Brisbane Girls Grammar School Gazette, Autumn 2016

VOLUME

27

BRISBANE GIRLS GRAMMAR SCHOOL / AUTUMN 2016

IN THIS ISSUE PAGE 07 / SENIOR STUDIES CHANGES

PAGE 11 / RELIGION IN A SECULAR SCHOOL

PAGE 12 / ANTIPODEANS ABROAD

PAGE 18 / STARMAN

CONTENTS

LETTERS

PAGE 01 /

PAGE 02 /

Laura is loving every minute of her new school and has had a wonderful start to Year 7. I even recently volunteered for a day (or the few hours required) at Tucker Down — which was a great opportunity for me to get a very quick glimpse inside a busy school day.

TECHNOLOGY: THE GIFT AND THE CHALLENGE OF 21ST CENTURY TEACHING AND LEARNING

by Ms Jacinda Euler

Thank you for what you and all the staff do. Gerard and I are looking forward to meeting Laura’s teachers next week at the parent teacher interviews.

PAGE 04 /

MEGAN MAHON

PRINCIPAL WELCOME

by Ms Jacinda Euler

LEADERSHIP EXPOSURE

by Mrs Anne Ingram and Mrs Lynne Mungomery

PAGE 06 / TOUR OF A LIFETIME

PAGE 07 / THE CHANGING FACE OF SENIOR STUDIES — PLANNING FOR AND INFLUENCING THE FUTURE

by Mr James Keogh

PAGE 08 /

Just a brief email to let you know how very much I appreciated last evening’s Parent Seminar. Thank you so much for your warm welcome, illuminating presentations and access to valuable resources. It all felt like a very valuable gift, from which the girls and their families will reap substantial long-term benefits — I know this family certainly will. What wonderful role models you all are for the girls. Thank you sincerely.

GERALDINE BARRY

PHYSICS FOR LIFE

PAGE 10 / #BLUNITY

by Sarah Miller (12E) and Lili Wackwitz (12H)

PAGE 11 / STUDYING RELIGION IN A SECULAR SCHOOL

by Mrs Narelle Waverley-Smith

PAGE 12 /

Happy birthday BGGS. I was there 70 years ago.

Much has changed but still the same spirit of achievement lives on.

PAM HARDGRAVE So glad to see Grammar is still taking girls on Antips trips. I was on the first ever one to Peru.

Such an amazing experience!

ANTIPODEANS ABROAD EXPEDITION

by Ms Rachael Christopherson

KATIE INGLIS

PAGE 14 /

Angela Bensted @branchearner Apr 2 Great to see @BGGS have a voice on the national stage discussing classroom laptops.

GIRLS ON THE MOVE

by Ms Sally Northcroft

PAGE 16 / LIGHTS, CAMERA, ACTION!

PAGE 17 / SINGING HIS PRAISES

PAGE 18 / STARMAN

PAGE 20 / SCIENTISTS OF THE FUTURE

by Mrs Sally Callie and Mrs Anna O’Gorman

PAGE 21 / GRAMMAR WOMEN SERIES

PAGE 22 / OLD GIRLS/ALUMNI

by Mrs Antonia Swindells and Mrs Janine Schmidt AM

PAGE 24 / ‘TREE PLANTING’ FLOURISHES

by Ms Lea Walker-Franks

PAGE 26 / CENTRAL STATION

PAGE 27 / SUPPORT FOR SPORT

Benita Willis @BenitaWillis Mar 6 Awesome turnout and run @BGGS cross-country team at the International Women’s Day Fun Run today. Congrats to all!

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PRINCIPAL WELCOME An expert and inspiring range of keynote speakers included Gloria Steinem — writer, lecturer, political activist and feminist organiser; Arianna Huffington — Chair, President and Editor-in-Chief of the Huffington Post Media Group; Baroness Sue Campbell — Chair, Youth Sport Trust in the United Kingdom; Nuria Chinchilla — Professor, IESE Business School, University of Navarro, Spain; Nakenya Ntaiya, Founder and President of the Kakenya Center for Excellence, a girls’ primary boarding school in Kenya; and Australia’s Holly Ransom — Chair of the 2014 G20 Youth Summit and currently Co-Chair of the UN Global Coalition of Young Women Entrepreneurs.

AUTHOR

Ms Jacinda Euler Principal

The inspiring forum was hosted by the National Coalition of Girls Schools in partnership with pre-eminent educational organisations from all over the world including our own Alliance of Girls’ Schools Australasia, the Girls’ Schools Association (UK) and the European Association of Single-Sex Education.

For the first time, leading educators, researchers, authors and advocates from around the world were brought together to exchange examples of best practice and innovative approaches to attaining academic excellence and the healthy development of girls. Universal themes and topics were addressed, such as Leadership, Health and Wellness, STEAM (Science, Technology, Engineering, Art, Mathematics), Civic/Community Engagement, Strategic School Advancement, Teaching and Curriculum.

Mrs Owen and I delivered a presentation on ‘Design Thinking in Leadership, Teaching and Learning: A Whole School Approach’ that outlined how BGGS has integrated Design Thinking as a structured approach to generating and developing ideas in leadership, curriculum and digital pedagogy. We, in turn, visited New York schools to learn more about their approaches to educating girls and attended stimulating presentations from educators who had gathered from around the world.

So much can be absorbed in just a few days and the connections rekindled, or initiated, will serve Brisbane Girls Grammar School well into the future. As a member of the organising committee for the Alliance of Girls’ Schools Australasia’s 2016 Conference held in Brisbane in May this year, the Forum reinforced for me the importance of educators coming together to share their expertise, experience and deeply held belief in the importance of educating girls to the highest standards of excellence, and deepened our understanding that the education of girls brings enormous benefits for societies globally.

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TECHNOLOGY: THE GIFT AND THE CHALLENGE OF 21ST CENTURY TEACHING AND LEARNING AUTHOR

Ms Jacinda Euler Principal

truly questioning its value. More often than not, this exciting new technology actually has our students doing dumb work.

AS EDUCATORS, WE HAVE LONG UNDERSTOOD THAT TECHNOLOGY IS A TOOL THAT DOES NOT REPLACE THE PRESENCE OF THE HUMAN IN TEACHING CHILDREN TO THINK. GOOD PEDAGOGUES ADVOCATE WHAT IS SIMPLY GOOD SENSE: THE CENTRAL IMPORTANCE OF A TEACHER WHO LOOKS A STUDENT IN THE EYE, LISTENS AND RESPONDS, JUST AS STUDENTS MUST LISTEN AND RESPOND TO ONE ANOTHER. TECHNOLOGY CANNOT AND SHOULD NOT REPLACE THIS, BUT THAT IS NOT TO SAY THAT THE TWO CANNOT WORK VERY POWERFULLY IN TANDEM TO SUPPORT STUDENT LEARNING.

Carol Steiker, a Professor at Harvard Law School, observed that her students were not just suffering from inattention, but were also losing the ability to take notes, becoming little more than stenographers who were ‘transcribing’ their lectures and one of her most concerning observations was that these students did not want to be interrupted (cited in Turkle, 2015). It is only through dialogue in a safe and trusting environment that ideas, sometimes even abhorrent ones, may be presented, dissected and rejected — or beautiful alternatives entertained. Seeing the responses on the faces of others, their offence and outrage even, and the effect of our words on another, can never be entirely simulated through technology.

In Massachusetts Institute of Technology Professor Sherry Turkle’s book Reclaiming Conversation: The Power of Talk in a Digital Age, she reminds us that ‘face-to-face conversation is the most human — and humanising — thing we do. Fully present to one another, we learn to listen. It is where we develop the capacity for empathy’ (2015). But Turkle also observes that with the pervasiveness of technology, ‘we find ways around conversation. We hide from each other even as we’re constantly connected’ (2015). Technology has allowed it and we know it. As parents, distracted by our devices we can find ourselves struggling to look our children in the eye or to stop and be fully present and to listen. As teachers, we understand that the best lessons are often those when the laptop is firmly slammed shut.

Turkle is not anti-technology and acknowledges that ‘laptops and smartphones are not things to remove, that they are facts of life and part of our creative lives. The goal is to use them with greater intention’ and to not be ‘dazzled’ by them (2015). So much of the distraction of technology has taken this path when something shiny and exciting comes along and is latched onto without

Politicians, bureaucrats and IT companies can have us believe that more money for technology will deliver ‘improved outcomes for students,’ but if the development of character and confidence, the ability to empathise, to think deeply, to articulate a view and have it challenged are important outcomes, how are we to measure those?

And does technology assist in the development of these fundamental and intrinsically humanistic skills? Only sometimes.

Brisbane Girls Grammar School introduced the Bring Your Own Device (BYOD) Programme in 2014, recognising the world we live in, the resources that girls are familiar with and the benefits they can derive from technology. The programme allows students to transition their learning seamlessly between home, school and alternative wireless environments, such as local libraries, and mirrors the model used in tertiary institutions. We focus on educating girls to use laptops and other technology judiciously, and only when they might genuinely improve learning.

Girls do not use laptops in every lesson every day — we educate them to use technology only as and when required, to understand the challenges inherent in its use

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and to develop strategies around this. It is important to note that technology is just one aspect of Girls Grammar’s broad, liberal approach to education, one that combines the great traditions in education with contemporary innovation to prepare girls for a modern world. For example, when BYOD was introduced in 2014, we also introduced Design Thinking and in 2015 Latin became a compulsory subject for all Year 7 students. Our new Research Learning Centre is technology-rich with contemporary, flexible classrooms but it has an old-fashioned library through its core. This year we are deepening our focus on Mindfulness, providing an important counterbalance to the ‘connectedness’ provided by technology.

As technology continues to evolve at a rapid pace, our girls are being provided with the skills and confidence that will enable them to adapt and respond in innovative and productive ways. The value of Technologies Studies and other such important curriculum subjects that use technology is that they invite students into a fascinating world of intellectual endeavour and specialist skills and develop a passion and drive for innovation; all essential in every field of research and learning one could imagine, now and in the future.

The development of thinking skills remains front and centre of everything we do at Girls Grammar and BYOD does not take away from this or advocate laptop-centric learning. It is how teachers use technology as a natural extension of the teacher-student relationship that is the most important issue to consider. Navigating these creative tensions in education and finding ways to best use technology as a truly powerful conduit for learning, that harnesses students’ curiosity, is our focus.

While no one is advocating a return to the ‘old days’ at Girls Grammar we promote appreciation of the soft skills that are essential for innovation and creativity.

For example, empathy is at the heart of Design Thinking, and an ideation stage that begins with old-fashioned butcher’s paper and Post-it notes. In every industry and

every creative enterprise the generation of ideas and kernels of creativity are so often the result of face-to-face conversation and it remains the foundation of the teacherstudent relationship and learning.

Upon graduation, girls must be equipped with skills that will see them well placed to meet the demands of modern society. We know this will require them to be capable of thinking strategically, to question and to problem solve and to also have a level of technology literacy. There is a well-publicised shortage of professionals, particularly females, entering the technologies industry. Exposure to technology encourages and motivates girls to pursue their curiosity and interest in this field. Last year, 22 per cent of the Year 12 cohort undertook Technology Studies — more than double the state average of ten per cent. Girls Grammar alumnae are also receiving industry recognition and performing highly-sought-after jobs, both nationally and internationally.

Technology is part of our future and we are committed to bringing our girls closer to, and helping them become well-prepared for, that future. Our approach is informed by slow thinking and timely reflection. We adopt technology according to the impact we believe it will have on learning — we do not retrofit education working backwards from the technology. Society deserves deep thinking and considered decision making about what actually works to improve education for all students.

We cannot live in a bubble — schools have to cope with and proactively manage technology. Our girls must be encouraged to approach their futures boldly, armed with their devices but, more importantly, their brains. This is both a gift and a challenge of twenty-first century teaching and learning.

REFERENCES Turkle, S. (2015). Reclaiming conversation: The power of talk in a digital age. New York: Penguin Press.

AUTUMN ISSUE / 2016

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LEADERSHIP EXPOSURE ‘THE BEST WAY TO BECOME AN EFFECTIVE LEADER IS TO DISREGARD IT AS A GOAL AND INSTEAD FOCUS ON A LEARNING JOURNEY THAT COMBINES FORMAL EXPERIENCES IN A WORKPLACE WITH SELECTIVE EXPERIENCES OF YOUR OWN MAKING’ (MALLEY, 2016).

clarity of thought and focus, as they sought to project and position the School’s culture into the future. Their collective creativity, maturity, intellect and passionate purpose provided great inspiration to the gathered group. Indeed, these exceptional young leaders in our midst are bound for great things into the future.

AUTHOR

AUTHOR

Mrs Anne Ingram Dean of Students

Mrs Lynne Mungomery Director of Service

The Brisbane Girls Grammar School Board Strategy Day, held on Saturday 12 March, provided the perfect forum to showcase a broad selection of our 2016 student leaders. The Year 12 Head Girls, School Service Captains, School Sports Captains and House Captains, along with representatives from the Year 9 Junior Executive Force, participated expertly and eloquently alongside their adult counterparts, as they considered together a future vision for the School. The students demonstrated great

The leadership culture at Brisbane Girls Grammar School has a strong, proud and enduring history.

An integral element of a Grammar girl’s education is to experience and explore a range of leadership experiences and styles, that equips girls with a suite of skills and opportunities to ‘find her voice’ (HarveyShort, 2012). Leadership at Girls Grammar starts well before the traditional assigning of roles and responsibilities to Year 12 students. During their earlier years, the opportunity to meet, shadow and become exposed to senior school leaders helps to motivate these younger students to aspire to something greater. Role models are an extraordinarily fruitful way to inspire young women to aspire to great things and many role models can be found close to home or in the people

Girls Grammar IYLF 2015 participants with (L-R) Dr Hon Chiew Weng, Principal, Hwa Chong Institution, Singapore; Director of Service Mrs Lynne Mungomery; Dr Teo Ho Pin, Mayor of North West District, Singapore and Principal Jacinda Euler.

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around them (Marcus, 2016). For students to be able to visualise what success in leadership looks like is very powerful. Providing our younger students with access to as many leaders as possible, in as many fields as possible, through events such as the Grammar Women Programme, helps to open up the vast horizons of opportunity that are available to them.

Year 11 O’Connor student Anastasia Georgiou is a wonderful example of a Grammar girl enthusiastically selecting opportunities to develop her leadership skills.

Her pathway to becoming an authentic and effective leader of the future, as suggested by Malley (2016), demonstrates her desire to form and understand her personal interests and values, and to consider how she might share these with others. She is developing her leadership dream rather than plotting her personal leadership plan. In his TED talk, How great leaders inspire action (2009), Simon Sinek reminds us of Martin Luther King’s great quote, ‘I have a dream’. Would the people have been so captivated by his leadership if he had said, ‘I have a plan?’.

Forum in Singapore in 2015. As a member of the Girls Grammar School team, Anastasia was required to research, prepare and present, with due respect and understanding for the opinions of her international compatriots, to reach understanding and consensus on social issues relevant to our changing world.

Anastasia received the Outstanding Speaker Award and was a member of the combined international group awarded Best Group Presentation at the Forum. Such opportunities have enabled Anastasia to develop her creativity along with her collaborative and decisionmaking skills, but it was her role as Shuttle Commander on the 2015 US Space Trip that she describes as most rewarding in developing her teamwork and leadership skills — although ‘terrifying!’. Participants were required to work in teams in a stimulating and challenging environment where problem-solving and decision-making were employed to achieve successful outcomes. In Anastasia’s case, she was responsible for the success and safety of all personnel while overseeing the completion of the flight mission.

While Anastasia has not, over the years, been elected to the position of House Captain or Sports Captain, nor has she been the recipient of a badge to acknowledge any traditional School leadership position, she has followed quite a different path, taking advantage of the many opportunities that the School offers to students who are willing to take a step forward. Anastasia clearly demonstrates Malley’s top five priorities for effective young leaders. She is combining passionate pursuit with her leadership goals and that is evident in her noticeable and authentic energy. She is experiencing the importance of learning about the personalities of the people she is working with – understanding their strengths, weaknesses and motivations. Through all of this, a strong sense of personal identity, empathy and self-awareness is emerging. Anastasia is clearly on the pathway to becoming an authentic and inspiring leader of the future.

Anastasia Georgiou (11O) and co-founder of IYLF Mr Ang.

As a member of the BGGS Athene Club, Anastasia is challenged to contribute to vibrant discussion about a select topic with a diverse group of her Year 11 and 12 peers and Brisbane Grammar School students.

Demanding intense listening skills and thought, the Club challenges members to consider and contribute to the diverse opinions presented within the group. These meetings undoubtedly call upon skills she developed and honed as a delegate at the International Young Leaders

REFERENCES Malley, A. (2014). The 5 qualities of successful young leaders. Retrieved from https://www.linkedin.com/pulse/20140519073354-322130907-the-5qualities-of-successful-young-leaders Marcus, L. (2016). Developing women leaders: Five factors that matter.

Retrieved from https://www.linkedin.com/pulse/2013010117000960894986-developing-women-leaders-five-essentials Sinck, S. (Sept 2009). How great leaders inspire action [Audio file].

Retrieved from https://www.ted.com/talks/simon_sinek_how_great_ leaders_inspire_action?language=en

AUTUMN ISSUE / 2016

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TOUR OF A LIFETIME YEAR 12 O’CONNOR STUDENT ANNA RUDDELL HAS SPENT A ‘TRANSFORMATIVE’ MONTH IN EUROPE AS ONE OF SIXTEEN STUDENTS FROM AROUND AUSTRALIA CHOSEN TO PARTICIPATE IN THE UN YOUNG DIPLOMATS TOUR.

rights atrocities, the international legal system, modern multilateral institutions and activism/soft power.’

One of Anna’s most moving experiences on the trip was visiting Auschwitz-Birkenau in Krakow, Poland, the largest Nazi concentration and extermination camp during World War II. ‘When I visited Auschwitz, I read an interesting quote from George Santayana: “The one who does not remember history is bound to live through it again”.

This quote energised me to not only to learn as much about history as I can, but also to ensure, as a member of the next generation, that the decisions we make going forward will benefit all in society.’

The trip has influenced Anna’s future plans and she is now considering a career in international relations.

‘It has informed my university choices as I’m now looking to move interstate to Canberra to study the Australian National University’s unique Politics, Philosophy and Economics course. I would love to work for an non-government organisation or think tank, particularly in Europe.

‘The trip has taught me that to make a change in this world, I’ve got to be engaged in it.’

Anna said her fascination with world issues, history and foreign diplomacy led her to apply for the programme which received more than 300 applications from around Australia.

‘Over the course of one month we visited ten countries in Europe (Germany, France, Austria, Hungary, Slovakia, Poland, Czech Republic, The Netherlands, Belgium and the UK) tracing the places, people and forces that have shaped the world as we know it,’ Anna said.

‘The workshops and consultations we engaged in had a strong educational focus which helped enhance our understanding of European history and the key issues facing governments in the region today.’

The young diplomats had twenty-three consultations with politicians, journalists, advisors, non-government organisations and think tanks during the month, including meetings with Australian journalist Lisa Miller, NATO Special Representative for Women, Peace and Security Marriet Schuurman, Chief of Appeals Officer at the International Criminal Court Helen Brady, Australian Ambassador to Germany David Ritchie, Chief Negotiator at Paris Climate Conference Karsten Sachs and Secretary General of the Organization for Security and Co-operation in Europe Lamberto Zannier.

‘At many of these consultations we spoke to the world’s most experienced political advisors on issues including the migration crisis in Europe, terrorism threats, Russian aggression and geopolitics of Europe and the Middle East.

‘In terms of the educational programme, we focused on a number of topics including the birth of the nation state, realpolitik and the international order, nationalism, human GRAMMAR GAZETTE

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THE CHANGING FACE OF SENIOR STUDIES — PLANNING FOR AND INFLUENCING THE FUTURE

AUTHOR

• External Assessment Trials — trialling and reporting on future assessment processes

Mr James Keogh Dean of Studies and Learning Analytics BRISBANE GIRLS GRAMMAR SCHOOL’S LEADERSHIP IN ACADEMIC RIGOUR HAS BEEN RECOGNISED WITH A NUMBER OF STAFF ACROSS DISCIPLINES BEING SELECTED AS REPRESENTATIVES FOR QUEENSLAND CURRICULUM AND ASSESSMENT AUTHORITY (QCAA) PANELS WORKING ON A REVISED SENIOR STUDIES SYSTEM. The appointment of Girls Grammar staff to various working groups that will review syllabuses and assessment processes reflects the strength of the academic staff’s subject and pedagogical knowledge.

• Assessors Trials — staff trained to assess and endorse assessment items for use within the State • Endorsement Trials — trialling processes by which assessment items are assessed and endorsed for use.

In 2014, the Queensland Government initiated a revitalisation of the Senior Studies system in response to a Queensland Government-commissioned review, conducted by the Australian Council for Educational Research (ACER). The key features of the revised system for parents and students to note are: • The earliest date for the full commencement of the new system is for students commencing Year 11 in 2018, this being our current Year 9 students.

Staff have volunteered their time and expertise to ensure Brisbane Girls Grammar School has the opportunity to be actively involved in, and help shape, the development of the new senior system.

• The nature of the review was to ensure a senior education assessment and tertiary entrance system that would meet future demands while remaining fair and reliable in its outcomes.

This also allows direct feedback into our teaching and learning community to ensure we have a planned and progressive change programme that will ensure we continue to provide outstanding educational opportunities to our girls, both now and into the future.

• The features of the new system will include:

Staff are involved in the following QCAA programmes: • Learning Area Reference Group committees — committees that oversee syllabus development in subject areas and provide advice to the QCAA’s Senior Review Steering Committee • Syllabus Expert Writing Teams — teams charged with writing subject-specific syllabus documents for the new system

• continuation of school-based assessments

• the addition of common external assessments within subjects

• amended comparability processes for school-based assessments

• for tertiary entrance, a move from an Overall Position (OP) to an Australian Tertiary Admission Rank (ATAR), the ATAR being a more fine-grained scale than the current OP.

For further information please visit the QCAA’s Guide for Parents https://www.qcaa.qld.edu.au/downloads/senior/ snr_assessment_trials_parent_update.pdf

AUTUMN ISSUE / 2016

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PHYSICS FOR LIFE

Mr Alan Allison with 2014 IYPT competitors Claire Ulrich (2014) and Sivagowri Somasundaram (2014).

Photo courtesy of The Australian.

A FORTUITOUS ACCIDENT LED TO HEAD OF PHYSICS MR ALAN ALLINSON ESTABLISHING THE AUSTRALIAN ARM OF AN INTERNATIONAL PHYSICS COMPETITION AND A ONCE-IN-A-LIFETIME OPPORTUNITY FOR DOZENS OF GRAMMAR GIRLS. Now Honorary President of the International Youth Physicists’ Tournament (IYPT), Mr Allinson discovered the annual event in 1997 when International Studies teacher Ms Deb Barker was translating for the organisers of the German event and wanted to check physics terms.

With the encouragement of Director of Science Dr Sally Stephens, Mr Allinson investigated further and found an opening for an Australian coordinator for the competition.

‘Dr Stephens and I had shared many discussions about the need to cater for our top students and were looking for an approach that would work. We were also very concerned about the state of physics education in Australia, and the world,’ Mr Allinson said.

‘IYPT mirrors the process of physics and that is why IYPT has become a passion of mine. Creating the IYPT Australia Challenge as a qualifying tournament for Australia and creating the Junior Young Physicists’ Tournament (JYPT), were both attempts of mine to spread the experience across Australia and the Asia-Pacific region.’

From the first trip to Germany in 1998 (‘We were totally unprepared. Nothing but experience makes you understand the requirements of this tournament.

Thankfully, Mexico also attended for the first time, so we didn’t finish last!’) to organising the 2004 tournament at Girls Grammar and then emerging as World Champions in Korea in 2007 — Mr Allinson’s passion for physics has invigorated students from around the world.

Kathryn Zealand (2008) led the team that won the 2007 tournament. She went on to complete a Bachelor of

Science with First Class Honours the day after graduating Year 12.

Mr A was my physics teacher when I joined Girls Grammar. I’d already been studying ahead in physics at my previous school. Many teachers would have been content to let me follow along with the class and endure a little boredom. Mr A immediately realised I had more potential than that, and helped me design my own curriculum based around independent learning and investigations. I loved it, and with his help went on to compete several times at the International Young Physicists’ Tournament, which is based around researching open-ended investigative problems. It is impossible to overstate how much time and energy Mr A devoted to helping me and others who were interested in physics. He would supervise us in the laboratories early in the morning and late into the evening. He didn’t believe in giving straight answers to physics questions, but would guide us to uncover the answer ourselves. He came to the international competitions and didn’t complain when I wanted to share an exciting breakthrough late at night or early in the morning. He didn’t just inspire my love of physics (which is so strong that I still help coach at the international tournaments, despite not working in physics anymore), but also my love of learning.

Mr Allinson himself has said that ‘it is the moments when I realise students are explaining something to me I didn’t realise I didn’t understand’ that are the highlights of his teaching career.

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Nobel Prize winner for Physics, Professor Douglas Osheroff, Mr Alan Allinson from BGGS, and the President of Taiwan — Taipei Ma Ying-jeou.

‘It is not about the best students, it is about every girl that squeals with delight when a eureka moment occurs, and her class mates rush to see what she has found.’

‘Physics trains the mind to solve the problem of understanding our Universe. We don’t find the solution but continue the journey. I love the idea of embracing a culture of uncertainty and trying to solve complex problems. We will never know everything but each step makes us learn more that we can use to make things to better the human experience.’

Another personal highlight from his IYPT experience involved a German juror named Wolfgang Burger.

In 2016 Mr Allinson stepped down from his role as IYPT President, a position he held for seven years (2008 to 2015). Current president Associate Professor Martin Plesch recalls that Mr Allinson made

‘Wolfgang was a sort of German Dr Karl with TV shows and books to his name. While chatting with Emma Carlisle (1998) he asked what else she was studying at school. Emma replied that she was studying Modern History and currently doing an assignment on the bombing of Dresden. I will never forget the impact of Wolfgang announcing “I was there” and then proceeding to talk about his guilt for being too scared not to be in the Hitler Youth in Dresden!’

Mr Allinson celebrated 21 years of teaching at Girls Grammar in in January this year and enjoys that Girls Grammar allows him to concentrate solely on physics.

(Teachers at Girls Grammar are specialists in their fields and do not teach across subjects.)

‘Physics IS the most important subject! Physics comes from the Greek word “physika” meaning the study of the natural world. It is about looking at the Universe and trying to understand it. Despite many populist views that it is a load of complex facts, it is actually a search to understand — any ideas we have only stand up until the evidence doesn’t match the theory, then the theory is wrong.

a spectacular entrance, coming from the other hemisphere to, at that time, a rather regional competition, with a team from a girls’ school. But very quickly he gained a lot of respect in the community with his ability of negotiating every issue in a friendly and respectful atmosphere. It took some time for us to persuade him to accept the responsibility of the presidential office, as he was always the one suggesting that someone else could do better. Finally he accepted and IYPT experienced a wonderful era under his leadership. IYPT is now a stabilised, mature organisation and therefore it was a pleasure for me to take over the office last year.

Mr Allinson maintains his involvement with IYPT as Honorary President and will continue to attend tournaments and support Grammar girls to explore their love of learning through physics and IYPT, including Kathryn Bird (12H) who has been selected for the 2016 Australian team to compete in Yekaterinburg, Russia.

AUTUMN ISSUE / 2016

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#BLUNITY

AUTHORS

and the future, and having a strong network will not only lead to success but also unity, specifically here at school.

Lili Wackwitz (12H) and Sarah Miller (12E) Head Girls TO BE UNIFIED IS TO BE INTERCONNECTED BY SHARED IDEAS AND EXPERIENCES. IN 2016, OUR VISION AS HEAD GIRLS IS TO CREATE UNITY WITHIN BRISBANE GIRLS GRAMMAR SCHOOL AND OUR WIDER COMMUNITY

BY CHERISHING AND INCREASING THE INVOLVEMENT, SUPPORT, NETWORKS, SPIRIT AND ACHIEVEMENTS OF EVERY GRAMMAR GIRL. The Student Council’s highly anticipated and wellreceived motto, Blue unity is opportunity, encapsulates these five aspects and challenges each member of the School and its greater community to envision unity not only as a collective aim but also as a personal goal and to create an unparalleled sense of concord throughout the School.

To promote unity, involvement is the first of our key objectives. Increasing student involvement, not only on the field, but also in the classroom, at a band rehearsal or in a service club will create an environment where every girl is supported and nurtured to succeed. With increased participation, powerful support is provided by each girl to help her Grammar sisters face any challenge or try something new.

Blue Day, an event preceding all major QGSSSA sporting competitions and Head of the River, is an obvious example of the positive atmosphere created by the girls as they splash a touch of blue onto their uniforms and head down to the ‘d-floor’ at lunch. The School is transformed into a seething, supportive mass of blue. This spirit is carried through to the competition the next day where each athlete strives to achieve her best with the knowledge that the whole School is behind her.

A combination of involvement, support and acknowledgement creates spirit. The Grammar spirit is unique, defines us and will truly unify the School this year.

With involvement, acknowledgement, support and spirit, our girls will create a sisterhood network they can chat with or ask for advice. Networking is essential, for now

The idea of unity creating opportunities is manifest in the smaller groups within the School. A united house group provides girls with the opportunity of personal support.

A united house creates a strong sense of ‘family’ and opportunities to work together for the benefit of all at an interhouse event. A united sports team presents the opportunity to work together to win a game. A united drama cast has the opportunity to pull off an incredible opening night. A united service group has the opportunity to create awareness and raise funds for worthy causes. A united Year 12 cohort has the opportunity to make the most of their final year, as leaders, in academic pursuits, giving back to the School and leaving a positive legacy. If these smaller groups grasp the opportunities presented by an enhanced sense of unity, imagine what a united school could achieve.

The 2016 motto, Blue unity is opportunity, is just four words. To enhance its impact, the Student Council sought to capture the School’s imagination with a catch cry incorporating its essence — #blunity, a combination of blue and unity, was born! This term is short, sharp and catchy.

It symbolises what we stand for this year and has spread throughout the School. The girls have used this word in many aspects of their lives at Grammar to demonstrate their sense of unity. Social media was inundated with photographs of #blunity; girls at the swimming, water polo, cricket, and softball struck the now ubiquitous #blunity pose and numerous war cries and posters captured the catch-cry.

J.K Rowling said ‘we are only as strong as we are united, as weak as we are divided’. We hope our motto enhances the united culture and vibrancy that Brisbane Girls Grammar School emanates. We hope it assists in the achievement of our 2016 goals: unity, involvement, support, networking, spirit and celebration of achievements. We hope it provides a platform for Grammar women to contribute confidently to their world with wisdom, imagination and integrity, just as they have for the past 141 years.

REFERENCES Rowling, J.K. (2000). Harry Potter and the Goblet of Fire. USA: Scholastic.

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STUDYING RELIGION IN A SECULAR SCHOOL ‘IT IS THE MARK OF AN EDUCATED MIND TO BE ABLE TO ENTERTAIN A THOUGHT WITHOUT ACCEPTING IT’ (ARISTOTLE).

AUTHOR

Mrs Narelle Waverley-Smith Head of Study of Religion The Guardian recently reported the case of a man in Britain who was marched off a plane, minutes before take-off, by armed officers who suspected him of being an Islamist extremist (Siddique, 2016). A ­ t first glance this story appeared to be yet another example of the heightened need, in an increasingly unstable world, to be alert in the face of the global threat of terrorism. But this story had a twist. The man in question was in fact a Christian who was observed by the passenger seated near him, to be texting a prayer before take-off. The details of this case have obviously raised many questions for public discussion. Has all religious belief become justifiably suspect? Can a person no longer perform a religious act, like praying, without being seen as a threat to the wider public? One commentator asked, ‘Who has triumphed if Muslims and Christians and atheists and Hindus all live in perpetual fear and distrust of one another?’(Onuzo, 2016). This is certainly an issue about the hypervigilance resulting from the horrors of terrorist acts in recent times but it also shines a light on the increasing problem of ignorance surrounding religious beliefs and practice.

Understanding and appreciating the integral role that religion plays in the lives of many people is essential in our ever increasing multicultural societies.

How can we prepare our students for a world where they will both encounter, and need to engage with, world views that are not their own?

Knowledge is obviously the key.

Religion is intricately woven throughout the human story and continues to be dynamic in its various forms and functions. We are reminded on a daily basis through the global news feed, in stories like that of our suspected terrorist, of the profound role that beliefs, attitudes and values play in the way we see ourselves and others. As a modern pluralist society and indeed in a progressive school such as ours, it can seem surprising that archaic beliefs of the kind espoused by extremists continue to have a profound effect on us all, religious and non-religious alike.

Studying religion allows us to develop our understanding of this complex phenomenon. The academic subject, Study of Religion, employs perspectives of various schools of thought, including sociology, anthropology and psychology, in investigating religious traditions and ways in which they shape the worldviews of individuals, cultures and the wider society. Study of Religion is not religious instruction.

Year 12 Study of Religion students on an excursion to the Chung Tian Buddhist Temple.

As a senior board subject, Study of Religion does not promote any particular viewpoint or religious tradition.

Because Girls Grammar is a secular, pluralist institution with no common religious base, many students enter the Study of Religion course with little or no religious knowledge or experience. Thus our curriculum is constructed around the notion of students starting where they are both in terms of personal interest, and culturally and geographically in terms of the Australian environment, systematically building a broader and deeper experience and knowledge base. Topics that are investigated include the role of ritual, the relationship between religion and politics, and the debate between creationists and evolutionists.

Our Study of Religion students learn through the inquiry method, a process that contributes to their ability to formulate ideas, make judgments and reach conclusions.

The course ‘encourages students to move beyond acquisition of facts to the development of ideas and concepts’(Queensland Studies Authority, 2008). The development of such skills will clearly serve our students well, both now and into the future. We are regularly told by parents how topics covered in class have led to engaging discussions at the dinner table and many have expressed their desire ­­­ to study this subject themselves.

REFERENCES Onuzo, C. (2016, March 5). My friend was texting prayers. If this is suspicious, the terrorists have won [Text message]. Retrieved from http://www.theguardian.com/commentisfree/2016/mar/04/terroristsdistrust-together-easyjet-flight-text Queensland Studies Authority. (2008). Study of Religion Syllabus.

Siddique, H. (2016, March 4). Man removed from UK flight over ‘prayer’ message on phone. Retrieved from http://www.theguardian.com/uknews/2016/mar/03/man-removed-easyjet-flight-luton-prayer-messagephone

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ANTIPODEANS ABROAD EXPEDITION ‘CHALLO! CHALLO!’ (LET’S GO!) jackets over layers of polar-fleece jackets and thermals, and covered with gloves and beanies, we managed the walk through the snow and reached Kothi, cold and weary.

AUTHOR

Ms Rachael Christopherson Head of Beanland House English teacher ‘CHALLO’, THE HINDI WORD MEANING ‘LET’S GO!’, TAUGHT TO US BY OUR INDIAN TREKKING GUIDE, CHANDER SAIN, BECAME A COMMON TURN OF PHRASE AMONG THE MEMBERS OF THE TEAM SIX TRAVEL GROUP TO NORTHERN INDIA IN DECEMBER 2015. It reflected an urgency to get organised and get moving; a determination to ‘push on’ even when we were tired, dusty and homesick; but most often it was a reflection of our enthusiasm and optimism — a ‘What’s next?’ attitude — that spurred on our desire to be ‘in’ every moment of our extraordinary experience.

Our intrepid journey to the remote Himalayan village of Kothi (elevation: 3 200 metres) was one where we definitely had to draw on our ‘Challo’ mantra. Following our five-day winter trek in the Himalayas along the ranges between the Kullu and the Parvathi valleys, reaching altitudes of 2 600 metres, we had an overnight rest in the alpine town, Manali, before beginning our community project in Kothi.

It snowed the day we travelled to Kothi, and when the cars began to slide on the icy road we abandoned the vehicles and walked the last four kilometres in the snow to the village. Wearing our wet weather over-pants and Gortex

Yet, despite the continuous snow, we were escorted to the school where a large group of families from the village were gathered under a tarpaulin outside in the cold, to greet us. We received marigold garlands and the school children threw marigold petals on us as we were ushered up to the verandah of the small school building and invited to sit down. Following the formal speeches of welcome, I responded on behalf of Girls Grammar and then asked Emily Powell (12E) to also offer a vote of thanks to the audience of families. Finally, each one of us was presented with a handmade fez by one of the women from the village, and then we were served masala chai and biscuits. I leaned across to Julia Slancar (11G) and said, ‘You will never experience this ever again. Don’t forget this’, the whole time thinking to myself, ‘Remember this moment’. It was an event that I knew then I would never experience again — amazing and very humbling. This generous outpouring of welcome would be repeated on our final day at the project where we had a great celebration at the newly painted, renovated and furnished school: the local women dressed each one of us in their traditional Kullu blankets and head-dresses; some of the men brought out some drums and that’s when the singing and dancing started…

Team 6 trekking through the snow to their community project at Kothi, Northern India.

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Julia Slancar (11G) being dressed in traditional Kullu dress by the women of Kothi village, Northern India.

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There have been just a few times in my life where I have experienced one of those rare and precious moments of remote travel where I’ve been invited to be part of something much greater than the experience of being a tourist. Kothi was one of those moments, and another was on the first night of our Himalayan trek when the hostess of our homestay invited the teachers to supper in her upstairs ‘living’ room. Dan Larkin (Humanities faculty), Lucy Graham (Antipodeans guide) and I, with our headguide Puran Chand as translator, took off our shoes and sat on mats against cylindrical cushions around a wood stove in the hostess’s humbly furnished home. We spoke to her family about our experiences in India, and about Australian culture and then the hostess presented us with gifts of historical books about the North Himalayan region. I haven’t had an experience like that since 1997 when we (a fellow teacher, a priest and I) enjoyed coffee in the bamboo-built home of the school principal of a remote rural village in North-West PNG. These are moments you never forget.

Being able to experience these moments is why we ‘Challo’. I feel immensely privileged to have had the opportunity to journey with such a fantastic travel team — twelve courageous and compassionate Year 10 and 11 students; fellow intrepid, BGGS Humanities teacher, Dan Larkin and our knowledgeable Antipodeans guide, Lucy Graham. We spent twenty days together, mostly in Northern India in the lower Himalayas and we also visited McLeod Ganj, Amritsar, Agra and Delhi. While the sights were awe-inspiring, it was the experiences that made the expedition worthwhile, and it is why Girls Grammar continues to offer such fulfilling opportunities for cultural and empathetic growth to both the staff and students.

So what are you waiting for? Challo!

ADVENTURING ABROAD IN NORTHERN INDIA AUTHOR

Kate Norris (11O) Team 6

Community Project, Kothi FOR ME, THE MOST MEMORABLE PART OF OUR TRIP TO INDIA WAS THE COMMUNITY PROJECT IN KOTHI VILLAGE. THE WHOLE TIME WE WERE IMMERSED WITHIN THE COMMUNITY, WHETHER IT WAS PLAYING WITH THE CHILDREN IN THE SNOW OR WORKING TOGETHER ON THE SCHOOL WITH THE LOCALS. On our last afternoon when the Kothi ladies dressed us in the traditional outfits and taught us the local dances, we presented the school with our gifts and it was an experience I will never forget. It was so rewarding to see the work we had done on the school and kindergarten.

With the money that we raised throughout the year, we were able to give each of the students school bags filled with stationery. The money also bought teaching materials, new furniture and mats for the classrooms, as well as sports equipment.

When we each officially presented the gifts to the village, we began to understand how much simple stationery or a bright and safe classroom will actually impact on not only the school but also the whole village. We were very lucky to be surrounded by people who live so simply but are still so genuine and happy.

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GIRLS ON THE MOVE

AUTHOR

Ms Sally Northcroft Director of Sport THE AUSTRALIAN BUREAU OF STATISTICS HAS COLLECTED DATA ON THE PARTICIPATION BY YOUNG PEOPLE IN ORGANISED SPORT FOR MORE THAN TWENTY YEARS. ONE CONTINUING MESSAGE HAS BEEN THE DECLINE IN PARTICIPATION RATES OF FEMALES AS THEY ENTER ADOLESCENCE (AUSTRALIAN BUREAU OF STATISTICS, 2012).

What is also clear is the widening gap between male and female participation in the 15–17 year age group (85 per cent and 70 per cent respectively). Organisations such as Women in Sport (UK) and Womensport Foundation (USA) have both released reports which highlight that girls’ participation in organised sport has decreased and that it declines at a greater rate than that for boys during adolescence (Staurowsky et al., 2015).

Each of these organisations has identified that there is a variety of physical, social and emotional barriers that negatively impact girls and their involvement in sport.

These same organisations have launched campaigns to try to change this trend and in February this year, the Australian Government launched the ’Girls, Make Your Move’ campaign, designed to encourage girls to be more active and engage in 60 minutes of moderate to intense physical activity every day.

Given the recent record-breaking success of the Australian women’s teams in cricket, netball, surfing and football, it is surprising that so many girls are dropping out of organised sport. It is reasonable to think that this success would encourage girls into sport however this does not seem to be the case. It appears that the women’s teams are successful despite the decreasing numbers of girls playing organised sport.

Imagine if more girls heard/read/saw these successes in the media to the same degree that we see the reports on men’s sport! Unfortunately, the media still covers so little of women’s sport in the traditional formats. For example,

less than eight per cent of women’s sport is covered in all televised sports news; print media lags further behind with less than five per cent of sports coverage dedicated to women’s sport and only two per cent of the sport news on radio is about women’s sport (Australian Government, Sports Commission). Girls need to know what is possible and be inspired to dream about what they can achieve.

If they don’t see the women who are making history in many mainstream and alternative sports, it is no surprise that there is a decline in the participation of girls. Add to this dilemma the fact that many girls who play sport for a club are often faced with having access to poorer quality equipment, resources or facilities because the club does not have the financial resources to update change rooms or purchase more equipment in order to accommodate the additional female club members (Richards, 2016). This discrepancy between boys’ and girls’ sporting resources has been shown to quickly turn girls off wanting to participate in their sport of choice (Australian Government, Department of Health, 2016). Finally, there is an obvious absence of women in senior leadership positions in sporting associations or committees, reflected in the Sydney Scoreboard index. This is a global index that documents the number of women in leadership positions on national sporting organisations and international federations. The minimal increases seen mean greater interventions are required to improve equity for girls who want to be involved in organised sport both as a participant and as a leader.

Brisbane Girls Grammar School has participation rates in stark contrast to the national average. More than 70 per cent of the student population participates in organised sport each year. The School is a founding member of one the oldest schoolgirl sporting associations in Queensland (Queensland Girls Secondary Schools Sporting Association or QGSSSA) and its participation in competitions such as the Brisbane Schoolgirls Rowing Association, Brisbane Water Polo Inc. and the Queensland Fencing Association means the School can deliberately offer a wide variety of sports (eighteen) to choose from. More than 1100 girls play sport for Girls Grammar throughout the year, with the School committed to continue increasing sporting opportunities. Girls have access to coaches, facilities and

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equipment of the highest quality; access to Olympicquality resources such as a Tartan track for athletics and a 50 metre swimming pool are of utmost importance — as are the exceptional quality and experience of senior coaches. Transport is provided to overcome the inner-city limitations of our School and the lives of busy families.

The School’s newly acquired Rangakarra Recreational and Environmental Education Centre now has facilities that rival the best ovals in the country.

Grammar girls develop their academic and sporting potential simultaneously; the two are not mutually exclusive. This is the reason many girls from the School are now attractive recruits to the sporting colleges in the United States of America. Collegiate coaches are looking for athletes who are exceptional scholars and outstanding performers. Old girls and rowers Josephine Theile and Hannah Norris (2014) now compete for Harvard University and San Diego State University respectively. Rebecca Gardener (2014) runs on the cross country team for Clemson University and three-time Sports Brooch recipient, Christie Molloy (2012) is on the Boston University Track and Field team, competing as a multi-event track and field athlete. Sarah Tisdall (2015) has been offered a place on the Harvard Rowing team and will begin her studies at the university in August 2016.

When Congress in the United States of America passed a law called Title IXin 1972, fewer than 32 000 women competed in intercollegiate athletics (National Women’s Law Center, 2015). Women received only two per cent of schools’ athletics budgets, and athletic (sport) scholarships for women were non-existent. The number of college women participating in competitive athletics is now over six times the pre-Title IX rate. In 2013–2014, a record number of 207 814 women competed, representing 43 per cent of college athletes, nationwide. A similar change occurred in high schools across the country (Staurowsky et al., 2015). Mostly, the law provided girls with opportunities that overcame the reasons they stopped playing sport in high school and required both high schools and universities to offer women’s sporting opportunities on an equal level to that of the men’s teams. Even though this law has its limitations, it has played a role in continuing to increase

girls’ participation in both high school and collegiate sport.

No such law exists in Australia.

It is no surprise that our old girls are seeking and receiving sporting opportunities similar to those they experienced at Girls Grammar. They pursue excellence and deliver on their performances. Not only are they well prepared to take up these opportunities, the universities they attend are benefitting from the high calibre student athletes that Brisbane Girls Grammar School produces. Perhaps these young women will be the generation to implement the changes so badly needed in the Australian sporting climate — changes that encourage and support girls by way of equal media coverage, access to facilities and resources, and an opportunity to play sport competitively in order to benefit as richly and equally as their male counterparts.

A version of this article was published in Insights on 6 May 2016.

REFERENCES Australian Bureau of Statistics. (2012, December 19). 4177.0 — Participation in sport and physical recreation, Australia, 2011–2012(Survey).

Retrieved from http://www.abs.gov.au/AUSSTATS/abs@.nsf/ allprimarymainfeatures/99571A92FB40E116CA257DEF001142E7?open document Australian Government, Department of Health. (2016, February).

2016 physical activity and sport participation campaign (Report). Retrieved from http://www.health.gov.au/internet/girlsmove/publishing.nsf/ Content/940079ADC8FEB9D5CA257F660021CACD/$File/Insights%20 Report.pdfAustralian Government, Australian Sports Commission.

(2014, April). Women in Sport Broadcasting Analysis.

Fink, J. (2015). Female athletes, women’s sport, and the sport media commercial complex: Have we really ‘come a long way, baby’?. Sport Management Review, 18(3).

National Women’s Law Center (2015, July). The battle for gender equity in athletics in colleges and universities (Fact Sheet). Retrieved from http:// www.nwlc.org/sites/default/files/pdfs/battle_for_gender_equity_in_college _athletics_updated_2014.pdf Richards, R. (2016). Women’s Sport. (Australian Womensport and Recreation Association report for the Australian Sports Commission). Retrieved from https://www.clearinghouseforsport.gov.au/knowledge_base/organised_ sport/sport_and_government_policy_objectives/womens_sport#content Staurowsky, E. J., DeSousa, M. J., Miller, K. E., Sabo, D., Shakib, S., Theberge, N., Veliz, P., Weaver, A., & Williams, N. (2015). Her life depends on it III: Sport, physical activity, and the health and well-being of American girls and women. East Meadow, NY: Women’s Sports Foundation.

Women’s Sport and Fitness Foundation — Changing the Game for Girls — Policy Report — May 2012. Retrieved from https://www.womeninsport. org/resources/changing-the-game-for-girls-policy-report/

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LIGHTS, CAMERA, ACTION! IN 1994, THEN HEAD OF THE FRIENDS OF GIRLS GRAMMAR COMMITTEE, LADY MAUREEN SCHUBERT, SUGGESTED THE FRIENDS COULD PROVIDE A SCHOLARSHIP FOR AN OUTSTANDING YEAR 11 ARTS STUDENT TO ATTEND AN EXTENSION SUMMER COURSE OF HER CHOOSING, RELATED TO HER FUTURE STUDY IN THE ARTS. Many of these students have gone on to study and to forge careers in the arts world, playing in symphony orchestras, working in theatre and more.

pulled out the dolly and some tracks. I had a turn filming on it, and even learned how to shoot a dolly zoom — a shot made famous by Alfred Hitchcock.

While the Friends group was disbanded several years ago, the Bursary remains and in 2015 was awarded to Elena Dias-Jayasinha (12G) to attend a tailored short course at the Queensland School of Film and Television (QSFT).

Elena reflects on her experience:

After lunch I was shown how to light a green screen, then I edited the footage on Adobe Premiere Pro — editing software I can use in senior visual art. For the final two hours we discussed several editing techniques, such as the 180° rule and audio overlap, by analysing Orvon’s most recent project and watching snippets of National Treasure and Runaway Jury. We ended the day by talking about copyright and screen resolution.

Upon arriving at QSFT I met with my instructor Orvon.

We started the day discussing the film industry, jobs within the industry and where the creative power lies within a production team. Then I was taught about scriptwriting including how to correctly format scripts, communicate ideas through storyboarding and what people look for in scripts. For example, size is important, as each page should roughly be one minute of film.

We then moved onto filming where I was taught how to use various settings and the effects of these settings. I also took photos to observe the differences between a long lens and a wide-angle lens. We then discussed tripods and I learnt that fluid ones are best for filmography.

One of the highlights of the day was learning how to use lights. Orvon showed me three-point lighting, then we fiddled around with gels and turning off the key, back and fill lights to see the effects on-camera. We also went outside and he taught me how to control light by bouncing it off other surfaces. Before lunch, we quickly

The whole experience was incredibly worthwhile, and I am sincerely grateful for the opportunity. I felt like a sponge, soaking up all the information, and truly valued the one-on-one time I had with a professional. It was wonderful to be able to ask all sorts of questions, simple or complicated, and be given instant and detailed answers. The knowledge I gained will definitely assist my studies in the years to follow. I feel much more comfortable operating cameras, have learnt so much about lighting and editing, and have been given an insight into a subject area I am seriously considering studying at university.

I am so grateful I was awarded the Friends of Girls Grammar Bursary. It has been an exciting and enlightening experience.

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SINGING HIS PRAISES ‘THE NEUROSCIENCE OF SINGING IS PROVEN TO MAKE US HAPPIER, HEALTHIER, SMARTER AND MORE CREATIVE. AROUND THE WORLD. RESEARCH IS MOUNTING THAT DEMONSTRATES THE BENEFITS OF COMMUNITY SINGING’ (CREATIVITY AUSTRALIA).

Girls Grammar Choral Director and Voice Teacher Mr Paul Holley knows first-hand the benefits choral music can have on people of all ages and has recently been awarded a Medal in the Order of Australia for his service to choral music.

Mr Holley said he was humbled by the acknowledgment of his peers, particularly those young people he has worked with.

‘To know that I have made a small contribution to who they have become through our experiences together is something I cherish greatly’, Mr Holley said.

‘The highlights don’t necessarily come from performances, but more often helping students achieve their goals — whether that is in the classroom, in rehearsal or on stage. Witnessing the growth in confidence and self-expression in our young women is a privilege.

‘To be a part of the exploration of music, and transformation from music being dots on a page to a transcending experience for choristers and audience alike is the most rewarding part of my choral work.’

Mr Holley has been at Girls Grammar since 1998 in a variety of roles, including Head of Gibson House.

He now leads a programme of more than 300 Grammar girls across seven choirs.

‘There are opportunities for every girl who wants to sing to be involved with four “allcomers” choirs across the year levels while keen choristers can extend themselves through one of three auditioned ensembles. More than 180 girls are also involved in group lessons where they receive tuition in vocal techniques, reading and ensemble skills. These lessons, as well as the number of “all-comers choir”, are the strengths of the programme.’

Mr Holley has combined his career in music education with interests outside of the classroom including as the Associate Director of Voices of Birralee, a Brisbane-based not-for-profit community youth choral organisation. His other contributions to choral music include Vice President of the Queensland Youth Music Awards since 2009, Choir Conductor of the Lord Mayor’s Carols in the City 2006–2013, Principal Guest Conductor of Gondwana Chorale since 2007 and both President of the Queensland and Northern Territory Branch and Vice President of the National Council of the Australian National Choral Association.

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STARMAN

Dr Keith Treschman guides Grammar girls as they observe the Transit of Venus in 2012.

AT THE AGE OF EIGHT, SCIENCE TEACHER DR KEITH TRESCHMAN WAS CAPTIVATED BY THE MAGNIFICENCE OF A BLACK AND WHITE PHOTOGRAPH OF SATURN AND ITS RINGS. DECADES LATER, THIS PASSION HAS CULMINATED IN A PHD WHICH ARGUED THAT EINSTEIN’S GENERAL RELATIVITY THEORY WAS PREMATURELY ACCEPTED AND THAT THE 1922 TOTAL SOLAR ECLIPSE ACROSS AUSTRALIA WAS CRUCIAL FOR ITS INITIAL APPROVAL. Formerly Head of Chemistry at Girls Grammar, Dr Treschman taught at the school for six years before his ‘retirement’ at the end of 2014 but is currently back teaching in the Science faculty.

His contribution to Girls Grammar reaches far beyond the Science classroom. He has been a driving force behind extension programmes at the Rangakarra Recreational and Environmental Education Centre.

When the School bought the property at Fig Tree Pocket, I suggested that it could also operate as an environmental centre. Having researched a list of 223 birds that potentially could be seen at the campus, I coordinated with the Technologies faculty who conducted a project with their classes to produce cards of each of these birds. These can now be seen on two posters at Rangakarra. The same is now happening with the 94 species of butterflies that could inhabit the location. A special planting of vines to encourage the reintroduction of the Richmond birdwing butterfly is in the planning phase.

The next project will provide suitable habitat for the six species of frog in the area with a solar-run noticeboard to provide the sound of each of these. It is envisaged that monthly lists will be compiled for the animals that are sighted. There are great projects available on this site for students with the prospect of original research.’

Amongst numerous career highlights, including Dux of Nudgee College, a Gold Medal for Excellence in Science Teaching from the Science Teachers Association of Queensland and his selection by NASA for a simulated Mars landing in remote Australia, Dr Treschman rates his most memorable moment at Girls Grammar as the 2012 Transit of Venus when all girls were given a pair of safety glasses to observe the Sun under his guidance.

Dr Treschman’s entry to teaching was driven by a desire for others to share his love of learning and this has been a life-long passion. Preceding his PhD he started with a Diploma of Education and degrees in Science and Education. Even with two university degrees under his belt, his formal learning journey was still in its infancy.

I wanted to know something about Economics, Politics and Geography and combined these in an Arts degree.

Later, I completed a Masters in Education which had a focus on Mathematics. I also wished to pursue my passion in Astronomy so my Masters in Science was on starspots. I had not intended to continue to a PhD but once I found a topic in which I was interested, I committed to spending the last five years following this goal.’

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Dr Treschman with the Bird Identification System he initiated at Rangakarra.

His love of learning extends to travel where he has visited the seven continents. ‘My favourite destination has been Antarctica followed by the Galapagos Islands with Istanbul being my number one city.’

‘I have a dream for a remote, robotic observatory for BGGS and this would be a first for a school in Australia. I would also like to lecture on-board adventure cruises and show people the night sky with the aid of a laser pointer.’

So what will Dr Treschman do next?

RANGAKARRA BUTTERFLY PROJECT AUTHOR

Jessica Mangos (8H) OVER THE PAST FEW WEEKS THE YEAR 8 TECHNOLOGIES CLASSES HAVE BEEN RESEARCHING THE VARIETY OF BUTTERFLIES FOUND AT OUR RANGAKARRA CAMPUS. We have collated our research into a large poster of butterflies found at our Fig Tree Pocket campus. The poster will be displayed in a Butterfly Walk at Rangakarra and to help us identify species found at this campus.

This project required us to research certain aspects of butterfly anatomy and their varying wingspans, Latin names and male and female varieties. After conducting our research we then needed to digitally edit imagery of the butterflies into a template utilising our Adobe Illustrator and Photoshop software skills.

This project was an extension of our Year 7 and Year 8 Technologies curriculum.

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SCIENTISTS OF THE FUTURE

ON FRIDAY 11 MARCH, NINE YEAR 7 STUDENTS AND TWO TEACHERS ATTENDED THE BRISBANE SCIENCE FESTIVAL GREEN HEART SCHOOLS FUTURE BNE WATER SECURITY CHALLENGE. THE GROUP WERE EXPOSED TO A NUMBER OF ACTIVITIES AND DISPLAYS REGARDING WATER USAGE, SAFETY AND EDUCATION AND THEN EMBARKED ON A CHALLENGE REGARDING WATER SECURITY IN THE FUTURE. The girls came together as a productive team throughout the day, listened to each other’s ideas and were very innovative with their design process. The benefit of being exposed to such interesting information and then undergoing such a team-driven innovation process was invaluable and very enjoyable for the whole group. They also got to meet Australian science communicator and champion, Dr Karl Kruszelnicki.

AUTHOR

AUTHOR

Mrs Sally Callie Science faculty

Mrs Anna O’Gorman Science faculty

Four hundred Year 7 students were involved in the challenge which was run by Brisbane City Council in partnership with Queensland Museum as part of the World Science Festival, held for the first time in Brisbane in 2015.

The girls brainstormed a solution to a future water shortage crisis and were then set a number of challenges to present their design. Students Portia Cowan (7G) and Rabiya Abro (7G) reflect on their day.

Exposure to external activities such as this challenge provides practical opportunities to extend student learning beyond the classroom and for girls to indulge their interests in a new and stimulating environment.

First off we had time to go around to the stalls and do the activities; we made fake snow and figured out how many litres of water different parts of the household use per day. We then sat down and had a talk from Lord Mayor of Brisbane, Graham Quirk and a show from Street Science. We split into our school groups and sat at our allocated table where we had a supervisor who helped our team complete the activity.

We then had to build a model of our plan. We built our toilet and that had a filter that the water goes through before going through a pipe and coming out a sprinkler that goes onto the garden. Then the team had to make a two minute video explaining our design and how it would help with recycling.

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GRAMMAR WOMEN SERIES

Ann Harrap was the first female Australian High Commissioner to South Africa. An experienced diplomat with the Department of Foreign Affairs and Trade for twenty years, she also served overseas in Port Moresby, London and Baghdad and in Canberra negotiating agricultural trade agreements and dealing with consular issues. Julie McKay is a passionate advocate for gender equality and services and is the inaugural Gender Advisor to the Chief of the Australian Defence Force. She has recently stepped down from her role as the Executive Director of the Australian National Committee for UN Women. In her nine years with the UN, the National Committee raised significant funds to support the empowerment of women and girls in the developing world.

Julie has been involved in strategy development, gender awareness training and work with the business community to drive gender equality forward. She was the ACT Young Australian of the Year in 2013.

Ann and Julie responded to questions put by the Principal and also questions posed by the audience, which included current girls at the School. Conversation quickly delved into areas of leadership and the different forms it takes, and the importance of a network of both mentors and sponsors who can actively champion a girl’s career.

Passion, persistence, preparation and proactivity were perceived by both speakers as qualities required on the journey from self-doubt to self-confidence, accompanied by determination, drive and a desire to disrupt the normal.

Both speakers reiterated that to ‘contribute confidently’, it is necessary to identify and fill knowledge gaps. They advised the audience to be courageous and take a step into the unknown — self-doubt is not a bad thing if it results in critiquing the situation. Building relationships with others and not conforming was also seen as key to being an authentic leader.

The structural issues pertaining to the place of women in the workplace and in decision-making groups and the obstacles that still need to be overcome were also discussed. As Ann told the audience, ‘sisterhood is not a bad thing’ and we have a debt of responsibility to carry on the efforts of those before us, as ‘out of 196 countries in the world only 18 are led by women’.

It is wonderful to see so many Grammar Women return to the school to attend the Grammar Women series which commenced in 2014.

Principal Ms Jacinda Euler, Ms Ann Harrap (Head Girl, 1984), Ms Julie Mackay (2000), Chair of the Board of Trustees Ms Elizabeth Jameson (Head Girl, 1982) and President of the Old Girls Association Mrs Janine Schmidt AM (Hogg, 1964) at the Grammar Women Contributing Confidently event.

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OLD GIRLS/ALUMNI

Ninety-seven old girls attended the Class of 1985 30 Year Reunion and 1975 40 Year Reunion held on 17 October 2015.

AUTHOR

AUTHOR

Mrs Antonia Swindells (Butnoris,1996) Old Girls/Alumni Manager

Mrs Janine Schmidt AM (Hogg, 1964) OGA President

AUSTRALIA DAY HONOURS FOR GRAMMAR WOMEN Two Brisbane Girls Grammar School old girls have been recognised for their achievements in the 2016 Australia Day Honours.

Emeritus Professor Gwendolen Anne Jull (1965) has been appointed an Officer of the Order of Australia (AO) in the General Division for her distinguished service to medical education in the field of physiotherapy, as an academic, researcher and administrator, and to professional associations.

Group Captain Sandra Patricia Riley (Fryer, 1983) has been appointed a Member of the Order of Australia (AM) in the Military Division) for exceptional service to the Australian Defence Force through her contribution to the development and deployment of the aeromedical evacuation capability in the Royal Australian Air Force.

We congratulate these Grammar Women on their outstanding achievements.

OGA ANNUAL GENERAL MEETING

NEW YORK EVENT On 6 February, old girls from alumni years 1960 to 2009 joined Principal, Ms Jacinda Euler, and Deputy Principal, Mrs Anna Owen for afternoon tea at The Lowell New York. Ms Euler and Mrs Owen were in New York for the National Coalition of Girls’ Schools’ 2016 Global Forum on Girls’ Education. The event provided an opportunity for relationships to be built in the lead-up to the Australian Independent Schools USA Foundation 10th Anniversary Alumni event to be held in New York on 1 October.

• Passing on the School culture and its spirit to new

The Annual General Meeting of the Old Girls Association was held on 12 April. The Association’s role and purpose were reinforced at the meeting as follows: • ‘Friendraising’ for the School and enhancing its

reputation • Supporting School events and activities • Sponsoring and assisting with organising functions and events, particularly reunions, to forge links among Grammar Women and old girls and strengthen connections with the School • Maintaining the School’s traditions and championing the School’s strategic directions

generations of Grammar girls and women • Forming networks for mentoring and career/life skills development The 2016 Committee Members elected were: Mrs Janine Schmidt AM (Hogg, 1964) as President, Mrs Grainia Schmelzer (King, 1981) as Vice President, Mrs Leigh Fielding (Gow, 1984) as Secretary, Mrs Ann Stubbs (Westaway, 1982) as Treasurer, Mrs Salliann Powell (Johnson, 1986), Mrs Kirsten Whip (Macallister, 1981), Mrs Jenny Gray (Vallis, 1969), Mrs Julie Caton (Cleghorn, 1981), Mrs Sylvia Pegg (Gaulton, 1965), Mrs Sue Jordan (Squire, 1967), Mrs Christine Purdy (Farmer, 1984), Mrs Ann Caston (Pressland, 1958), Mrs Dorothy Bourguignon (Scotney, 1958) as members and Mrs Pauline Harvey-Short (Harvey, 1971) as the School Representative.

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OLD GIRLS/ALUMNI PERTH EVENT On 7 April, the Director of Development and Alumni, Ms Lea Walker-Franks met with old girls from alumni years 1959 to 1999 at a combined alumni event with Brisbane Grammar School held at The University Club of Western Australia.

Mrs Lacey Filipich (White, 1999), Prof. Cheryl Praeger AM (1965), Mrs Lesley Davies (Bell, 1959), Ms Tania Hudson (1985) and Dr Jane Pillow (1979) at the combined BGGS/BGS alumni event in Perth.

HONG KONG EVENT On 9 April, old girls from alumni years 1978 to 2009 celebrated at a combined alumni event with Brisbane Grammar School held at The W Hotel, Kowloon.

EVERYTHING OLD IS NEW AGAIN On 23 March, the fourth annual Everything old is new again event was held. Old girls who are mothers of current girls at the School came together to meet up with old friends and acquaintances, make new friends and share experiences.

Dr Kate Watson (Walsh, 1986), peripatetic sports physiotherapist with the Women’s Tennis Association and Cricket Australia, university lecturer, wife and mother of three shared her reflections on returning to the School as a mother.

Kate reminded us that it is important to slow down, to think about the ‘little moments’ at School which contribute to the women that Grammar girls later become. Kate told of her emotional moments when her daughter first wore the School uniform and her appreciation that her daughters would have similar experiences to her own at the School, as well as new ones. Old girls choose to send their daughters to Grammar because the School has, over time, shown exceptional leadership, vision and a moral compass to steer girls through their precious teenage years to become strong, confident, independent young women with a real sense of community. Girls gain knowledge and skills but they also learn about resilience, compassion and gratitude. Events like Everything old is new again celebrate the joy of being part of the Grammar family and cement Grammar traditions and values.

Ms Linda Lee (1978), Ms Alexandra Maiden (1994), Mrs Sharon Millhouse (Wouda, 1997) and Ms Andrea Lam (2009).

MOTHERS’ TUCKSHOP REUNIONS Women from the ‘Mothers’ Tuckshop Alumni’ have been meeting on the first Monday of each new season since 1984! Besides all having daughters who attended Girls Grammar, some are old girls themselves and some have granddaughters currently attending the School.

Mrs Dorothy Harris, Mrs Lesley Pope (MacArthur, 1953), Mrs Andree Axelsen, Mrs Dorothy Martin, Miss Nerida Harris (1979), Mrs Carmel Holmes, Mrs Dorothy Bourguignon (Scotney, 1958) and Mrs Jo Ranson.

Mrs Linda Bird (Campbell, 1988) , Mrs Susan Gardner (Perry-Keene, 1988), Mrs Rachael DiMichele (Wilke, 1988) and Mrs Julie Caton (Cleghorn, 1981)

Dr Kate Watson (Walsh, 1986), Mrs Jan Field (White, 1975) and Mrs Salliann Powell (Johnson, 1986)

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‘TREE PLANTING’ FLOURISHES

AUTHOR

Ms Lea Walker-Franks Director of Development and Alumni THE CULTURE OF PHILANTHROPY AT GIRLS GRAMMAR CONTINUES TO DEEPEN WITH THE ONGOING GENEROSITY OF THE SCHOOL COMMUNITY. During 2015, the School received $703 662 in total gifts from 309 donors (including 111 old girls). It is extremely pleasing to see even more people recognise the value of giving, with funds raised up from $611 865 and 236 donors in 2014. The official campaign total of gifts and pledges was $2 002 343 from 258 donors, a fantastic result that doubled the original $1 million target.

All gifts make a difference to the lives of Grammar girls now, as well as in the future. Each and every name listed as a supporter represents a shared passion for the education of girls. Girls are now learning in the state-ofthe-art Research Learning Centre and the refurbished Kathleen Lilley Building, using leading sports equipment such as our rowing boats (designed specifically for girls), and more fully utilising our green canvas of opportunity at Rangakarra. Thanks to our donors, future bursary girls will be provided with opportunities which previously would have been unavailable to them.

Due to demand for prints of the 140th Anniversary painting featured on the cover of the last Gazette, another avenue of support has emerged from renowned Brisbane artist and old girl Jan Jorgensen (Goeldner, 1960). Prints are now

available and Jan is very generously donating 20 per cent of all proceeds to the Bursary Fund (refer page 28).

There are a number of reasons that people choose to make a gift to the School. These include supporting their daughter’s current or future school; as a way to ‘give back’ to the school they hold so dear; in order to enable opportunities for others that they weren’t afforded; in memory of a loved one or simply because supporting girls’ education feels like a wonderful thing to do. The real difference each gift makes cannot be underestimated.

Thank you to each of you whose gift enabled us to reach our next milestone.

To become one of our supporters please go to ‘Giving to Girls Grammar’ located on our School website under the Community tab or return the 2016 Annual Giving Card in the reply paid envelope provided. All sizes of gifts gratefully received and genuinely appreciated.

‘The best time to plant a tree was 20 years ago.

The second best is now’(Chinese proverb).

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

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LIST OF DONORS Mr D & Mrs S Abernethy Mr M & Mrs J Allan Ms M Allan Dr R & Dr L Allen Mr S & Mrs K Amos Mr L & Mrs N Anderson Angliss Family Mr M & Mrs G Anthonisz Dr M-P Anthony Mrs A Ashton Dr A & Mrs C Avenia Mr T & Mrs N Awyzio Ms I Backstrom Mrs D Barber Dr W & Mrs D Barendse Mr D & Mrs N Barlow Ms K Bartlett Dr L & Dr B Basnayake Miss R Bellamy BGGS Mothers Group BGGS Old Girls Association BGGS P & F Association BGGS Rowing Support Group Mr A & Mrs E Boden Mr J & Mrs S Boulton Mrs P Boyce Dr P Boys & Dr R Seeney Ms J Bray Dr I Brown & Dr A Burrows Mr I & Mrs P Brusasco AO Miss J Bryant Mr C & Mrs L Bui Prof M Bullock AM Mr Bundock & Mrs Bundock-Smith Mr P & Mrs B Burr Burlington Kitchen Pty Ltd Dr M Buttini Mr J & Mrs S Callie Mr S & Mrs C Cameron Mrs M Campbell Mr N & Mrs M Carter Mr J Chen & Ms W Lien Mr M Cilento & Ms W Crowther-Cilento Mr B & Mrs M Clark Mr J & Mrs K Clune Mr B Codd & Ms E Anstey Ms C Cominos Comiskey Family Mr T & Mrs T Cory Mr M & Mrs B Coulter Mr B & Mrs S Cox Ms E Cox Rev A Dale Mrs X Darveniza Mrs L Davies Dr B Devereaux & Ms A Bensted Mr M Dhillon & Mrs J Gill Mr L & Mrs S Di Clemente Mr R & Mrs K Douglas Mr D Dunk & Ms S Buckley Mrs W Edwards Mr D & Mrs S Edwards Ms J Euler Mrs F Everson Dr S & Mrs M Fairbairn Mr G & Mrs J Field Miss C Fielding Mrs K Fitzgerald Mr D & Mrs L Fogden Mr T & Mrs A Fornaro

Dr K & Dr M Fry Fu Family Dr C & Dr I Furnival Ms M Gandhi Prof M Gandhi & Dr C Duffy Mr F & Mrs D Ganendran Ms J Ganko Mr J & Mrs S George Mr J Gibson Mr M & Mrs E Giles Miss D Gilmour Mr S & Mrs M Girdis Dr J Godfrey OBE Ms A Goggin Mr A & Mrs V Goodwin Mr M Goss & Ms S Duffy Ms Y Graham Dr J Grassle Mr R & Mrs C Grattan Green Options P/L Mr D & Mrs P Greig Dr J Gunn Haines Family Mr P Haley & Ms M Daly Ms J Hammer AM Mrs S Hammer Mr J Hardy & Ms G Haussmann Mr A & Mrs S Harper Mrs P Harvey-Short Miss H Hassum Dr C & Dr D Hastie Mr J & Mrs C Havers Dr J & Mrs K Heilig Henderson Family Ms K Henzell Dr S & Dr A Herat Mr N & Ms H Higgins Ms I Higgins Ms L Hinchliff Mr L & Mrs K Hinckfuss Ms A Hines Mrs K Hodge Mrs J Hopkins Mr S & Mrs T Horton Mr M & Mrs R Horton Mr G & Mrs F Hosier Mr R & Mrs A Hughes Mr B & Mrs H Hunter Lt Col G & Mrs J Hurcum Mr W & Mrs A Hurnall Mrs A Ingram Mrs S Jackson Dr K & Dr K Jaffar Ms E Jameson Miss G Jeremy Mr N & Mrs H Johns Mr N & Mrs C Jonatan Dr R & Mrs J Kahler Dr J Kahn Mrs R Kendall Ms A Kerr Ms B Kerr Mr S & Mrs A Keyser Prof G King & Dr S Rowland Dr L & Mrs E King Mrs J Kitchen Mr H & Mrs P Kumar Dr G & Mrs A Lampe

Miss C Lau Dr J Lawrence AM Mr M & Mrs M Lee See Ms J Les See Mr J Li & Mrs C Y Sun Ms M Li Mr J & Mrs M Lindsay Mr R & Mrs L Lo Ms D Lohrisch Mr R & Mrs J Lonergan Dr P & Dr L Lui Dr S Ma Mr M & Mrs D MacGinley Dr E Mackenzie Dr A & Mrs C MacMillan Emeritus Prof Dr M Mahoney AO Mr J & Mrs M Mangos Mr T & Mrs S Marchant Ms P A Markwell Ms M Maruoka Prof R Mason Mr S Mathias Ms K McAllister Mr B & Mrs H McCarrison Miss K McCready Mr G & Mrs B McEntee Ms S McGarry Dr J & Mrs J McGuire Hon Justice M McMurdo AC Ms L McPherson Mr Z & Mrs C Milenkovic Dr C Mittelheuser AM Mr S & Mrs L Morton Mr G & Mrs N Muratidis Mr S & Mrs D Murdoch Nair Family Mr T & Dr D Needham Mrs Y Ng Mr J & Mrs S Newton Nicklin Medical Services Mr P Nyssen & Ms L Armstrong Mr A & Mrs R Obarzanski Dr T & Mrs E O’Brien O’Meara Family Mr C & Mrs H Orr Mr M & Mrs J Pafumi Mr D & Mrs L Pagano Mr M Palm Mr M & Mrs S Panizza Miss M Peel MBE Mr P Pettigrew Mr J & Mrs D Phillips Dr S Pitkin Dr E & Mrs S Playford Poole Family Mr H & Mrs G Poulos Dr G Powell AM Prof C Praeger AM Prof J & Mrs S Prins Ms R Purdy Miss R Pye

AUTUMN ISSUE / 2016

Mr A & Mrs C Rankin Dr M & Mrs L Redmond Ms J Richardson Mrs E Riddell Mrs V Ridgeway Mr G Ryan & Ms M Waters-Ryan Mr Saunders & Ms Martin-Saunders Mrs N Sawtell Mrs J Schmidt AM Miss M Schubert Mrs A Schultz Shannon Family Mr R & Mrs B Sharpless Dr I & Mrs K Shaw Mrs R Shields Professor A Shoemaker Miss T Sikka Mr B & Mrs A Simmons Mr D & Mrs R Simpson Mrs E Smith Ms L Smith Ms N Smith Ms E Smyth Mr W & Mrs K Smyth Sodexo Australia Dr C Sorensen Mr P & Mrs F Southal Mr C & Mrs P Stacey Mr J & Mrs L Stock Mr P & Mrs G Telford Mr D Thomson Mrs L Thornquist Mr M & Mrs S Tisdall Ms S Tisdall Mr M Tobin & Dr F Reilly Mr R Truesdale Mr S & Mrs L Turner Urban Engineering Solutions Mr N & Mrs S Ulrich Dr T Varghese & Dr L Kurian Dr P & Mrs M Vujovic Mr K Walker Ms L Walker Mr J & Mrs K Warat Dr A & Mrs S Ward Mr A & Mrs D Weeden Reverend P Wetherell Mr C & Mrs K Whip Mrs E Williams Mrs R Williams Mrs E Wilson Mr I Wilson & Ms L Shervey Dr P Wood & Ms C Horbury Mr WA & Mrs A Wright Mr M & Prof R Xavier Mr J & Mrs S Yates Mr A Young Zambelli Family Mr S Zhang & Ms C Shi Mr J & Mrs A Zoppi

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CENTRAL STATION

THE REFURBISHMENT OF THE KATHLEEN LILLEY BUILDING AT THE HEART OF THE SPRING HILL CAMPUS HAS CREATED A CENTRAL HUB WHICH ENCOURAGES ENHANCED STUDENT ACCESS TO TEACHERS. Following the relocation of the library to the Research Learning Centre (RLC) last year, various proposals considered what should be done with the space left vacant. After careful deliberation, it was decided an academic hub for senior staff, teachers and students would be the most effective use of the space.

The Dean of Curriculum and Scholarship, Dean of Studies and Learning Analytics, Dean of Academic Administration and Director of Post-Secondary Planning and Academic Support also benefit from residing in the one building as they share commonalities in their support of students and staff.

With works beginning in October last year, the refurbished building welcomed its new tenants at the start of the school year in January.

Facilities include an administration assistance area, a teacher/student interface built along the front of the building, two refurbished classrooms, three new meeting rooms, staffrooms and lunchrooms and new toilets and showers.

The English and Humanities faculties are now co-located in this building, promoting interdisciplinary collaboration and a culture of inclusion and integration.

Architecture firm, m3architecture — who previously designed the RLC and award-winning Cherrell Hirst Creative Learning Centere —were responsible for the overall design but each faculty space was driven by the faculty themselves.

Facilities Manager Mr Aaron Bowden said faculty staff had strong input into the design of their areas as they decided how the space would best suit their needs, considering factors such as how team members like to work, adequate storage and appropriate shelving space.

As assignment delivery system was also developed and implemented for each faculty which consists of a piece of joinery with collection boxes for individual classes to make the submission and collection of assignments more efficient for both students and teachers, especially during peak assessment periods.

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SUPPORT FOR SPORT

Parents and girls make up the support crew providing important encouragement at water polo games.

WITH 18 COMPETITIVE SPORTS ON OFFER AT GIRLS GRAMMAR, THE ROLE PARENTS CAN PLAY EXTENDS FAR BEYOND THAT OF TAXI DRIVER AND CHEERLEADER. ROWING AND WATER POLO ARE TWO SPORTS THAT OFFER OPPORTUNITIES FOR PARENTS TO GET INVOLVED VIA THE SUPPORT GROUPS THAT WORK BEHIND THE SCENES. Both groups are active in their work organising logistics and supporting girls and coaches. As President of the Rowing Support Group (RSG) Mrs Madonna Hockings says ‘its main objective is to support the School’s rowing programme by providing “parent power”’ and to raise funds to purchase much needed rowing equipment suitable for girls’. Girls Grammar joined the Brisbane Schoolgirls Rowing Association (BSRA) in 1991 and there are now 145 girls making up 26 crews this year.

Water Polo Support Group (WPSG) President Mrs Salliann Powell says the WPSG, which was initially formed by two fathers in 1975, has a similar aim which is ‘to support the club by providing assistance when and where required’.

This tradition continues even more strongly today with support now needed for more than 200 players in 17 teams.

Activities that parents may be involved in through sporting support groups include helping on regatta or game days and at training camps, communication between coaches, managers and parents and fundraising activities to assist in the purchase of equipment and other items to support the programmes.

Support Groups are also instrumental in organising social functions for both parents and girls, including information evenings, the annual Brisbane Girls Grammar School Rowing Cocktail Party and the celebrations at the start and end of the season.

The RSG also prepares breakfast for rowers and coaches during the training and regatta season. The extensive menu has been developed in consultation with an accredited sports dietician to ensure girls have a substantial breakfast after training. Parents really enjoy helping in the kitchen and being a part of their daughters’ rowing journey.

5.20 am: an Early Morning Breakfast team of rowers’ parents ready to prepare breakfast for up to 70 girls.

‘On regatta days, the RSG has its own marquees, which provide a wonderful location for Girls Grammar supporters to gather and enjoy the regatta atmosphere. The Early Morning Establishment Teams (EMETs) are an extremely dedicated band of supporters, fathers and mothers who drop their daughters at the bus, then head for the regatta venue to pitch tents, tie ropes and prepare for the girls’ arrival. It is an incredibly rewarding activity with lots of camaraderie and a sense of excitement as the regatta day unfolds’, said Madonna.

Both Madonna and Salliann agree that being involved through a support group is a great way to become part of the School community.

‘More than 300 people attended this year’s Finals Fever End of Season Celebration. I have formed strong friendships through my time on the WPSG and I will miss it when we leave Girls Grammar, however I know some of the water polo friendships we have made will last a lifetime’, said Salliann.

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GRAMMAR WOMEN PROFILES DR ALISSA WALSH (1992)

FRANCESCA HIEW (2004)

MBBS (Hons), The University of Queensland Currently undertaking a DPhil at Oxford University

Bachelor of Music — Queensland Conservatorium Professional Performance Program — Australian National Academy of Music Fellowship Program — Australian National Academy of Music Violinist, Melbourne Symphony Orchestra

GASTROENTEROLOGIST

SECOND VIOLIN, AUSTRALIAN STRING QUARTET

AFTER FINISHING HER DEGREE, FRANCESCA MOVED TO MELBOURNE TO ATTEND THE AUSTRALIAN NATIONAL ACADEMY OF MUSIC. WHILE THERE, SHE CO-FOUNDED A STRING QUARTET CALLED THE AURIC QUARTET AND SUCCESSFULLY AUDITIONED FOR THE MELBOURNE SYMPHONY ORCHESTRA. SHE COMMENCED WITH THE AUSTRALIAN STRING QUARTET IN 2016.

ALISSA IS A LEADER IN THE TREATMENT OF CROHN’S DISEASE AND ULCERATIVE COLITIS. SHE COMPLETED HER SPECIALTY TRAINING IN GASTROENTEROLOGY AND SUBSEQUENTLY COMPLETED A FELLOWSHIP AT THE JOHN RADCLIFFE HOSPITAL IN OXFORD IN 2007-8.

‘Girls Grammar taught me the importance of hard work, discipline and the rewards that come from these qualities. These are values that have defined and continue to define my professional life. In my year there were many girls who went on to study medicine — this “high achiever” environment is challenging but ultimately drove me to work hard and succeed.’

SPECIALIST

‘I was lucky enough to have teachers — especially the music staff — who made me feel like I was already an adult professional.

In Year 11, a few of us were invited to Government House to watch a concert given by the Australian String Quartet.

It was certainly an experience that made an impression — it was my dream job which is now bizarrely a reality!’

MUSICIAN

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

PURCHASE YOUR PIECE OF GIRLS GRAMMAR HISTORY Fine art prints of ‘Brisbane Girls Grammar School’, a beautiful oil on linen canvas painting by artist and old girl Jan Jorgensen (Goeldner, 1960) are now available for purchase. Mrs Jorgensen has generously agreed to donate twenty per cent of proceeds from the sales to the Brisbane Girls Grammar School Bursary Fund. All prints will be personally signed and titled by the artist.

Renowned as a cityscape artist, Jan Jorgensen regularly exhibits and focuses on revealing the often untold story of the human and architectural faces of inner-city Brisbane. She was commissioned by Brisbane Girls Grammar School in 2015 to paint an artwork to celebrate the School’s 140th Anniversary. Officially unveiled at Grammar Women in the Arts on 15 October 2015, and featured on the cover of the Spring 2015 Gazette, the original painting now hangs in pride of place in the School’s Main Reception foyer.

Two sizes of unframed prints are available:

For payment and collection details please visit www.bggs.qld.edu.au

n Small (30 cm x 40 cm) $200 n Large (38 cm x 50 cm) $300

GRAMMAR GAZETTE

Open Day presents the vibrancy and essence of the School community. It provides a genuine opportunity to spend time with students and staff, enjoy performances, view academic and co-curricular displays and tour the School. Join us to discover why Girls Grammar has been a leader in exceptional scholarship for more than 140 years.

Open Day

Register at www.bggs.qld.edu.au/openday2016

FRIDAY 29 JULY 4PM - 8PM

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

www.bggs.qld.edu.au