Choose Your Own Adventure Leading the Way in Innovative Learning Future Driven Empathy in Action
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
Welcome to this edition of Q News, themed Choose Your Own Adventure with a STEM focus. At Queenwood, we empower our girls to explore STEM fields, take risks and pursue their passions. This issue showcases stories of innovation, creativity and the inspiring journeys of our students, staff and alumnae in Design & Technology, Textiles & Design, Science and Mathematics.
We highlight the remarkable events and successes that make Queenwood an exceptional place to learn and grow. Our emphasis on innovative learning, empathy and personal passions is evident throughout this issue.
A key feature is an interview with our forwardthinking educators on leading the way in STEM education. They share insights into their transformative approaches and the QUTE Project, where students develop advanced engineering skills, build confidence and solve complex problems.
We also spotlight our Service program, where students show remarkable empathy by volunteering at nursing homes and Rough Edges. These experiences teach the importance of community and
service, aligning with our mission to cultivate compassionate, socially conscious individuals.
Creativity shines through our students’ Year 12 major works in Visual Art, Textiles & Design, and Design &Technology. From stunning artworks to innovative projects like bionic arms and solar car racing, their talent is truly inspiring. You will also hear from our staff about integrating STEM into everyday learning to spark curiosity.
Additionally, highlights from our Alumnae Careers in Conversation event series provide valuable insights from past students in STEM fields.
Our vibrant QPA community events continue to unite us, and we’re thrilled to introduce our new Director of Development, who updates us on fundraising and plans. We’re also excited about our new sports precinct, further enhancing our cocurricular activities on offer.
As we approach our Centenary year, we look forward to celebrating with our community. Thank you for being part of our journey.
Marise McConaghy, Principal
Leading the Way in Innovative Learning INTERVIEW
“We provide a supportive environment where girls learn that jobs are not gendered, and they can achieve at the highest levels.”
Future Driven
ALLEGRA TUNG, BELLA MINUCOS & AALIYA GUPTA
“QUTE teaches me life skills outside of the obvious engineering skills, such as leadership, patience, and clear communication.”
12
PAOLA TAMBERLIN & STUDENTS
“Rather
Contributors
With thanks to our contributors who gave up their time to share their insights and experience with us.
Dr Michelle Gleeson
HEAD OF SCIENCE
Dr Michelle Gleeson has a background as a research scientist specialising in molecular biology and infectious disease. She has 13 years of teaching experience in both government and independent schools. Dr Gleeson joined Queenwood in 2020 and has been Head of Science for the last three years, advocating for the advancement of girls in Science.
Andrew Draper
HEAD OF ADVANCED TECHNOLOGIES & ENGINEERING
Andrew Draper, our Head of Advanced Technology and Engineering, is a qualified Civil Engineer with extensive experience teaching Physics and Engineering across Australia, the USA and the UK. He leads the QUTE Project, where students are converting a vintage 1975 Suzuki Carry into an electric vehicle. He also oversees the MiniSprint solar racing team, Maker Club and Lego Robotics. When he’s not inspiring future engineers, Andy stays busy keeping fit, playing in bands, building models and rebuilding cars, motorbikes and guitars.
Greg McArdle
HEAD OF DESIGN & TECHNOLOGY
Serial home renovator, surfer, mountain biker and outdoor enthusiast, Greg McArdle joined Queenwood in 2018 as Head of Design and Technology.
Paola Tamberlin
DIRECTOR OF CULTURE & COMMUNITY
Paola Tamberlin integrates First Nations curriculum and developed the K-12 Service program at Queenwood. She collaborates with experts to develop impactful conferences and curriculum content, including work with the Kaldor Centre for International Refugee Law and as a consultant to the AERO First Nations Expert Reference Group. Paola also consults for other schools on First Nations programs and leads Queenwood’s Reconciliation Action Plan.
Julie Eggleton HEAD OF CAREERS & PATHWAYS
Julie’s varied experience is a great example of a non-linear career path. Following a BA (Psychology, English) at UNSW, she has had roles in human resources, consulting and graduate recruitment in companies such as Westpac, Accenture, PricewaterhouseCoopers and IBM, and has a Graduate Certificate in personnel management and a DipEd (UTS). She has also worked as a freelance copywriter, in careers profiling, as a careers counsellor in private practice, and a school careers advisor (which is by far her favourite job – so far).
A varied group of students with different ages, skill sets and backgrounds, the QUTE team shares a common interest –completing a unique, innovative project and utilising their strengths whilst developing new skills in the process.
YEAR 9 STUDENT
Since joining Queenwood in 2022, Hana has found a new love for French and Science, and developing her passion for Maths. Hana enjoys English lessons in the library where she’s often reading murder mysteries or romance novels. If she’s not in the dance studio or pool, she enjoys spending time relaxing with friends and family, and swimming at the beach.
YEAR 10 STUDENT
Maddie started at Queenwood in Year 7, 2021. One of her favourite subjects is Textiles as it allows her to express her creativity by designing and making various items (including the corset on our front cover). She is widely engaged in the school, and participates in many different activities on offer, including dance, which is still her favourite pastime.
Anoushka Sharda
YEAR 10 STUDENT
Anoushka joined Queenwood in Year 7, 2021. She enjoys subjects like Science and Technology, and likes piano, tennis and cooking in her spare time. In the future, Anoushka hopes to pursue a career which allows for a lot of travelling.
Allegra Tung
YEAR 10 STUDENT
Allegra began her journey at Queenwood in Year 7, 2021. With a passionate interest in engineering, she also has a keen eye on the field of biology, aspiring to build a career in biotechnology. Beyond her academic pursuits, Allegra is an avid reader and art enthusiast. She shares her home with two beloved cats, Sooty and Dusky.
Ava Fogarty
YEAR 11 STUDENT
Ava has attended Queenwood since Kindergarten, 2012. Throughout her school journey, Ava has always loved Mathematics and Science, undertaking numerous robotics and coding programs whilst at Queenwood. Beyond her academic disciplines, Ava enjoys swimming and water polo, and has taken particular interest in the commercial world. Her ambition is to pursue entrepreneurship in the emerging technological and robotics industry after university.
Editorial
EDITOR Kate Pollitt
COPYWRITERS Rebecca Birch, Jennifer Brown, Suzanne Oxford, Kate Pollitt and Maura Brookes
LAYOUT & DESIGN Rosa Morgan
PHOTOGRAPHY
craigproudford.com
rachelgutierrezphotography.com
akphotos.com.au
Troy Savill
“The stars of Courage, Truth and Service guide us all in our work, our community, to be women of strength, courage and purpose.”
MRS LUCY BROGDEN AM IN HER SPEECH FOR THE PRINCIPAL’S COMMISSIONING CEREMONY – MORE ON PAGE 38.
ABOVE: Congratulations to alumna Tilly Kearns (Q2018, front row, first from right) and the Australian Women’s Water Polo Team for winning Silver at the Paris 2024 Olympic Games!
ABOVE: Imogen G, Charlotte B, Phoebe C, and Chloe D (Q2023) have each secured four-year rowing scholarships with top U.S. universities. Congratulations to all!
QNews Transitions to Annual Publication
We’re excited to announce that QNews will now be published annually, instead of biannually. This change allows us to devote more time to curating the content you’ve come to love, while also being more considerate of our environmental footprint. By reducing our publication frequency, we’re saving paper and minimising waste. Expect the same high-quality features, in-depth articles, and engaging stories, just once a year. We deeply appreciate your continued support and enthusiasm, and we look forward to delivering a richer, more comprehensive edition each year.
THE Q COMMUNICATIONS TEAM
Do you have a photo from your Queenwood days that you’d like to share with us or a letter about QNews that you’d like featured in the next issue? Please write or send your photo to: communications@ queenwood.nsw.edu.au
FOLLOW US
/QueenwoodSchool @QueenwoodSchool @QueenwoodSchool
Update your details via the QR code.
Until recently, the STEM team at Queenwood has been made up of relatively quiet achievers. Now, their unique approach and programs have been recognised by the Australian Education Awards. Mr Andrew Draper, Mr Greg McArdle and Dr Michelle Gleeson were Awardees for an Excellence Award for Best STEM Program. Here, we delve into the secrets behind their work.
GREG MCARDLE, ANDY DRAPER & DR MICHELLE GLEESON WITH REBECCA BIRCH DIRECTOR OF RESEARCH AND PRACTICE
Each teacher brings a wealth of experience to Queenwood. For example, Mr Draper, Head of Advanced Technologies and Engineering (ATE) and STEM for the Senior School, brings a wealth of experience from his background as a civil engineer. His career spans teaching roles in Australia, the UK and the USA, including a previous position as Head of STEM. At Queenwood, he spearheads programs that integrate wide-ranging technologies, ensuring that girls receive a cutting-edge education.
Similarly, Dr Gleeson was formerly a research scientist specialising in molecular biology and infectious diseases; she now leads Queenwood’s Science Department. Her passion for science and dedication to education have seen her take on roles that emphasise collaboration and real-world applications.
Her research background, along with the research capabilities of Ms Merrilyn Lean, have seen one of our Science Extension students, Jessica Mulcahy, reach first place in the state in 2023. Several Science staff are highly qualified, with PhD qualifications and a background in industry, ensuring our girls are well-equipped to apply their learning to real-world research and development scenarios.
Mr McArdle, Head of Design & Technology, has been committed to teaching since he graduated and entered the workforce. The passion has sustained him over a long and rewarding career. He focuses on creating an inclusive and exploratory environment for girls in STEM. “We invest in technologies like laser cutting and 3D printing to keep our curriculum relevant,” he explains. His commitment to project-based learning allows students to dive deeply into topics, fostering both autonomy and motivation.
Queenwood’s curriculum stands out for its integration of various
“In Year 8, students write code from scratch and link it to hardware for their projects. In Years 9 and 10, they build advanced projects like 3D-printed robotic hands and submarines.” >>
STEM disciplines and its emphasis on hands-on learning. Mr Draper highlights the school’s unique Science of Design course in Years 9 & 10, which is tailored specifically for Queenwood and delivered by multi-skilled teachers. Dr Gleeson points to the Science of Design elective as a prime example of the school’s innovative approach. “The Science of Design elective combines technical creativity with scientific processes, offering practical experiences like building mind-controlled vehicles and bionic hands,” she explains.
Mr McArdle emphasises the school’s commitment to projectbased learning, enabling students to tackle complex design thinking from an early age. “In Year 8, students write code from scratch and link it to hardware for their projects,” he says. “In Years 9 and 10, they build advanced projects like 3D-printed robotic hands and submarines.”
The popularity of STEM subjects at Queenwood can be attributed to the engaging and supportive teaching environment, especially in a field where, historically, women have struggled to gain traction in the workforce. Mr Draper notes that dedicated
staff and flexible support structures create an atmosphere conducive to learning. In addition, Mr McArdle believes that delivering courses in a way that promotes discovery and curiosity helps foster a safe space for girls to develop their knowledge. “Projects all allow for success, with extension opportunities,” he explains.
Creating a comfortable and confident learning environment is a priority for these educators. Mr McArdle’s approach involves modelling inquisitiveness and risktaking, fostering an environment where girls can confidently stretch their abilities and pursue their interests in STEM. “Our belief that girls are just as suited to STEM careers as boys creates a space where girls can confidently stretch themselves,” he says.
Dr Gleeson, as a female STEM professional leading a department, serves as a powerful role model for her students. “We provide a supportive environment where girls learn that jobs are not gendered, and they can achieve at the highest levels,” she says. The team take a similar approach to role modelling, inviting ex-students to mentor current students as part of the ATE program.
CLOCKWISE FROM TOP LEFT: The QUTE project has taught girls how to convert a 1970s ute to electric drive; Year 5 students visit and explore the Senior School labs on their introductory tours; The 2024
is awarded First Place in the HSC Science
AUSTRALIAN EDUCATION AWARDS
“We provide a supportive environment where girls learn that jobs are not gendered, and they can achieve at the highest levels.”
Cocurricular activities play a crucial role in promoting STEM education at Queenwood.
Mr Draper highlights the success of cocurricular programs in various competitions, particularly in relation to the QUTE project, providing meaningful engagement and team experiences. Dr Gleeson highlights that these activities create safe spaces for experimenting with new concepts and developing skills useful in STEM subjects.
“These programs offer lowrisk environments for trying new things,” she says.
Queenwood’s STEM program has inspired many students to pursue further education and careers in STEM fields. Mr Draper shares that numerous graduates have chosen IT and engineering, with engineering becoming a popular choice; for example, Emily Conick, who is about to begin her career in biomedical engineering. Dr Gleeson highlights alumnae
like Camilla Hoyos and Katherine Bennell-Pegg, who have made notable contributions to science.
“Several students have shifted their focus to science due to their experiences at Queenwood,” she says.
Not only does the program engage girls during their time at Queenwood, it appears that the engineering, problem-solving and social skills extend beyond the school gates, opening up possibilities that never existed for the founding cohort of students. 100 years on, the Queenwood STEM program is certainly taking girls to the stars and beyond. •
We recently spoke with three students involved in the QUTE project, a multi-year effort dedicated to converting a 1970s ute into an electric vehicle.
As the project nears its exciting completion, we asked how this innovative journey has shaped the girls’ learning and personal development. Their experiences highlight not only the technical skills they’ve acquired but also the growth in confidence, teamwork and problem-solving abilities that have been fostered through their involvement in this transformative project.
>>
ABOVE: Left to right – Allegra Tung, Bella Minucos and Aaliya Gupta.
OPPOSITE: Left to right –The 2022, 2023 & 2024 QUTE teams. Allegra and Aaliya have been two of the longest standing members of the QUTE team.
What inspired you to be involved in the QUTE project?
Allegra Tung: When I first heard about the QUTE project in Year 8, I felt it was a new experience that I could try. I had little to no interest or knowledge in engineering, so this project seemed like a good way to expand my skills in engineering. I was already interested in STEM-based subjects, which made QUTE the perfect opportunity to learn more and gain new skills.
Bella Minucos: When I first toured the school, I saw the QUTE project and was immediately interested. The sheer awesomeness of it was a major inspiration. After being unable to attend rowing due to an injury, my friend Allegra encouraged me to join QUTE with her. The community aspect of the project appealed to me, and I knew it was what I wanted to do.
Aaliya Gupta: I was already engaged in STEM activities like MiniSprint solar racing and Lego robotics but wanted to try something new, so I joined the QUTE project.
Can you provide a brief overview of the project?
What are its main goals?
Allegra: The QUTE project aims to rebuild an old ute into a fully electric vehicle for deliveries made between the Junior and Senior schools. One of the main goals is to encourage young people, especially girls, to develop more interest in the engineering field, which has traditionally been male-dominated. Doing a project like QUTE in a co-ed school would likely attract more male members than female ones, so doing the QUTE at an all-girls school encourages young girls to pursue careers in STEM-based fields.
Bella: The main goal is to build a fully functional, road-ready ute that we can drive between our campuses.
Aaliya: The QUTE project involves converting a 1975 Suzuki L60 Carrier into an electric vehicle, focusing on environmental sustainability. We aim to reuse many parts of the vehicle, like the rear axle, doors, and front suspension, which required refurbishment and repair. Another goal is to do as much work on-site as possible to reduce costs and maximise learning opportunities.
What specific areas have you worked on in the project?
Aaliya: Initially, I worked on stripping down the vehicle, refurbishing old mechanisms, and installing sections like the rear axle. More recently, I’ve focused on the vehicle’s lighting and electrical components, including the highvoltage system.
Allegra: I have worked on a lot of the painting on the husk of the truck, including spray painting the front. Afterwards, I did various jobs, including painting and fixing the tyres, looming and soldering wires for the lights, and placing and polishing the bolts for the timber planks. I have worked on various mini-projects for the vehicle throughout my time with QUTE. My longer projects include the DC-DC converter panel, where all the energy will be passed through. If one part of the circuit of the panel is broken,
there won’t be enough electricity to power the truck. This was my latest project.
Bella: A major project of mine was the timbering on the back, which involved an insane amount of sanding and varnishing. I also installed the brake drums, worked on the motor mount with David (an engineer who assisted in developing the motor mount), and started the long-overdue QUTE Instagram page.
What challenges did you face during the construction phases, and how did you overcome them?
Bella: Before joining QUTE, I believed I couldn’t do science or STEM-based projects because I thought I was not very good at maths. I thought the whole process would be challenging. I’ve overcome that block and can now participate confidently in STEM projects and even in competitions.
Aaliya: One major challenge was the breaking of our front window during installation. Since the vehicle is rare in Australia, finding a replacement was difficult. However, after extensive searching online, we found and installed a suitable window.
Allegra: At the beginning of the QUTE, we didn’t have a manual that explained where and what each part was, which made it difficult to label the parts and put them back together. It took a lot of digging, but eventually, we found the base
blueprints. However, these blueprints didn’t label anything, and some parts didn’t seem to exist, causing more confusion. Personally, I had trouble figuring out how to use any of the tools, from drills to wrenches, but it became much easier to handle over time.
What new skills have you learned while working on this project?
Allegra: Other than learning how to use a drill, this project has taught me a lot about teamwork and leadership. When we split into groups to do our work, the more experienced members are normally paired with newer members to help them walk through the process and teach them how to use the tools. I’ve made many friends throughout the duration of the project, which has been one of the greatest parts of QUTE. Without them, it wouldn’t be as rewarding as it has been.
Bella: I’ve learned several handy skills like sanding, varnishing, and drilling. I’ve also learned the importance of staying committed and dedicated to a project.
Aaliya: I’ve gained practical skills like drilling, soldering, and painting. Recently, I learned tack welding for making a metal bracket, which was both fun and slightly stressful.
Have you had any mentorship or guidance from teachers or industry professionals? If so, how has it helped?
Bella: The teacher in charge of the project, Mr Draper, is probably one of the best teachers Queenwood has ever had. He’s taught me that it’s okay to get things wrong and that there can always be multiple solutions to a problem. I’ve learned that not all problems can be solved immediately and that it’s okay to take time if it means a better
result. Without Mr Draper, I don’t believe the QUTE project and its participants would be as amazing and fun as it has been. He has established such a positive learning environment that cannot be forgotten.
Allegra: Yes, we’ve had several engineers assist us with designs and help create certain parts of the QUTE. The current motor mount was designed by students with help from David. We also have Mr Draper, who walks us through the entire process and teaches us how to use the tools until we can work independently. He has been the main reason the QUTE is still going; there wouldn’t be a QUTE without him and his support.
Aaliya: Mr Draper’s guidance has been crucial. He explained tasks clearly and provided assistance when needed. David also mentored us on installing the electric motor,
“I want the QUTE to show people what students can achieve in STEM and encourage girls, particularly young girls, to believe they can do anything they put their minds to.”
helping us design a motor cradle and install it successfully. How do you divide tasks and responsibilities within your team? Is there a certain team mentality developed? If so, how would you describe it?
Bella: At the beginning of a session, we discuss what needs to be done or what we hope to achieve. If a person or group is working on something specific, like wiring or installing, they will continue with that task. Everyone else can choose from the remaining tasks that need to be completed.
Aaliya: We pair newer members with experienced ones to provide guidance and support, fostering crossyear friendships. Complex tasks are given to older, more experienced team members.
Allegra: Normally, when we split into teams, Mr Draper decides what jobs need to be done first and if they need multiple people to do them. Most of the time, the newer members are paired with more experienced members. Since we’ve gained more members, it has become difficult for Mr Draper to be the only one teaching these members, so instead, older members are placed with newer members to help teach.
What communication tools or strategies do you use to ensure effective collaboration?
Aaliya: We use a whiteboard to outline key tasks and divide responsibilities. Completed tasks are removed from the board to avoid confusion.
Allegra: Usually, if a member has just joined or has little experience in a certain category like wiring and electricity, help is always provided by a teacher or another student. This forms clear communication between members while working in teams. Rarely have there been arguments between members during projects.
Bella: Asking questions is a huge part. If there is any uncertainty, you ask a question. I think having a space where no one is afraid to ask questions is one of the best things about QUTE.
What impact do you hope your project will have on the School or community?
Allegra: I hope the QUTE project will inspire young people, especially girls, to take an interest in engineering and STEM-based subjects and activities. I want the QUTE to show people what students can achieve in STEM and encourage girls, particularly young girls, to believe they can do anything they put their minds to.
Bella: I hope this project can inspire girls at our school and in our community to get involved in STEM-related or even nonSTEM-related projects. I hope they will think, “If those high school girls built an electric car, maybe I can start that club or run that race.” That would be super cool.
Aaliya: I hope it encourages more environmental initiatives at the school.
How do you see this project influencing your future career or educational goals?
Aaliya: This project has laid the foundation for my future career in engineering. After graduating, I plan to study engineering, and my experience with the vehicle’s wiring and mechanisms will be beneficial.
Allegra: Currently, I want to work in the biotech industry or in medicine. I have been asked many times why I continue doing QUTE since it is such an engineering-based project. My answer is that QUTE teaches me life skills outside of the obvious engineering skills, such as leadership, patience, and clear communication. This project may not directly help me with my future goals, but it has been rewarding in many other ways and expands my options in the STEM field.
Bella: This project has taught me not to be afraid of trying something new and completely out of my comfort zone. It has also taught me to value mistakes and mishaps because you always learn something from them. No matter what my future career looks like, these are important lessons, and I’m incredibly lucky to have learned them so early.
What has been the most rewarding part of working on this project?
Bella: Seeing the QUTE get into its final stages and all the parts fitting together like a puzzle. Also, attending events and receiving recognition validates all the work we’ve done.
Allegra: I think the most rewarding part of QUTE is the community and friends made. Before I joined QUTE, I barely knew anybody above or below my grade, and I was too anxious to talk to any of the older girls. This project has helped me make friends across various grades and improved my social skills. The community built around it has been rewarding and supportive.
Aaliya: The most rewarding part has been the friendships formed along the way. Sharing successes and challenges with team members has been a joy.
What do your parents think about you being involved in this project?
Allegra: My parents have been very encouraging since I first began. In fact, it was my parents who brought my attention to the QUTE project in the first place.
Aaliya: My parents think this project has been an incredible experience. My sister has also joined the QUTE project and will continue after I graduate.
Bella: My parents have been super supportive. They love the project and enjoy hearing about it.
What are some key takeaways or lessons learned from this experience?
Aaliya: The key lessons are resilience and patience. In a project like this, things often go wrong or take time to complete, so staying calm and developing solutions is crucial.
Allegra: Some of my key takeaways include learning how to be patient during long tasks that are particularly tedious, like sanding. I’ve also learned how to improvise. A lot of the QUTE required us to improvise, like using different tools or stopping the task to rethink the entire process to find a new approach. Many times, plans have gone wrong and haven’t worked out, so instead, we make new plans and move on. The QUTE has taught me to be flexible and that there isn’t only one way to do things; there are multiple solutions.
Bella: To ask questions, to not be afraid of trying something new, and to not fear failure or making a mistake because, as long as you put in the time and effort, you can pretty much do or fix anything. •
To learn more about the QUTE, visit queenwood.nsw.edu.au/Cocurricular/ Technology-Engineering
Paola Tamberlin explores how Queenwood students find empathy and growth through community service, reflecting on their impactful experiences.
PAOLA TAMBERLIN DIRECTOR OF CULTURE & COMMUNITY
Inthe rarefied environment of Balmoral, it is sometimes easy to lose sight of the struggles faced by those less fortunate. A key pillar of our values is the idea of service and the responsibility to redistribute the advantage given to us through the luck of our birth. Through service, students gain invaluable experiences and develop a deeper understanding of empathy and responsibility, something that can be initially learned in the classroom, but needs to be put into practice for deep understanding to occur. Here, some of our Senior School students share their motivations and the profound impact that community service has had on their lives.
Darcy, a student who volunteered at Glengarry Aged Care, highlighted the importance of recognising our privileged position. She reflects on her motivations, saying, “I think one of the things that made me want to start volunteering was realising that we’re in a very privileged school, and sometimes it’s easy to forget about the outside community. This sentiment is echoed by Ivy, who comes from a family that values service, showing that the commitment to service in the Queenwood community is central. She notes, “My mum does a lot of service, and it really inspired me. I believe service is an important part of life.”
Genevieve, who volunteered at the Rough Edges, “a lounge room for people who don’t have a lounge room,” found motivation in her desire to make meaningful use of her spare time. “It’s worth doing it if you have the time because it’s extraordinary how the slightest bit of effort can really help the people you’re supporting.” Maya, on the other hand, was moved by a video about Mahboba’s Promise. She reflects that “seeing how much work Mahboba was doing for young kids from a very tough area inspired me to volunteer and help, even in a small way, to address such a big situation.” Rather than just donating money, we encourage girls at Queenwood to give a far more precious resource, time. This signals true commitment and enables girls to come into contact with those they serve, catalysing a potentially life-long drive for giving.
Genevieve found her experience at Rough Edges particularly enriching. “It was really interesting to talk to all these people who had
“ Rather than just donating money, we encourage girls at Queenwood to give a far more precious resource, time.”
their lives flipped upside down by challenging events. They were very motivational and funny, and I enjoyed the conversations.”
Maya’s experience with Mahboba’s Promise provided her with a newfound appreciation for her own circumstances. “I gained an appreciation for what I have and learned to be grateful for my family and everyone who supports me. I also learned how to be vulnerable and talk to people who have had challenging lives, which is really important.”
comfortable. Sometimes I had to talk the entire time, but eventually, they would start sharing stories.” Genevieve noted the openness of the people at Rough Edges as both interesting and challenging. She remarked that “they were so willing to be open and talk about things that were happening in their lives. It was interesting to see how cheerful they were despite the incredibly hard times they were going through.”
ABOVE: Junior School students visit Glengarry Aged Care, bringing flowers and talking to residents. RIGHT: Senior Students engage with girls from Mahboba’s Promise during morning tea.
Volunteering is not without its challenges. Darcy mentions, “A lot of the residents at Glengarry have various challenges, and sometimes you wouldn’t know how to respond to something they were telling you. One person missed her home and family a lot, and that was hard to hear. But you’ve got to learn to respond and help them in any way you can.” Similarly, Ivy found it challenging to get the residents to open up initially. She says, “It took a little time for them to actually speak or open up, so I had to get them into a space where they felt
Volunteering offers a unique opportunity for students to step outside their relative comfort zones and engage with the broader community. It fosters empathy, gratitude, and a sense of responsibility. As Darcy aptly put it, “It’s good to build connections out there.” American author, theorist, educator and social critic bell hooks (aka Gloria Jean Watkins) once said, “Privilege is not in and of itself bad; what matters is what we do with privilege”. Our Queenwood girls take their social responsibility seriously, and experience personal growth in the process. •
The Class of 2024 celebrate after their Valete Assembly in Term 3.
Our students have been immersed in a whirlwind of activities, from thrilling Science challenges, to celebrating the First 100 Days of Kindergarten. We have also been deeply engaged in drama, exploring innovative design and technology projects and creating stunning works with ceramics. A lot has been happening both inside and outside the classroom. Here’s a look at what the students have been up to.
Isabelle Cooney INFERNO’S IMPRINTS CERAMICS
Amanda Carnegie GRANDCHILDREN: OUR LEGACY CERAMICS
Heidi Hayes FROM GOLDEN SOIL CERAMICS
Isabel Cope UNFURLING ELEUSIS SCULPTURE
Merrily Hone IGNORANCE IS BLISS GRAPHIC DESIGN
Series of 3 artworks
Iqrah Momand WATAN PHOTOMEDIA
Series of 12 photographic works
Scarlett Linekar EXTERNAL ICONS, DIGITAL ILLUSTRATION
Series of 3 digital drawings and 3 graphite pencil drawings
Evie Noble MICRO LIFES PHOTOMEDIA
Series consists of 9 photographic works and 1 object; ‘cabinet of curiosities’, displaying objects photographed.
Olivia Offwood
EPHEMERAL TABLEAU DRAWING
Elizabeth Wulff
FRAGMENTED MEMORIES: DISSECTED MOMENTS DRAWING
Bonna Yoon
THE OPPOSITE OF PERFECTION ISN’T IMPERFECTION; IT’S FREEDOM DRAWING
Series of 3 large scale graphite pencil drawings
Lucy Paterson
RAW SUBCONSCIOUS DRAWING
Series of 3 large scale graphite pencil drawings
Nominated SHAPE 2024
Nominated SHAPE 2024
Cleo Vidler
STARDUST AND THE SPIDERS FROM MARS
Emily AdamsMcCarthy REFUGEE COMPLEX
Zara Bond
BIODEGRADABLE AIRLINE FOOD PACKAGING
Claudia Crabb TICK REPELLING WEARABLE
Ciara Aitken MULTI-FUNCTIONAL THEATRE COSTUME
Charlieze Boland-Hill CONCERT SAFETY WEARABLE
Amanda Carnegie FLOOD MITIGATING HOUSE
Isabel Cope MICRO FARM FURNITURE
Ellie Crombie MANGROVE PROPAGATION SYSTEM
Lola Hair SUNSCREEN DISPENSING UNIT
Lucy Holloway
FOOD ORGANICS & GARDEN ORGANICS ( FOGO) BIN
Nominated
Scarlett Lineker VIRTUAL ART GALLERY
Sophie Peng PREFABRICATED DISASTER RELIEF CHURCH
Hannah Knight MOSQUITO CONTROL SYSTEM
Anh Nguyen SUSTAINABLE RESTAURANT DESIGN
Aalia Takhar MANLY LIFE SAVING CLUB REDESIGN
Jasmine Komadina STAGE 4 CODING KIT
Evie Noble WATER HARVESTING HOUSE
Leilani Veitch CRICKET PITCH COVER
Olivia Wallington MYCELIUM, SUSTAINABLE BRICKS
In July, Senior School students enjoyed an exciting day at the Science and Engineering Challenge. Competing against seven other schools, they tackled a range of tasks, including launching balsa wood planes, designing earthquake-resistant towers, crafting innovative wind turbines, and building bridges. Congratulations to our students for securing third place overall! Since we first joined the competition in 2017, we’ve consistently ranked in the top three.
Year 4 had a fantastic learning adventure at The Coastal Environment Centre in Narrabeen, as part of their Life Cycles Science unit. They used a dichotomous key to classify animals, explored the lagoon, and dissected a squid. Our young scientists were enthusiastic and engaged, making it a memorable and enriching experience for everyone!
Our Red Shoe girls celebrate their first 100 days of Kindy by dressing up as 100-year-old women!
AS WRITTEN BY
BELINDA MOORE DEPUTY PRINCIPAL:
In February, we were delighted to officially welcome our ninth Principal, Mrs Marise McConaghy, at the official Commissioning Ceremony. The Senior School community joined together in the Astra Theatre to celebrate this new chapter. Speakers representing the School Council, students, staff, alumna and parents shared words of encouragement and stories of our values, Truth, Courage and Service.
We were also joined by special guests including the Deputy Mayor of Mosman, Cr Pip Friedrich and two former principals of Queenwood Mrs Judith Wheeldon & Mrs Kem Bray.
Theceremony reaffirmed the alignment of values between the School and Mrs McConaghy who leads with integrity, compassion and a strong sense of purpose. She is committed to developing young women who rise to the challenge of reaching the stars and achieving their very best.
Below are the words spoken by Alumna and former School Council Member, Mrs Lucy Brogden AM. While sharing some interesting history of the school, she clearly articulated how our founders embodied our values and wanted all who chose Queenwood to be guided by these values.
On behalf of the almost 10,000 women educated at Queenwood – welcome.
We are so pleased you join the strong tradition of women and men of strength courage and purpose that have educated girls (and in the early days some boys) on this site not just for 100 years but for thousands of years.
Barangaroo and the other women of the Cammeraigal people, nurtured, taught, produced on this land. We know from written accounts that Barangaroo herself held strong to her culture, tradition, and values.
In October 1925, Miss Lawrence and Miss
Rennie created a place of learning in Queenwood.
My own family’s time at Queenwood is part of the foundation – Aunty Gwen was one of the first four students. Four generations of Queenwood women.
As we have heard, both founders – Miss Lawrence and Miss Rennie – admired the work of John Ruskin: a social critic and commentor of the Victorian era and in particular of the role of women.
Cheryl Szatow a Queenwood old girl (and niece of Miss Medway) wrote a thesis looking at the women who founded schools in NSW between 1880 and 1925 through the lens of feminism. She wrote about the founding of Queenwood.
Your predecessors, Miss Lawrence and Miss Rennie chose this name Queenwood to honour Miss Lawrences’ mother’s school in England and honour their regard for John Ruskin’s ‘Queen’s Gardens’
Both women were influenced by Ruskin’s essay Of Queen’s Gardens, published in 1865 - considered an eloquent statement of the conservative ideal of Victorian womanhood. The essay urged women to abandon trivial feminine pursuits to act as a moral force in
LEFT TO RIGHT: Students perform the processional; Students, staff and special guests fill the Astra Theatre; Marise is gifted flowers by Junior School prefect Victoria Zhu; Marise poses with former principals Mrs Judith Wheeldon & Mrs Kem Bray.
countering the ills of society. Ruskin called this “queenliness”.
Explaining the origins of the naming of our school, Miss Rennie asked: ‘Can we not all strive to attain that queenliness… to make service the motive of our lives?’ Queenliness, entails an assertive and active sense of service – devotion to a noble cause.
The stars of courage, truth and service guide us all in our work, our community to be women of strength, courage and purpose.
Today Ms McConaghy you become part of the Queenwood tradition. In contemporary language you are a Queen.
Not so long ago, “queen” was used as a weapon. Drama queen, ice queen, queen bee — these were all ways to cut down women. Now, however, for a growing group of young women, queen has become a badge of honour.
Women have started using it not just to express their loyalty to their favourite female pop stars but also to praise each other and declare their own awesomeness.
On behalf of the almost 10,000 women educated at Queenwood – welcome. •
MARISE M c CONAGHY PRINCIPAL
Forclose to 30 years, I’ve served in positions of senior education leadership around Australia, including leading well-known girls’ schools in three states.
Throughout my work, which includes deliberate and deep relationships with leaders of many other independent schools, it becomes more evident every year that schools are the last trusted institution in society.
Churches, traditionally the place of religious and moral guidance, are no longer the first place people turn. Political parties and governments are widely regarded with derision or dismay. Our economy seems to be mired in endless reporting of doom and gloom. But schools – mostly –remain as trusted places for community and character development.
When we talk about educating the whole child or providing a holistic education, we don’t just mean the enrolment tick-boxes of strong academic, cocurricular and wellbeing programs.
Schools also have a solemn responsibility to support parents to raise young people of integrity, wisdom, compassion and insight.
Queenwood’s founders had it relatively easy in many ways. Despite their obvious foresight and ambition, the school founders were operating in a time of traditional institutional and role cohesion with the father as wage-earner, mother as home-maker, and church as moral arbiter.
Character development in schools of the time, naturally, supported the same goals and protected the institutions of marriage, church and more.
Even if a person were a quiet non-church-goer, they still knew and accepted traditional Christian values.
Yet in the latest Census, 38.9% of Australians said they had no religious interest or affiliation at all. Our commitment to a shared values language is quickly vanishing.
While it seems, everything has changed all at once, at least one thing stays constant: character development remains a priority for today’s parents.
Regardless of religious interest, parents continue to turn to non-
“I want Queenwood girls to graduate with exceptional character, so they can become ethical decision-makers in places of great impact.”
denominational schools like Queenwood, understanding that education results matter but creating academically excellent students of great character matters even more.
At enrolment tours, I find parents evaluate Queenwood against other schools by asking questions such as, ‘what’s your wellbeing program?’ or, ‘tell me more about IB’. What I think they hope to hear but often can’t articulate is: ‘What kind of person will you help my daughter grow up to be?’
As Principal of Queenwood, I have a clear answer: I want Queenwood girls to graduate with exceptional character, so they can become ethical courageous decisionmakers in places of great impact.
The potential places where our graduates will have impact are as numerous and unique as Queenwood students themselves. Today, our graduates are everywhere from NASA to international NGOs. Their potential for impact is limitless.
They’re limitless, too, in the range of places where they’ll work.
In the future, today’s graduates –Generation Alpha – will average 18 different jobs over 6 distinct careers. Much of the work where our graduates will have impact has not yet been created.
The world is becoming increasingly complex and connected, and it’s constantly changing.
To guide our girls towards becoming young women of greater character, our approach must be as complex as the world in which our graduates find themselves: multiple careers; greater social responsibility; increased global awareness.
Once, good character was simply code for good rule-following. Ethics were a test of compliance that often failed in the face of real-world hurdles.
For me, exceptional character means
charting a course of purpose and impact throughout life. It requires courage, deeply embedded personal values, with a strong emphasis on personal reflection, social accountability, and global responsibility.
To be a person of substance also means to be a critical consumer of information. True and false are now arbitrary concepts, blurred by the rise of social media and fake news. Only critical evaluation, against strongly defined values, gives us a true compass to find ethical paths forward.
After 9 months in the role at Queenwood, I’m delighted by the steps the School has taken over the years to embed exceptional character as a mainstay of a Queenwood education.
I think the ripple effect of our outwardlooking social justice programs is powerful. Our school-wide culture and practice of deep respect for First Nations peoples is admirable. The values of our founders are clear.
But there’s much more to be done to take us from values-aware to becoming values-transformed.
In my tenure as Principal and in partnership with parents, I’m looking forward to taking our school community further on this journey.
That means deeper programs embedded in every aspect of Queenwood life, and a community-wide discourse on what it is to be a school that leads in truth, in service, and in courage. A school that places others first, honours diversity, strives for excellence and values service as the driver of true community and connection.
Only by achieving this will Queenwood graduates be known as women of both great strength and great substance who are transforming the worlds around them. •
Queenwood celebrated its 99th birthday with heartfelt speeches, inspiring stories, beautiful posies and our beloved pink cupcakes. We honored friendship and growth as the community reflected on its rich history while looking ahead to the centenary in 2025.
Friday 20 September, 2024
“Queenwood encouraged me to embrace my individuality and be curious about the world. I experienced incredible opportunities—from learning languages to participating in the Shakespeare Festival and supporting charity programs. My teachers inspired me to ask questions, take risks, and engage with challenges. Beyond academic skills, Queenwood taught me resilience and the importance of living by my core values of family, relationships, community, and integrity. As you navigate your own journeys, remember to be bold, embrace who you are, and make the most of every opportunity.”
– Sita Mason, Key speaker (Q2013)
“ Today, we gather as friends at a birthday party, celebrating 99 years – so close to 100! – of our remarkable Queenwood school. It’s such a privilege to gather together, under these magnificent Spring skies, acknowledging the unique stories and traditions that set this school apart... We share stories about Queenwood’s history, which connect us with each other and those who have gone before. We also share rituals, like today, establishing and reinforcing a memory that Queenwood girls carry forever, connecting past with present.”
– Marise McConaughy, Principal
Queenwood is a school renowned for the development and growth of students who have an interest and aptitude in the STEM areas. This is clearly shown in the projects undertaken in both the curriculum and cocurricular spaces.
The construction of a bionic hand, capable of multiple movements and gestures and the creation of a mind-controlled model car are key elements in the Science of Design subject. Of course, we must also include the QUTE project which is an ongoing cross-discipline and cross-age STEM endeavour, initially begun in 2022. This project has involved the designing, building and outfitting of a 1975 Suzuki ute to be used between Queenwood campuses.
These projects, along with a variety of activities undertaken within the classroom programs, enthuse, reward and inspire Queenwood students and staff to embrace the STEM world and all it has to offer. Students extol the benefits of their participation and encourage us all to ‘give it a go’.
The bionic hand unit of work requires students to develop an understanding of the biology and mechanics of a human hand then to code instructions for movement using Arduino (an opensource electronic prototyping platform enabling users to create interactive electronic objects). The skills developed are not only the practical understanding of biology and mechanics but also the skills of problem solving, critical thinking, collaboration and communication.
The construction of a mind-controlled model car is an awe-inspiring brief but one that is valuable and valued as attested by our students. Students work together to integrate learned skills and prior experiences to apply their knowledge in a highly innovative way.
Textiles Technology projects also develop amazing skills within the classroom, in particular, a unit which involves the design, construction and presentation of an item of corsetry. Students are encouraged to manufacture a unique item of clothing that has an end user in mind as this greatly affects the garment that they produce. Self-management as well as project management skills must be developed and exercised as they refine and perfect their garment. Transfer of skills from Mathematics and the Sciences, along with specialised research into fabric qualities and versatility, must all be investigated and then used to precisely and perfectly complete a wearable item, fit for purpose and use.
The QUTE has been an outstandingly successful project, receiving national recognition and industry awards, completed in a school setting without customised workshops or bespoke equipment. It is a testament to the ingenuity and versatility of our students and staff.
Students have reported the benefits and advantages gained from their STEM based courses and the essence of this is captured by their responses which are collated here:
Ava Fogarty
The most rewarding part has been the friendships formed along the way and the practical skills gained. Sharing successes and challenges with team members in the QUTE project and seeing the bionic hand function as intended has been a joy. Both Mind Control Car & QUTE projects have laid the foundation for my future career in engineering. After graduating, I plan to study engineering, and my experience with the QUTE’s wiring, mechanisms, and the bionic hand’s design, will be beneficial.
Maddie Rudland
I improved my skills in garment construction and gained a better understanding of fabric properties. I also learned to work with new materials and embellishment techniques.
In particular, the bionic hand project helped students explore an interest in robotics and biomedical engineering and to flourish as they sought to transfer knowledge into real world applications. It also provided opportunities to experiment and try something novel in a supported environment.
Amy Rosling
The mind control car project sparked my interest in programming and data analytics, showing me the practical applications of coding and data analysis in creating efficient solutions and products. It motivated me to pursue a career in technology, aiming to contribute to innovative solutions and challenge gender norms in a traditionally male-dominated field.
Anoushka Sharda
Design & Technology is definitely tough and challenging, but also very rewarding. It makes you think about real life problems and work through challenging questions to make technologies that can be used in daily life.
>> The mind controlled vehicle project tested students’ abilities to model and code, and to analyse and solve repeated and newly arising problems. Working with experts, students were able to build up coding libraries and expand their understanding of coding from basic to sophisticated levels.
The corset featured was challenging to complete both technically and physically as precise composition and fitting must appear seamless. The students must consider precise detailing and also produce a garment that has aesthetic merit and appeal, so their design brief is as exacting as all high end fashion houses demand. The students were able to access and develop expertise using Adobe InDesign which importantly sets them up for future industry experiences. This program facilitated the processes of recording, documenting and reflecting on their progress and to plan for their next steps. Students reported that constant self-reflection and review were key to success as was the feedback from peers and experts. The skills learned are specific to Textiles Technology but also valuable for any projects undertaken across a range of areas.
In each of the projects the students were expected to play the part of project managers which involved the selection and costing of materials, assessment and inventory of personal and group skills, model making and prototype testing. They managed equipment and coding failures, and the tedium of testing, failure and making modifications before success could even be imagined, working together to achieve both short and long term goals.
Students often commented that during the process and production of their objects that they experienced the joys of success but also appreciated the value of mistakes and mishaps as part of their learning steps. Each student felt that
“...[The bionic hand project] also provided opportunities to experiment and try something novel in a supported environment.”
“These projects along with a variety of activities undertaken within the classroom programs enthuse, reward and inspire Queenwood students and staff to embrace the STEM world and all it has to offer.”
the essentials for success included curiosity and the desire to face a challenge.
The QUTE project was also highly valued for promoting a sense of community and as a sustainable alternative to conventional transport used by the School. QUTE students also learned the hands-on skills of welding, machining, sanding, wiring, cutting and pattern making. They were often required to manufacture and adapt parts that were simply unobtainable from other sources. Their Mathematics, Physics and Geometry skills were also developed.
The growth in practical and theoretical skills during these projects was complemented with a maturing development of social skills. The students recognised the value of peer to peer and expert to novice mentoring and enjoyed working with a range of people outside their usual groups.
CLOCKWISE FROM TOP: HANA TYNAN, MADELEINE RUDLAND, ANOUSHKA SHARDA, AVA FOGARTY & ALLEGRA TUNG ON THE COVER
Many students were inspired by leading women in industry and engineering and themselves aspire to become creative, emergent engineers and designers. •
This article is based on responses collected from the following students who are studying Science of Design, Textiles & Design, and Science: Anoushka Sharda, Ava Fogarty, Amy Rosling, Maddie Rudland and Hana Tynan.
For their first few days at the Senior School in Term 1, Year 7 took part in an induction program, learning about what they have to look forward to in 2024.
The girls met their Year Coordinator, Tutors and our Principal, as well as attending a Welcome Back assembly. They then spent the afternoon with Land’s Edge Foundation participating in team bonding activities.
Queenwood students attend the Green Schools Collective meeting at the Sydney Institute of Marine Science (SMS) to learn about research on Australia’s coastal environments and engage in sustainability with educators’ support.
Year 4’s Ranger Jamie excursion to The Rocks took them back to 1788. Dressed as migrants, convicts, and soldiers, they explored early Sydney and its historical impact.
Gill’s Court was abloom with chalk art, sneaker art and a collaborative mural featuring Year 12’s chosen motto “Lead with heart, leave a genuine mark”. Art and design are integrated into the Queenwood curriculum from Kindergarten to Year 12. Girls are encouraged to take creative risks, make mistakes and understand the creative process. Just Draw is a fun opportunity for girls to engage freely with their creativity and with each other.
Queenwood Rowing earned 11 medals (3 Gold, 3 Silver and 5 Bronze), the second highest among schools, at this year’s Head of the River. Despite challenging conditions, our girls showed great determination, many setting new personal bests. In the final race, our 1st VIII pushed through tough weather to finish third.
Our Kindergarten girls received a warm welcome to Queenwood. They met their classroom teachers, the Head of Junior School and our Principal before starting their first full day of school.
From Senior Choirs, the Junior Item and Year 9 Dances, to Group & Solo Instrumental performances, the House Music Festival was a great way to conclude Term 1, showcasing the breadth of talent from our Senior students. Congratulations to Queen House for taking out the title for 2024!
Our K-2 girls got to experience what it will be like when they start Year 3 by spending the afternoon in the Years 3-6 playground. There were lots of smiles & giving everything a go!
Head Prefect Chloe J and Vice Head Prefect Penny J were guests at a Youth Ambassadors Program event in Term 1. This program, organised by Warringah MP and Queenwood alumna Zali Stegall, invites school captains from the Northern Beaches region to hear from guest speakers and discuss issues relevant to people in their high school communities.
As part of their library lesson, Years 5 and 6 went on a date with a book. The girls visited the Medway Library ‘Café’ and sampled four different novels by candlelight. They then chose which books to borrow at the end of the lesson for JustRead. The girls loved tasting many new books!
Sydney Olympic Park Aquatic Centre was full of House colours for the annual Senior School Swimming Carnival in Term 1. Some exciting highlights from the day: Fastest girl = Sally F (Year 9), Junior backstroke = Evie D (Year 8), Intermediate backstroke = Caitlin D (Year 10), Senior backstroke = Gemma M (Year 11), Junior breaststroke = Ella H (Year 8), Intermediate breaststroke = Caitlin D (Year 10), Senior breaststroke = Marigold S (Year 12), Junior freestyle = Elizabeth F (Year 7), Intermediate freestyle = Cailtin D (Year 10) and Senior freestyle = Gemma M (Year 11). Congratulations to all our swimmers, and the students & staff for their support and house spirit!
International Women’s Day is a chance to celebrate the achievements of women and contemplate equality. Maya L (Year 12) spoke on feminist history and theory in assembly, while Junior and Senior students attended a breakfast hosted by Mosman Mayor Carolyn Corrigan. Vicki Condon AM of Raise Foundation spoke on inspiring resilience and inclusion in youth.
Queenwood scored 170 points in the Tildesley Shield, our highest in over a decade, placing 8th. Lucy S reached round 5, Isla G and Tessa H reached round 3, and all Doubles pairs hit round 3. The team showed great camaraderie and spirit throughout. A fantastic tournament for Q!
We’re thrilled to announce Trinity B as our Head School Prefect and Giselle A as our Vice School
Prefect for 2025!
The hallways buzzed with music from the Junior School Ensembles Intensive in Term 2. In small groups and ensembles, the girls honed their technical skills and harmony. Specialist teachers offered invaluable lessons to help boost their upcoming performances.
10 Queenwood teams entered in the annual Balmoral Burn charity event in May. It is always a fantastic day that brings the local community together to raise funds for the Humpty Dumpty Foundation for vital medical equipment needed for children in hospitals.
Our girls delighted in sharing their work with parents and grandparents during Open Classrooms in Terms 2 & 3, completing joint activities and reading side by side during Just Read. It is always special to have family within the school gates and we are grateful for their partnership in their daughters’ education.
The Junior School dressed up as every imaginable breed of dog for an excellent cause, raising money for Guide Dogs Australia. During the Assembly, we met Zali, a beautiful guide dog, and her owner Sarah. Sarah explained what it’s like to be vision impaired, the invaluable assistance provided by Zali, and the magnificent work of Guide Dogs Australia. The Junior School girls raised almost $7,500 towards training guide dogs in the future!
Our Year 4 students had the pleasure of interviewing legendary AFL player and author, Adam Goodes. The girls asked thought-provoking questions about his series of picture books that aim to teach children about Aboriginal and Torres Strait Islander culture. Adam’s generosity in sharing his time and culture with us left a lasting impact.
Congratulations to Esther L and Maya L for their success in the Mosman Youth Awards in Literature, securing first place in their respective categoriesEsther in the Junior Story category and Maya in the Senior Poetry category.
Queenwood alumna Nikki Han (Q2023) had the honour of joining students from across Sydney for afternoon tea at the US Consulate General’s residence in Term 3. Nikki will be attending Princeton University.
Congratulations to our Year 7A debating team for finishing as runners-up in their division of the Archdale Debating 2024, and to the Year 7B team for winning their division. Both teams showcased exceptional skills and dedication in their competitions.
This year’s Children’s Book Council of Australia Book Week theme, Reading is Magic, truly came to life at the Queenwood Junior School Book Character Parade in Term 3!
Our Year 3 girls led the Junior School ANZAC Commemoration Assembly with humility and flawless clarity. Our guest speaker, Leading Seaman Musician Claire Donoghue (nee Cameron, Q2000) explained the significance of ANZAC Day and described her journey from learning the flute at Queenwood to playing the French Horn around the world, as part of the Navy Band. The Senior School came together for a service to pay tribute to the men and women who served our country. A special mention goes to Sophie H (Year 9) who played the Last Post at the Buena Vista, Mosman, on ANZAC day, wearing her great grandfather’s medals with pride.
Year 5 learned about Sky Country from First Nations Elders, Aunty Julie Smith and Aunty Janette Blainey, and Queenwood Physics teacher Mr Usmar. Stories of the Seven Sisters songlines and the Milky Way in the southern sky.
In March, Year 3 headed to Chowder Bay, Year 4 to Stanwell Tops, Year 5 were based out of Gerringong, and Year 6 spent their time in the Blue Mountains –all enjoying a range of indoor and outdoor activities, such as snorkeling, abseiling, hiking and sleeping under the stars! Camp not only provides girls with the opportunity to experience a range of exciting activities, but also encourages students to take initiative, think responsibly and make empathetic decisions.
Year 12 Design and Technology students visited the Young Henrys Brewery in Term 1, aligning with their study of innovation and emerging technologies. Co-founder Richard Adamson demonstrated how the brewery has collaborated with the UTS Climate Change Cluster and the Australian Meat and Livestock Board to create an algae-based carbon capture tank.
Our Kindergarten girls had an amazing adventure at Golden Ridge Animal Farm in June, as part of their unit on The Living World and Earth and Space. They got up close with a variety of farm animals and learned how living things contribute to our needs.
During Term 2, Our Senior students embarked on their annual camping trips. Year 7 appreciated the changing of the autumn leaves while hiking, playing frisbee and completing physical challenges. Year 8 students camped, canoed, and even braved snorkelling in the pouring rain! Year 9 camped alongside local wildlife, as well as snorkelling, surfing and stand-up paddle boarding. Year 10 spent quality time together, including cooking at Our Big Kitchen for communities in need, and peacefully practising yoga in the mornings. Finally, Year 11 enjoyed crisp, sunny days perfect for hiking, abseiling and rock climbing.
Year 1 students visited Taronga Zoo as part of their Inquiry Unit, ‘Creature Features’ in Term 3. The girls explored various habitats and discovered the unique needs of living things. A highlight of the day was meeting Mr Bill Simpson, a Queenwood parent, proud Wakka Wakka man, and Indigenous Education Officer at Taronga Zoo.
In March, Year 11 girls visited Macleay Vocational College (MVC) for cultural learning at Bowraville. They began with a Welcome to Country by Uncle Martin, explored MVC’s Ginda Barri Centre, learned about the Mujaay Ganma Foundation Native Food Garden, and practised Wayapa Wuurrk Earth Connection with Wurinda, Aunty Ruth, and Aunty Janette. We value our long-standing MVC relationship and the impact it had on our Year 11 students and staff.
Our Junior and Senior ensembles perform at this year’s Music Showcase, held at The Concourse, Chatswood.
Innovative teaching methods can redefine education through creativity and empathy. We approached a few members of Quenwood staff, exploring their unique backgrounds, methods and philosophies to show how they help set new standards and deeply impact their students’ love for learning STEM subjects.
Duncan Burns Head of Mathematics
After I graduated with a BSc in Mathematics and Philosophy, I began teaching in London. In 2016, I decided to embark on a new adventure in Australia as the outdoor and active lifestyle appealed to me. I have worked in several independent schools in Sydney, joining Queenwood at the beginning of 2023 as the Head of Mathematics.
I am passionate about education, particularly girls’ education, and as a parent of two daughters, I am determined to see girls embrace and succeed in Mathematics. I lead the development and implementation of the Year 7 – 12 Mathematics curriculum. In addition to the routine of dayto-day teaching, learning, and administration, I also focus on building the breadth, depth, and quality of the study of Maths at Queenwood. I work with a team of excellent teachers who are motivated and inspiring. Our students are equally focused and diligent.
I learn something new each day and am always keen to improve outcomes for our students. By encouraging girls to embrace numeracy, we can empower them to excel in fields such as Mathematics, Engineering, and Data Science. We also encourage our students to continue developing their skills in decision-making, problem-solving, and managing finances.
Fostering a love of Maths starts with demonstrating the exciting and dynamic aspects of the subject. We use real-world scenaria, authentic problems, and challenging mathematical issues to ensure a relevant learning experience. Our goal is to improve girls’ perceptions of Maths and promote its importance, resulting in more girls including Maths in future career choices and beyond the classroom.
Nathan Da Fonte Director of Curriculum K-6
Teaching is my second career, and one which I have embraced passionately. I began working in Human Resources and then re-trained as a Primary School Teacher. I have worked as a classroom teacher in both England and Australia, Head of Stage, Teacher Librarian, and Digital Integrator before taking up my current position as Director of Curriculum at Queenwood Junior School. I feel that all my previous experiences contribute to this role, and I relish the opportunities afforded to develop the curriculum in the Junior School to ensure our girls have many opportunities to learn in and out of the classroom. We are very lucky to have a robust NSW Syllabus to use as a basis for the bespoke curriculum here at Queenwood.
My job is highly varied and it allows me to work closely with staff to ensure our girls receive the best teaching and learning experiences. I am passionate about the Science of Learning and how we can use the latest educational research to effectively meet the needs of students. The ongoing professional learning of teachers is really important, and I look forward to contributing and supporting staff in this area. I am passionate about STEM and see the value and importance of STEM for girls. At the Junior School we highlight STEM in many ways, through Engineering and Science Day, Solar Town, Queenwood Space Agency and hands-on experiments in the classroom. As my background is in the Library space, I am keen to continue to foster a love of reading in the girls here at Queenwood and promote the Library as a place to build life time learners.
Rebecca Hunt Junior School Catalyst Teacher
I first completed a Science degree on the way to becoming a teacher. My experience covers a range of primary schools and ages, both in the UK and Australia. In my position as Junior School Catalyst Teacher, I work with students who have been identified as gifted academic learners.
For students to maximise their learning, I believe that they need to be engaged and actively involved. The tasks they complete must be interesting, appropriately challenging, and include elements of skills and enjoyment individually suited to their level of development.
I work with amazing staff and girls who are passionate and dedicated learners. We incorporate STEM skills as part of our program, offering opportunities for girls to develop their capabilities in creative thinking, problem-solving, and collaboration.
As part of my role as a Catalyst teacher, I worked with select girls in Year 5 to design and build prototypes to help solve a real-world problem in line with the UN Sustainable Development goals. This activity required the girls to identify a problem, learn to use block code with micro:bits, and market their final design solution.
Some additional STEM opportunities available in the Junior School this year are Robotics club and Engineering Day.
>>
Byron Usmar Senior School Science Teacher
I have been teaching Science for over 12 years, and it is the best job I have ever had. As a classroom teacher, I am passionate about sharing my love and understanding of Science, but teaching has also offered many more enriching experiences that I had not anticipated: coaching volleyball and rugby, expeditions for the Duke of Edinburgh Award program, and an international immersion tour in Southeast Asia.
Before teaching, I studied Astronomy and Astrophysics at Macquarie University, and I recently completed a Master of Education (STEM). I have always loved Physics, and for as long as I can remember, I have wanted to work in Science Communication. Experiences that stand out include attending the Australian Space Research Conference, speaking at the Robotic Telescopes, Student Research and Education Conference, and accompanying
“ We use real-world scenaria, authentic problems, and challenging mathematical issues to ensure a relevant learning experience.”
students on the Alliance of Girls’ Schools Australasia NASA Tour to the Johnson Space Centre in Houston.
In my time as a Science Teacher, I have worked with some amazing students, some of whom have pursued careers in Physics and Space Mechatronics Engineering. I love to facilitate experiences that include stargazing, trips to Australian observatories, and the Parkes Radio Telescope, all of which contribute to authentic science observations.
I am passionate about engaging students with their understanding of the universe, providing them with opportunities to discover their passion for scientific inquiry, and promoting a love of learning. My teaching of Science at Queenwood involves students in Years 7-10 and HSC Physics in Years 11 and 12. I also teach The Science of Design, an amazing STEM unit offered only at Queenwood by the TAS Department to Years 9 and 10 students. I am currently coaching the FIRST
Robotics League students, who will be competing in a regional competition later in the year.
To share my passion for space, I would like to establish an Astronomy Club at Queenwood. This would include local stargazing, experiences at world-class research facilities, and an endeavour to enrich our community connection to Sky Country through the school’s Indigenous connections.
Queenwood is an amazing and inspiring place to work. The students have been so welcoming and eager to learn. The staff are incredibly professional, highly motivated, and dedicated to providing students with the best education possible.
Often, I am confronted with myths and misconceptions in Physics, and I love to dispel these. One of the most consistent misconceptions is that the heavier an object is, the faster it falls. Try this easy experiment at home, and you will be able to witness the proof! You will need two tennis balls.
Fill one of them with playdough so that it is significantly heavier than the other. Drop the two balls simultaneously from the same height. They will hit the ground together. Why?
Heavier objects weigh more, so they experience a stronger gravitational force, but they also need a stronger force to move because they are heavier. This means that heavier objects will actually accelerate at precisely the same rate as lighter objects. STEM and especially Physics are both easy to understand and accessible to all learners. Learning and understanding are both my passions to experience and share. •
Staff News
We are delighted to announce that Rebecca Birch, Director of Research and Practice, has won a Most Influential Educator Award for 2024.
Rebecca’s teaching practice is at the forefront of evidence-based instruction. She shares her expertise with the Queenwood community, ensuring that professional learning is aligned with research and meets teachers at their point of need. Not only this, she engages teachers from all sectors, who are at various stages of transforming their practice, by sharing her knowledge at grassroots events and national conferences.
Congratulations Rebecca –we are fortunate to have you on the Queenwood team!
completed the third human landing on the moon.
Neville Bonner becomes the first Indigenous Australian to sit as a member in Parliament.
Evonne Goolagong is named Australian of the Year.
Ray Tomlinson sent the first message between host computers at BBN, initiating the use of the “@” sign to separate the names of the user and the user’s machine.
The Nike Swoosh trademark was designed by Carolyn Davidson for $US35 while she was a graphic design student at Portland State University.
Willy Wonka and the Chocolate Factory movie is released.
Deborah Kinkel (nee Schoen, Q1972), and Susan Inglis (Q1972), were among 75 pupils selected from all schools in NSW and the ACT to attend the Summer Science School conducted annually at the University of Sydney, as seen in The Mosman Daily in 1971.
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.
JULIE EGGLETON HEAD OF CAREERS AND PATHWAYS
GREG M c ARDLE HEAD OF DESIGN AND TECHNOLOGY
Queenwood runs a unique career event series called In Conversation with Careers, where alumnae and industry professionals share what life at work and university is really like.
Recently, Julie Eggleton, Head of Careers and Pathways, and Greg McArdle, Head of Design and Technology, interviewed three inspiring alumnae and a Queenwood parent who have pursued diverse and creative careers in fields related to TAS (which includes Design and Technology & Textiles and Design).
Through their stories, we uncover how their school experiences and passions shaped their career choices, offering valuable insights for current students navigating similar paths.
SOPHIA M c KAY (Q2023)
Sophia McKay, currently pursuing a Bachelor of Fashion and Textiles at UTS, reflects on how her school projects laid the groundwork for her university studies. She shares, “Doing a major work in school prepared me for the rigours of university, where time management and handling multiple deadlines are crucial.” Sophia’s journey into fashion design began in Year 8, where her passion for fashion turned from a hobby into a career aspiration. She emphasises the importance of early exposure to creative subjects, stating, “Textiles and Design & Technology were my electives in Year 9, and they had a significant influence on my decision to pursue fashion.”
Sophia’s advice for aspiring fashion designers is practical: “There are limited fashion and textiles courses in Sydney, so it’s important to explore all your options. If you don’t get the marks, focus on your portfolio— practical work can open doors even if your academic performance doesn’t meet the threshold.”
Emily Conick’s career path took a unique turn after a Year 11 excursion to the Powerhouse Museum, where she discovered her passion for Design and Technology. Currently studying Biomedical Engineering at UTS alongside a Diploma of Professional Practice, Emily’s journey began with a school project inspired by a bamboo prosthetic leg. “I never imagined myself in this field, but that project sparked my interest in using technology to solve real-world problems,” she recalls.
Emily highlights how her school experiences helped her transition smoothly into university, especially in handling technology. “The 3D printing and modelling skills I learned at school gave me a solid foundation. The biggest challenge was the jump in math and physics, but I ended up doing better than I expected.” For students considering a similar path, Emily advises, “Choose a major work that genuinely interests you. It will guide you toward your future studies and career.”
“Doing a major work in school prepared me for the rigours of university, where time management and handling multiple deadlines are crucial.”
SASHA LESIUK (Q2013):
Sasha Lesiuk’s journey into architecture is a testament to the influence of both family and school. “Architecture runs in my family— my parents and grandfather were architects. But it was the creative opportunities at Queenwood, like working on musicals and behind-the-scenes projects, that truly sparked my interest,” Sasha shares. Now working at an architecture firm in Sydney, she has been involved in diverse projects, from residential designs to large-scale urban planning.
Sasha’s experience includes a prestigious internship at Renzo Piano Workshop in Italy, where she gained invaluable insights into architectural design and practice. Reflecting on her time there, she says, “Working in Italy exposed me to a different scale of projects and taught me the importance of being open-minded and embracing change.”
For students interested in architecture, Sasha emphasises the importance of being curious and open to opportunities: “Architecture is a broad field that can take you anywhere. It’s essential to embrace every opportunity and challenge that comes your way.”
Tamsin Birch, a parent at the school and a learning producer at Museums of History, New South Wales, shares her passion for making the arts accessible.
With a background in technology and history, Tamsin has dedicated her career to creating educational programs that are inclusive and engaging for all students.
“We’re working to make museums accessible for everyone, from financially disadvantaged students to those in remote areas. Technology plays a crucial role in this, whether through 3D scanning or virtual museum tours,” she explains.
Tamsin’s advice to students is to stay curious and be open to different career paths: “Your initial choice might not be where you end up. The important thing is to keep exploring and find what truly excites you.”
These alumnae stories highlight the diverse career paths that can emerge from a foundation in Textiles and Design, Design and Technology. Whether it’s fashion design, biomedical engineering, architecture, or museum education, the common thread is a passion nurtured by school experiences and a willingness to seize opportunities. For current and future students, these stories offer both inspiration and practical advice on how to navigate their own creative and technological journeys. •
“Your initial choice might not be where you end up. The important thing is to keep exploring and find what truly excites you.”
KATHERINE BENNELLPEGG (Q2002)
Senior School Science teacher Byron Usmar met Alumna Katherine Bennell-Pegg, Director of Space Technology at the Australian Space Agency, at the Pitt Street LEGO Store. Katherine inspired fans and discussed the new ESA LEGO Space Brick, created by the European Space Agency, where Katherine completed her astronaut training. The brick was made from dust of a 4.5-billion-year-old meteorite! Mr. Usmar praised her downto-earth nature and shared Queenwood’s pride and plans for an Astronomy club next year.
ANNA CHRISP (Q2003)
Anna Chrisp was officially presented as Ambassador to the President of Colombia in May. With an impressive diplomatic career, she shared that hearing the Australian anthem played by the Colombian Armed Forces in Bogotá was an incredible experience. Anna, we are immensely proud of your achievements. This moment is a significant source of inspiration for the Queenwood community. Congratulations!
JAZZ SPACEY-DEVINE (Q2023)
Jazz has been awarded a highly coveted scholarship with Multiplex, one of Australia’s leading construction companies. Following a rigorous application process, she is thrilled to be one of the inaugural recipients of the Multiplex Jump Start Scholarship, part of an initiative designed by Multiplex women to proactively increase female representation in the construction industry.
LUCINDA BROGDEN (Q1986) & LISA GRINHAM (Q1984)
The Council thanks Mrs. Lucinda Brogden, as she concludes her nine years of service on the Queenwood Council. Her extensive expertise, including roles with Macquarie Group and Ernst & Young, greatly benefited Queenwood. Mrs. Brogden, a Founder of the Sydney Women’s Fund and former National Mental Health Commissioner, made a significant impact. The Council has appointed Ms Lisa Grinham as Governor. A Queenwood alumna and Head of the Sydney Women’s Fund, Lisa’s diverse background in corporate and for-purpose sectors will enrich the School as we approach our centenary.
12 September 2001 – 2 April 2024
Sophia Werner was a valuable member of the 2019 graduating year where, from Year 7, she involved herself in many aspects of Queenwood life.
She played trumpet in the orchestra, jazz and stage bands, participated in netball, basketball, water polo and rowing, where she was a member of the second eight (the most successful rowing crew for the 2018/2019 season).
Community service was very important to Sophia. She participated in the Balmoral Burn, 50km Cambodia walk, engaged with St Edmunds School and contributed to student fundraising events.
Queenwood set Sophia up for success at The University of Sydney (USYD), where she enrolled in the Commerce Advanced Studies course – achieving a Bachelor of Commerce (Finance) and was in the process of completing her Honours in History.
The USYD History faculty was so impressed with the depth and maturity of her work that an Academic Award has been created in her memory. USYD are also continuing to research Sophia’s thesis and she has been awarded her Honours Degree posthumously. Next year there will be a USYD History Honour Student Scholarship set up in Sophia’s name, to commemorate her life and contribution to USYD.
With sadness, we advise of the passing of Sophia Werner from a rare and aggressive form of bowel cancer.
We ask Mrs Lee Dorothy Tredinnick OAM, a Junior School Teacher at Queenwood from 1987–1993, about her Order of Australia Medal and share her reflections on receiving the award.
Can you share the story behind your Order of Australia Medal (OAM)? What specific achievements led to this recognition, and how did you feel when you received this award?
The citation for my OAM reads “For services to women, and the performing arts.” I felt very honoured to have volunteered for the National Council of Women, the Sydney Symphony Orchestra, the Sydney International Piano Competition, Sydney Youth Orchestra, Mosman Music Club, the Art Gallery of NSW, Sydney Olympics and Paralympics, and Taronga Zoo.
What are your fondest memories as a Queenwood Junior School teacher?
I came to Queenwood in 1987, after three years at the International School of Beijing, in China. After working on three continents, this was my first “girls only” school –
but parents and Kindies were so supportive and friendly, and I hope I adjusted well to leading the girls in KT. I made some lifelong friends, of all ages, amongst staff, parents and students – people are the most important thing.
What do you think has been the biggest change for teachers since your time as a Junior School teacher?
I can only imagine how challenging the digital revolution has been, and is, for teachers of younger children. To find a balance between experiencing “real life”, and exploring the new digital world, is a challenge for parents, teachers and students. Co-operation between all three parties is more essential than ever.
As you reflect on your life and career, what values or lessons do you hope you have imparted to those you have taught over the years?
I have worked with students from 4-18 years of age, and it has been a joy to see Kindies learning to stand on their own feet, and be confident and self-disciplined. It was a joy to see older students graduate into further learning in their chosen fields. I hope that we all learnt to strive to do our personal best, and to be proud of our achievements, and to care for others.
What advice would you give current Queenwood students?
Identify your passion in life – and enjoy it. Be sincere and genuine. Learn to accept what you cannot change, but make a difference to change what you can. In making a difference in the lives of others, you are rewarding yourself. Cultivate a positive attitude, and enjoy life. Never stop learning. •
Students and Mothers enjoyed the QPA Mother’s Day Breakfast at the Senior School campus in May.
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.
We were thrilled to host parents, carers and staff as they celebrated the beginning of the 2024 school year at the annual Welcome Back Party.
We hosted the QPA Mother’s Day Breakfast at the Senior School campus in May. To all of the mums in our Queenwood community –thank you for all that you do.
Queenwood students participated in a Beach Clean-up hosted by Green Schools Collective and QPA Sustainability. The group collected a huge amount of plastics and rubbish from the Harbour foreshore.
We celebrated our incredible fathers and special friends at the QPA Father’s Day Breakfast. Thank you for all you do for our girls and for the positive impact you make on the Queenwood community.
The Astra Gala was held on Saturday 25 May 2024 at the Manly Pacific Hotel, raising funds for Means-Tested Scholarships.
CRABB DIRECTOR OF DEVELOPMENT
Welcome to the new families at Queenwood who joined in 2024. I hope that your first experience of the School has been a good one. The best is yet to come as we move into our Centenary year in 2025!
While I am relatively new to the role at Queenwood, I have a long association with the School, as a longstanding parent of a Queenwood girl. I am excited to work in the Advancement team to grow community engagement and our culture of philanthropy. Queenwood exists today thanks to our founders Miss Lawrance, Miss Rennie and Miss Medway who committed their time and talents to the education of girls. These women offered their gifts of service and generosity to build up the School and honoured its values of Truth, Courage and Service
Philanthropy supports so many areas at Queenwood including the Scholarship and Bursary program, building and capital works, and servicelearning programs.
To discuss how you can get involved in Philanthropy at Queenwood, please contact Nicole Crabb, Director of Development on +61 2 8968 7704 or email nicole.crabb@queenwood.nsw.edu.au
Saturday 25 May 2024
On Monday 29 July, Queenwood hosted an intimate cocktail party to extend our heartfelt gratitude to the generous donors who supported The Grace Lawrance Means-Tested Scholarship Program in 2024, making a Queenwood education accessible to worthy students. Director of Development, Nicole Crabb provided an update on the transformative impact of donor contributions and highlighted the success stories of scholarship recipients. Principal, Mrs Marise McConaghy unveiled major plans for the new Sports Precinct at Oxford Falls and the redesign of the Esther Road Art and Design Campus that will ensure Queenwood girls have the necessary facilities to support their future success. The evening served not only as a celebration of past achievements but also as an inspiring glimpse into the exciting future that these collective efforts will help shape •
With your support in the last 12 months:
$158,000 was raised at Astra Gala on Saturday 25 May. The night was a wonderful community celebration with over 150 prizes donated and funds raised contributing to the Means-Tested Scholarship program.
$530,000 was raised through our End of Financial Year Scholarship Appeal and a large major gift to support MeansTested Scholarships.
Thank you
Explore our latest selection of books, articles, and resources carefully chosen by our Library Department to deepen your knowledge and spark your curiosity on all things STEM.
Lessons in Chemistry by Bonnie Garmus
Elizabeth Zott finds herself in a unique position as a woman in 1960’s America. She is an expert chemist. She is a single mother. She is the host of a beloved cooking show, Supper at Six. Not only are her classes more lessons in chemistry than your traditional cooking show, but her lessons are also experiments in female empowerment in a maledominated world.
Invisible Women: Exposing Data Bias in a World Designed for Men by Caroline Criado Perez
In 1966, the University of Chicago held a symposium on primitive hunter-gatherer societies. It was called ‘Man the Hunter’. This is but one of many symposiums held by men, performed by men, and biased towards men in the STEAM field. Going all the way back to Aristotle’s ‘On the Generation of Animals’, Perez systematically challenges a field that forgets women and reasserts the data that gives women their voices back.
Travelling to Infinity by Jane Hawking
Jane Hawking articulates the reality of living in the shadow of famous physicist Stephen Hawking, as wife, carer, and intellect in her own right. With her husband’s all-consuming career and degenerative disease, she is uncomfortably balancing being a 24hour nurse-wife and mother to their children. Yet the book is also about a life of selfdiscovery, of travel, of sacrifice, and of hope.
Hidden Figures by Margot Lee Shetterly Before Neil Armstrong could reach the moon, he needed to know the maths. The experts were a group of African American women working for NASA. But this was 1960’s America – the Cold War, the Space Race, the Civil Rights movement, and segregation. These women not only had to do the maths to win the Space Race, they had to fight for their rights in a world that relegated them to the outskirts.
The Immortal Life of Henrietta Lacks by
Rebecca Skloot
Henrietta Lacks was a name relatively unknown. But her cells achieved immortal fame. Used in medicine to research cancer, viruses, in vitro fertilisation, and even cloning, these cells were vital to the work of scientists – and continue to be. These cells are immortal. The issue? Henrietta was a poor African American farmer, a descendant of slaves, who never consented to the research, who never even knew her cells were being used.
Rosie Revere, Engineer by
Adrea Beaty
This picture book enlightens our Junior School girls about the possibilities that engineering and invention can afford them. We follow the story of Rosie, whose great-great-aunt Rosie the Riveter appears in a dream as inspiration to invent a flying machine. It is not until her new flying contraption barely leaves the ground that Rosie learns the value of perseverance and failure, that the only true failure is quitting.
World of Art: Costume and Fashion by James Laver Laver takes the reader through the history of fashion. From the invention of the needle to the biggest names in fashion today. We trek through the history of materials used, how costumes have transformed the stage, and how fashion has become intertwined with personal identity and expression, from LGBTQI+ issues, gender identity, diversity, and body image, to sustainability.
Can a City be Sustainable? by the Worldwatch Institute
With an ever-growing population, how will the world’s cities be able to house its citizens? And can it be done without harming the environment? These are the questions posed by the Worldwatch Institute, a globally focused environmental research organisation. Our experts give us a snapshot of cities today of what is going right or wrong, and explore inventive solutions to recurrent problems.
Our noticeboard is your go-to for all the essential notices and updates you need to stay in the loop at Queenwood. From upcoming events and deadlines, to special announcements and reminders, this space is designed to keep our community informed and engaged.
We are excited to announce some major decisions we have made at Queenwood to help shape our school’s future. Recently, the School Council and leadership team have reviewed the facilities we need to set Queenwood up for great success in its second century.
We are excited that we are taking the right steps right now to ensure Queenwood girls have the right facilities to fuel their success far into the future. Of course, the wonderful future ahead of our girls draws on a rich century of Queenwood alumnae – past students and teachers who have each helped to shape our school into a uniquely supportive community.
New sports precinct
We have recently finalised the purchase of a 2.14-hectare property at Oxford Falls, which we will develop into a multi-sport precinct. The new precinct is only 20 minutes away, and it will host most of the major sports we play. We’ll be able to use the fields as they’re developed and we hope the whole precinct will finish development in the next five years.
Art and Design campus
Queenwood girls have special memories of the time they spend studying at our Art and Design precinct at Esther Road. While the beachside location is amazing, the facilities are not, but, this is changing. We have begun to explore costings for a design that would help us to achieve our needs within a reasonable budget while developing our new sports precinct.
Queenwood Tennis Centre
Just before the holidays, we decided not to continue our lease with the Queenwood Tennis Centre at Oxford Falls. While we’ve loved being part of the community there for the past 10 years, our tennis centre lease will finish at the end of this year. From 2025 until new courts open at our sports precinct, student coaching and playing will take place at Mosman Lawn Tennis Club.
Share your stories for our upcoming Centenary!
Do you, or someone you know, have a memory, story, photograph or piece of memorabilia from Queenwood you’d like to share? We’d love to hear from you! Please get in touch with us via email oldgirls@queenwood.nsw. edu.au or by telephone +61 2 8968 7721
To view a digital version of this issue of QNews, or read some of our past editions, simply scan the QR code below.
ABOVE: The Principal, along with Local Members and Governors, break ground at the Turning of the Sod on Thursday 19 September, 2024.
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.
STAY UP TO DATE ON THE LATEST QUEENWOOD NEWS BY FOLLOWING US ON FACEBOOK, X, INSTAGRAM AND LINKEDIN.
