Brisbane Girls Grammar School Gazette, Autumn 2019

VOLUME

33

BRISBANE GIRLS GRAMMAR SCHOOL / AUTUMN 2019

IN THIS ISSUE PAGE 10 / CONFIDENCE IN ADOLESCENCE

PAGE 12 / GROWTH THROUGH SERVICE

PAGE 20 / YOUNG LEADERS FORUM

PAGE 24 / THE BAGGY BLUE

CONTENTS PAGE 01 / FROM THE PRINCIPAL

by Ms Jacinda Euler

PAGE 02 / FROM THE CHAIR

by Ms Julie McKay

LETTERS I would like to say thank you to each and every person at BGGS, who have all contributed to a wonderful five years of not just schooling, but life in general for my daughter.

TRACEY JACKSON (PAST PARENT)

PAGE 04 / APPOINTMENT OF THE NEW BOARD OF TRUSTEES

PAGE 06 / EXCEPTIONAL FUTURES: A NEW SCIENCE LEARNING CENTRE FOR GIRLS GRAMMAR

PAGE 08 / OFFICIAL NAMING OF THE ELIZABETH JAMESON RESEARCH LEARNING CENTRE

PAGE 09 / LOVE, GRATITUDE, SPIRIT

by Martina Marrama (12G) and Jessica McLeod (12M), Head Girls 2019

PAGE 10 / DEVELOPING CONFIDENCE IN ADOLESCENCE

by Mrs Anne Ingram

Thank you for hosting the Parent Information Evening for the Year 7, 2022 enrolments. We thoroughly enjoyed the evening and found the presentations to all be very informative and comprehensive. We particularly enjoyed the presentation from the two Head Girls. They certainly did themselves, their families and their School proud.

MEGAN O’DWYER (FUTURE PARENT)

On behalf of our patients, surgeons, breast care nurses and all Mater staff—thanks for your support of the 2019 International Women’s Day Fun Run! MATER GROUP

PAGE 12 / STUDENT GROWTH THROUGH SERVICE

by Mrs Lynne Mungomery

PAGE 14 / GAZETTE GALLERY

You inspired me and drove my lifelong love of the Arts, Donald Pincott. Thank you.

KIM SKUBRIS (1989)

PAGE 16 / THE 40TH ANNIVERSARY OF THE CHRISTMAS CREEK BUS ACCIDENT

PAGE 18 / RESEARCH AT GIRLS GRAMMAR: IN SEARCH OF NEW KNOWLEDGE

PAGE 20 / INTERNATIONAL YOUNG LEADERS FORUM

PAGE 21 / AWARDS AND RECOGNITION

PAGE 22 / THE POWER OF CONNECTING THROUGH MUSIC

by Mrs Emma Dron

PAGE 24 / WEARERS OF THE BAGGY BLUE WITH STRONG POTENTIAL

PAGE 26 / HOLOCAUST AND THE HUMANITIES

by Ms Alison Dare

PAGE 27 / THE OLD GIRLS ASSOCIATION

by Mrs Julie Caton

PAGE 28 / GRAMMAR WOMEN

by Ms Antonia Swindells

PAGE 30 / COMMUNITY SPIRIT

PAGE 32 / CREATING IMPACT

Front cover: Architect’s impression of the Science Learning Centre, courtesy of m3architecture.

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FROM THE PRINCIPAL

of a broad, liberal education. We are firm believers in the importance of a holistic environment—where there is rigour in learning, depth in the acquirement of knowledge and ever-increasing sophistication in the development of girls’ ability to think critically, creatively and collaboratively. To deliver this goal, we must constantly reflect upon and assess our teaching, our facilities and our approaches to caring for students.

AUTHOR

Ms Jacinda Euler Principal Since the dawn of time, humans have longed to predict the future. Certainly, a degree of educated anticipation has always been necessary, however, in the modern world, attempting to know the future has become a seemingly empirical exercise. As a society, we obsess with mapping and monitoring trends to predict economic peaks and troughs, political situations, climate fluctuations, and of course, changes in the job market.

As educators, our awareness of the future is constant— indeed, in every interaction with students, teachers help shape the future by supporting girls to attain the skills, knowledge and confidence that we anticipate will be useful in their lives beyond school.

At the forefront of the minds of educators, policy-makers and businesses is the role of the ubiquitous disciplines of Science, Technology, Engineering and Mathematics.

With their focus on rational enquiry, experimental study and critical thinking, there is no doubt that these disciplines will form an essential foundation for careers in a future that, by all predictions, will be increasingly complex.

The School is aware, however, that there is more to a Girls Grammar education than preparing a ‘workforce for the new economy’ and we proudly defend the proven value

Ambitious projects, within schools or the wider world, are tangible representations of our commitment to the future. They reflect the yearning for knowledge beyond ourselves, the desire to learn and know that is central to our humanity. It is this quest for knowledge that underpins the School’s commitment to delivering a new Science Learning Centre in 2021. Girls Grammar students maintain an inherent aptitude for, and interest in, Science.

Contemporary laboratories and classrooms are essential to nurturing this interest, and to spark curiosity in the minds of Grammar girls.

The new Science Learning Centre will transform Science education at Brisbane Girls Grammar School. Though its myriad benefits to students are as detailed and complex as the work they will undertake, the impact of this building is simple: it will enable staff and students to explore, experiment and more effectively utilise modern methods of teaching and learning. With a well-founded enthusiasm for enquiry and life-long learning, we seek to prepare Grammar girls for tertiary study and the world of work beyond that, but also to pursue meaningful lives and maintain an open-minded outlook.

I hope that you enjoy reading more about the new building on page four, and look forward to learning more about this exciting project and our commitment to inspiring curiosity and wonder in learning.

AUTUMN ISSUE / 2019

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FROM THE CHAIR

AUTHOR

Ms Julie McKay Chair of the Board of Trustees I am delighted to be writing in the Gazette for the first time as Chair of the School’s Board of Trustees.

It is a privilege to be taking over the role at such an exciting time in the life of the School and to be following in the footsteps of Ms Elizabeth Jameson, a woman whom I feel very honoured to call a colleague and friend.

From 1996 to 2000 I was a student at the School and I am conscious of how the School has helped shape me, my values, my outlook on life and my friendships.

I have spent the majority of my career working to advance gender equality and women’s empowerment.

Many aspects of this work remind me constantly that we live in a world where systemic barriers to women’s leadership, their independent economic security and at times their safety, remain.

However, whenever I visit the School, I always feel more optimistic. This is partly because the School radiates an almost infectious sense of enthusiasm— there is an energy and excitement from being surrounded by hundreds of girls enjoying themselves, pushing themselves, supporting each other and fulfilling their potential.

More importantly, it is because I know the world in which students will live and work will be very different from the past and even from today. Gender inequality won’t disappear overnight but we will live in a world that increasingly values different attributes and places greater emphasis on achievement, expertise and knowledge.

It is almost impossible to predict how the world will unfold over the next decade—we are at the start of a technological revolution that will see us conquer new frontiers of artificial intelligence, medical research and scientific innovation. This in turn will unleash new forms of artistic expression, new entrepreneurial opportunities and new moral challenges for us to navigate.

Firstly, I believe that the best way to help girls navigate an uncertain and changing world is to do what the School has always done. For the past 144 years, Brisbane Girls Grammar School has prided itself on equipping young women not just with the skills they need to navigate the world around them, but with the tools to thrive in a changing world and uncertain future.

Secondly, the School is putting at its very core the quest for knowledge and the sense of wonder and awe that can come with this. We are helping girls to become excited by the possibility of the unknown, to look into space, to ask big questions and to challenge how we understand the world works—from its molecular to its political structures. We have seen this with the opening of the Dorothy Hill Observatory in 2017, which has given our students the unique experience of being able to explore their universe in a whole new way.

We will continue this journey through the construction of the Science Learning Centre this year, which will act as a hub for the pursuit of scientific knowledge, supporting girls’ educational development by evoking questions and analytical thinking, while inspiring wonder and awe.

The new building is one component of the School’s Master Plan, and throughout 2019 Girls Grammar will continue to plan for and implement other initiatives to maintain our position as one of Australia’s leading girls’ schools.

This planning is underpinned by the Strategic Design, which outlines the guiding principles that determine the strategic priorities of the School. This year, the Board looks forward to working with the School community to develop the next iteration of this important document (2020-2022). A thoughtful, measured and consistent approach to a Girls Grammar education relies upon good governance, strong leadership and a dedicated staff committed to a common purpose.

As a student, alumna, Trustee and now Chair of the Board of Trustees of this School, I have seen firsthand this commitment from all within the School community.

This prospect of change can pose some fundamental questions about the purpose of schools. It is growing increasingly clear that schools will fail students if they try to equip them only for the world and the vocational opportunities that exist today. Instead, we need to help prepare young minds for a less certain, more varied environment.

Past chair, Ms Elizabeth Jameson, demonstrated this throughout her time on the Board of Trustees, her affection and respect for the School evident in her unwavering commitment as a significant ‘custodian of the School’s cultural flame’. This commitment was honoured last month with the School officially naming the Elizabeth Jameson Research Learning Centre, acknowledging Ms Jameson’s extraordinary contribution to Girls Grammar and her important role in the history of the School.

I am confident—and deeply excited—by the fact that Girls Grammar is uniquely well placed to do this.

I feel privileged to be in a position to contribute to the next chapter in Girls Grammar’s history—to protect

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Chair of the Board of Trustees, Ms Julie McKay (2000), with Head Girls Jessica McLeod (12M) and Martina Marrama (12G).

the School’s commitment to offer the best possible opportunities for our young women so they may contribute to the world in meaningful, relevant and varied ways.

As Chair of the Board of Trustees of Brisbane Girls Grammar School I look forward to continuing the Board’s great work, engaging more deeply with our students and broader School community and celebrating the achievements of students, staff and alumnae. Most importantly, I look forward to seeing the wonder in our students’ eyes as they experience all that a Girls Grammar education offers and hearing

from our alumnae about where their education took them.

In recent weeks, many of you may have read about NASA being unable to complete its planned first all-female spacewalk, owing to not having the right sized equipment. It is unfortunate that today we still live in a world where women can be held back by organisations and structures not being ready and suited for them. However, I am very confident that Brisbane Girls Grammar School will ensure our girls will always be ready for the structures and organisations they confront tomorrow.

AUTUMN ISSUE / 2019

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APPOINTMENT OF THE NEW BOARD OF TRUSTEES Brisbane Girls Grammar School’s new Board of Trustees was appointed by the Queensland Minister for Education and Minister for Industrial Relations in February 2019.

Ms Julie McKay, Mr Andrew King, Ms Kerryn Newton, Dr James Nicklin, Professor Adam Shoemaker and Mr Tony Young were reappointed to the Board of Trustees; Ms Sophie Moore was newly appointed and Ms Diana Lohrisch returned to the Board of Trustees, having previously served from 2013 to 2016. Under the provisions of the Grammar Schools Act 2016, the Board members will serve in their roles for a four-year term.

Ms Julie McKay was elected Chair of the Board of Trustees, Ms Kerryn Newton is Deputy Chair and Ms Sophie Moore is Chair of the Audit, Risk and Compliance Committee, while Mr Tony Young retains the role of Chair of the Capital Assets Committee.

The School is confident that the strong governance and stewardship of the School will continue during the next four-year term, building on the significant work of the previous Board of Trustees.

MS JULIE McKAY (2000) BA, BBusMan, Fellow in Ethical Leadership, EMBA, MPP Chair of the Board of Trustees; Chair of the Development and Philanthropy Committee Trustee since 2017 Ms McKay is a Partner and Chief Diversity and Inclusion Officer at PwC and serves as Gender Advisor to the Chief of the Australian Defence Force. Ms McKay was Executive Director of the Australian National Committee for UN Women for nearly a decade and was named Young Australian of the Year in 2013.

MS KERRYN NEWTON LLM, MBA, MA, Grad Dip (Applied Finance and Investment), FAICD, FGIA, FIML Deputy Chair of the Board of Trustees Trustee since 2018 Ms Newton is currently Managing Director at Directors Australia, a national board consulting and non-executive director recruitment firm. Ms Newton has served on the boards of private, public and not-for-profit companies across aged care, education, childcare, energy, property and housing. She is currently a Non-executive Director of Energy Queensland Ltd.

MS SOPHIE MOORE (1991) BBus, CA, FFin Chair of the Audit, Risk and Compliance Committee Trustee since 2019 Ms Moore is Chief Financial Officer and Executive Director at A. P. Eagers Limited.

Ms Moore has previously held the positions of General Manager (Global Corporate Finance) at Flight Centre and Associate Director (Advisory/Transaction Services) at PwC.

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MR TONY YOUNG BBus (Acct), FCA, CPA, FTIA, GAICD Chair of the Capital Assets Committee Trustee since 2006 Mr Young is a Business Services Partner with BDO. With more than 30 years’ experience as a Chartered Accountant, Mr Young advises a diverse selection of clients with a focus on significant family-owned enterprises across a range of industries.

MS DIANA LOHRISCH (1989) BComm, BLLB, FGIA Trustee 2013 to 2016; 2019 Ms Lohrisch is a corporate and commercial partner at leading independent law firm McCullough Robertson. She has more than 20 years’ legal experience advising on commercial transactions, capital markets, mergers and acquisitions, and corporate governance across multiple market sectors.

PROFESSOR ADAM SHOEMAKER BA Hons, PHD Trustee since 2014 Professor Shoemaker is Vice-Chancellor and President of Southern Cross University.

He has previously held the roles of Academic Provost at Griffith University, Deputy Vice-Chancellor of Monash University and Dean of Arts at Australian National University.

MR ANDREW KING Trustee since 2014 Mr King possesses more than 30 years’ experience in the Australian corporate real estate market and holds specialist skills in negotiating, building high-performance teams and businesses, funds management and development.

ASSOCIATE PROFESSOR DR JAMES NICKLIN MBBS, FRANZCOG, CGO Trustee since 2018 Dr Nicklin is the Director of Gynaecologic Oncology at Royal Brisbane and Women’s Hospital (RBWH) and a Visiting Medical Officer at Wesley Hospital. Dr Nicklin is an Associate Professor of Gynaecologic Oncology at The University of Queensland, and has previously served as Chairman, Australian Society of Gynaecologic Oncologists.

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EXCEPTIONAL FUTURES: A NEW SCIENCE LEARNING CENTRE FOR GIRLS GRAMMAR Science is a cornerstone of Brisbane Girls Grammar School’s broad, liberal approach to education. In the world of science, our alumnae have often forged a path where few women have been before. To ensure Girls Grammar continues to be a leader in science education, the School will commence construction on a new Science Learning Centre to open in 2021.

The new Science Learning Centre will transform science education at Girls Grammar, ensuring our girls are well prepared for the world in which they will live and work. It will facilitate the delivery of the School’s exemplary Science curriculum, creating a professional scientific atmosphere where students can develop academic maturity and independence under the guidance of dedicated teachers.

Grammar girls maintain an inherent aptitude for, and interest in, science. Student participation in scientific study is well above state and national averages—more than 90 per cent of Girls Grammar students choose to study a Science subject after Year 10 and, in 2017, 60 per cent of Year 12 students went on to undertake a science-based university degree.

Research from the Office of the Chief Scientist indicates that over the next decade, 75 per cent

of jobs in the fastest growing industries will require competencies in science, technology, engineering and maths. Only 16 per cent of Australia’s current STEM workforce are women, yet to secure Australia’s health and economy in the years ahead, the talents of women in science will be essential. Regardless of career choice, well-developed scientific literacy and higher-order critical-thinking skills will be valued globally.

Constructed over seven levels, the Centre will significantly increase the number of laboratories and general learning areas available at Girls Grammar. Flexible spaces will support diverse learning experiences and be adaptable to accommodate pedagogical, curricular and technological changes.

This significant project is a powerful expression of our commitment to the education of girls and our deep belief in their potential to become tomorrow’s scientific leaders.

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Principal, Ms Jacinda Euler

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On the upper levels, spacious, well-equipped laboratories will open onto outdoor breakout zones with views of Victoria Park and beyond. A large multifunctional space on level one will provide a gathering place for whole-year group activities, examinations and community events.

A central void will be as practical as it is spectacular.

Enabling the Centre to take advantage of natural light, the void will also allow effective cross-ventilation to reduce reliance on air-conditioning.

On the ground level, the covered recreation area will offer a shaded space for Sport and Health and Physical Education activities, while the landscaped plaza will create additional gathering space for students.

Today’s classrooms are places of passionate debate, experiential learning and focussed discussion. The Science Learning Centre will act as a hub for the pursuit of scientific knowledge, supporting girls’ educational development by evoking questions and analytical thinking while inspiring wonder and awe.

FEATURES INCLUDE: • multi-functional space for up to 250 people (seated) or 600 (standing)

• three science preparation labs • three meeting rooms

• four Junior Science laboratories

• a science staffroom

• four Chemistry teaching laboratories

• outdoor breakout zones for students on two levels

• four Biology teaching laboratories • four Physics teaching laboratories

• outdoor plaza and covered recreation area for Sport and Health and Physical Education.

• five general learning classrooms

The Science Learning Centre is the School’s most substantial building project to date. It will only become possible with strong financial support from the School community—a partnership between the School, parents past and present, alumnae and friends, who will together help us to meet our philanthropic goal.

We will be working closely with our community throughout 2019 and 2020 to seek support for this important project.

For more information, please contact Director of Development, Ms Georgina Anthonisz, via 07 3332 1383 or ganthonisz@bggs.qld.edu.au.

AUTUMN ISSUE / 2019

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OFFICIAL NAMING OF THE ELIZABETH JAMESON RESEARCH LEARNING CENTRE In honour of the extraordinary contribution of Brisbane Girls Grammar School’s former Chair of the Board of Trustees, Ms Elizabeth Jameson, the School has officially named the Elizabeth Jameson Research Learning Centre.

Opened in March 2015 by His Excellency, the Honourable Paul de Jersey AC, the Research Learning Centre is a building of unique and inspiring architecture, and is much loved by Grammar girls. Housing the Beanland Memorial Library—offering more than 55 000 resources—the building recognises and affirms Ms Jameson’s enduring legacy of service, contribution and dedication to the School, and her commitment to deep learning and research.

Ms Jameson’s relationship with Brisbane Girls Grammar School began as a student, following in the footsteps of her grandmother who had also attended the School. During her time at the School, Ms Jameson excelled in debating, public speaking and Japanese, and held the position of Head Girl and Head of Gibson House in 1982. Ms Jameson has spoken of her belief that the education and broader

Ms Elizabeth Jameson at the opening of the Research Learning Centre, 2015

experiences provided by Girls Grammar helped to form the platform on which she built her career in governance consulting and many passionate interests in life.

In 1994, Ms Jameson became a member of the Board of Trustees, eventually becoming Chair in 2006. Her extensive term of service on the Board exemplifies her strong commitment to volunteerism and contributing positively to the community—qualities she developed during her time as a student at the School.

During her tenure on the Board of Trustees, Ms Jameson’s many significant projects were realised including: the opening of the Cherrell Hirst Creative Learning Centre in 2007; the purchase of Rangakarra Recreational and Environmental Education Centre in 2013; the introduction of Year 7 and the opening of the Research Learning Centre in 2015; and the awarding of the first Brisbane Girls Grammar School Bursary in 2017—an initiative particularly dear to Ms Jameson’s heart.

Brisbane Girls Grammar School House Group Captains, 1982 Ms Elizabeth Jameson (back row, far right)

Ms Jameson’s thoughtful, steadfast and progressive leadership and dedicated service to the School leave a profound and enduring legacy. The Research Learning Centre was officially named the Elizabeth Jameson Research Learning Centre at a ceremony on 30 April 2019.

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LOVE, GRATITUDE, SPIRIT

AUTHORS

Jessica McLeod (12M) and Martina Marrama (12G) Head Girls 2019 Brisbane Girls Grammar School strives to provide girls with a platform from which to contribute confidently to our world. As Head Girls in 2018, we are honoured to share how Girls Grammar has allowed us to explore our core values of love, gratitude and spirit.

One thing the School has ingrained in us is that the key to getting the most out of anything, and to feeling happy and fulfilled, is to be involved. This is not a difficult feat at our wonderful school, where opportunities present themselves at every turn. We have an incredible cocurricular program, which includes activities in sport, the arts and service. At a school like ours, it is rare for someone not to be involved in at least one activity; whether you are an enthusiastic champion water polo player, a keen oboe player, a young philanthropist, or a talented mathematician, all interests are celebrated and encouraged.

This School has taught me, Martina, the importance of giving back to the community. I chose to join the Kirsten Jack Memorial Leukaemia Committee as I am passionate about raising awareness for cancer research. It has been beneficial to work with girls from all year levels who share the same passion and love for service. Getting to know each other while working on fundraising projects has been a highlight, as it has allowed me to see how each of our unique skills can benefit others.

For me, Jess, the School’s excellent Sport program has played a major role in my development at Girls Grammar.

I grew up with a love for sport, and I became involved in Cross Country in Year 8. This is a sport that continues

to challenge me at each and every training session, but it is so worth the 5 am starts, 8km sessions and muddy shoes. There is such a strong sense of spirit and support in sport at the School, and it has taught me the value of community.

Above all others, there are three key lessons that have left a lasting impact on us during our time at Girls Grammar.

When the Student Council came together at our planning retreat prior to Term 1, we discussed our strengths, our goals and our beliefs. While everyone is unique and different, and can bring different qualities to the table, we have many things in common. These shared values are encapsulated in our motto for the year: Our spirit is true, our heart is blue.

This motto supports three main themes for 2019: love; spirit; and gratitude. We encourage girls to continue to spread the love: to their peers and, most importantly, to themselves. Building on this, we endeavour to engender a strong sense of spirit. We will do this by urging girls to go above and beyond expectations, because when we have the support, the drive, and the spirit, great things can be accomplished. Our final theme is gratitude. We both appreciate how privileged we are to attend this incredible School, where we receive an education of the highest quality and have myriad opportunities waiting for us to grasp. Therefore, we want everyone to appreciate what this School has given us and encourage everyone to give back when they can.

When we say ‘our heart is blue’ we not only emphasise the love we have for the School, but also recognise that Girls Grammar is a part of us—it is a common thread that links us all. We therefore want girls to keep spirit in their hearts, to be strong, but also to be kind. We are excited about 2019, and look forward to leading the School in a year that we hope will be characterised by love, spirit and gratitude.

AUTUMN ISSUE / 2019

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DEVELOPING CONFIDENCE IN ADOLESCENCE

AUTHOR

Mrs Anne Ingram Deputy Principal There remains in Australia measurable differences in the number of women in leadership positions across the various sectors.

In 2018, women held only 25.8 per cent of directorships and 17 per cent of CEO roles. More than 35 per cent of boards and governing bodies were lacking female directors, but in stark contrast, only 0.9 per cent of boards and governing bodies had no male representation as directors (“Gender workplace statistics”, 2019). Many factors are at play in determining a young woman’s progression to a role such as CEO or Director—these include differences in access to developmental pathways, levels of individual self-efficacy, mentoring opportunities and levels of female representation in particular industries.

Passionate about the education of adolescent girls, Brisbane Girls Grammar School strives to support and promote research into the formative years of childhood and adolescence to seek to determine exactly how various activities and influences can impact the wellbeing, career outcomes and success of women into adulthood.

Early in 2017, the School was approached to contribute to research instigated by the Australian Gender Equality Council, and conducted by The University of Queensland AIBE Centre for Gender Equality in the Workplace, which sought to uncover any differences in the confidence levels between boys and girls in single-sex schools in Queensland. Through surveys conducted with 10 076 students at single-sex schools, including Brisbane Girls

Grammar School, the results concluded, favourably, that significant differences did not exist between the social self-efficacy of girls and boys at any age (Fitzsimmons, Yates and Callan, 2018). The study also highlighted the key experiences and activities that resulted in the greatest levels of self-confidence amongst adolescents, and found that both girls and boys derive comparable degrees of confidence from similar activities. Many of these activities are valued deeply at Girls Grammar, and provided in abundance to our girls.

Interestingly, travel was found to be the greatest predictor of self-confidence—particularly local and interstate travel, as opposed to international travel (Fitzsimmons et al., 2018). The effect increased when travel was unsupervised or minimally supervised.

Seemingly small actions, such as catching the bus to school, or negotiating public transport options on the weekend, have a significant impact on students’ selfefficacy.

Other unsupervised or low-supervision activities also had this effect: ‘those who did have a part-time job showed significantly greater levels of self confidence than those without’ (Fitzsimmons et al., 2018, p. 7-8).

Similarly, adolescents who maintain the responsibility for a range of household chores, have increased levels of self-confidence (Fitzsimmons et al., 2018).

The second greatest predictor of self-confidence was found to be participation in team sport (Fitzsimmons et al., 2018). Proudly, Girls Grammar has historically sought to provide girls with a wide range of sporting opportunities, and even traditionally individual events such as swimming or cross country are structured to ensure that the girls’ results contribute to the School team as a whole. The School’s extensive co-curricular program allows girls not only to strive for and achieve deeply edifying goals of personal success, but to feel the support and sense of shared pride that comes with contributing to a group goal.

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While providing many actionable learnings about developing confidence in adolescence, the study raised several potential areas for improvement and questions for further research. While outdoor and sporting activities were found to boost confidence in adolescents, indoor, screen-based activities such as computer gaming and social media usage were identified as the ‘greatest detractors’ from the development of self-confidence (p.7). Further study in this area would be advantageous, to identify more specifically which activities were detrimental, and to what extent students should limit their involvement in them.

The study also identified a decline in both girls’ and boys’ confidence as they become older which is an effect that has been identified in previous studies (Fitzsimmons et al., 2018). Perhaps this is a natural and necessary part of progressing through adolescence. Again, more study is required to explore exactly why and how this decline occurs.

Team sports, among other initiatives, create opportunities for the study’s third greatest predictor of self-confidence: participation in leadership roles and leadership development (Fitzsimmons et al., 2018). At Brisbane Girls Grammar School, leadership opportunities for students are many and varied, and available to students from Year 7 through to Year 12. Whether through leadership of their House Group, as coordinators of Service activities, as captains of sporting teams, or as student mentors in roles of House Prefect or Study Buddies, girls are encouraged to see themselves as capable and authentic leaders, and to value their own thoughts, opinions and plans for the future.

However, as educators and supporters of young women, by supporting them in developing their independence, promoting their engagement in team sports and by honing their leadership and mentoring skills, we can support them to maintain a well-founded confidence that remains with them as they leave school and enter university, the workplace and the boardroom or contribute in their families and communities.

REFERENCES Hari, R., Henriksson,L., Malinen, S. and Parkkonen, L. (2015). Centrality of Fitzsimmons, T.W., Yates, M. S., & Callan, V. (2018). Hands Up for Gender Equality: A Major Study into Confidence and Career Intentions of Adolescent Girls and Boys. Brisbane, Qld: AIBE Centre for Gender Equality in the Workplace – The University of Queensland Gender workplace statistics at a glance 2017-18 | wgea. (2019). Retrieved from https://www.wgea.gov.au/data/fact-sheets/gender-workplace-statisticsat-a-glance-2017-18

AUTUMN ISSUE / 2019

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STUDENT GROWTH THROUGH SERVICE

The School’s Cross Country team and coaches at the RACQ International Women’s Day Fun Run, in support of the Mater Foundation

AUTHOR

Mrs Lynne Mungomery Director of Service Educational institutions play a crucial role in informing and contributing to social change. Girls Grammar has a proud and strong service culture that provides students with opportunities to become young philanthropists determined to fight for a more just and fair world.

Students are encouraged to become active citizens and adopt responsibilities in the School’s Service program from Year 7. By participating in a wide range of clubs, activities and service committees, supporting their House Charity, or participating in the Year 10 Community Service program, Grammar girls are encouraged to create meaningful links with the wider community as they raise funds for charities and help create awareness about issues on a local and global scale.

This year, Service Captains, Gemma Grattan (12O) and Victoria Hogan (12W), devised the motto, ‘Service starts with you, share the royal blue’, to encapsulate the nature of service and the role of Grammar girls in inspiring positive change through empathy, inclusiveness and empowerment.

In an address at a School Assembly earlier this year, the girls said, ‘we aim to shift the perspective on Service; your actions can inspire change and should never be considered too small or too worthless. Instead, they should be celebrated and encouraged.’

Already, students have participated in the International Women’s Day Fun Run and Pink Stumps Day in support of women with breast cancer, collected goods for the Ecumenical Coffee Brigade Food Drive and volunteered

at ‘Grammar Goes Green’, planting native shrubs at the School’s Rangakarra Recreational and Environmental Education Centre.

The School community has also fundraised for flood and drought-affected farmers, and the Second Chance Programme—a charity supporting women experiencing homelessness. While Girls Grammar is one of the largest school charity contributors in Queensland, the School’s Service program is intended to be more than transactional.

Its core aim is to support students in learning the importance of giving back, and inspiring them to contribute to society in significant ways. The value of the Service Program is also measured through the reflection process. Girls share their thoughts, conversations and emotions following the time spent in the service of others.

This is a transformative experience as they express how service has created a shift in their thinking and they realise they can actually contribute to a better world, be it on a large or small scale.

Structured reflection in service learning not only acts as a reward, but also makes students more likely to apply critical thinking and develop particular 21st century skills (Butin, 2003). Service learning, such as the Year 10 Community Service Program, is seen to enhance student outcomes, foster more active citizenry, support a more equitable society and reconnect schools with their local communities (Butin, 2003).

Service also enhances girls’ sense of purpose and gratitude, and contributes to their personal, social and emotional development. Through volunteering, students are able to develop empathic, personal ways to interact, including genuine collaboration, effective communication and disciplined self-regulation (BBC, 2019).

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Students planting trees and shrubs at the Grammar Goes Green event

Year 12 supporters at Pink Stumps Day 2019, held in support of the McGrath Foundation

Students are able to apply these skills through the Service program’s distributed leadership model where girls from all Year levels hold leadership roles in some capacity, including volunteering at the Service Expo, presenting at assemblies, writing for the School’s publications, or leading a club, activity or service committee.

The ultimate goal, however, is the development of a philanthropic mindset within students with the intention of continuing to give back. Each year, Girls Grammar elects a School Charity to be the recipient of the Student Council’s fundraising efforts.

The 2019 School Charity is the Stars Foundation— an organisation focused on supporting and enabling Aboriginal and Torres Strait Islander girls and young women to make active choices in order to achieve their full potential. The organisation aims to close the gap in health, education and unemployment by promoting

health, development and wellbeing in schools in the Northern Territory, Victoria and Queensland.

However, the relationship between the School and charity often extends beyond a single year. Girls Grammar maintains a connection with the organisation, whether it be through the House Charities system or other fundraising and awareness campaigns, to demonstrate the importance of commitment. Such relationships also allow girls to develop authentic connections with service groups in hope that they continue to participate in service long after their time at Girls Grammar.

REFERENCES References BBC. (2019). From hard facts to soft skills. Retrieved from http://www.bbc.com/storyworks/future/generation-connect-educationleaders/from-hard-facts-to-soft-skills Butin, D. (2003). Of What Use Is It? Multiple Conceptualizations of Service Learning with Education. Teachers College Record, 105, 1647-1692.

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GAZETTE GALLERY The Visual Art program at Brisbane Girls Grammar School provides girls with the opportunity not only to master creative skills, but to collaborate, to think laterally and imaginatively, and to engage with the philosophical underpinnings of the discipline.

Students in Years 7 to 10 work with their Visual Art teachers to build technical skills that will allow them to develop their own creative styles and interests, and explore more unconventional, experimental art forms as they mature.

During Years 11 and 12, Girls Grammar students are given increased opportunities to choose and interpret their subject matter, resulting in works that are more diverse in form and concept.

This edition of the Gazette Gallery showcases work created by students during Semester 2 2018.

Leaf Drawing, Marley Seipel-Hong (8L)

Precious, Lucianna Yu (9E)

No More Junk Mail, Theresa Catchpole (10W)

Precious, Madeleine Khoo (9E)

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Hypnosis, Emma Gawne (11L)—inspired by Son of Man, Rene Magritte (1964)

Chandelier of False Promises, Francesca Lenti (12E)

Seed Pod, Grace Paschkewitz (8O)

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THE 40TH ANNIVERSARY OF THE CHRISTMAS CREEK BUS ACCIDENT On Friday 20 April 1979, Brisbane Girls Grammar School acknowledged Easter with a service at St John’s Cathedral.

At the conclusion of the service, a group of staff and students embarked on an expedition to Christmas Creek, 50 kilometres south of Beaudesert in the foothills of the McPherson Ranges. Led by Outdoor Education Teacher, Mr John Stamford, and his wife Janelle, the group camped for the night and the following morning boarded a bus, driven by John, destined for the entry to a local walking track.

Approximately five miles into the journey, the bus negotiated a left-hand curve in the road, proceeding slowly down a slight grade. The bus then moved to the edge of the roadway to avoid a spoon drain when the earth under the passenger rear wheel gave way, causing the bus to roll down a slope several times and eventually come to rest on the banks of Christmas Creek.

This terrible accident of 21 April 1979 claimed the lives of Outdoor Education teacher, Mr John Stamford, his wife Mrs Janelle Stamford, and two Year 10 students, Helen Gahan and Jillian Skaines. Many other girls were hurt, some suffering serious injuries. Girls, parents, teachers and the broader community of the School were deeply and profoundly affected by the tragedy.

Testament to the strength and character of Brisbane Girls Grammar School, led by Principal, Mrs Judith Hancock, and the Board of Trustees at the time, the School did not retreat from challenge and adventure for girls, but rather embraced it through the establishment of a Memorial Outdoor Education Centre at Imbil.

On Sunday 9 August 1987, eight years after the Christmas Creek bus accident, Dr August S Gehrmann, Chair of the

Board of the Trustees, officially opened the Memorial Outdoor Education Centre. Forty years later, the Centre remains a permanent living memorial to the lives of John and Janelle Stamford, Helen Gahan and Jillian Skaines.

Girls Grammar remains committed to honouring the memory of those who died, acknowledging the survivors of that day and recognising the strength and courage that followed.

Last month, the School held a service at St John’s Cathedral, the same venue which those involved in this terrible accident attended the day prior. The service contained some familiar elements from the 1979 service.

An intimate gathering for those very closely connected to the tragedy was also held at Imbil.

The development of the Marrapatta Memorial Outdoor Education Centre in the years following the Christmas Creek bus accident would not have been possible without significant support from the Girls Grammar community. The School acknowledges and thanks the staff of the 1970s who advocated for greater outdoor and experiential learning opportunities for Grammar girls, the School’s visionary Board of Trustees, the Parents and Friends Association, the Fathers Group, Girls Grammar staff and, most importantly, the several thousand Grammar girls who have embraced Marrapatta’s unique and challenging learning environment since 1987.

And, in 2019, the 40th anniversary of the Christmas Creek bus accident, the School purchased approximately 46 hectares of additional land at Imbil, signalling a renewed commitment to the importance of Outdoor Education in a Girls Grammar education and the enduring legacy of the Memorial Outdoor Education Centre.

THE SCHOOL RESPECTFULLY ACKNOWLEDGES THE IMPORTANCE OF THIS OCCASION IN THE HISTORY OF BRISBANE GIRLS GRAMMAR SCHOOL.

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‘There are some events and experiences in life that change decisively, profoundly, dramatically and permanently everything that comes after them. The Christmas Creek accident was one of those experiences.’

Mr Alan Dale, former Dean of School

Stained glass at St John’s Cathedral. Photo by Chris Hall

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RESEARCH AT GIRLS GRAMMAR: IN SEARCH OF NEW KNOWLEDGE

Research underpins knowledge acquisition, strengthens understanding of issues and informs change for the betterment of society.

Brisbane Girls Grammar School collaborates with many professional organisations on research projects, and seeks opportunities to connect students, parents, alumnae and other members of the community to research of impact and benefit. Cognisant of our position as a leader in exceptional scholarship, the School’s research partnerships aim to inform educational reform, contribute to knowledge, develop the expertise of staff and provide students opportunities to support real-world research.

with former Head of Chemistry, Dr Keith Treschman, captured a confirmation image of this discovery and submitted it to ASASSN to support the project.

Those who contribute confirmation images are credited in the Astronomer’s Telegram, an Internet service used to efficiently disseminate information about transient astronomical events. Brisbane Girls Grammar School’s Dorothy Hill Observatory is acknowledged in this telegram.

The ASASSN have indicated they would like to maintain a partnership with Girls Grammar. This would allow students to contribute to global astronomical research as early as this year, as they continue to expand on their use of this exceptional learning resource.

DOROTHY HILL OBSERVATORY Since its inception, the Dorothy Hill Observatory was designed to be a platform for Grammar girls to contribute to professional astronomy research. Already, the Observatory has supported the All-Sky Automated Survey for Supernovae project (ASASSN).

Based at Ohio State University, this project uses a global network of survey telescopes to search for supernovae.

The project leaders rely on collaborating astronomers to confirm their discoveries.

After detecting Supernova ASASSN-17oc in Hawaii on 2 November 2017, Girls Grammar parent, Dr David Trappett, GRAMMAR GAZETTE

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TRANSLATIONAL RESEARCH INSTITUTE/ MATER SPARQed PROGRAM In 2018, four Year 11 students were invited to participate in the Mater SPARQed Immersion Program at Brisbane’s Translational Research Institute (TRI). Nina Hadzivukovic (11H), Ella Ng (11L), Shevani Pothugunta (11O) and Elisha Yin (11W), worked alongside research scientists over a period of eight weeks, before presenting their findings to an audience of other researchers at the Institute.

Students collected and analysed data used in two of the Institute’s projects—‘Bone marrow macrophage responses to immune challenge’ and ‘Investigation of epigenetic changes driven by a novel anti-cancer agent in melanoma’.

The program was an extraordinary opportunity for students to develop and enrich their own skills, while contributing to medical advances and discoveries.

Ella and Elisha presented some of their findings at the International Science Youth Forum (ISYF), held in Singapore in January 2019.

Ella Ng (12L) and Elisha Yin (12W) presenting the findings of their Mater SPARQed Immersion Program research at ISYF

RAISING CONFIDENT GIRLS In 2018, Girls Grammar collaborated with Victoria University on Raising Confident Girls, an Australian-first research project aimed at supporting positive body image.

The research, conducted by Director of Counselling, Mrs Jody Forbes, involved more than 120 Year 8 mothers from the School community, and 500 Year 8 students from Girls Grammar and two other Brisbane schools.

Extending on the School’s implementation of the classroom-based Dove Confident Me program, Raising Confident Girls invited mothers to attend three seminars to assist them in empowering their daughters to develop a strong and positive sense of self.

Initial findings reinforced the role of mothers in developing their daughters’ self-confidence and body image as pivotal; Year 8 mothers who attended the seminars reported significantly greater knowledge, skills and confidence in their parenting and role-modelling abilities.

While the majority of existing school-based programs that address positive body image do not include parental engagement, Girls Grammar has committed to continuing Raising Confident Girls on an ongoing basis, and in 2019 will also deliver a seminar targeted to fathers within the School community.

STAFF RESEARCH Academic and professional staff at Brisbane Girls Grammar School demonstrate the School’s commitment to life-wide learning. Almost 30 per cent of academic staff hold a Master’s Degree, and 10 per cent of academic staff (and five per cent of professional staff) have been awarded a Doctorate.

The areas of staff research are diverse, and include topics that contribute to educational research such as: analysis of contemporary principal practice; insights into the practice of learning support teachers; the transformational environment of secondary schools; and shaping a digital learning culture. Other topics include those specific to areas of subject expertise, such as Mathematics, Science and History.

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INTERNATIONAL YOUNG LEADERS FORUM In November 2018, Brisbane Girls Grammar School hosted the 10th, and final, International Young Leaders Forum (IYLF). The School welcomed Principals and delegates from Indonesia, South Korea, Singapore, China and Brisbane to the Forum, the theme of which was Shared Futures.

Founded in 2008, the one-week Forum encouraged student leaders to discuss relevant global issues prominent throughout the world, and to interact, work and develop new networks with delegates from other schools in the Asia-Pacific region.

Girls Grammar’s delegates—Matisse Black (11H), Fiona Brown (11G), Gia Cayas (11G), Abbey Grice (11E), Claire Saggers (11O), Matina Samios (11W), Saee Sane (11O) and Isabella Sneddon (11E)— researched and shared their perspectives on sustainability, health and equality, presenting strategies and solutions on how to achieve a fairer future by 2030.

All delegates enjoyed a week of collaboration, deepthinking and cultural exploration, using the Design Thinking process to deepen their understanding of the Forum’s theme. With a focus on creating a sustainable future, students learned and reflected on changes of rapid regional transformation, the influence of technology on creating a healthier and more sustainable future, and the shared responsibility of creating a better future.

Origami cranes featuring the IYLF 2018 logo

Ms Caterina Sullivan, Founder of the Global Goals Australia Campaign and Chief Executive Officer of Strategic Sustainability Consultants, shared with students her experience of entrepreneurship and working to improve economic, social and environmental sustainability. Ms Sullivan worked with students to develop their passion for creating positive change by establishing a structured plan to realise their vision.

The Forum also offered a unique and memorable learning opportunity for delegates, who fostered new friendships as they undertook and reflected upon presentations and explored Brisbane’s educational and cultural attractions.

Girls Grammar delegate, Gia Cayas (11G), said the highlight of the Forum was being able to interact, work with and learn from a group of intelligent, forwardthinking and creative students from around the world.

‘Working with students from different backgrounds, with different perspectives, I learned that people’s views on global issues are strongly affected by their culture and working with the other students thoroughly helped in the development of my leadership skills,’ she said.

IYLF 2019 would not have been possible without the significant contributions of staff, students and volunteers. Thank you to all who supported the Forum.

IYLF Delegates, Gia Cayas (11G) and Matisse Black (11H) at the Forum

All delegates to the IYLF 2018, principals and staff

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AWARDS AND RECOGNITION The School’s students, alumnae and staff excel across myriad areas of study, career and community. The following individuals are to be congratulated for their extraordinary efforts which have been recognised by a range of independent organisations.

Photo coutesy of Skate Synchro Photo

Amreen Kahlon (8B) represented Queensland in the National Cricket Championships in Bunbury (WA) from 12-19 December 2018, placing second overall.

Elizabeth Moss (11E) won her fourth national high jump title when she placed first in the U18 High Jump event at the Australian All Schools Championships, held in Cairns.

Girls Grammar alumna and Australian Dolphins team member, Minna Atherton (2017), secured Bronze in the 100m Backstroke at the FINA World Championships in December 2018.

Georgia De Stefani (11W) was named as part of the 16 and Under Australian Female Water Polo training squad, playing in the Australian Schoolgirls Team in Manchester during December 2018.

Abby Andrews (2017) has signed a contract with the University of Michigan Wolverines water polo team for 2019.

Lucy Klose (11E) competed in the National Sailing Titles in Perth, from 28 December 2018 to 4 January 2019, competing in the Heron class and placing second for junior skipper and crew.

Proxime Accessit to the Dux of the School in 2018, Georgia Perry (2018), was recognised as a Distinguished Academic Achiever in the Queensland Certificate of Education Awards.

Mia Williams (12R) and alumnae, Chloe Williams (2017), Eliza Smyth (2015) and Emma Greensill (2015), were selected for the 2018/2019 Synchronized Skating competitive season with Team Nova Australia, competing in the Australian Figure Skating Championships 2018. They went on to represent Australia at the ISU Mozart Cup in Salzburg, Austria, and for the ISU Leon Lurje Trophy in Goteborg, Sweden.

Brisbane Heat player, Josie Dooley (2017), was selected in Australia’s Under 19 team, which toured to New Zealand in March 2019. Josie, along with Girls Grammar alumna and Brisbane Heat Captain, Kirby Short (2003), also played a key role in helping the Brisbane Heat claim their maiden Women’s Big Bash League title.

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THE POWER OF CONNECTING THROUGH MUSIC

AUTHOR

Mrs Emma Dron Director of Instrumental Music The future is often predicted to be a world in which science, technology and innovation will lead to the automation and possible elimination of many tasks which, until now, have been delivered by humans.

Many question, somewhat fearfully, what will happen to the values and relationships that have shaped our modern world. And yet, despite the proliferation of screens and social media, or in fact perhaps because of this, many young people are seeking out more tactile, tangible and physical experiences in this ultra-high definition, three-dimensional environment we call the ‘real’ world.

The physical, material nature of objects—their colour, texture, shape, size, weight and smell—engage our senses in ways that digital products cannot. It is fascinating to see younger generations rediscovering and resurrecting older analogue technologies. Printed book sales are on the rise (“The market down under”, 2018),

vinyl records have made a comeback (Leimkuehler, M., 2019), as have Polaroid cameras (“Fujifilm sales increased”, 2018), and despite the immediacy and accessibility of online music streaming, last year more than 18 million tickets to live music concerts were sold in Australia—the highest sales in the past 10 years.

At the heart of these real-world experiences lies the importance of human connection, not just with objects, but most importantly, with each other. These special connections and relationships undoubtedly lie at the heart of Brisbane Girls Grammar School’s Instrumental Music Program. The School’s Music environment creates a culture of respect and trust, setting the stage for students to experience empathy and develop a heightened sense of our shared humanity.

This year promises to provide rich opportunities for connection for Instrumental Music students at Girls Grammar, with many workshops, masterclasses, camps and tours supplementing regular specialised teaching and learning.

Already this year, the Instrumental Music Department has hosted the second annual International Women’s Day Concert held on Friday 8 March, where students premiered three newly commissioned works in a stunning concert that celebrated and paid homage to women in music. Female composers and artists throughout history and from around the world were represented in a musical showcase spread across multiple venues within the School grounds.

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Principal Harpist of the Berlin Philharmonic, Ms Marie-Pierre Langlamet, with Principal, Ms Jacinda Euler, and harpists Aily Chang (7E), Lisa Chang (11E) and Remi Hirayama (9L)

The following week, the first of initiative within the School’s 2019 Education Partnership with Queensland Symphony Orchestra was launched when internationally renowned musician Marie-Pierre Langlamet, the Principal Harpist of the Berlin Philharmonic, visited the School to work exclusively with three budding harpists. Students Aily Chang (7E), Lisa Chang (11E) and Remi Hirayama (9L), shared some of their repertoire with Ms Langlamet as she mentored them in a masterclass session.

Preparations are also underway for the Chamber Strings to welcome the mentorship of QSO’s concertmaster, Mr Warwick Adeney. Mr Adeney will work with the students to prepare stunning repertoire to be presented at the annual Cathedral Concert on Wednesday 29 May at St Stephen’s Cathedral.

Staff and students eagerly look forward to another year in partnership with Queensland Symphony Orchestra, where students who demonstrate strong musical talent will have the remarkable opportunity to perform with the Orchestra under the baton of Music Director, Alondra de la Parra.

We look forward to continuing to share the fruits of these rich, broad and varied musical experiences with the whole Brisbane Girls Grammar School community throughout 2019.

REFERENCES The market down under | books+publishing. (2018). Retrieved from https://www.booksandpublishing.com.au/articles/2018/10/02/116464/themarket-down-under-2/ Leimkuehler, M. (2019). Vinyl sales continued to grow in 2018, report says.

Retrieved from https://www.forbes.com/sites/matthewleimkuehler/ 2019/01/07/vinyl-sales-grow-2018-buzzangle-beatles-kendrick-lamar-queenalbum-sales/#1eefc368775a The combined Chamber and Vivaldi Strings ensemble, performing Hildegard’s Daughters at the School’s International Women’s Day concert

Djudjic, D. (2018). Fujifilm sales increased thanks to instant film cameras, not digital. Retrieved from https://www.diyphotography.net/fujifilm-salesincreased-thanks-instant-film-cameras-not-digital/

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WEARERS OF THE BAGGY BLUE WITH STRONG POTENTIAL Cricket Captain, Portia Ward (12W)

The Brisbane Girls Grammar School 2019 Cricket season has proven to be one of the best in its history, and to paraphrase one of the great cricket anthems, the girls don’t like cricket … oh no, they love it!

Introduced to the School’s QGSSSA Sport offerings in 2000, cricket has experienced strong growth in recent years, particularly among students in the younger year levels. In 2019, more than 60 students participated in the Cricket season, with the School fielding five teams.

Unlike other sports, in which teams are defined by age group or year level, QGSSSA cricket teams fall into either Divison 1 or 2, with an additional Open or First XI team, aligning with Cricket Australia and Queensland Cricket’s junior formats. This allows competitors to play at a level that matches their ability throughout their time at School.

The young Open team, with three Year 8 students and more than half the team in Year 10 or below, finished their season in a very competitive fourth place. Most of this team will be together for the next few years, making them well placed for future success. The 1A and 1B teams finished in a tie for third place, defeating strong oponents along the way. The talent of the girls in Division 1 will make selection for next year’s Open team very competitive.

Teams in Division 2 include many girls who were new to cricket, but are now boasting well-honed bowling, batting and fielding skills. The School’s 2A team finished the season in second position in the competition. This is testament to the success of the Division 2 coaching staff in developing these young cricketers. With large numbers of cricketers in Years 7 to 9, the School anticipates strong growth in the coming years as girls continue to improve their skills and game ability, and grow in fitness and strength.

In 2018, current Year 8 students, Erin Appleyard (8W) and Amreen Kahlon (8B), represented Metropolitan North in the winning team at the 10-12 Years Girls Cricket State Championships. Amreen was also selected to represent Queensland in the National Competition, held in Western Australia in December, where the team lost narrowly to Western Australia in the grand final match.

The manner in which the cricketers have conducted themselves throughout the season has been exemplary, with all girls approaching their matches with a spirit of generosity, respect and fun. We look forward to continued growth and development in the School’s young cricket side.

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ALUMNAE SUCCESS Girls Grammar cricketers have enjoyed success not only during their time at the School, but several alumnae are pursuing professional careers as part of national and international competitions.

An advocate for women’s participation in sport, Ms Kirby Short (2003) is captain of Brisbane Heat and Queensland Fire cricket squads. She is also Acting Deputy Principal at MacGregor State High School, and has previously been Head of Department for Health and Physical Education at MacGregor and Wavell State High Schools, roles she balances with her professional cricket career. After graduating from Brisbane Girls Grammar School, Ms Short completed a Bachelor of Applied Science (Human Movement) and Education at The University of Queensland and completed her Master of Education (Leadership) at Queensland University of Technology in 2015. In 2019, Brisbane Heat won their maiden Women’s Big Bash League title, with Ms Short playing a crucial role in the victory.

Recognised as one of the finest fielders in the country, Ms Short also represented Queensland at a youth level in volleyball and softball.

Josie Dooley (2017), a wicket-keeper and batter, was selected to the Queensland Fire team for the 2017/2018 team, and to the Brisbane Heat team for the 2018/2019 season. Josie has already made an impression, being named player-of-the-match after scoring 48no against the Adelaide Strikers in Mackay in January. Josie has also been selected in the annual Governor-General’s XI for the last two years, and has recently toured with the Australia A-team to India in 2018 and New Zealand in March 2019.

PINK STUMPS DAY A highlight on the Cricket calendar is the School’s annual Pink Stumps Day event, this year held on Wednesday 20 February 2019 at Rangakarra Recreational and Environmental Education Centre. Raising awareness for the McGrath Foundation’s work supporting women and men suffering from breast cancer, the girls donned pink ribbons, hats, scarves, socks and shoes. Supporters also embraced the pink theme, enjoying a bountiful afternoon tea supplied by the Mothers Group and generous members of the Girls Grammar community, without whom an event such as this would not succeed. Through a gold coin donation and auction of two items of memorabilia—a mini-bat signed by Glenn McGrath, and a pink cricket ball signed by Brisbane Heat Captain and Girls Grammar alumna, Kirby Short (2003) —the School community was able to donate more than $1000 to the McGrath Foundation.

Brisbane Girls Grammar School Open team with Mr Andrew Lanning

Erin Appleyard (8W) and Amreen Kahlon (8B) with the 10-12 Years Girls Cricket State Championship trophy

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HOLOCAUST AND THE HUMANITIES Mrs Regina Lipshut with Year 10 students, Rabiya Abro (10G), Annabel Douglas (10R), Giselle Vellnagel (10R), and Victoria Chen (10O)

From here, the children were sent into hiding in the countryside where they were cared for by a Catholic couple who had young children of their own. This family placed themselves in great danger harbouring three Jewish children; the penalties for being caught would have been dire. To this day, Mrs Lipshut has maintained a close relationship with the now elderly children of this couple and calls them her second family.

AUTHOR

Ms Alison Dare Director of Humanities The Holocaust—an unprecedented event in history— in many ways defies rational analysis and falls beyond the limits of our collective imagination.

Perhaps where logic and reason fail us, the human story is all we have to fill the void and bring meaning and understanding to what seems otherwise inexplicable.

On Wednesday 28 March 2019, Year 10 History students were moved by the story of Holocaust survivor, Mrs Regina Lipshut. Born in Paris in 1941, Mrs Lipshut was an infant when both her parents were taken to Auschwitz.

The question of why she survived is one that Mrs Lipshut has had a lifetime to ponder. In her own words, ‘… it was pure luck. It wasn’t good management—all of it was luck …’. Mrs Lipshut’s story of survival began when her mother made the heartbreaking decision to relinquish her children into the care of a Jewish orphanage so that they might have a chance to live.

While the Holocaust forces us to confront the darkest aspects of humanity, stories of humanity’s best also shine through. Mrs Lipshut’s survival story, like so many others, serves to warn us of the depths to which bigotry and racism can take a society. It also reminds us of the power of ordinary people to make a profound difference when they take a stand against prejudice and reject the position of bystander.

The students learned about World War Two as a key moment in the modern world. Their exploration of the causes of this led them to understand the emergence of fascism in Germany, a movement, the centrepiece of which was anti-Semitism. As part of their studies in this unit, the students applied their critical thinking skills to important questions related to the advent of the Holocaust. In Term 2 students will study a unit called ‘Rights and Freedoms’ which seeks to examine the nature of prejudice in more detail.

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THE OLD GIRLS ASSOCIATION

AUTHOR

Mrs Julie Caton (Cleghorn, 1981) President of the Old Girls Association This year marks the 120th anniversary of the formalisation of the Brisbane Girls Grammar School Old Girls Association (OGA). Founded in 1899 and incorporated in 1997, it is one of the oldest alumni associations in Australia. Girls Grammar graduates automatically become members of the OGA, with our networks spanning countries, backgrounds and generations.

The OGA’s enthusiastic and dedicated Committee seek to maintain the School’s traditions, support the School at events and activities, and forge links and networks among Grammar Women. With its extensive history, the BGGS OGA plays a fundamental role in preserving and enriching the traditions and culture of the School for past, current and future generations of Grammar Women. Our motto, ‘Connections for Life’, reinforces all that Grammar Women stand for; whether a recent graduate, one who left the School gates some years ago or a current student, we all have a connection that is worth celebrating and maintaining.

To recognise 120 years of the OGA, the Committee commissioned a pendant to be designed and crafted by world-renowned jeweller, and husband of Grammar Woman, Mrs Michelle Tully (Oswin, 1981), Mr Bruce Tully. The sterling silver pendant features distinctive engravings which mirror the designs on the gates at Rangakarra Recreational and Environmental Education Centre and panels at the Marrapatta Memorial Outdoor Education Centre, both donated by the OGA. The unique and striking blue opal, sourced from Quilpie, Queensland, reflects the iconic Grammar Blue and, according to local Aboriginal women in the Quilpie region, is a symbol of empowerment. The pendant is available for purchase exclusively by Grammar Women and current Grammar girls by contacting the Committee via OGAPresident@bggs.qld.edu.au.

In this milestone year, I am grateful to those early Grammar Women who were, in their establishment of the OGA, forward thinking, service-driven and passionate about staying connected with the School and one another long after their time as students ended.

ROLL CALL EVENT The OGA welcomed current mothers of the School who are Grammar Women at ‘Roll Call’. Held in the first week of Term 1 at Clovely Estate, the event encouraged Grammar Women to reignite friendships from the past, with many guests commenting ‘it really doesn’t seem that long ago’ that they themselves wore the uniform. It is testament to the School that its traditions, which make Girls Grammar memorable to so many, still endure.

GRAMMAR WOMEN: DESIGNING WOMEN EXHIBITION, MELBOURNE On Sunday 20 January 2019, Girls Grammar alumnae reunited at the Designing Women exhibition at The National Gallery of Victoria, an exhibition that showcased works by women in diverse creative fields.

Following the tour, attendees celebrated the spirit of Girls Grammar over lunch, making connections between Grammar Women of all generations.

Attendees at the Grammar Women event

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GRAMMAR WOMEN AUSTRALIA DAY HONOURS FOR GRAMMAR WOMAN AUTHOR

Ms Antonia Swindells Alumnae Relations Manager

Associate Professor Beverley Jane Rowbotham (1972) was made an Officer in the General Division of the Order of Australia (AO) for her distinguished service to medicine through roles with professional associations, to pathology, and to medical education.

Professor Rowbotham is a practising haematologist with a career-long interest in the contribution of diagnostics to healthcare. She has served on four major advisory committees to the Federal Government in this area and is currently Chair of the Australian Medical Association (AMA) Federal Council.

SAVE THE DATE: GRAMMAR WOMEN AND THE ARCHIBALD DATE: Sunday 2 June 2019 TIME: 11.30 am to 4 pm VENUE: Art Gallery NSW, Art Gallery Road, The Domain, Sydney Principal, Ms Jacinda Euler, invites alumnae to lunch at the Art Gallery of New South Wales, followed by a tour and viewing of the 2019 Archibald Prize Exhibition.

Guests will have the opportunity to connect with other Grammar Women over a two-course lunch, before a private, guided tour of the Exhibition. Guests will also have the option to view the artworks at their leisure.

SAVE THE DATE: OLD GIRLS ASSOCIATION ALUMNAE EVENT DATE: Thursday 19 September 2019 TIME: 6 pm to 8 pm VENUE: Stokehouse Q, South Bank Grammar Women of all ages are warmly invited to an informal social function hosted by the OGA at Stokehouse Q, South Bank. Tickets are complimentary with canapés provided. Visit the School website or contact the OGA for more information via OGAPresident@bggs.qld.edu.au.

FOUNDATION DAY AND 60-PLUS YEAR REUNION As part of the School’s Foundation Day celebrations, Grammar Women who graduated between 1943 and 1958 returned to the School for their 60-Plus Year Reunion. Guests enjoyed sharing stories about their Girls Grammar experience with current Year 11 Service students over afternoon tea.

Dr Stephanie Bennett (Calder, 1943), the oldest Grammar Woman in attendance, with Nadia Robertson (11L), Abbey Grice (11E) and Dr Bennett’s granddaughter, Kate O’Malia (10O)

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ALUMNAE STORIES Lucy Stirling (2010) Rock Climber ‘I started climbing, as a sport, on a climbing wall at Brisbane Girls Grammar School. The School taught me to recognise my passion, dream big, set goals and strive for excellence. I love everything that climbing encompasses—the people, the atmosphere, the challenge.’

Ms Lucy Stirling was in her first year of high school when she discovered and fell in love with climbing. Training five to six days a week, three or more hours a day, she loves every aspect of climbing, from finding new ways to challenge herself through different locations and pushing her limits outdoors on natural rock, to training and competing in indoor environments.

Since 2010, Ms Stirling has represented Australia in three World Youth Climbing Championships and at over 14 International Open World Cups, 3 World Championship Events and also The World Games in Poland in 2017.

In 2013, Ms Stirling won the Oceanic Lead Championships in the Open A division. She has retained this title for seven years and running. In 2014, Ms Stirling won her first Australian Lead National Championships in Open Female division, making her the highest ranked female lead competition climber in Australia. In 2016, Ms Stirling also became Australian National Champion in the bouldering division.

Ms Stirling is training to qualify for Tokyo 2020 Olympics where the sport will make its Olympic debut. She has set herself a goal of finishing in a top ten or podium position.

Dr Claire Fotheringham (1995) Médecins Sans Frontières (MSF) (Doctors Without Borders) Obstetrics and Gynaecology Medical Advisor ‘There are a really large number of women on the move at the moment—they may be displaced within their own country or their own community, they may be in transit, trying to get to a place of safety. Unfortunately women and children that are in those circumstances are very vulnerable.’

Dr Claire Fotheringham provides emergency medical care for women in some of the world’s most dangerous countries, including Afghanistan and Sierra Leone.

She believes strongly in the role of advocacy, and providing independent, neutral and impartial medical aid to those who need it most.

During Term 1, Dr Fotheringham returned to the School to speak to captivated students about her experience of caring for women who are displaced or living in danger, and inspired students interested in service, women’s health and medical research.

Angie Milliken (Head Girl 1981) Actress ‘Grammar gave me above all, the resilience, courage and self-reliance to pursue a career path less traveled, one for which I had not seen many role models and which has ultimately given me a lifetime of diverse experiences. I will always be grateful this pathway was generated and encouraged in the Drama classroom of BGGS with those exceptional teachers.’

Ms Angie Milliken is a renowned Australian actor whose accolades include two AFI Best Actress Awards (My Brother Jack and MDA) and a Centenary Medal for her outstanding achievements in the Australian film industry.

After graduating from the National Institute of Dramatic Art (NIDA), Ms Milliken has worked across theatre, television and film, receiving critical and popular acclaim. Ms Milliken’s film work includes roles in This Isn’t Funny, Rough Diamonds, Paperback Hero and Dead Heart, and her television career spans Australia and the USA, where she has featured in CSI Miami. Her work on stage has seen her performing with leading theatre companies, including The Sydney Theatre Company and the Brooklyn Academy of Music.

In 2019, Ms Milliken performed the role of Linda Loman in Queensland Theatre’s production of Arthur Miller’s Death of a Salesman. Ms Milliken returned to Girls Grammar as a Valedictory Speaker (2004) and as a Foundation Day speaker (2019).

To discover more alumnae stories, visit www.bggs.qld.edu.au/alumnae-stories

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COMMUNITY SPIRIT

Mr Leonardo Battaglia and volunteers from the Fathers Group at the Interhouse Cross Country Carnival

Each year, the School’s Parent Support Groups foster a sense of community while providing tangible support at many School events.

During Term 1 2019, the P&F Association, Mothers and Fathers Groups, and Co-curricular Support Groups contributed to the success of a number of School activities.

INTERHOUSE CROSS COUNTRY As is tradition, Term 1 2019 ended with the annual Interhouse Cross Country Carnival, held for the second year at Rangakarra Recreational and Evironmental Education Centre.

The event would not be possible without the contribution of many in the School community, and in particular the School thanks the P&F Association and Mothers and Fathers Groups for their support.

Girls Grammar spirit was proudly on display as girls encouraged those completing the course, traversing obstacles such as creek crossings and log jumps—making it a true cross country experience.

Congratulations to Hirschfeld House on winning the Interhouse Cross Country Trophy for 2019.

More than 1000 students and staff, adorned in colourful House attire, completed the course, supported by parents and friends of the School who assisted with food service, marshalling and timing. The Mothers Group provided staff with an abundant spread for morning tea, while the Fathers Group sizzled sausages for hungry students who enjoyed them upon completing their races.

Mr Gerard Champion; Fathers Group President, Mr Mumtaz Saleem; ­­­­ Mrs Annette Saggers; Mothers Group President, Mrs Julie Norris; Dr Cate Campbell; Mrs Nicola Hill; P&F Association President, Mrs Susan Playford; and Mrs Deborah Henderson

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Penelope Sophios (12W), Samantha Dash (12E) and Kirsten Viljoen (12E) enjoying a ‘pink’ afternoon tea provided by the Mothers Group at Pink Stumps Day

PINK STUMPS DAY

FATHERS GROUP RETREAT

Girls Grammar celebrates Pink Stumps Day each year at Rangakarra Recreational and Environmental Education Centre (Rangakarra).

The first of the Fathers Group’s Retreats was held in March at Marrapatta Memorial Outdoor Education Centre (Marrapatta).

Pink Stumps Day raises awareness and supports the work of the McGrath Foundation, a notfor-profit organisation that helps individuals experiencing breast cancer by providing free access to Breast Care Nurses.

The retreats serve a dual purpose: providing Girls Grammar fathers the opportunity to network and socialise as a group; and contributing to the maintenance and enhancement of facilities at Marrapatta.

Staff, students and friends of the School donned pink as they enjoyed an afternoon of competitive cricket fixtures and the Mothers Group ‘pink’ afternoon tea.

In addition to helping Marrapatta staff complete larger maintenance tasks, the Fathers Group undertake a number of minor projects during the retreats, which are held a few times per year.

The Fathers Group are currently constructing a lightweight timber pavilion to provide a shaded space for learning and relaxation while girls are at the campus. Forming a helical nonagon shape, the structure will incorporate the School’s nine House colours.

To raise funds for the McGrath Foundation, two items of cricket memorabilia were auctioned—a pink cricket ball signed by alumnae and Brisbane Heat Captain, Kirby Short (2003), and a mini-bat signed by Glenn McGrath.

Pink Stumps Day, always a highlight on the Cricket calendar, is made possible by the generous support of our volunteers, and the School thanks the Mothers Group and all in the School community who generously donated their time and expertise to this successful and enjoyable event.

The support of the group is invaluable, and the School is very grateful for the work of the Fathers Group to ensure Marrapatta continues to provide girls with enriching outdoor education experiences.

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CREATING IMPACT In particular, the continuing support of donors to the Bursary Fund has allowed the School to offer a second Brisbane Girls Grammar School Bursary to a student who otherwise would not be able to attend Girls Grammar. The Bursary Fund uses an endowment approach—donations are invested, in turn delivering dividend payments, and ensuring the transformative effect of our donors’ contributions will be realised for many generations to come.

AUTHOR

Ms Georgina Anthonisz Director of Development The power of a rigorous and balanced education is far-reaching and long-lasting. Throughout the generations, many Grammar girls have become pioneering Grammar women who have blazed trails in many varied fields, each creating positive impact in her world.

The School’s community of donors brings together a diverse group of people who understand and share our common vision—excellence in girls’ education. In 2018, the impact of our donors’ generosity was tangible in many ways—from gifts toward quality sporting facilities and equipment to inspiring works of art donated by leading Australian female artists.

In 2018, Grammar girls used the telescopes and technology at the newly opened Dorothy Hill Observatory for the first time as part of the curriculum, as students embraced the science of astronomy. The Observatory has been made possible thanks to the support of the Girls Grammar community. The School will continue to invest in outstanding science facilities with the construction of the new Science Learning Centre on the Main Campus at Spring Hill.

The spirit of giving in our community is both enriching and humbling—thank you. To find out more about the impact of philanthropy at Girls Grammar, visit www.bggs. qld.edu.au/giving to read the School’s Impact of Giving Report 2018.

ANNUAL GIVING 2019

The Annual Giving appeal provides all members of the School community with an opportunity to contribute to excellence in girls’ education.

This year you can choose to support: · Creating opportunities—for talented girls to experience a life changing education · Unlocking potential—for sports programs that build healthy bodies and wellbeing · Sparking curiosity—to provide educational resources and maintain archives · Inspirational learning spaces—to invest in facilities to meet the needs of students in the 21st century All gifts over $2 are tax-deductible and 100 per cent of your gift will be directed towards the area of interest that you choose to support.

Every gift, regardless of size, makes a difference and benefits Grammar girls today and in the future.

Visit www.bggs.qld.edu.au/annual-giving for further information or contact the Development team via 3332 1396.

GRAMMAR GAZETTE

Grammar girls are … Adventurous

FRIDAY 2 AUGUST 2019, 4 PM TO 8 PM Register to attend Open Day at www.bggs.qld.edu.au/openday2019

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