Brisbane Girls Grammar School Gazette, Spring 2014

VOLUME

24

BRISBANE GIRLS GRAMMAR SCHOOL / SPRING 2014

IN THIS ISSUE PAGE 04 / A FELLOWSHIP OF MINDS

PAGE 07 / STUDY BUDDIES

PAGE 20 / THE ART OF MATHEMATICS

PAGE 23 / A RICH EXCHANGE

CONTENTS

LETTERS

PAGE 01 /

Last night my wife and I attended the May Concert No 2. A superb evening of first class music, special thanks to the Music Department staff. We are now in our second year of coming to your concerts as our granddaughter (Lauren Mount) is in Year 9. Great musicianship by all with a special well done to the percussion group that was featured in two of the pieces. We are always impressed by the courteous and fine young ladies at your school. They are always helpful and smiling.

FROM THE CHAIR

by Ms Elizabeth Jameson

PAGE 02 /

A LIBERAL EDUCATION

by Ms Jacinda Euler

PAGE 04 /

A FELLOWSHIP OF MINDS

by Miss Rachael Christopherson

PAGE 05 /

FOR THE LOVE OF LATIN

by Josephine Auer (11B)

Kind regards

PAGE 06 /

REG AND LORRAINE HOGAN

READING FOR THE GREATER GOOD

PAGE 07 /

STUDY BUDDIES

by Georgia Petersen (8R) and Caitlin Williamson (11R)

PAGE 08 /

SLOW LEARNING AND CRITICAL CURIOSITY: INFLUENCING THE INFLUENCE

by Dr Bruce Addison

PAGE 09 /

SERVICE RECOGNISED

PAGE 10 /

This is just a quick note to compliment the behaviour of one of your students on a crowded bus this morning.

My guess is you would usually only get complaints, and I would like to balance the ledger.

She was polite, confident and charming.

This was particularly lovely to see as an old girl, a future parent and friend of a number of existing parents.

THE INTRODUCTION OF YEAR 7

Regards

PAGE 11 /

ANN JONES (STEVENS, 1987)

GRAMMAR WOMEN

PAGE 12 /

FIG TREE POCKET OPEN FOR BUSINESS WHEN WINNING REALLY ISN’T EVERYTHING

PAGE 13 /

CELEBRATING LEARNING

by Claudia Gulbransen-Diaz (12L) & Sarvashree Singh (12G)

PAGE 14 /

A JOURNEY THROUGH OPEN DAY

PAGE 16 /

FRIENDRAISING AND FUNDRAISING

by Mrs Lisa Bundock-Smith

PAGE 17 /

FATHERS HAVE A SPRING IN THEIR STEP ALL YEAR ROUND

by Mr Jan Jensen and Mr Yuri Stevens

PAGE 18 /

DESIGN THINKING IN ACTION

by Mr Shane Skillen

PAGE 20 /

THE ART OF MATHEMATICS

by Ms Maggi Gunn

PAGE 21 /

MATHS OUTSIDE THE CLASSROOM

PAGE 22 /

A SHARED QUEST

by Ms Emanuelle Jones INTERNET EXPLORER WINS FIRST PRIZE

PAGE 23 /

A RICH EXCHANGE

by Olivia Dalton (9G)

PAGE 24 /

A TAPESTRY OF SUPPORT

by Ms Lea Walker

PAGE 26 /

OLD GIRLS/ALUMNI

by Mrs Claire Tynan

PAGE 28 /

OPERA EXPRESS

Thank you so much for another great art walk! Such a great way to see and learn about art — and wonderful events to share with my daughter.

KERRYN NEWTON Wow that’s fantastic! What a great awareness campaign and a huge amount of money! Well done and thank you. I live in Brisbane and have had breast cancer and a friend has just been diagnosed - so it’s all so worthwhile to keep raising funds for the researchers so we can find a cure.

KAREN ALLEN Well done to @BGGS Ashley McGregor 1st Place in @YoungICTExplore for her web app girls for girls #YICTE #techgirl pic.twitter.com/waJ2SYBfGh NATHAN BEVERIDGE ‫@‏‬nathanbeveridge Aug 9

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FROM THE CHAIR was introduced, has there been such a significant change for our School community.

AUTHOR

Ms Elizabeth Jameson Chair of the Board of Trustees (Head Girl, 1982) ‘THE SECRET OF CHANGE IS TO FOCUS ALL OF YOUR ENERGY NOT ON FIGHTING THE OLD, BUT ON BUILDING THE NEW.’ - SOCRATES It is with a sense of tremendous excitement and anticipation that I, and my fellow members of the Board of Trustees, contemplate what lies ahead for our great school and its students and families. As a former Girls Grammar student myself, I have witnessed, and been involved with, many of the School’s major milestones over the past 30 years. It has been heartening to see the way the Girls Grammar community has adapted to change, embracing the new opportunities and possibilities afforded by decisions such as the acquisition of our own sports campus at Fig Tree Pocket and the appointment of a new Principal, Ms Jacinda Euler, last year. The School’s strength, resilience and integrity have shone through with each of these changes. So it is with confidence that we move into our next era and embrace the introduction of our first cohort of Year 7 students in 2015. Not since 1964, when ‘2nd Form’ (or Year 8)

When our newest students enter through the picket fence on Gregory Terrace in January next year, they will officially become part of a school that is rich in history and tradition and values the joy of learning, modern ideas and thoughtful insight. The introduction of Year 7 into the School has provided a real chance for us to reflect on those values and philosophies that define a Girls Grammar education, and that have steered us smoothly through our times of change and progress.

Coinciding with this momentous occasion, in 2015 we will celebrate our 140th year. This will commence with the opening of our leading-edge Research Learning Centre, with its dedicated Year 7 outdoor area. It is this delicate balance between the old and new that signifies our School’s belief that a contemporary way of learning and teaching can be achieved while invoking the spirit that has characterised the School for almost 140 years. While our buildings and people may change, our commitment to a high standard of education that enriches and develops girls remains steadfast. The Board is ever mindful of this ethos of exceptional scholarship — inside and outside the classroom — as it looks ahead and works to ensure future generations enjoy the continued longevity of Brisbane Girls Grammar School.

I thank you for your ongoing support and do hope you will join me in welcoming the new, and honouring the old, in 2015.

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A LIBERAL EDUCATION

AUTHOR

Ms Jacinda Euler Principal FEDERAL EDUCATION MINISTER CHRISTOPHER PYNE’S BELIEF THAT THE STUDY OF CLASSICAL LANGUAGES IS ‘A VERY, VERY GOOD THING TO DO’ (SCOTT, 2014) AND THE GOVERNMENT’S RECENT DECLARATION OF SUPPORT FOR THEM IN THE SCHOOL CURRICULUM HAS AGAIN INSPIRED DEBATE ABOUT THE RELATIVE WORTH OF DIFFERENT SUBJECTS AND DIFFERENT LANGUAGES, AND RAISES THE QUESTION ABOUT WHAT CONSTITUTES THE ‘BEST’ EDUCATION. At Girls Grammar we remain committed to a liberal education that is characterised by compulsory participation in a broad curriculum, the development of higher-order thinking skills and systematic curiosity to inspire joy in learning for its own sake. We prepare Grammar girls to enter the world as young women equipped intellectually with a strong sense of freedom; free to challenge prejudice and dogma, free to assert their own views and free to wholeheartedly appreciate the great cultural gifts of our world without always needing to deconstruct and to gain utility from them.

Since 1875 Girls Grammar has continued to offer a broad approach to education designed to nurture exceptional scholarship. Yet, from its earliest days decisions have

had to be made about what subjects and methods of teaching would best support this. The dismissal of our Lady Principal, Miss Eliza Fewings, in 1899 was at least partly to do with competing beliefs about what constituted a grammar education. Samuel Griffith, Chair of the Board of Trustees at the time, was, as Erica McWilliam observed ‘an ardent classicist’ and ‘sent his children to the two grammar schools, so the keenness of his investment in their broad character and also their inner workings was undeniable’. Miss Fewings believed in the centrality of dressmaking and millinery to a young woman’s education and said: ‘I always wished to make sewing ‘honourable’.

In a letter to the Brisbane Courier, however, Griffith wrote: ‘… it appeared that her ideas and ours as to the nature and scope of a girls’ grammar school were radically different’ (McWilliam, 2013, p. 29).

The introduction of Year 7 in 2015 has opened up the discussion once again — what subjects, what curriculum (some mandated by the Australian Curriculum) and how much time is to be allocated to which subjects.

More importantly, how do we develop the thinking skills and learning habits that provide the educational platform for a Girls Grammar education? Latin has been taught continuously for 139 years; at times it has been compulsory, at others optional. From 2015 all Year 7 students will be provided with a foundation in Latin

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and students in Years 7 and 8 will take Philosophy of Learning, a subject designed to encourage a growth mindset and develop the ability to think. Finding a balance between often competing views about the value and worth of subjects and learning experiences continues, and has been, a characteristic of our school since its beginning. Professor Guy Claxton reminds us that education is essentially a moral enterprise. ‘Whether overtly or covertly, every aspect of a school system is riddled with value judgments about what is worth knowing, and what kinds of young people we are trying to turn out’ (Claxton, 2012).

Our concept of a broad-based liberal education seeks to balance two important traditions: critical inquiry in pursuit of truth and an appreciation and celebration of inspiring ideas and cultural achievement. The ability to think critically, to question and to not simply ‘swallow undigested’ the information before us is an important skill. We teach critical literacy, visual literacy and media literacy, which is particularly important for girls to understand and deconstruct images and ideals of girls and women presented to them in modern society. Just as society is eternally evolving, so too will our concept of a liberal education continue to evolve, but it will always be founded unashamedly on our tradition of intellectual rigour and confronting new frontiers with confidence.

Scholarship is the intellectual endeavour of learning how to think. A broad liberal education, within a learning environment that enlivens curiosity and nurtures in all students a love of learning, encourages girls to wrestle with ideas and reflect upon their own beliefs and prejudices. Education must not only develop the skills of critical thinking, problem solving and deductive reasoning, it must also open our minds to creativity and possibility. As we move toward our 140th year, and the introduction of Year 7, Girls Grammar continues to balance the traditions of critical inquiry in pursuit of truth with an appreciation and celebration of inspiring ideas and cultural achievement. Together, they increase the capacity of Grammar girls to not only understand the world but also to shape it and contribute to it — with wisdom, imagination and integrity.

REFERENCES Claxton, G. (2012). Virtues of uncertainty. Aeon. http://aeon.co/magazine/ society/guy-glaxton-educat ion-morality-character/ McWilliam, E. (2013). Educating GIRLS. Australia: University of Queensland Press.

Scott, S. (2014). Education Minister Christopher Pyne defends Latin class push. The Courier Mail. http://www.couriermail.com.au/news/ queensland/education-minister-christopher-pyne-defends-latin-classpush/story-fnihsrf2-1226961867597

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A FELLOWSHIP OF MINDS with my most memorable experience being readings and discussion with former Poet Laureate Professor Andrew Motion.

AUTHOR

Miss Rachael Christopherson English teacher

‘ … [the] morning when the wheels Rolled over a wide plain o’erhung with clouds, … nothing cheered our way till first we saw The long-roofed chapel of King’s College…’

‘I was the Dreamer, they the Dream; I roamed Delighted through the motley spectacle; Gowns grave, or gaudy, doctors, students, streets, Courts, cloisters, flocks of churches, gateways, towers: Migration strange for a stripling of the hills, A [southern] villager.’

From The Prelude: ‘Residence at Cambridge’ — William Wordsworth (1770 – 1850), 1850 ed.

WHAT IS IT IN CULTURAL HISTORY THAT INFLUENCES PEOPLE’S MINDS AND VALUES? Professor James Basker asked this question and his answer was literature (2014).

The poet P B Shelley believed that it is the poets who are, ‘the legislators of the world’ (1840). For me, I support Professor Peter Holbrook’s notion that ‘writers are the liberators; without writers we are not free’ (2013). I found myself privileged to have the opportunity to take pause from the busy-ness of Girls Grammar and spend a week at Cambridge University closely reading and discussing the poetry and prose of English and American authors — and the experience was indeed enlightening, stimulating and liberating.

Our site visits involved private tours with the librarians of some of Cambridge’s great libraries: The Wren Library (Trinity College), The Parker Library (Corpus Christi College) and the College libraries of St John’s, St Catharine’s and Newham College. In these historic halls we leafed through the vellum pages of illuminated manuscripts and Elizabethan texts, as well as poring over the scribblings of A.A Milne’s original manuscript of The House at Pooh Corner, Isaac Newton’s pocketbook (recording not only his innovative ideas but also his daily spending on candle-sticks, ink and tea!), and J.R.R Tolkien’s WWI letters to his fellow scholars. The lunch breaks each day provided me with the opportunity to visit The Polar Museum, Fitzwilliam Museum of Art and Antiquities and the Whipple Museum of Science, as well as a tenth century Norman Church, a ‘haunted’ bookstore, and many of the renowned College chapels.

In each of these places I was learning, absorbing information, and like having a whirring whirlwind above my head, I was developing ideas for teaching on my return to Girls Grammar.

Walter Pater wrote, ‘The service of … speculative culture, towards the human spirit, is to rouse, to startle it to a life of constant and eager observation’ (1873) and this was certainly the outcome of my Cambridge

This year’s Oxbridge Academic Teachers’ Seminar Programme at Cambridge University offered four subject strands: English Literature, Art History, Libraries, and History, and the course combined the rich culture of Cambridge University with the academic rigour of intensive subject focus. Participants from Australia, Canada, China (Hong Kong), France and the USA engaged in stimulating and animated discussions.

I studied with the English Literature class and our supervisor was Dr Michael Hurley, Head of English Faculty, Cambridge University and Fellow of St Catharine’s College.

The Oxbridge Academic programme’s vision of, ‘[bringing] teachers into direct contact with leading scholars, writers, and public figures, in an historic and stimulating environment, surrounded by cultural and academic resources’ was certainly realised at Cambridge.

Lectures included presentations by Professor James Basker: ‘How poets helped end slavery’; and Professor Michael Banner: ‘Inventing and Representing Suffering’,

Miss Rachael Christopherson at Newham College Library, Cambridge University.

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experience. The School’s support for a staff academic experience of this nature is certainly a reflection of the Girls Grammar aspiration: To be a leader in exceptional scholarship. The School clearly recognises that this involves the continual professional development of the academic staff, beyond the sometimes brief engagement of short seminars and conferences. I look forward to sharing my experiences, new knowledge and subsequent ideas with my students, colleagues and the wider Girls Grammar community.

REFERENCES Basker, J. (2014, July 8). How poets helped end slavery’. Oxbridge Academic Teachers’ Seminar Programme. Cambridge University Holbrook, P. (2013, July 7). Tradition, authority and innovation in literacy teaching and learning. AATE/ALEA Joint National Conference.

Presented Queensland University of Technology. Brisbane.

Girls Grammar students also visited Cambridge as part of the Oxbridge Academic Programme, combining study with cultural experiences such as punting on Cambridge River.

Pater, W. (1873). Studies in the History of the Renaissance.

Shelley, B. (1840). A Defence of Poetry. In Edward Moxon (Ed.), Essays, Letters from Abroad, Translations and Fragments. London.

FOR THE LOVE OF LATIN AUTHOR

Josephine Auer (11B) THE RECENT FEDERAL GOVERNMENT PUSH to include the teaching of classical languages such as Latin in the national curriculum has become a contentious issue. Banner headlines in The Courier Mail mocked the proposal and newspaper commentary argued it was ‘patently absurd’ to teach an ’extinct language’ (Chilcott, 2014) such as Latin in our schools. As a Latin student of four years I could not disagree more strongly. I agonised over choosing Latin for senior studies despite it being one of my favourite junior subjects. Should I do a subject more directly related to my future career aspirations?

Was Latin ‘useful’ enough? In the end, I followed my passions and have not regretted my choice for a moment.

The study of Latin is a mind-expanding opportunity to immerse oneself in the culture of Ancient Rome whilst enhancing metalinguistic awareness. Latin is the foundation of so many modern languages and knowledge of its roots and prefixes is invaluable when guessing the meaning of unfamiliar words in English. The complex grammar system teaches the principles of cases and tenses, benefiting other language studies. Understanding even complex scientific and legal terms is a breeze with a Latin background. Moreover Latin’s intellectual rigour has fostered a precision in my reading of important texts and an improvement in the accuracy and syntax of my written English prose. But most importantly Latin is a genuinely absorbing and fun subject to study. As there is a large degree of flexibility in the assigning of word order, words must be translated very carefully in the context of tense, voice, number and mood. Verbs are particularly diverse with some having over one hundred

forms that must each be interpreted in a different way!

With the analysis of classical texts, things get even more interesting. Ancient writers often left out words or changed word endings just to make their sentences flow better, making translation an engrossing challenge for the modern reader. So, I believe Education Minister Christopher Pyne should be applauded for encouraging the revival of Latin teaching in our schools. The study of Latin promotes a good mind and as the Roman philosopher Seneca recognised, ‘a good mind possesses a kingdom’.

REFERENCES Chilcott, T. (2014, June 20). Fail Caesar. The Courier Mail. [News ]. 9.

Seneca, L. A. (1929). Thyestes (Vol. 2). (F. J. Miller, Trans.) London, United Kingdom: William Heinemann.

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Eilish McDiarmid (10M), Emma van Baarle (10M) and Kiara Horton (10L) supporting Indigenous Literacy Day.

READING FOR THE GREATER GOOD A LOVE OF READING CAN OFTEN BE A VERY PERSONAL PASSION. GENERALLY, READING IS A SOLO ACTIVITY AND WHAT MAY BE ONE PERSON’S PAGE-TURNER MAY BE ANOTHER’S SLEEPING AID. THE LIBELLUM SOCIETY AT GIRLS GRAMMAR AIMS TO NOT ONLY PROVIDE A FORUM WHERE A LOVE OF READING CAN BE SHARED, BUT ALSO ONE WHERE THE BENEFITS OF LITERACY AMONG THE STUDENT POPULATION, AND THE WIDER COMMUNITY, ARE PROMOTED. Since its inception thirteen years ago the Libellum Society has run numerous activities which also involve a service element. Through its fundraising activities, the Society supports the Indigenous Literacy Foundation which aims to raise literacy levels and improve the lives and opportunities of Indigenous Australians living in remote and isolated regions. This is done by providing books and literacy resources to Indigenous communities and raising broad community awareness of Indigenous literacy issues.

The club’s support of this cause closely aligns with the Uralla Club, a new Service group formed in 2014.

This group was created by students with an aim to raise awareness of Indigenous issues including the gap in education between the Indigenous community and other groups. The link between low literacy rates and poor outcomes, not only in education but also in all aspects of life for Indigenous Australians, can not be denied, and the girls are seeking to raise awareness of these devastating impacts.

in support of Libellum’s charity, known as the ‘Legacy of Literacy’. These books are then onsold at Libellum events with funds raised going to the Indigenous Literacy Foundation. The Club also runs themed Readers Cafes, the Books2Devour competition which invites students and staff to create book-themed cakes, and publishes a suggested reading list on Moodle (student intranet).

A love of reading shared and used in such a positive way is a powerful tool that opens up worlds and opportunities never before imagined.

To celebrate Indigenous Literacy Day in September students and staff were invited to contribute to a Literacy Tree. Building on this year’s theme Let’s branch out to enhance literacy — help grow our tree of literary support donations ‘bought’ the right to write the name of their favourite book on a leaf and add the leaf to the tree which was displayed in the library (pictured right).

Over the past couple of years, the Year 12 cohort has been invited by Libellum to donate secondhand books

The Libellum Society’s Literacy Tree raised funds for the Indigenous Literacy Foundation.

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STUDY BUDDIES

GEORGIA PETERSON (8R) AND CAITLIN WILLIAMSON (11R) HAVE BEEN WORKING TOGETHER AS PART OF THE SCHOOL’S VOLUNTARY STUDY BUDDY PROGRAMME WHICH PARTNERS YEAR 8 STUDENTS WITH A YEAR 11 MENTOR. ACTING AS A ROLE MODEL FOR GOOD STUDY HABITS, THE OLDER STUDENTS ASSIST THE YOUNGER GIRLS WITH THEIR ORGANISATION AND TIME MANAGEMENT SKILLS AND WITH DEVELOPING CONFIDENCE IN STUDY ROUTINES. Georgia:

Caitlin:

I became involved with the Study Buddy programme as I thought it would be interesting and helpful to receive some help from a senior girl who has had experience at Girls Grammar, and also to get some studying tips.

I got involved in the Study Buddy programme because I thought I could pass down the experience I gained over the years at Girls Grammar to help someone just starting out.

So far Caitlin has helped me with my English poetry oral, colour coding my timetable and sorting out my school diary. Caitlin has also given me some advice with subject selection and writing study notes.

We usually meet at about 7:30 on a Thursday morning in the library, and we usually confirm the session the night before by text. There’s no pressure on how often we meet, so sometimes if either of us are busy we will just skip it until the next week.

The best thing about having a study buddy is she is somebody to go to if I need help for a subject or any other advice about school.

I would definitely recommend this programme to other students because it has been very helpful knowing a Year 11 girl who is always there to help.

fter doing the training on Moodle (student A intranet) I found that I could help with mostly everything as I remembered it from Year 8.

Before we meet, I usually go onto the Moodle page and find some of the worksheets we haven’t done yet. If Georgia arrives with questions about her school work we work through that first then we move on to the organisation and time management side of things.

I feel like I have helped Georgia and encouraged her to do the best she can and work well within the Girls Grammar environment. Georgia is such a lovely girl and I really enjoy seeing her on Thursday mornings for our sessions. She is always so willing to learn and try out new things as well as always turning up with a smile on her face.

I believe it is a truly rewarding programme to be a part of. It helps break down the barriers between grades and it helps a younger girl who has just come to Girls Grammar ‘find her footing’, which I think is the most important thing.

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SLOW LEARNING AND CRITICAL CURIOSITY: INFLUENCING THE INFLUENCE EVERYTHING DEPENDS ON THE LENSES THROUGH WHICH WE VIEW THE WORLD. BY PUTTING ON NEW LENSES, WE CAN SEE THINGS THAT OTHERWISE WOULD REMAIN INVISIBLE. (PALMER, 2007, P. 27). model curiosity and wonder. Role modelling inquisitive curiosity is only as far away as an intelligent search and robust discussion resulting from such a search. ‘What if’ and ’maybe’ questions are ways in which to pivot this readily accessible information with agility and purpose.

In doing this, the home becomes a natural extension of the school or, more importantly, the school becomes a natural extension of the home.

AUTHOR

Dr Bruce Addison, Dean of Curriculum and Scholarship It is difficult to talk about education without talking about change; such is the nature of the revolution currently occurring in our classrooms. We are seemingly more connected yet at the same time we experience layers of distraction hitherto unknown. This reality requires refreshed skillsets from all of those committed to the educational compact: teachers, students and parents. Curiosity must be the currency of the digital economy. All those involved in education must become unashamed curators of curiosity. Deep thinking, slow thinking and critical thinking must be the bedrock upon which genuine curiosity rests. So often this is denied by the ease of a screen flick or the next mouse click.

Digital connectivity has pivoted our concept of meaning making, in the process blurring many boundaries. None have blurred more in recent years than that between the home and the school.

Role modelling curiosity and wonder are the ways in which parents can deepen learning on the home front and neutralise, in part, the challenges associated with information overload, digital invasiveness and distraction. Instead of bemoaning computer use or abuse, a more proactive strategy would be to role

The challenge for teachers in such an environment is to role model wonder and the skillsets associated with reflective slow learning. This requires much skill and careful planning to ensure that ‘information’, in its many guises, is processed, questioned and assimilated.

For deep understanding to emerge, linkages must be made and nuances challenged. We must be prepared to view information through such lenses if we are to gift effective meaning making to our students. Educators must utilise nimbly the various digital portals available so both students and parents can access remotely the curriculum, in a content and skills sense.

Distractions, both digital and mind-based, are the antiheroes of slow learning. As Daniel Goleman in his new book Focus: The Hidden Driver of Excellence notes, ‘deep thinking demands sustaining a focused mind. The more distracted we are, the more shallow our reflections’ (2013, p. 18). It may very well be that we have to teach our young people how to mine the deep fissures of productivity between distractions! This may well be the essence of an emerging twenty-first century pedagogy in which pedagogues acknowledge reality rather than constantly battle against it.

In a contemporary world as shallow as the next media grab, pondering, wondering and slow learning assumes an even greater importance. Role modelling criticality of thought is a skillset that must be at the fore of twentyfirst century teaching and parenting — this will become even more crucial as information continues to balloon exponentially. Our pedagogy must continue to develop so that our students learn and embrace criticality purposefully and unashamedly. Noted pedagogue Max van Manen mused some time ago that ‘pedagogy is concerned with influencing the influence’ (1991, p. 17).

Pedagogues (teachers and parents) must not be afraid of the relational role modelling that is demanded of them and, in turn, influence the learning of our most precious resource — our children.

REFERENCES Goleman, D. (2013). Focus: The Hidden Driver of Excellence. New York: Harper Collins.

Palmer, P. (2007). The Courage to Teach; Exploring the Inner Landscape of a Teachers Life. New Jersey: John Wiley and Sons. van Manen, M. (1991). The Tact of Teaching: The Meaning of Pedagogical Thoughtfulness. Ontario: The Althouse Press.

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SERVICE RECOGNISED

Order of Australia Association Secondary Schools Citizenship Award recipient Anna McArthur-Dowty (11R) speaks with Uncle Albert Holt at the Diversity Day forum organised by the Uralla Club and the International Studies Faculty.

YEAR 11 STUDENT ANNA McARTHUR-DOWTY (11R) has received an Order of Australia Association Secondary Schools Citizenship Award for her outstanding contribution to service activities at Girls Grammar.

As a Year 10 student in 2013, Anna had a strong vision of making a difference to the lives of Australia’s Indigenous people. With the support and advice of her teachers and a few close friends, in particular Josefine Ganko (11R), Anna has been working hard to achieve this goal.

Anna’s campaign began with a confident presentation to the School assembly and with ongoing determination she prepared an article outlining her perspective and inspiration for starting the Uralla Club, a group focused on raising awareness of Aboriginal and Torres Strait Islander peoples’ culture and the issues they face.

In her Perspectives article in BGGS News, and also published in Insights, 2013, Anna wrote about her fervour and conviction in relation to helping Indigenous Australians:

to speak to the Year 10 cohort on a curriculum related topic.

In 2014 the Uralla Club has worked with the Student Council to support the School Charity for the year.

Anna and her peers hope that Girls Grammar students will be able to contribute to closing the gap for our First Nation people. Under Anna’s leadership, members of the Uralla Club are learning much about the enormity and significance of this task.

The Order of Australia Association Secondary Schools Citizenship Awards were inaugurated in 1999 and are designed to foster pride in Australian citizenship.

They are presented to those Queensland secondary school students who have demonstrated outstanding service to their schools and to their communities. In 2014 the awards were presented by His Excellency the Honourable Paul de Jersey AC Governor of Queensland at Parliament House.

Without sounding like some kind of youth crusader, I want to make a difference and I want to effect change. Gandhi said, ‘Be the change you want to see in the world’. In my lifetime I want to see the closing of the gap between Indigenous and non-Indigenous Australians, and I want to see real reconciliation between the two groups. I can’t wait around for someone else to do it and I can’t wait until I grow up.

So, I’ve resolved to act now.

Anna sought inspiration from similar clubs at nearby schools and then presented a proposal to the Principal outlining her aspirations for the club. Not overlooking the interest in and relevance of these issues to her classmates, Anna arranged for an Aboriginal Elder

Service Captains Amy Hancell (12B) and Eugenie Smith (12M) with Uralla Club Student Leaders Anna McArthur-Dowty (11R) and Josefine Ganko (11R).

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THE INTRODUCTION OF YEAR 7

27 JANUARY 2014 WILL MARK A NEW CHAPTER in the School’s history as we welcome our first Year 7 students and their families to the Girls Grammar community.

Years of thoughtful planning and careful preparation have gone into ensuring we are ready for the changes and opportunities their arrival will bring.

Becoming a part of the School family begins well before the first day of School. Many of our incoming Year 7 and 8 students attended this year’s Open Day and it was wonderful to see so many enthusiastic faces exploring the School grounds and asking questions of their soonto-be teachers and fellow students.

I am extremely excited about attending Brisbane Girls Grammar School in 2015. I am most looking forward to the music programme and meeting new friends. I am amazed to see the results and opportunities the girls achieve and are given.

This makes me so proud to be given the chance to attend such an incredible school. — Emily, age 12 (pictured above)

to seeing our youngest students making the new Research Learning Centre’s dedicated outdoor Year 7 space their own from next year, embracing — and being embraced by — the School.

Next year I am coming to BGGS as a Year 7, for my first year of High School. I am really looking forward to coming because I used to go to gymnastics training at the Girls Grammar Gym Club when I was younger and I thought the school looked huge, but inviting.

On interview day and Open Day the teachers and students were really polite and welcoming towards me. I am also very excited about my house (Mackay) because Ms Jans told me that they are very committed and hard-working but everyone still has a lot of fun as well. I am looking forward to the arts (music, art, drama and languages) programmes and the sporting programme because it looks very interesting and exciting. I can’t wait until Year 7! — Michaela, age 11

The Year 7 curriculum has been designed as a foundation for a six year Girls Grammar experience, grounded in the School’s broad-based liberal education philosophy. Already students have had a taste of the diverse offerings and individual focus at the School through making their language subject and music selections.

Adjustments have been made to our co-curricular programme to ensure our newest girls are able to pursue their interests by participating in the arts, sports, music, drama and service activities. We look forward GRAMMAR GAZETTE

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GRAMMAR WOMEN

IN 2014 THE GRAMMAR WOMEN SERIES WAS LAUNCHED TO PROVIDE A PLATFORM FOR ALL MEMBERS OF THE SCHOOL COMMUNITY TO CONNECT PROFESSIONALLY AND SOCIALLY, WHILE CREATING NATURAL NETWORKING AND MENTORING OPPORTUNITIES. THE FORMAT RECOGNISES THE ACHIEVEMENTS AND KNOWLEDGE OF OUR ALUMNI, AND INVITES THEM BACK TO SHARE THEIR EXPERIENCES AND STORIES. Building on the success of the inaugural Grammar Women event Breaking down the Boardroom Door, held to celebrate International Women’s Day in March, three more events completed the series for 2014.

A diverse group of old girls and friends of the School enthusiastically shared their insights as panellists and moderators for the Grammar Women in the Arts, Grammar Women Entrepreneurs and Grammar Women in Finance and Law discussions.

Audience members from the Girls Grammar community heard from inspiring old girls, as they shared their stories about how they are contributing confidently to their world in a variety of ways, but with the common themes of wisdom, imagination and integrity. There is so much to be gained by joining forces, asking questions, listening to others and taking inspiration from their success. The series will continue in 2015.

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FIG TREE POCKET OPEN FOR BUSINESS (AND COFFEE!) THE FIG TREE POCKET CAMPUS continues to develop into a wonderful home ground for our girls and their families and supporters. In August, the canteen, featuring a commercial kitchen, was opened. Run by the Parents & Friends (P&F) Association it provides food and drinks for home games and other events with a menu including coffee (the real stuff!), tea and other hot and cold drinks, toasted sandwiches, bacon and egg burgers and packaged snacks. The canteen is a welcome addition to this campus, which has quickly become a well-loved home ground for the girls.

WHEN WINNING REALLY ISN’T EVERYTHING AS A NATION THAT IS WIDELY RENOWNED AS ‘SPORTS MAD’, the focus on winning can often overshadow the many benefits of participation in sport. While we celebrate our successes on the sporting field and acknowledge the important role competition can play, we know that for every athlete aiming to make it first over the finish line, there is yoga lover who thrives on the stillness and calm a yoga session provides.

Removing the competitive aspect from a sport does not reduce the many benefits of participation. From social and leadership skills, confidence building and making health-conscious decisions, getting involved in recreational sport has many positive impacts on character development and well-being.

As a modern school, it is important that we keep pace with changing trends and interests in all areas of school life. Our sports programme includes lifestyle activities such as yoga, pilates, rock climbing, aqua aerobics, fitness, and weights and conditioning to ensure that girls of all sporting abilities are encouraged to take part in

programmes that promote health and fitness. The girls involved embrace these activities as enthusiastically as any of their more traditional counterparts. Sometimes their competitive streak can even be ignited, as demonstrated by old girl Lucy Stirling (2010) whose passion for rock climbing led to her being named the 2014 Australian Open Womens Champion in sport climbing. Whether it be a new friendship formed or a personal goal reached, the benefits of participation will always ensure a winning result.

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CELEBRATING LEARNING

AUTHORS

Claudia Gulbransen-Diaz (12L) and Sarvashree Singh (12G), Head Girls 2014 OPEN DAY is the one event that focuses every participant’s attention on the myriad of educational opportunities at the School. It is the vibrant atmosphere that inspires us all to engage in the opportunities on offer. Simply walking through the grounds on Open Day is a testament to our life-wide love of learning. Whether it is the water polo girls displaying their absolute love for their sport, the dancers mesmerising the audience with their performances, the girls from Years 8 to 12 working together to sell the famous Gibson strawberries and ice cream or the Antipodeans Abroad girls preparing for their community service adventure, Open Day is the one occasion where the wider-community bears witness to everything that a Grammar girl loves and learns. It is the one occasion where it is truly evident that there is something for everyone to love at Girls Grammar.

The breathtaking art displays, drama performances, service initiatives and of course, a taste of our academic endeavours, paints a very intricate picture of each girl’s love of learning.

The commitment, excitement, and curiosity that our future Grammar girls demonstrated on Open Day was truly heart-warming. During a Questions and Answers forum, experiencing their sense of wonder with our world was particularly moving, as they questioned whether they, too, would be allowed to wear the ‘pretty skirts’ — what a lovely way to describe our school uniform! Open Day is certainly a reflection of the School’s endeavour to foster a love of learning in the students.

This event perfectly exemplifies the 2014 motto: Above and beyond with the Grammar bond.

The countless stalls scattered around the campus, the unmistakable scent of the Fathers Group sausage sizzle, the twinkling fairy lights in the gardens and the buzz of both current and prospective students are just some of the things that have come to define Open Day. However, what truly makes this evening extraordinary is that it is a showcase of the collective efforts of all members of the Girls Grammar community. Whether that means sharing their knowledge and enthusiasm with future Grammar girls, conducting tours, staffing a stall or, for us, speaking to prospective parents and daughters, the night is a representation of the girls’ effort to provide insights into the essence of the Girls Grammar experience.

Although this is a particularly demanding period of high school for the Year 12s, it is important that we remember to cherish the last moments we have with each other before we step into the wider world. We face our future with the confidence and knowledge that we are prepared, and even eager, for new learning experiences. Above and beyond with the Grammar bond encapsulates the very ideals that have shaped us into curious thinkers, confident young women and individuals who will ultimately make our contribution to the world. We have come to understand ourselves, as well as the people and environment surrounding us. An open mind, a willingness to learn and strong friendships will support us through life beyond school, with the comfort of always knowing that ‘Once a Grammar girl, always a Grammar girl’.

In the classroom, this attitude is apparent on a daily basis, where girls are always encouraged to think critically and search for deeper meanings, which means that thought-provoking class discussions are a regular occurrence. For our past five years, the dedication of the staff and their commitment to learning, has played a crucial role in motivating our imagination and wisdom. Furthermore, this mindset is promoted across many areas of the School — in the Outdoor Education Programme at Marrapatta, music, sport, and service. No matter what the area of learning, girls are inspired to go above and beyond.

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A JOURNEY THROUGH OPEN DAY

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FRIENDRAISING AND FUNDRAISING

Kylie Ganko and Debra Franks help out on the Mothers Group stall at Open Day.

AUTHOR

Mrs Lisa Bundock-Smith, President, Mothers Group NEW BEGINNINGS ARE ALWAYS HARD, especially at a School which encourages a girl’s independence. When my daughter arrived at Girls Grammar in January 2013, I felt a little adrift. I had always been involved with her schools both in an emotional and community sense. Eager to fit in to my new ‘home’ I searched out a support group to be involved with and found Mothers Group, a sub-committee of the P&F Association which is open to all mothers of current Grammar girls. We meet at the School two or three evenings a term and anyone is welcome to attend and contribute to our discussions. We have two objectives: that of friendraising and fundraising, all in the context of supporting our daughters, their teachers and the wider School community.

In order to meet our ‘friendraising’ objectives, Mothers Group undertakes a number of social functions throughout the year. The majority of these are Year Level Mothers Dinners, organised by the School and conducted on-site with Mothers Group facilitating the ‘meet and greet’ aspect of the functions, ensuring happy welcoming faces at all events. These functions provide the opportunity for staff to present short but informative talks on a range of topics, this year ranging from cyber safety to helping your daughter to study effectively.

Additionally, a number of Mothers Group functions for both parents were organised off-site by individual Mothers Group Year Level Co-ordinators.

The other major role of the Mothers Group is to support the service activities of our daughters and other

students. In May, Mothers Group hosted the Mother Daughter Dinner and Debate with funds benefitting the National Breast Cancer Foundation. In September, the Spring Luncheon at Victoria Park Golf Course, supported by Audi Centre Brisbane was held. All monies raised from this event were donated to the Uralla Club and the Second Chance Programme, two of the causes chosen by the girls. Additional initiatives saw us raising funds for Ovarian Cancer Research, Antipodeans Abroad and the Fig Tree Pocket Campus Development. Three teams of Mothers Group members joined staff and girls in raising funds for Steptember.

Our intention is to pass on all monies raised through these events to the Girls Grammar Service Captains who, combined with their own fundraising totals, will be able to make a generous donation to these very worthy causes on behalf of all of the girls. In doing this, we will have been role models for our daughters and assisted them in being able to support others.

Many months on I am still enjoying my involvement with Mothers Group. I have made new friends and taken on challenges that I never dreamed of — including speaking to the entire School on assembly — all the time with genuine, appreciated support from the School. My daughter is still happy to see me involved in her life and up and around at her School. I am, along with the rest of the mothers, looking forward with enthusiasm to 2015 as it promises to be bigger and brighter as we get together again on the second Monday night of the month to do what we do best — that is, support our girls.

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FATHERS HAVE A SPRING IN THEIR STEP ALL YEAR ROUND

AUTHORS

Mr Jan Jensen, President (pictured inset) and Mr Yuri Stevens, Vice President (pictured fourth from left), Fathers Group SPRING IS ABUZZ and efforts have turned to more energetic pursuits than in the previous months of the Queensland winter. For the Girls Grammar Fathers Group, however, Spring ‘busy-ness’ occurs year round with an annual programme of projects and events, planned well in advance of the current school year. This is where the success and camaraderie of the Fathers Group begins.

A mixed bunch of dads from varying professional, social and cultural backgrounds and with daughters across all year levels, contribute their bit to enhancing the secondary school experience of our girls. Some fathers take on official roles, others lend a hand where and when they can, but all those who become part of the group share the special experience of demonstrating to their daughters that ‘getting involved’ is so much more than just ‘doing a job’. Every Girls Grammar father is automatically a member of the Fathers Group. Cost of membership is a ‘can do’ attitude.

The Fathers Group 2014 programme has been full and varied and has offered many opportunities for fathers to pitch in. One project tackled in the first half of this year was landscaping and other improvements for the Year 7 campsite (built in 2013) at our Marrapatta Outdoor Education Centre.

Open Day was another opportunity for fathers to socialise while raising funds through the sale of burgers and ‘sangers’ at the Fathers Group BBQ. A raffle prize of a wheelbarrow of goodies also created a convivial

atmosphere around the BBQ. Winner Leo Nunnick now has no excuse for not doing yard work. Many thanks to BBQ Captain/Coordinator Stephen Mungomery and raffle prize organiser David Ruddell.

Another fundraising innovation was the creation of a piece of classic furniture in the form of a coffee table crafted by ‘The Gepetto Brothers’ (aka your correspondents) from a previously felled Marrapatta red hardwood tree. Academic staff member and old girl, Miss Jane Martel was the lucky winner and it now takes pride of place in her living room.

The Father Daughter Dinner was a major highlight of the Fathers Group calendar and an opportunity to learn more about the education and development of our girls.

Guest speakers Dr David Gordon, the original Fathers Group President and his daughter Head Girl (1978) and first Marrapatta Director, Mrs Susan Lanham provided engaging insight into the founding days of the group and the early years of Marrapatta. Attendees included fathers and their daughters who will commence in Years 7 and 8 in 2015. Where there’s an event there’s a raffle. Thanks go to Fathers Group Treasurer David Goodman for generously donating the first prize of a Kingfisher Resort holiday.

Working bees at Marrapatta and the Fig Tree Pocket sports ovals proved fruitful with both maintenance and improvement tasks undertaken.

The Fathers Group Dinner/Annual General Meeting this month was a more social event. The evening was an opportunity for future, current and past fathers to socialise and contribute to the official proceedings.

Our daughters are under our stewardship for so little time. We owe it to them to lead by example.

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DESIGN THINKING IN ACTION

Gilimbaa Creative Director Mr Riki Salam works with Year 9 Technology students.

AUTHOR

Mr Shane Skillen Co-Director Technology Studies WHEN PEOPLE THINK OF PRODUCTIVITY AND INDUSTRY, terminology like procedural practice, singular focus, finite analysis and redundancy reduction come to mind — the last thing on most minds is creativity. However, anyone who walked into the Year 9 Technologies creative workshops held in August would attest that industry and productivity was evident and concealed in the veil of fun and engagement.

The workshop originated from the Thought Leader in Residence programme that hosted design thinking expert Mr Adam Blake and involved leading Brisbane creative agencies Gilimbaa and JOSEPHMARK and a contingent of QUT Doctoral and Postgraduate students assembled by Professor Peta Wyeth (past parent) including old girl and Master of IT (Games Design), Alexandra Hahn (2008). The creative team was bolstered by the knowledge and talents of alumni Pearl Gariano (2010), Kim Nguyen (2010) and Yen Nguyen (2012) who are all studying various Information Technology and creative degrees.

One overarching aim of the workshop was to role model an important skill that isn’t necessarily or explicitly taught in schools, yet is arguably fundamental amongst all great thinkers: the ability to come up with a great question or idea, and furthermore, fully understand it.

Twentieth century education progressively diminished the perceived importance of the arts; the onset of free education saw emphasis on reading, writing and maths and the development of vocational skills. Only with hindsight are we starting to recognise those who have risen to the top in any of these fields are differentiated by their ability to be creative or think creatively.

Technologies and their innate ability to be augmented and adapted to help solve problems have ushered in the importance of creative problem solving. Yet if we look back historically we would recognise that creative thought has had a role to play in many of our progressive developments throughout history and across all disciplines.

The Year 9 Technologies workshops allowed the creative teams to work with the students to scope a brief for the design and development of several computer games which would educate young people and engage them with Indigenous Australian heritage. These productive workshops were a direct product of the girls’ diligent research, preparedness and open and receptive minds.

Design thinking has empathy at its heart, and to design anything for anyone it is important to understand who you are designing for and how to make it unobtrusive in the environment it is to inhabit. The girls learned not to be biased when first encountering a problem as their response will inherently be influenced by their own understanding or experience. Creative ideas come together when we explore possibilities and ask ‘what if?’ as opposed to a response based upon what is known or has been created before. The students were asked to think widely (divergently) about the concept

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and all possibilities before highlighting a few key ideas and using a convergent model to understand and place importance on those ideas. Students were asked to approach their designs both objectively (looking at the idea) and subjectively (from within their idea).

The workshop was high energy and overwhelmingly positive. The design experts offered challenging perspectives which encouraged the girls to empathise, understand and refine their ideas to remain true to the task.

Students discovered creative thinking is certainly hard work. They discovered to remain tenacious and determined they need to be invested in their ideas. Bad ideas are never considered failures, just something that doesn’t work in that instance. They also realised that to have valuable input in the creative problem solving process they need a grounding in the subject matter, reflecting the importance of inclusive thought practices in their education.

OLD GIRL ELOISE KING-SMITH (2005) REFLECTS ON HOW AN INTRODUCTION TO DESIGN THINKING AT GIRLS GRAMMAR HAS INFLUENCED HER LIFE BEYOND SCHOOL. The day I chose my senior subjects at Girls Grammar, I made a decision that changed my life. Biology wasn’t for me, I thought; why not give Design and Technology Studies a go? The subject (now superseded) taught girls a little bit about working with timber, steel, glass and plastic, as well as report writing, CAD (Computer-Aided Design) and creative problem-solving. Now, I recognise those skills we learnt as design thinking, and I absolutely LOVED it. While difficult to pin down, design thinking has been defined as ‘an analytic and creative process that engages a person in opportunities to experiment, create and prototype models, gather feedback, and redesign’ (Razzouk & Shute, 2013). I can allow my creative brain to jump all over the place, but within a guided process. I have to use my brain and my hands to question my assumptions, probe opportunities and rationalise my decisions in a scientific way. I test out inspired thoughts, get it not quite right and try again, until it is as perfect as I can make it. Dieter Rams, Don Norman, and Ray and Charles Eames spent their lives trying to represent it. The reason good design appears so ‘obvious’ is because errors of judgement are caught, evaluated and corrected within the thinking process, making the end result incredibly satisfying. While it was always my plan to involve design thinking in my career, I studied

philosophy first — to think deeply while thinking widely. Graduating from The University of Queensland in 2011 with a Bachelor of Arts in Philosophy and Literary Studies and a Bachelor of Law, I commenced a Bachelor of Design at the Queensland University of Technology, majoring in Industrial Design in 2012.

As I contemplate thesis topics for my final year in 2015, I find myself trying to define why design thinking is so important to me. I have skills that make me more ready to face problems on a system level, think outside the box and produce innovative solutions. I know there are more gratifying rewards for persistence and there are times when it’s safe to get it wrong. These are skills the best scientists and engineers intuitively apply and that business people are increasingly recognising as essential. In an age where the globe is becoming increasingly concerned with conspicuous consumption and sustainability, and where innovation will become critical to maintaining Australia’s economic standing, I am excited at the prospect of the challenge I am rising to meet.

REFERENCES Razzouk, R & Shute, V. (2012). What Is Design Thinking and Why Is It Important? Review of Educational Research, 82(3), 330-348. doi:DOI: 10.3102/0034654312457429

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THE ART OF MATHEMATICS

AUTHOR

Ms Maggi Gunn Director of Mathematics and Accounting CALCULUS. ALGEBRA. PI. For those not mathematically inclined these terms may seem daunting and the relevance of maths study hard to grasp. However, mathematical skill and knowledge is fundamental for participation in everyday life and supports a more comprehensive understanding of economic, political and social aspects of society. Numerate capabilities are required in personal, work and civic lives.

As explained by Sociology academic Associate Professor Gordon Tait, the study of mathematics is valuable as ‘it teaches you to think in an orderly fashion, to organise your premises well in order to reach a valid conclusion, to reduce problems to their functioning elements and to find some certainty in areas where there previously may have been none’ (2013).

While our maths classes may be bound by classroom walls, at Girls Grammar we are continually looking for ways to bring the ‘real’ world in. For the senior mathematics students, contextual tasks have been designed to expose students to ‘real-life’ situations that require extended modelling and problem-solving responses.

This year, the Year 12 Mathematics B students designed water slides for our school pool and, more recently, combined their artistic and mathematical abilities to create an abstract or contemporary artistic design.

The ‘Mathematics meets Art’ task required students to use graphing software to model an abstract or contemporary design using three different mathematical functions. The design required repeated use of colour blocks and students had to demonstrate their knowledge and understanding of integration techniques to determine areas and percentages of colours that would be needed if the design was to be reproduced in A4 size.

The girls thoroughly enjoyed the challenge and benefited greatly from the different perspective it provided on

Yehanka Ranasinghe (12 Hirschfeld) - Mathematics meets Art

the application of maths. It was perhaps put best by the Arts Captains, Claudia Cameron (12B) and Freya McGrath (12L), in their assembly speech encouraging all girls to get creative: ‘The way they (Year 12 Maths B students) are just breaking down boundaries between arts and academia is an inspiration to us all. They are really putting the fun in function.’

In the past, mathematics students have budgeted for an overseas holiday, planned a school reunion, explored the costs of purchasing and running a motor vehicle, researched and modelled stock market growth to analyse the reliability of future predictions and used a natural growth model to identify the year there will be standing room only on the earth’s surface. Although our Girls Grammar students may not be required to replicate all of these tasks in their life beyond school, the exercises are designed to provide our students with experience and confidence in comprehending mathematical information in a variety of forms and to appreciate the diverse applications of mathematics.

We endeavour to assist our students in developing the ability to recognise when situations are suitable for mathematical analysis and to enable them to use mathematics to make informed decisions in life-related situations (QSA, 2008). The knowledge, understanding and skills developed through mathematical curricular endeavours is an essential element of the educational foundation that prepares them for life beyond school.

REFERENCES Queensland Studies Authority. (2008). Mathematics B 2008 Senior Syllabus. https://www.qcaa.qld.edu.au/downloads/senior/snr_maths_b_08_syll.pdf Tait, G. (2013). Making Sense of Mass Education. New York: Cambridge University Press.

Annaliese Thomas (12 Lilley) - Mathematics meets Art

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MATHS OUTSIDE THE CLASSROOM Science and Engineering Challenge 2014 In March, thirty-two Girls Grammar students competed in the Science and Engineering Challenge, hosted by The University of Queensland in conjunction with the University of Newcastle. Girls competed in teams of four in eight different categories — ElectraCity, Helter Skelter Shelter, Who Gets the Water?, Stringways, Eco-Habitech, Mission to Mars, Catapult and Bridge Building. The team finished with a very close overall second place, with commendable performances noted by the winners of the catapult section Victoria Knight (10G), Molly Pate (10G), Elizabeth Perrin (10H) and Anna Ruddell (10O) and the second placed bridge builders Adete Bhasin (10L), Elizabeth Chai (10E), Alexandria DiMichele (10E) and Isobel Smith (10B).

Pictured right: Abigail Ashford (9R) participated in this year’s Science and Engineering Challenge.

Mathapatta Early in May, twenty-eight Year 9 and 10 students attended Mathapatta 2014 (an overnight camp at Marrapatta) to enjoy the rigour and challenge of extended mathematical pursuits. Mr Andrew Lanning, Mrs Judith Muller and Ms Emily Walsh led the curious and attentive students through various sessions that explored beyond the mathematics curriculum. Indoor sessions included ‘The Motion of the Ocean’, ‘Linear and Non-linear Functions’, ‘Combinatorics’, ‘The Proof is in the Proving’, ‘Geomagic Squares’ and ‘Introduction to Programming’, while the outdoor mathematical modelling sessions ‘Human Pendulums’ and ‘Whirlybirds’ had the students swinging midair to collect data and experimenting to determine how wing length affects flight time.

Natalie Kong (9W), Alessandra Palm (9L), Madison Satyasiv (9M), Megha Prasad (9M), Abirami Somasundaram (9M) and Adeline Chan (9L) at Mathapatta.

2014 Maths Team Challenge Competition was fierce between the 61 competing teams at the 2014 Metropolitan West Maths Team Challenge.

Solving complex mathematical problems, our Brisbane Girls Grammar teams competed commendably with a Junior Division team of Carmen Zhu (10R), Katrina Xiao (10W), Alisha Tang (10W), Adeline Chan (9L) and Abirami Somasundaram (9M) performing strongly to place second and a Senior Team consisting of Sivagowri Somasundaram (12M), Serena Edwards (12E), Rene Arunakumaren (12B), Shiye Su (11R), and Caitlin Philp (11R) placing third.

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A SHARED QUEST packaging, and developed a presentation of the new brand to pitch to an audience of their peers and a panel of judges. Each team is overseen by an elected student Project Manager.

AUTHOR

Ms Emanuelle Jones Technology Teacher BRISBANE GIRLS GRAMMAR SCHOOL AND BRISBANE GRAMMAR SCHOOL UNITE in The Quest in August each year. The Quest is an annual Year 8 learning activity, developed by experienced teaching staff, specifically focused on student collaboration in specialised design thinking and design process challenges. The students form teams, incorporating roles in project management, marketing, illustration and packaging design and corporate branding. This year’s event involved the teams responding to a marketing brief to create a corporate identity for the launch of a new range of fairtrade coffee.

The challenge encourages students to be inventive and use their relational skills and ideas sharing, 3D spatial awareness, research analysis and technology skills.

Students enjoy the teamwork between the two schools and the opportunity to use a range of technologies in an innovative, authentic and real-world context.

Using their technological and communication talents the students venture into deep and open-ended problem solving to produce and present a unique product.

This year, each group created a new logo design and

INTERNET EXPLORER WINS FIRST PRIZE A WEB APP DEVELOPED by Year 12 student Ashley McGregor (12L) to enhance the Open Day experience has won first prize in the senior division at the Young ICT (Information and Communication Technology) Explorers competition.

Ashley developed an app called ‘girls for girls’ to replace the current paper orientation passport activity, aligning with the implementation of BYOD (Bring Your Own Device) at the School.

‘There are multiple questions worth 10, 20 or 30 points, and by answering them correctly the user earns Blue Buttons.

They must collect 100 buttons to collect their prize,’ Ashley explained.

In addition to the activity, the app includes a pinpointing map, a profile page, an Open Day timetable, a ‘must do’ list for Open Day, and information on the curriculum, service and sport at the School.

‘The main challenge in creating this app was the implementation of a scoring system. This was particularly difficult as it involves writing JavaScript — a coding language not taught at school. By doing individual research I became aware that to have a scoring system, you need a database to store the information. Obviously, this was not available to me. From further research I discovered that I could use cookies to store the information — but they are usually disabled on phones. I then came across flags, which is a form of code that stores information in the URL.

By writing and modifying code, I was eventually able to develop a successful scoring system.

‘I thoroughly enjoyed the whole process of creating my app. I love designing and making graphics, and I love coding. Seeing your designs become an actual product is a very rewarding experience.

‘In the future I would like to work in graphic design companies and develop websites. I hope to be able to work in the technology field while incorporating my love for the creative arts.’

The annual Young ICT Explorers (YICTE) competition is held across Queensland, New South Wales and Victoria and aims to encourage and inspire primary and secondary school students in technology innovation.

Ashley McGregor (12L) receiving her award from SAP (Software) Queensland General Manager Kirsty Garrett.

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A RICH EXCHANGE

Olivia Dalton (9G, right) introduces German exchange student Nell Richter to some native Australian friends.

AUTHOR

Olivia Dalton (9G) I FELT THAT I KNEW NELL RICHTER BEFORE SHE ARRIVED. We’d sent each other lots of emails, and my family and Nell and her mum had talked on Skype. Nell was really impressed that Girls Grammar teacher Ms Garson had taken the trouble to come to the airport too, at such an early hour on Sunday morning, just to welcome her.

Although Nell is a couple of years older than me, it was really fun having her here. Nell goes to a grammar school in Essen, called a Gymnasium, and doesn’t have to wear a uniform. Given it was July, Mum suggested that she might be warmer wearing long trousers to school when she arrived at the breakfast table in shorts on her first morning!

She is a really good rower, and used to be part of the German youth development squad. When she saw the rowers on the Brisbane River she was really keen to give it a try. In Germany they train in the afternoons, so we did have to explain a few times that she would be training with Girls Grammar at five in the morning. She said that she really enjoyed it but the second time her crew went out, the boat sank. Fortunately they made it back to the

bank in the boat and didn’t have to swim. Before she came to Brisbane, Nell’s mum was worried about the sharks, snakes and poisonous spiders. I’m not sure she’d thought that she should be worried about Nell being in a sinking boat on the Brisbane River.

Nell’s favourite adventure in Australia was when we took her up to a friend‘s farm at Mt. Mee on her very first day. She said that in Germany you could never pick mandarins off a tree and eat them because they just don’t have the space for the land. She loved learning about the different animals that lived on their property, and saw her first kookaburra, sulphur-crested cockatoo and rainbow lorikeet.

The time whizzed by. We would have loved to have Nell stay for longer, and to take her to some more places.

She really loved being in Australia and I really hope she can come back. I would love to visit her in Germany, and her mum has invited both my brother and I to stay with them in Essen. It’s really interesting hearing about different countries, and it’s great showing a visitor around. I really hope that I have the opportunity to host another exchange student before I leave the School.

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A TAPESTRY OF SUPPORT

I’M BENEFITING FROM THE SHADE OF TREES PLANTED BY OTHERS, NOW IT’S TIME FOR ME TO PLANT SOME TREES

AUTHOR

Ms Lea Walker Director of Development and Alumni OUR $1 MILLION + ‘BUILDING A TREE OF LEARNING’ Capital Campaign has now reached a total of $1,230,562 in gifts and pledges from 178 donor families. A beautiful tapestry of support continues to evolve through the generosity of our diverse Girls Grammar community and each milestone reflects a wonderful story.

‘While we are a relatively new family to Girls Grammar with our daughter in Year 9, we have another starting in 2016 and so will be here until 2021. We decided to pledge a percentage on top of our fees over our time here and became the $1.2 million gift which made it a little bit more special for us as a family.’ Dr Fiona Reilly and Matthew Tobin.

The gift that marked $1.1 million was a legacy gift which an old girl had made provision for in her Estate.

‘When we heard of the bursary fund my sisters and I decided to honour our sister’s memory, Marian Sullivan (Duke 1981) with a gift through our family foundation, the Stan and Maureen Duke Foundation.

Our gift was the $1 million milestone gift which was lovely to hear as we have many connections with Girls Grammar. In particular, my sisters and I all attended Girls Grammar, and have daughters currently at BGGS with another one still to start.

We know it will lead to girls receiving a Girls Grammar education who otherwise would not have had the opportunity.’ Dr Susan King (1983) The milestone of $900,000 was achieved through the kindness of an old girl gifting an Aere Perennius Plaque. ‘As a proud old girl I am well aware of how the foundations of my education were firmly set at Girls Grammar and how they have served me well. In deciding to establish an Aere Perennius plaque, I feel it is one way to give back, say ‘thank you’ and provide some words of wisdom to the current girls. My gift being a milestone gift was just marvellous. Now I just need to decide on my quote!’ Dr Joan Lawrence AM (Lowrey 1951) Our goal is $1.5 million by 30 December 2014. There are so many positive and interesting stories behind these wonderful gifts and many of the Girls Grammar family — parents, old girls, trustees and staff — are represented in the 231 supporters listed opposite who donated to any project last financial year. To all donors, we extend a very big thank you from our girls, today and tomorrow, as these milestones only happen because you have made a gift and all gifts make a difference.

Tax deductible gifts may be directed to our Building, Library or Bursary Funds, or our two Australian Sports Foundation projects — the BGGS Sports Equipment Programme and the BGGS Fig Tree Pocket Sports Campus Facility Development Programme. For further discussion please contact our Director of Development and Alumni Ms Lea Walker on telephone +617 3332 1380 or email lwalker@bggs.qld.edu.au

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LIST OF DONORS G Adams M Airton S Airton M Allan R & L Allen S & K Amos A & B Anderson M Archer J & J Atherton M Atkinson A & C Avenia T & N Awyzio B B Devereaux & A Bensted D & N Barlow L & M Basnaya N Beadman L Beckingham A Bell BGGS Class of 2013 BGGS Mothers Group BGGS Music Support Group BGGS P & F Association BGGS Rowing Support Group B & M Birchall L Birchall D Blackman A & K Blucher L Blucher C Boddice A & E Boden A & C Bowden P Boyce S Brock A Bruce I Brusasco AO J Bryant B Burge Burlington Kitchen Pty Ltd M Burton C Johnston & J Wells C & S Cameron A Carrigan W Carter FM Chan K Chan L Chen D Cheng A Chesmond

G & C Chui M Chui M & W Cilento C & R Claridge F Clark F Clifford K Coates B Cochrane K Cockburn P Collins C Cominos M & B Coulter J Covacevich AM, PSM B & S Cox P & J Creagh J & K Darbyshire B Dawson AM L & S Di Clemente K Elkington L Elkington C Elliott E Elliott B & A Emmerson E Emmerson J Euler G Fairbairn R Feng R & L Fielding K Fitzgerald D Forrest T Frecklington K & M Fry Fu Family A & M Fyfe G Weir & M Patane F & M Ganendran A Ganko J & D Gibson L Gibson-Dougall M & E Giles S & M Girdis J Godfrey OBE N Gow M Grassie C & E Gray Green Options Pty Ltd D & P Greig J Gunn J Hammer AM A Harrap

J & C Havers J & D Hawkins K Henzell L & K Hinckfuss B Hirschfeld C Hirst AO D & S Ho R Ho K & S Horsley S & T Horton B & H Hunter W & A Hurnall D Hyland AM A Ingram J Hardy & G Haussmann J Soar & A Marsault S Jaco K & K Jaffar E Jameson M Jameson R Jans J Jefferies R Jones H Joughin (in memory of) W & J Kelly N Kolatsis J Kong S Kong L Zhang & H Cao J & H Lae E Lalousis G Lampe J Lawrence AM V & C Lee A Leeson-Smith M & J Lindsay Y Ling D Lohrisch P & L Lui P & W Lund K Lunney M Adsett & N Woodward M Goss & S Duffy M & D MacGinley E Mackenzie A & C MacMillan M Mahoney AO M Masterson C Mattner P & J Mattner

E McClelland P & C McClelland C & M McConaghy K & F McCormick G & B McEntee S McGarry J & J McGuire K Meggitt P & M Mitchell E Morton A & K Murphy N Smith & A Walters Nair Family G & J Nette G Newton J & S Newton K Newton I Ng Nicklin Medical Services C Noonan J & A O’Brien G O’Hare N & S O’Hare O’Meara Family P & G O’Shea P Ho & X Zhang P Nyssen & L Armstrong M Palm A & J Palmer C Palmer G Palmer H Palmer R & J Pattison E Peden M Peel MBE M Pender S Pitkin E Poole Poole Family G Powell AM J & S Prins A & G Pursey A & C Rankin E Redmond M & L Redmond M Reedman E Rees I Rees S Rentoul H Rex

J Richardson P & J Rutledge S & M Duke Foundation W & S Sadiq Saina Family J Schmidt A Schultz A Scifleet A Sengstock Shannon Family I & K Shaw D Shields B Smith M Smoothy C Sorensen M Steemson B Stevens E Storor A Strong A Su J & J Sun T Varghese & L Kurian P & G Telford L Thornquist J Truesdale R & J Tudball E van Haeringen K van Haeringen E Visscher G Volkers P Volkers P & M Vujovic A Wade K Walker L Walker C Walmsley A & S Ward K Ward S Weir J Wheeler C & M White E Wilson A Wisenthal J & S Wisenthal G & S Wood C Yap J & S Yates A Young

Thank you also to the 30 donors who elected to remain anonymous. All care is taken in compiling this list, which represents donors during the 2013/14 financial year, however, if there is an error please advise development@bggs.qld.edu.au to help us correct it.

$700,000 - was reached when a current family offered a $100,000 Challenge Gift. Once the Girls Grammar community collectively achieved the $600,000 milestone (a Year 10’s and future girl’s family), the family matched the amount to take it to $700,000. $300,000 tipping gift was from an old girl’s son who gifted an Aere Perennius Plaque in his mother’s name

$200,000 from our dedicated P&F importantly helped us to achieve our initial milestones of $100,000 and $200,000 respectively.

$500,000 mark was surpassed with a gift from an old girl.

$800,000 - from a family with two current girls in honour of their Grandfather who passed away and left them with a legacy of valuing education.

$400,000 from Year 8 parents

SPRING ISSUE / 2014

$1.2 MILLION in gifts and pledges from 178 donor families.

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OLD GIRLS/ALUMNI REUNION WEEKEND 13-15 JUNE

AUTHOR

Mrs Claire Tynan (Corones, 2002) Old Girls/Alumni Officer

Three generations of Arvier’s — Rebecca Arvier (2004), Robyn Arvier (1977) and Alison Arvier (Berry, 1944) at the 70+ Reunion.

Class of 1954: Margaret Dearlove (Lee)

IN PARTNERSHIP WITH THE OLD GIRLS ASSOCIATION (OGA) , THE SCHOOL HOSTED REUNIONS for the Classes of 2004 (10 Year), 1994 (20 Year), 1984 (30 Year), 1974 (40 Year), 1964 (50 Year), 1954 (60 Year), and 1944+ (70+ Year). They were wonderful celebrations that provided an opportunity to reconnect, and recognised the important place the School holds in the 300+ hearts of attendees.

Four of the original House Captains from 1964, the first year to introduce these positions to the School (L-R): Lenore McKay (Watson, Mackinlay House), Janet Price (Ferrier, Gibson House), Judy Scott (Marley, Griffith House), Elizabeth Hatton (England House).

Class of 2004 (L-R): Cassie Armstrong (Martin), Christina Venardos, Hannah Knox (Jones), Nikki Cheales

Class of 1994

Class of 1984 (L-R): Gillian Huyskens (Munson), Leigh Fielding (Gow), Jill Ruffin (Horsfall)

Class of 1974 (L-R): Debbie Walker, Shane Hanisch (Sturgess), Julie Martin (Carter)

GRAMMAR GAZETTE

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OLD GIRLS/ALUMNI THE ANNUAL OGA YOUNG WOMEN’S FORUM, was held in May at the School in conjunction with the National Council of Women QLD (NCWQ). Ably chaired by Stephanie Carter (2007) from the NCWQ, the forum showcased the experiences of four passionate young women, including Managing Director of the Ashintosh Foundation Rebecca Conrick (Service Captain 2009), and President of Towards International Medical Equality Bethany Holt (2009) at The University of Queensland.

Both Grammar Women have pursued medical careers since graduation and their aspirations have flourished from participation in a range of service activities which began at the School. The audience left feeling inspired and with an enhanced appreciation of community service, and the importance of pursuing one’s passions.

OGA President Mrs Janine Schmidt AM (Hogg, 1964) with past and present students at the Service is in our DNA forum.

BE INSPIRED BY OUR RICH AND DIVERSE ALUMNI ACHIEVING IN THEIR FAMILIES, WORKPLACES AND COMMUNITIES — BOTH NEAR AND FAR.

CATHY MILLIKEN (1973) Cathy completed her Music degree at the Queensland Conservatorium of Music majoring in performance (piano and oboe). She continued her oboe studies in Europe under Heinz Holliger and Maurice Bourgue while also pursuing full-time study of the Dalcroze Method of teaching music with a resulting Diploma. Catherine lives in Berlin as a freelance composer, performer, creative director and educational consultant and is currently in Cape Town working on an Opera project with students in a very poor part of the community — to view her current work, visit http://www.youtube.com/watch?v=lerxRpu6bBQ

LUISA RYAN (1997) Each year The University of Queensland celebrates the diverse achievements of their alumni with a suite of alumni awards. Luisa received a 2014 Distinguished Young Alumni Award in recognition of young alumni (35 years or younger) whose early accomplishments inspire and provide leadership to students and all alumni. Luisa received the award for her humanitarian and development work since graduation — she currently works for the UN peacekeeping mission in the Democratic Republic of Congo.

ALI PHILLIPS (2008) In 2009, Ali began her own business leveraging her skills in dance to create an inclusive dance troop for teens and young adults with special needs — ‘Bust A Move Dance’. Ali has successfully blended her passion for dance, her skills in performance and her awareness of inclusive communities to build a fulfilling and inspiring career as a dance teacher. Bust A Move Dance is Brisbane’s first inclusive dance programme for teens and young adults with disabilities, and their most significant performance to date has been at the Special Olympics Asia Pacific Games Opening Ceremony in front of 40,000 people.

SPRING ISSUE / 2014

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OPERA EXPRESS

IN JUST 24 HOURS DURING TERM III, TWENTY GRAMMAR GIRLS CREATED AN ORIGINAL OPERA THAT WAS THEN PERFORMED AT THE JUDITH WRIGHT CENTRE IN FORTITUDE VALLEY. AS PART OF THE WOTOPERA PROGRAMME, THE STUDENTS COLLABORATED TO PRODUCE THEIR OWN STORIES, THEN COMPOSED THE MUSIC AND DESIGNED AND PAINTED THEIR SETS IN A SERIES OF FOUR ONE-DAY WORKSHOPS. The opera, set in the 1950s, is about Clarissa, a girl accused of murdering her lover Sam. She has been put into a mental asylum for the criminally insane and while in there she sees the ghost of Sam as she grieves his loss.

At the same time, Clarissa is being pursued by an asylum doctor who believes she would make the perfect wife.

The opera takes place when the patients decide to stage a breakout and climaxes in a horrifying event once Doctor Xavier realises Clarissa will never love him. It’s unusual in that it jumps backwards in time, starting from the breakout and travelling back to Clarissa’s first meeting with Sam. It’s a love story at heart, masquerading as a thriller.

Singer and multi-instrumentalist Breeze Mathews (9M, Clarissa) has a passion for all things theatre and her ambition to follow in the footsteps of Andrew Lloyd Webber motivated her participation in WotOpera.

‘It was an opportunity I could not resist,’ Breeze said.

‘I have been involved in music since Year 1 when I first sang on stage at assembly and I have not stopped singing since.

‘The best thing about WotOpera was that we actually performed our own piece. We got to create, block (decide where movement occurs) and choreograph our own scenes with our own music which was an amazing experience. Also, working with a bunch of other very

talented and enthusiastic girls created a great atmosphere where our creative minds could flow.’

The chance to extend her composing and performance skills enticed Ailsa Traves (11G, Sam) to join the WotOpera team.

‘I have learned a lot, including skills involved in composing, staging, directing and even visual art areas,’ Ailsa said.

Both girls agreed that the experience improved their teamwork and negotiation skills and encouraged them to extend themselves.

‘For me, the most challenging part has been having to work as a team. It’s definitely been worthwhile, since it’s an area I knew I needed to work on and this experience has definitely improved my teamwork skills,’ Ailsa said.

The WotOpera programme pairs students with professionals to conceive an opera meaningful to their lives. Girls Grammar was one of the first Brisbane schools to partner with WotOpera to provide this opportunity. This novel venture has opened new doors to true musical creativity and the School will continue providing group-devised composition project experiences.

Pictured above: WotOpera Music Director Peter Aoun with students Ailsa Traves (11G), Ellen Wilson (9L), Isabella Hindman (8L), Ishita Punj (8O) and Elisabeth Chua (8M).

Photo courtesy of WotOpera.

GRAMMAR GAZETTE

CHAIR OF THE BOARD MS ELIZABETH JAMESON AND PRINCIPAL MS JACINDA EULER WARMLY INVITE YOU TO THE

Brisbane Girls Grammar School 140 Year Anniversary Ball AN EVENING FOR THE GIRLS GRAMMAR COMMUNITY TO CELEBRATE AND HONOUR 140 YEARS AS A LEADER IN EXCEPTIONAL SCHOLARSHIP.

SATURDAY 28 MARCH 2015 6.30PM CITY HALL, BRISBANE DINNER, DRINKS, DANCING AND LIVE MUSIC

Dress

COCKTAIL (BLACK TIE OPTIONAL)

RSVP

TICKETS AVAILABLE ONLINE AT WWW.BGGS.QLD.EDU.AU/140BALL UNTIL MIDNIGHT SUNDAY 15 MARCH 2015 UNLESS SOLD OUT PRIOR. $160 PER PERSON. TABLES OF 10 AVAILABLE.

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

www.bggs.qld.edu.au