with the level I have attained in music, but I always want to push myself further. I love performing with people from our school, outside of school, with teachers and peers and I also feel the responsibility to improve myself for the benefit of my future self.

My current level of achievement means a lot to me since it allows me to participate in the school orchestra and bands. I am also grateful to be able to represent myself outside of school through competitions and national orchestras.

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I hope to see myself in the future continue to study music and perform in orchestras like the Berlin Philharmonic orchestra and alongside other great musicians.

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Q&A

>>

Penny Jin Year 11, Public Speaking

Isabelle Teo Year 11, Double Bass

What does it mean to you to reach the level you’ve achieved in public speaking?

Thinking about the School values – Truth, Courage & Service – which one resonates with you the most and why?

Competing at national and international levels is an honour, but more than that, it’s an opportunity to reach a wider audience. My recent speeches propose ways to address issues like the disproportionate rate of Indigenous incarceration, and the appalling state of aged care facilities.

I know that the solutions I put forward may be flawed, but the topics are important and I work hard to communicate my thoughts as best I can to hopefully generate productive discussion.

Progressing to final rounds and presenting to larger audiences means that for the 8 minutes of my speech I can make that little bit more of an impact.

What is the most valuable lesson that you’ve learnt?

I’ve gained a great deal from the speech arts communication skills, adaptability, an increased awareness of the world around me, and an opportunity to meet amazing people. Above all, it’s taught me confidence - the confidence to present myself and the things I stand for.

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Courage resonates with me the most as I often must apply this value when it comes to facing my fears especially in music and performing.

Even though I have performed many times in front of crowds up to a thousand people in various scenarios, performing in front of any sized audience still makes me nervous sometimes even though it’s something I have done numerous times. Once I start playing and get comfortable in the setting and being on stage, it is much easier for me to relax. The hardest challenge is always facing the initial anticipation which is why courage is important to overcome this.

If you could give one piece of advice to other young people interested in joining a club or taking up an instrument...

At first things will be hard and you may not be very good, but you can never reach perfection in music. There is always something that can be improved or developed so keep working hard to just become better and better.

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Lily Maynard Fallon Year 10, Fencing What’s the most valuable lesson you’ve learned during your involvement with Fencing?

How have your skills and involvement in sports helped you with other areas of your school life?

One of the most profound lessons fencing has taught me is the perspective of time and growth.

Challenges that may seem insurmountable in the present often transform into cherished memories and valuable lessons over time. This understanding has been a guiding light during moments of frustration or stagnation, reminding me that perseverance pays off. Even when progress seems stagnant, the journey itself is an opportunity for growth, and with patience and consistent effort, improvement will eventually come. It’s essential to recognise that success isn’t solely measured by wins; understanding that victories and defeats alike contribute to one’s growth has made me a more resilient and adaptable competitor overall.

The skills and experiences I’ve acquired through my involvement in sports have proven to be invaluable in various aspects of my school life.

These experiences have cultivated within me a strong sense of resilience and perseverance. I’ve come to understand the significance of hard work and discipline, recognising that consistent effort is key to achieving positive outcomes. Moreover, my strong support network, of coaches, family, peers, and friends, has played a pivotal role in enabling me to perform at my best. The skills I’ve developed on the fencing strip, such as time management, problem-solving, and quick thinking, have really helped me when it comes to things like my academic pursuits (exams and assignments) and personal growth.

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CLOCKWISE FROM TOP: CHLOE JURETA, ISABELLE TEO, ALICE THOMPSON, BONNA JOON, LILY MAYNARD FALLON & PENNY JIN ON THE COVER STRIKING A BALANCE

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Latest news

North Shore Bear Pit Public Speaking Competition Two of our Junior students, Charlotte Van Der Ploeg (Year 3) and Fredrika Hall (Year 6) presented speeches in the Parliament of NSW for the annual North Shore Bear Pit Public Speaking Competition. With trophies awarded by Member for North Shore Felicity Wilson, Fredrika won first place in the Stage 3 competition and Charlotte won second place in the Stage 2 competition.

If I Were a Superhero

Charlotte Van Der Ploeg, Year 3 Good morning students and teachers, aka superheroes of the classroom.

The first thing I imagine when I hear the word superheros are capes, masks and all sorts of amazing abilities. Like Superman flying high, Wonder Woman with her incredible strength, or maybe Elsa from Frozen and her ice magic! Do you want to build a snowman?

But if I could have one superpower, it wouldn’t be flying or super strength, or even freezing things with a snap of my finger. No, perhaps my superpowers are something I already possess?

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What about the superpower of determination. Surprised?

Let me explain.

It’s like having your own forcefield to help you to keep going and smash your goals no matter what. It’s like when you decide to read a really long book, and you stick with it, even if it’s hard. That’s determination.

There are other everyday superpowers such as empathy.

Empathy is the power to understand and share the emotions and feelings of others.

With this superpower I could create smiles out of frowns and turn tears into laughter!

Do you know what is amazing about empathy? It’s like having a secret identity because it’s hidden inside, but always there, ready to leap into action when a friend needs cheering up.

And then there is the superpower of perseverance.

That’s a big word for never giving up even when things get really hard.

Every time we fall off our bike but get back on again. That’s perseverance. Or when we stumble on a tricky maths question and don’t stop until we solve it. That’s perseverance.

We can all be superheroes with these real life superpowers.

So remember, we may not wear capes or masks, but we all have superpowers inside us. And these powers can change the world, one kind act, one solved problem or one finished book at a time.

And if I could choose any superpower, it would be these everyday ones because they make us true superheroes.

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LEFT: Charlotte, Felicity Wilson MP and Fredrika.

RIGHT: Charlotte gives her speech in NSW Parliament.

Should Kids Be Able to Vote?

Fredrika Hall, Year 6

The year is 2030, and the world as we know it is in chaos…

Economic collapse, Severe social unrest, Countries on the brink of war.

And all because, kids... got... the vote.

It started innocently enough at first, the politicians found that a sure-fire way of getting some easy kid votes was handing out free chocolate.

The politicians thought that they were controlling the kids.

But it soon became clear that the kids were in control of the politicians.

Next, they demanded a two-day school week… and things only went downhill from there… Gangs of bored and barbaric kids, hyped up on sugar, were terrorising their local neighbourhoods.

Sugar prices soared… which ultimately led to “The Great Sugar Depression”.

We became a lawless society, full of rampant tooth decay.

Now I ask you… is that really an accurate prediction?

Well, I don’t think so. In fact, if you ask me kids should be able to vote. Sure, some people may say the kids don’t know enough about politics, however grown-ups aren’t necessarily experts either.

Did you know that an Australian Institute survey found that 61% of voters could not name their local MP? I know who my MP is.

My friends know who their MP’s are.

And that’s because we learn about it at school. I’d argue that we’d make even better voters, because we’re taught about politics and the types of important issues that politicians tend to fight over.

And all this knowledge is fresh in our heads.

So, you can wait eight years, watch things get worse, until people like me can finally vote… Or you can bring the future forward, and let kids vote.

So… let’s try that again, shall we?

The year is 2030. And yes, the politicians did try to bribe us with free chocolate… and tooth decay is the tiniest bit more frequent.

But they also had to listen and act on the issues and concerns that were important to us.

Now our polar ice caps are no longer melting.

Not only has the voice been passed, but our First Nations people have much better outcomes with health, education and employment.

We care about climate change, We care about equality, We care about the cost of living, We care about the Aboriginal and Torres Strait Islander peoples.

We can finally say that men and women are receiving equal pay.

We care about the future… because after-all we are the future. And why can’t we vote on decisions that affect us?

All this and more…

Houses have never been more affordable, and no child has to suffer through poverty.

All because, kids... got... the vote.

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Latest news

School’s Birthday Flower Delivery Each year, as tradition would have it, Queenwood girls gather all the posies from the School’s Birthday and deliver them to nearby nursing homes and hospitals, in the hope of brightening the day of those in our community.

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Students perform in the Queenwood Middle School production A Country Christmas Story.

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Nota Bene Futsal State Championships Junior School

The Junior School Futsal team competed in the NSW Futsal Championships in September. The team won their way to the final, finishing top of their pool.

Queenwood came out strong and placing a lot of pressure on their opponent, with Poppy L (Year 5) finding the back of the net to secure a win for the team. Congratulations to the girls and their coaches!

Our QUTE team has been busy! The front suspension was Redfern Jarjum installed, the QUTE was pushed along with the powertrain College spinning, and Year 12 students attended their final session by Senior School installing door liners, leaving their signatures on the inside.

Year 8 enjoyed connecting Extreme Eisteddfod Junior School

The Stella Dance Group participated in the Extreme Eisteddfod in July. The girls secured a 3rd-place trophy.

Well done to the girls for their fabulous work!

A great start for Hockey!

Senior School

The Years 7 & 8 QUE03 hockey team started the Term 3 season with a bang - a 5-0 win against Loreto Kirribili!

Year 3 Storytellers Junior School

Year 3 participated in a Storyteller Festival. The girls were tasked with selecting a suitable story for a specific audience and retelling it. Our K-2 girls were the audience and loved watching the older girls tell their stories!

Balmoral Burn Primary Schools Challenge 2023 Junior School

Penelope C, Sophia S, Manoela T, and Annabelle G (Year 6) who participated in and won the 2023 Balmoral Burn Primary Schools Challenge!

Keep up the great work girls!

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with Redfern Jarjum College during Terms 3 and 4, participating in STEM activites and swimming lessons.

It was an incredible 2023 season for Q Snowsports!

Queenwood managed to secure an impressive 21 Gold Medals, 9 Silver Medals and 15 Bronze Medals. A big congratulations to all girls involved!

The latest news and events

Bienvenue à Queenwood!

Whole School

We had the pleasure of hosting French exchange students from Blanche de Castille School in Versailles. Throughout their stay, our French guests fully embraced Queenwood life by actively participating in all lessons.

Additionally, they were able to explore Sydney and its surrounding areas!

Mrs Moore introduced the newly elected 2024 Year 12 Prefects during Assembly in Term 3.

We know these girls will do an exceptional job as leaders throughout the next year and congratulate them on their appointed roles.

Fun with Science Junior School

Junior School classrooms were buzzing with various activities during the annual Science Day, with girls creating electric circuits, a flying egg-stravaganza and learning about solids, liquids and gases when making a delicious treat. They also participated in a science show from Jollybops Science, collecting house points during the activities and learning a lot (while having fun).

Cross Country Championships Senior School

Mia G (Year 8), having competed for the NSW CIS team in Cross Country throughout Term 3, placed 1st in her age group at the ACT Cross Country Championships and 2nd in her age group at the NSW Short Course Cross Country Championships.

Keep up the fantastic work Mia!

Un-BEE-lieveable!

Junior School

The Queen Bee Spelling Competition took place, with students competing alongside their peers based on class test results.

Congratulations to Sloane P (Year 6), winner of the Years 4-6 category and Freya C (Year 2), winner of the K-3 category.

Our first ever Q Factor had a fantastic turnout! Well done to Lily D (Year 12), The Revengers, Maya L (Year 11), Charlie A (Year 10), Juliet T (Year 8), Edith B (Year 7), Callista E (Year 7), Kayla K (Year 8) and Three Quarter Vision (Year 11), plus a special shoutout to our winner Tara B (Year 9) who wowed our judges with her hilarious stand up comedy act!

Book Week Parade Junior School

We rounded out Book Week with the Book Week Parade. Students, staff & parents flooded the Junior School gates with creative and colourful costumes to celebrate this year’s theme, Read, Grow, Inspire.

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Nota Bene Twilight Art Show Junior School

The Twilight Art Show was a great success! The exhibition was opened by Q1986 alumna and artist Jessica Watts, who spoke about her experience working with the Junior School students. The wide variety of artworks were testimony to Mrs Gigner and the hard work of all our students.

IPSHA Debating

Refugee Conference

Our Junior School debating team participated in the IPSHA Debating Gala Day. The girls debated against other IPSHA schools and came home with three wins out of four debates!

We were delighted to host a Year 11 Refugee Conference with Knox Grammar. We had speakers from the Refugee Council of Australia, the Kaldor Centre for International Refugee Law, and Abang Anade Othow who shared her lived experience as a refugee.

Junior School

Senior School

Archdale Debating Senior School

Our Year 10 Archdale debating team were articulate and compelling in their final competition in Term 3.

They were awarded second place to Abbotsleigh, showing great promise as a cohesive and well-trained team for 2024. Well done!

A.Mus on the French Horn Senior School

Congratulations to Callista E (Year 7), who has passed her A.Mus on the French horn. An incredible achievement, as the French horn is a challenging instrument! Callista also participated in the 2023 Sydney Eisteddfod and was named one of the 10 finalists for the Alf & Pearl Pollard Memorial Instrumental Awards for Performance Excellence.

...and All That Jazz!

Senior School

Author Visit

Year 10 Elective Music students presented an evening of Jazz for the Queenwood community in the transformed Drama Theatre in Term 3, featuring the Stage Band and Year 11 Elective Music students. Well done to all the musicians and our Music Department for a successful event!

During Book Week, K-2 hosted a delightful visit from the talented author of Hark, it’s Me Ruby Lee! Lisa Shanahan! It was an absolute treat to have Lisa share her incredible journey as a writer and dive into the enchanting world of her books.

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Junior School

The latest news and events

IGSA Netball Senior School

Congratulations to our three Senior School netball teams who won their grand final games as part of the Term 3 IGSA Netball competition.

Well done girls!

The Angel’s Advent

Rough Edges Senior School

Junior School

Year 11 continues to enjoy connecting with the Rough Edges community, serving meals and sharing life stories. Thank you to our Mr Glanville for organising this for our students.

Our Annual Infant’s Christmas Pageant, The Angel’s Advent, took to the Astra Stage to close out the year and celebrate the true meaning of Christmas.

Year 6 Biographies Junior School

This years Music Showcase Concert featured a range of musical ensembles and talented music students from both Junior and Senior schools who are involved in our chorus, band, orchestral and classroom programs.

Now very much an annual tradition, Year 6 showcased their beautiful autobiographies to their families. This collection of writing was a culmination of a term’s learning about different autobiographical styles and the journey of reflection.

Order of Australia Youth Community Service Award Senior School

Congratulations to Adie C (Year 12), who was awarded the Order of Australia (NSW) Youth Community Service Award for 2023.

This award recognises her contribution and leadership in community service.

Adie was presented this award by former Council Member and Governor of NSW, The Honourable Margaret Beazley AC QC at the ceremony in September, held at the NSW Government House. We are immensely proud of Adie’s achievement and wish her the best for the future.

Year 9 Service Project Senior School

Year 9 students participate in a weekly service project at Glengarry Nursing Home.

In Term 3, our girls brought festive spirits to brighten the residents’ day.

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Nota Bene Mamma Mia! Whole School

A trip to Greece, a standing ovation, a night to remember; this was the 2023 Queenwood Musical MAMMA MIA! Scan the QR Code to watch the highlight video.

Celebrating the Class of 2023 Senior School

We farewelled Year 12 at their Prize Giving & Valete Assembly on Tuesday 19 September.

We are so proud of all they have achieved and wish them all the best for the journey ahead.

Congratulations!

K-2 Centre of Excellence Junior School

We hosted a K-2 Centre of Excellence Seminar. Our dedicated teachers gave parents an exclusive peek into the careful planning and evidence-based strategies that underpin our programs for young learners. The commitment and passion of our teaching team shone brightly as they shared their expertise.

Year 6 Farewell Junior School

Bandanna Day

We held a Farewell Ceremony in November to celebrate our Year 6 girls completing their final year in Junior School. The girls were given words of advice for the years ahead from their teachers and shared memories with their peers.

Whole School

Year 8 raised $470 for Canteen Australia through National Bandanna Day in November. They also hosted a ‘Pets Wearing Bandanna’s’ Comp, won by Charlotte H, Year 8 (with this photo of Poppy and Archie).

Remembrance Day Senior School

Year 11 students were proud to fulfil an important act of service, tradition and community, laying a wreath for the fallen at the Mosman War Memorial. on Remembrance Day.

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Festival of Mosman Whole School

Mosman Council’s Festival of Mosman kicked off with a twilight concert held at Balmoral Beach. Performances included our own Queenwood School Stage Band & Queenwood Symphony Orchestra. Well done to all our performers on a memorable evening!

Postcards

Expeditions, excursions and student travel notes

Senior Camp Week Years 7 – 11 embarked on various outdoor education adventures across Sydney during Senior Camp Week in Term 4.

ZooSnooz Year 2 enjoyed a ZooSnooz at Taronga Zoo Sydney for their first school overnight excursion.

FROM TOP: Year 8, Year 9 and Year 10 students enjoying school camp.

Art Gallery of NSW Years 3 & 4 visited the Art Gallery of New South Wales. The girls explored the new facilities and participated in some hands-on activities.

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Postcards Q Drama USA Trip Q Drama’s international tour to New York, Los Angeles and Dallas was an unforgettable experience. Over 12 days, 23 girls and 3 staff ventured to multiple theatre productions to work with world-renowned actors, directors, and practitioners; while exploring a multitude of galleries, museums and landmarks across 3 states allowed the girls to immerse themselves in all-things theatre, performance, art, and culture.

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Expeditions, excursions and student travel notes

Career Excursions

Girls in Finance & Technology Careers Event SOPHIE ROUSSOS, YEAR 10 In Term 3, I attended the Girls in Finance and Technology Careers Event at Macquarie Bank. We were met by the CEO of Macquarie Bank, Shemara Wikramanayake, who gave an inspiring speech about her career journey and the importance of diversity in leadership teams. We also heard from a panel of recent graduates who spoke about their roles at Macquarie. This provided us with an insight into different career paths such as asset management and social impact investing, and what these jobs entail. Another main takeaway was the importance of different perspectives, individuality, and transferable skills such as communication and adaptability, in a work environment. Overall, this was a great experience which allowed me to hear a range of diverse stories and gain a greater understanding about careers in finance and technology.

Visiting The HMAS Penguin Naval Base SERENA PLANE, YEAR 10

Arnhem Land Immersion Year 10 & 11 students were delighted to spend a week in Yolngu country being welcomed in the Nyinyikay Homeland by First Nations Peoples on Country.

I had the incredible opportunity to explore the HMAS Penguin Naval Base in Balmoral. Dr Tenille Chapman, a Commander in the Royal Australian Navy introduced us to the basic concepts of military diving and diving medicine. As a Naval Doctor and Commander, she was responsible for the health of over a thousand divers! I was very interested in the use of Boyle’s law in diving physics, and I loved visiting both the old and new Hyperbaric chambers. It was fascinating to see physics applied to the real world and to see the application of diving medicine in the Navy. I am so grateful to Dr. Chapman for taking the time to show us around the base and explain her work and the roles of those around her.

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Staff News

Q&A with Rebecca Birch In the playful spirit of the great American playwright Tennessee Williams, who was known to interview himself, Director of Research and Practice Rebecca Birch shares her vision of a Queenwood education with Rebecca Birch.

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Tell me, what is it exactly that you do?

I describe my role as the best job in the school.

The simplest way for me to explain it is that I support teachers to keep on learning and growing, just like our students. I don’t think good teaching has really changed too much in the last 100 years, but I do think that teachers live in a more digitally connected world than ever. Just like in other parts of life, education is full of ‘influencers’ and fads and these can be very distracting for a teacher who just wants to improve their practice by 1% a day. So, my role is twofold – facilitator and gatekeeper. I do the hard work of filtering out the noise, so that teachers can focus on the practices that will lead to learning.

The other part of my role is in research. If Director of Strategic Innovation Emma Macey and I have been doing our jobs properly, you will have heard of Smart Study (read the Interim Report on Page 42), our twoyear project in partnership with the University of New South Wales and the Association of Independent Schools (AIS). Emma identified a need to deal with

academic stress at the root, by upskilling our students in effective study practices and skills.

With the support of our AIS funding, we are working with Assoc. Prof. Paul Evans, who specialises in educational psychology. I also support nine Queenwood teachers in their Masters study and between these two aspects of the role, we have developed a strong research culture at the school – I would venture to say it’s pretty unique.

I see a lot of reference to Liberal Education in the school’s literature. Doesn’t every school offer this to some degree?

That’s a great question because you’re right. I suppose that any school that offers the International Baccalaureate, or indeed with a range of subjects on offer, could make this claim. It’s very easy to state that a school offers a liberal education, or critical thinking or 21st Century Skills™. But it’s a lot harder to operationalise than it sounds.

I think what Queenwood does really well is providing subject teachers with fundamental understanding about the cognitive science of how students learn. Our teachers are well aware that when we are expanding students’ knowledge base, they begin their journeys as novices and need knowledge directly taught to them. It is this knowledge that is brought to bear in the critical and creative thinking that are hallmarks of liberal education.

It sounds deceptively simple, but often educators are seduced by the Romantic idea that students will learn on their own through exploration and play. Give unlimited time, perhaps they would. But we want our learners to move to the expert end of the continuum far more quickly than an exploratory approach would allow. Critical thinking arises from deep subject knowledge, which means time is of the essence in the classroom. In a similar way, creative thinking comes from a deep understanding of the bounds of this knowledge. Divergent thinking is not enough.

Like critical thinking, creativity relies on deep understanding of a specific field. These are not generic skills and there are no shortcuts.

The final feature of Liberal Education that is truly unique to Queenwood is that this broad and deep understanding is applied in the real world. Director of Culture and Community

Paola Tamberlin takes a unique stand on teaching about ethical reasoning, global issues and empathy by insisting that our students come face to face with the social and political challenges of our time. From the Arnhem Land immersion, where students directly experience the value of living on Country, to the Refugee Summit, students experience Liberal Education at the source. Service at Queenwood means providing respite for Mahboba Rawi’s foster children or putting on some washing up gloves and chatting to the street community of Darlinghurst at the Rough Edges community centre.

What are the most satisfying aspects of your role?

This may sound a little abstract, but I love being able to give answers – or a range of answers! I take an obsessive interest in teaching, learning, and especially the politics of teaching and learning. The downside here is that I read all the time and I’m not very discerning. I read everything from almostimpenetrable journal articles to the educontent-factories. While I’m not discerning about what I read, I’m very discerning about how I read and I’m known for my, shall we say, well defined views. On the flipside, I love learning how every subject has its own paradigm. There is a surprising amount of space for a diversity of views because the thing that makes a great practitioner is simply that they are critically informed, reflective, and open to learning.

But the most satisfying aspect of my role is that I am in a position to support but not manage teachers. The fact that I don’t directly manage subject heads and teachers means that most conversations are low stakes.

Teachers love to talk about teaching, and I am always on, always ready and willing to engage, guide, or just support. There is a real deficit narrative in the media where teachers are made to feel like they are underperforming on so many national and international measures.

So my role is integral to ensuring that teachers feel psychologically safe while providing them what they need to refine their practice every lesson, every day. Did I mention that I have the best job in the school?

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Our People

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Our People A conversation with our Cocurricular Department about the benefits of a strong cocurricular program, and how to engage with curiosity.

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1. Paola Tamberlin Director of Culture and Community

3. Jennifer Brown Debating Coordinator / Academic Director

It helps you know who you are, what you value and step outside your normal routines whilst providing you with opportunities to develop tenacity, leadership skills and feel proud of stepping up to challenges that you opt to embrace.

Learning to adapt and react to different situations across ‘ages and stages’ within the safe environment of our school community is a benefit.

This helps us to take risks and take on challenges with the support of peers, mentors and experts.

2. Cathie Wotherspoon Head of Library and Information Services

4. Belinda Moore Acting Principal, Head of Cocurricular

The benefits are many, including stimulating conversation, friendship, belonging and of course, motivation for more reading.

The benefits are numerous – learning to be a positive team member, striving for personal best, fulfilling commitments, having a sense of belonging and building friendships beyond the classroom.

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5. Lye Chan Long Catalyst Coordinator

8. Amy Clay Acting Director of Sport

It’s challenging yet fun, testing yourself in situations that are not just assessment-driven, while meeting likeminded peers from other schools.

They create opportunities for social connections to be formed outside of year groups, based on similar interests.

6. Ashleigh Mace Outdoor and Duke of Edinburgh Coordinator

9. Murray Winton Head of Music

Beyond the curriculum, cocurricular programs play a crucial role in the holistic development of students.

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Jade Gibson Head of Drama

It’s about building a tight-knit community, learning how to problem-solve, finding confidence, and harnessing the power of collaboration.

Cocurricular music opportunities enrich education by fostering creativity, discipline, and teamwork.

They cultivate self-expression, nurturing emotional intelligence and confidence.

10. Claire Harrison Head of Visual Arts We encourage anyone who is interested in experimenting with different mediums and styles to

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participate. Regular practice in clubs leads to improved technical skills and greater proficiency.

Andrew Draper Not Pictured Head of Advanced Technological Education (ATE) So many skills and so much knowledge sits outside the standard academic model. Engaging in cocurricular opportunities give students the opportunity to discover new passions and skills.

Sharon Johnston Not Pictured Deputy Head of Junior School, Director of Sport (K-6) We aim to create inclusive, fun, team-orientated opportunities for our girls, with a focus on the process rather than the result.

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From the archives

1991

Professor Fred Hollows is named Australian of the Year.

Prime Minister Bob Hawke proposes to increase the price of local phone calls by 2 cents to 24 cents.

Warner Bros. Movie World in the Gold Coast holds a grand opening, Mel Gibson, Kurt Russell and Goldie Hawn were in attendance.

Cloudstreet adapted for the stage by Nick Enright and Justin Monjo, opens in Sydney under the direction of Neil Armfield. Seasons followed in Perth, Melbourne, London, Dublin, New York and Washington, D.C. American animated comedy series The Simpsons debuts on Network Ten. Seven Network’s long running breakfast program Sunrise makes its first broadcast.

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Above: The Queenwood Chronicle Committee place second in the 1991 Sydney Morning Herald School Newspaper Competition.

PROFILE MIKAELA DERY (Q2011) 68

REUNIONS VIOLETS, CLASSES OF 1973, 2013 & 2018 72

ALUMNAE NEWS 75

Alumnae Queenwood Old Girls

This section of the QNews celebrates the contribution alumnae make to the community, both within the School and beyond. Connected by your shared values and formed by your shared experiences, your compassionate and accomplished peers follow a remarkable variety of paths.

In the following pages you will read stories about your friends and see images of them reconnecting.

We would love to hear your news; please contact us via email oldgirls@queenwood.nsw.edu.au or by telephone +61 2 8968 7721.

As we approach our centenary in 2025, if you have photos, keepsakes or stories from your time at Queenwood or about the school, we would love to hear from you – please contact archives@queenwood.nsw.edu.au.

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Profile

Mikaela Dery is a writer and editor who graduated from Queenwood in 2011. She holds an MA in Cultural Reporting and Criticism from NYU. Her work has appeared previously in Bedford + Bowery, Guernica, Harper’s Bazaar, and elsewhere. We ask her about her time at Queenwood, her journey to becoming a writer, and her life in New York.

Tales from The Big Apple Can you share with us a little about your career since leaving Queenwood?

I knew I wanted to do an Arts degree when I left Queenwood, and I ended up majoring in English and Philosophy at the University of Sydney, which I loved. When I graduated, I knew that I really enjoyed writing and research, but I wasn’t entirely sure what my career might look like. I thought a lot about doing a Ph.D., but instead, I ended up working for some arts organisations as an assistant curator, and I loved working with artists and being part of a team that contextualised their ideas and introduced people to work that they might not have otherwise come across.

After that, I worked at a content marketing agency as an editorial assistant and then as a writer. The agency made print magazines as well as digital content for different professional organisations, so I was doing a lot of journalistic writing where I was interviewing people and putting together features. There were many very experienced journalists who worked there, and I learned much from them. I had always resisted the idea of being a journalist, but working on magazines was very similar to putting together art shows. It’s very collaborative, and after working there I started to think about ways I could marry my interests in art, fashion, literature, and writing and came across the Cultural Reporting and Criticism program at NYU. At NYU my writing improved so much. Our professors wanted us to write pieces that were intellectually rigorous, wellresearched, and well-reported, but that were also accessible

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Alumnae

MIKAELA DERY (Q2011)

Profile

Alumnae

>> and entertaining. I was opened up to a huge literary world in New York, which was so exciting. When I graduated one of my professors nominated me for a job as an events’ assistant at McNally Jackson Books, which is an independent bookstore in New York. Now I’m the Programming Director there, which feels like a combination of my work in Visual Arts and my interest in writing. I curate our program and work with publishers, writers, and editors to put together book launches, panel discussions, and book clubs. I love bringing people together to talk about books and writing in so many different ways. I’m also a freelance writer, and my work at McNally Jackson helps with that so much.

When did your interest begin with writing, fashion, and literature?

I always loved reading, and my teachers at Queenwood really encouraged me to write. I read some amazing books at Queenwood as well; it really fostered my love of literature. In terms of fashion, my grandma was a fashion designer and my Dad loves clothes! I think that helped me to look at fashion in an intellectual way. When I moved to New York I worked part-time at NYU’s modern art gallery, 80WSE, and they did some really amazing shows that fused fashion and art. This made me want to write about fashion in a serious way.

Reflecting on your time at Queenwood, can you share any memorable moments, memorable teachers, formative influences, or any particular values you learnt?

I did the IB Diploma Programme, which really expanded my thinking around so many things. I think the focus on international literature set me on a really wonderful path and motivated me to read widely in a way that still informs my reading now. I also often think about a day when Shirley Hazzard, who went to Queenwood, came to speak to us. Sections of her book, The Transit of Venus, take place at Queenwood. She had moved from Sydney to New York, and I really love her writing.

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“I always loved reading, and my teachers at Queenwood really encouraged me to write. I read some amazing books at Queenwood as well, it really fostered my love of literature.”

I appreciate the friends I made at Queenwood; I think we were strongly encouraged to value our friendships at school.

One of my best friends from Queenwood is my neighbour in New York, she and I met because our lockers were next to each other in Year 7.

What inspires you to write?

I write about books, so my work at McNally Jackson helps with that, because I see which books are coming out and I can start to think about what might be interesting for me to write about. In general, I think the best ideas happen when I’m living my life in a way that feels exciting. I love going to museums and galleries, and talking to people I find interesting, and going shopping and looking at really interesting clothes. These are all really great ways for me to unlock my brain, and usually great ways to come across topics I’d like to write about. I also try to read as widely as I can.

TOP: Mikaela was a Red Shoe Girl in 1999.

CENTRE: Shirley Hazard visits Queenwood in 2005 and speaks to Mikaela’s class.

LEFT: Mikaela now resides in Manhattan, New York.

What’s the latest project you are working on and what is it about?

I’m hoping to write a piece about Gaby Aghion. She emigrated from Cairo to Paris in 1945 and started Chloe in 1952.

She had a really fascinating life and had a big influence on contemporary fashion.

•

Read more about Mikaela and her latest work at mikaeladery.com STRIKING A BALANCE

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Alumnae

Can you share some advice for students looking at a career in writing, literature, publishing or content creation?

There are so many ways to work in those fields, and there are so many jobs that I did not know existed. I think the best thing to do is to read widely, find writers whose work you like, and learn about their careers. Through that, you learn about all the other people who are involved in the process, and you can start to understand the opportunities that might be available to you.

Alumnae

Reunions

QOGA recognises Old Girls who have been out of School for over 50 years by acknowledging and welcoming them as a Violet.

Miss Violet Maude Medway spent over 50 years at Queenwood, and in her retirement she established QOGA to create a community for alumnae. She hoped QOGA would be a place to connect, continue and grow friendships, network, seek advice and guidance to help navigate life beyond school.

On Saturday 11 November 2023, Queenwood welcomed our Violets, for afternoon tea on Level 5. Over 70 Old Girls came from the class of 1954 to 1973.

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Alumnae

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Reunions

Class of 1973

Alumnae

Class of 2013

Class of 2018

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The latest news from our alumnae

ANNA MYRA NOTLEY & ANNA FALCONER (Q1994)

After winning the 2022 World Championships, Sophie who is part of Australia’s Women’s Coxed Four recently competed in the U23 Rowing World Championships in Bulgaria, taking home a Gold Medal, making them back-to-back champions. Sophie is also completing her final year of studies at Yale.

SUE BROADWAY (Q1971) Sue was recognised as a Member of the Order of Australia in the King’s Birthday Honours List for significant service to circus performance and physical theatre. Sue is a former director, producer, teacher and devisor of circus and visual theatre. She has loved performing arts ever since her time at Queenwood with her mother, Shirley Barnett (nee Broadway), who was a muchloved drama teacher and was awarded an Order of Australia Medal in 2006.

KATE CHAMBERS (Q1967), MELISSA FAIRBAIRN (Q1977) MARTIE HARRIS (Q1962) & JACQUIE RANDALL (Q1970) Old Girls represented Queenwood at the Schools Cups Golf Day competing against 21 schools.

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Alumnae

Author and poet, Anna Myra Notley and illustrator Anna Falconer have been working together on their upcoming children’s book release, Peppermint and Popcorn Days: A book of verse for children with Putto Press. This book of poetry invites children on a whimsical journey through imaginary worlds with a treasure trove of delightful characters. Enjoy the interplay of language, rhythm and rhyme.

SOPHIE HOUSTON (Q2018)

From the archives

Then & Now: Celebrating the School’s Birthday

Alumnae

With the School’s 98th Birthday still fresh in our minds, we visit the archives to find some of Queenwood’s most iconic moments from celebrations past.

1987

2023

20 0 0

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2023

2023

19 93

Alumnae

1975

2023

19 9 9

2023 STRIKING A BALANCE

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QPA

The QPA hosted the annual Secondhand Textbook Swap in Term 4, in line with their Environmental Sustainability focus.

All leftover textbooks or textbooks no longer in circulation were donated to a third party to avoid going in to landfill.

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QPA Queenwood Parents’ Association This section of the QNews is for our Parents’ Association who work tirelessly to facilitate and strengthen the parents’ partnership with the School. Your energy and goodwill is vital in building a school in which your daughters can flourish.

In the following pages we recognise the contribution parents make in organising social events, welcoming new families into our community, providing practical services like second-hand uniform sales; raising funds for equipment and programs, offering assistance for school events, and providing us with a useful sounding board.

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QPA

QPA Father’s Day Breakfast

QPA

Fathers, grandfathers and significant men were celebrated at our annual QPA breakfast.

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QPA

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QPA

QPA Multi-School Beach Cleanup

QPA

The QPA multi-school beach clean-up at Rosherville Reserve at Chinaman’s Beach was a great success.

In just one hour, students gathered a ton of rubbish from this relatively ‘clean’ beach.

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QPA

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QPA

QPA Rowing Dad and Daughter Brunch

QPA

It was wonderful to have the Q Rowing dads serve a special brunch for their daughters earlier in Term 4.

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QPA

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QPA

QPA Dads and Daughters Trivia Afternoon

QPA

Year 5 held a trivia afternoon for Dads and Daughters hosted by Trivia Masters. Winners were awarded special prizes kindly donated by local businesses.

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QPA

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Postscript HOLIDAY PUZZLES Complete the below puzzles while you relax during the school holidays...

CONNECTIONS

FIND THE MISSING PIECE

Find four groups of four Queenwood words that share a common thread. Category examples are: ‘FISH: Bass, Flounder, Salmon, Trout’ ‘FIRE _: Ant, Drill, Island, Hydrant’

Which star slots into the brick wall?

NEWS

BURN

SANDY

LAWRANCE

RENNIE

PA

NANCY

UTE

EGBERT

DUKE

MEDWAY

SWIM

BEACH

TENNIS

LECTURES

STALLEY

WORD SCRAMBLE

JOKE CORNER

Can you unscramble these Queenwood cocurricular words?

What is a snake’s favorite subject in school?

Hisssssssstory!

ENSRIO

RDMAA

UNROJI

TAGINDEB

ULCRCCURROIA

OSLCIA TJUIESC

WRINGO

EKUD FO NBRDIGUEH

ROPTS

NCDEA

IMUCS

GINERNIENEG

TAR

UIRUCRUCML

SIGEDN

HGOYOTCNEL

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Which school supply is queen of the classroom?

A ruler!

Why did the teacher draw on the window?

Because he wanted his lesson to be very clear!

Why did the jellybean go to school?

To become a smartie!

What does your computer do for lunch?

Has a byte!

What did the buffalo say at drop-off?

Bi-son!

SPOT THE DIFFERENCE Can you spot the 10 differences between these 2 images?

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Postscript

What we’re reading We asked the Mathematics Department what books they were enjoying this semester...

Duncan Burns is reading...

Andrew Campbell is reading...

Anna Dumnov is reading...

Katherine Ho is reading...

What I Talk About When I Talk About Running

by Haruki Murakami

The Survivors

by Jane Harper

The Women of Troy

by Pat Barker

When a body is discovered on the beach, long-held secrets threaten to emerge.

A sunken wreck, a missing girl, and questions that have never washed away.

I am not usually much of a big reader, but this book and the mystery of “whodunit” kept me in suspense.

I read the first book in this series, The Silence of The Girls, when it was released in 2018 and loved it. This is the second book in this series based on the Iliad, from the perspective of captured queen Briseis.

I like historical fiction, so found myself really enjoying this one. The third book is anticipated to come out soon, which I think it will be called The Voyage Home. I look forward to its release!

Why Has Nobody Told Me This Before?

by Dr Julie Smith

This is a memoir by Haruki Murakami in which he writes about his interest and participation in long-distance running.

The author started running in the early 1980s and since then has competed in over twenty marathons and an ultramarathon. I’m hoping it can give me some inspiration when running the Sydney marathon!

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This book talks about the psychology of why we do what we do, including habits, how, why, and what we think, confidence and cognitive distortions.

It’s life changing and of great interest to me. I’m currently doing a Masters of Education and will major in Educational Psychology, so I must be deeply drawn to psychology at the moment!

Becky Huang is reading...

Geoffrey McLauchlan is reading...

Eva Pejovic is reading...

Simon Townley is reading...

The 100-Year Life

by Lynda Gratton and Andrew Scott

Batavia

by Peter Fitzsimons

Dictionary of Lost Words

by Pip Williams

The Psychology of Stupidity

by Jean-Francois Marmion

This book offers insight on the profound changes in our understanding of life, work and retirement in the context of increased longevity.

Gratton’s practical advice on adaptability and resilience prompted me to assess my own ability to recover from setbacks, encouraging me to embrace challenges as chances of development.

The emphasis on maintaining physical and mental health motivated me to prioritise self-care exercise and mindfulness in my daily routines.

It shapes the way I approach career, health, and overall well-being.

I really enjoyed this book – an historical fiction book about the shipwreck of the Batavia and its tales of mutiny, ship-wreck, love, lust, petty fascist dictatorship, criminality, a reign of terror, murders most foul, survival, retribution, rescue, first contact with native peoples and so much more. I am told that I was just one of many people who used Google Maps to check up on the 17th century structures on the islands off the West Australian coast that can still be seen today!

I love the way Pip Williams has woven events in history through the lives of strong and colourful female characters in this book and its companion The Bookbinder of Jericho.

There is so much in these stories.

I love this book, as the world is full of stupidity, and some of the smartest people in the world explain why in this book.

It’s very readable and each chapter and topic is written by a different expert.

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Save the date

PRIMA FACIE QDR AMA P

RES ENTS

A PL AY BY S

UZIE MILLER

PERFORMED ALUMNA SO BY Q 2023 FI A WAT TS DIRECTED BY JA D E G IBSO N

Answers From p.88 CONNECTIONS Q_: NEWS, PA, UTE, TENNIS PRINCIPALS: RENNIE, MEDWAY, STALLEY, LAWRENCE MASCOTS: NANCY, EGBERT, SANDY, DUKE BALMORAL_: BEACH, BURN, LECTURES, SWIM

Queenwood is such a wonderful, busy and inspiring place; we want you to be part of it all.

2024 Preschool Music Group

2024 Introductory Mornings

The Preschool Music Group will run classes on Mondays.

TERM 1

Free of charge for girls futureenrolled in Kindergarten 2025.

Learn more: queenwood.nsw.edu.au/ Enrolment/Preschool-Music-Group

2024 Balmoral Lectures Programme Women’s Changing Lives: Work, Family, and Public Policy in a Time of Rising Gender Equality BETSEY STEVENSON Economist, Professor of Economics and Public Policy Wednesday 21 February 2024

Is There Still a Place for Humanity? Reflections from 30 Years Working to Improve Justice and Dignity at a Global Level DR HELEN DURHAM AO CEO RedR Australia Tuesday 2 April 2024 Tickets: $10 per person per lecture To book: trybooking.com/758556 Learn more: queenwood.nsw.edu.au/ BalmoralLectures

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Junior Introductory Morning Thursday 15 February Senior Introductory Morning Thursday 29 February Senior Introductory Morning Thursday 28 March TERM 2 Kindergarten Introductory Morning Thursday 9 May Junior Introductory Morning Thursday 6 June

WORD SCRAMBLE SENIOR JUNIOR COCURRICULAR ROWING SPORT MUSIC ART DESIGN DRAMA DEBATING SOCIAL JUSTICE DUKE OF EDINBURGH DANCE ENGINEERING CURRICULUM TECHNOLOGY FIND THE MISSING PIECE ANSWER: D

Senior Introductory Morning Thursday 20 June

SPOT THE DIFFERENCE

To book: queenwood.nsw.edu.au/ book-a-tour

1 Leaf on first panel on back wall removed.

2024 Parent Seminars YEAR 7 Study Skills with Prue Salter Wednesday 14 February 6:30pm KINDERGARTEN Starting at Q – Red Shoe Connection Thursday 7 March 8:30am The full 2024 program of Parent Seminars to be announced in Term 1, 2024.

2 Pipe running along the ground removed.

3 Branch on second panel on back wall removed.

4 The green panel between two girls on the back wall removed.

5 Girl’s watch removed.

6 Q on uniform removed.

7 Red stripe on girl’s uniform sleeve is aqua.

8 Red sun hat is blue.

9 One of the monkey bars is orange.

10 Sticker on girl’s cheek removed.

This issue of QNews is printed on responsibly sourced, chlorine free, carbon neutral, FSC certified paper.

WELL MANAGED FOREST

CARBON NEUTRAL

CHLORINE FREE

ALL INFORMATION CONTAINED IN THIS ISSUE IS CORRECT AT TIME OF PRINTING.

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