Brisbane Girls Grammar School Gazette Issue 1, 2021 by Brisbane Girls Grammar School

Issue 1, 2021 Volume 37

Life-wide learning

Choose Your Own Adventure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 04 International Women’s Day Concert. . . . . . . . . . . . . . . . . . . . . . 08 My First 50 Days at BGGS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 The Brain’s Secrets: Alumnae Feature. . . . . . . . . . . . . . . . . . 28

Life-wide learning Guiding Principle, Brisbane Girls Grammar School Strategic Design 2020–2022 — In each edition of the Gazette, a student contributes a design element to represent the Guiding Principle that informs the publication.

Year 11 student, Sarah Small (11E), worked with Director of Technologies, Mr Brendon Thomas, to produce this vector drawing. Inspired by initial designs created by Sarah, the motif's globe symbolises the breadth and variety of destinations to which students' curiosity can lead them. The microscope is an invitation to girls to embark upon a lifelong quest for knowledge, and to test the unfamiliar in all aspects of their lives.

Grammar Gazette Issue 1, 2021 | Volume 37

— Managing Editor: Ms Veena Herron, Director of Communications and Engagement Editors: Ms Linda Robinson, Communications Manager Ms Keziah Sydes, Senior Communications Officer For Gazette enquiries and comments: T +61 7 3332 1300 E communications@bggs.qld.edu.au To change your subscription to the Gazette from printed to electronic please email communications@bggs.qld.edu.au.

Printed in Brisbane on environmentally responsible paper.

cover image Brisbane Girls Grammar School Year 8 students at Marrapatta Memorial Outdoor Education Centre’s camp site (see pages 4–6)

Contents 02

From the Chair Intentional steps toward leadership

Robotic Engineering

In Their Words Life lessons from the field

Ms Julie McKay

The value of co-curricular pursuit

Open to learning Ms Jacinda Euler

Community podcast offers new way to learn

Daily life for Year 7 students

A life-wide approach to learning

The BGGS approach to holistic development

Girls Grammar announces 2021 School Charity

How rock climbing builds more than just strength

The role of School support groups in creating social capital

Where challenge inspires creativity and dreams take flight

An agent for global citizenship and social change

One day to make a lifetime’s difference

From the Principal

Choose Your Own Adventure

Sisters in Support

Beauty in Possibility

Brisbane Girls Grammar School

Easy Listening

Foundations for Fulfilment

High Achievers

Theatre’s Role

My First 50 Days at BGGS

Alumnae Stories Fiona Qiu (2017) and Dr Laura Fenlon (2007)

Creating Connections

A Remarkable Gift

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Issue 1, 2021

From the Chair

Ms Julie McKay Chair of the Board of Trustees

Intentional steps toward leadership

International Women’s Day is typically a bittersweet occasion for me. While it is encouraging to celebrate the contributions of women, it can be disheartening to realise how many challenges remain: women still do not have pay equality; our lifetime earnings remain lower than men; our workplaces are still not free from sexual harassment; and many homes are still unsafe.

‘If we continue at the current rate, we’re going to achieve women’s equality well after my lifetime, and probably well after the lifetimes of the next generation.’

This year, the focus for International Women’s Day was the disparate lack of women leaders worldwide. As a Grammar Woman and a mother of two girls, I am naturally concerned with ensuring that our daughters feel empowered to lead in their own authentic ways—to be the best version of themselves, inspire others and connect with their community in whatever way is most meaningful to them. Over the past decade in the corporate space, efforts to encourage women into leadership have focused on mentoring—cups of coffee with women who have worked in our industry and have advice to share. While valuable in providing insight, discussion and advice, perhaps sponsors need to seek more powerful ways to truly open doors for other women. Sponsorship requires much more engagement than a monthly catch-up; a sponsor identifies the next steps for an emerging leader, assists them in taking those actions, and consistently endorses them, accommodating and encouraging them through missteps that may occur along the way. This intentional investment in the advancement of women around us is just as important outside the business world. Even before their careers begin, young women benefit from deliberate exposure to a range of leadership models. When our daughters, for example, have the chance to work with an outstanding female composer, or are introduced to a Girls Grammar alumna doing quiet, but worldchanging research, they look beyond the mainstream leaders promoted in the media—the politician, the award-winning actress, the CEO—to what a successful, balanced life could look like for them. I hope that this year we can go well beyond conversations and take intentional action to support the girls and women in our lives to feel ready to lead. ■

above Ms Julie McKay, Chair of the Board of Trustees, speaking at the opening of the School's Science Learning Centre in October 2020

Brisbane Girls Grammar School

Gazette

Issue 1, 2021

From the Principal

Ms Jacinda Euler Principal

Open to learning

Against a backdrop of great division on the pages of our news outlets and social media, Brisbane Girls Grammar School staff, students and families began 2021 with a sense of gratitude and a pervasive feeling of optimism. I have frequently urged our students to read the news, to keep up with global events, but in these current times it is not, necessarily, an encouraging experience. When we read about global health pandemics, criminal injustice, or mismanagement of public initiatives, it can be tempting to form harsh judgements about individuals or groups of people with whom we disagree. While inappropriate actions must be addressed, structural disadvantage overturned, I hope we never lose sight of what a good nation we are a part of and what freedoms we enjoy. At Girls Grammar we remind girls that conviction, however deeply held, should not make us deaf to reason or the views of others. We encourage our students to assert their views, respectfully, always mindful of the right of others to express theirs. Expert and caring teachers ensure students gain a substantial body of knowledge in their subject areas, are equipped with the skills to think critically about information presented to them and, with an open mind, will explore contentious issues. This happens within and beyond the classroom. Students learn through English, History, Debating and other areas to discern the purpose and agenda of people’s actions and communications. They learn through Visual Art, Drama performance, and other activities to appreciate different perspectives; some people respond emotionally, others with reason, but we must respect and cultivate the great diversity of thought that is essential in our democratic society. And in other areas, such as Music, girls learn that sometimes things are just intrinsically beautiful; they are in and of themselves inherently worthwhile. Our teaching staff, coaches, volunteers and supporters encourage girls to develop a love for learning and to approach every conversation, academic task, or activity with an open-minded interest in understanding different perspectives. This ‘life-wide’ edition of Gazette presents many of the opportunities our students have to do this.

Brisbane Girls Grammar School

Finally, as the winter of mid-year often brings a certain weariness and fatigue as the end of semester approaches, and as last year’s lag effect on wellbeing continues within many families, the strength of our community, and the good work of the Parents & Friends Association and all of our Parent Support Groups has never been more important to help keep us connected. Having worked our way through the uncertainty of 2020, our understanding of how much we value simply being together and physically present has been obvious in parents’ tremendous interest in special events such as Mother and Daughter Dinner, the Cathedral Concert or the Year 12 Family Picnic. If a Girls Grammar education prepares our students to embrace the future with imagination, and the wisdom to face challenges and disappointments with grace and dignity, our society will be strengthened by their confident and open-minded approach to life. ■

Principal, Ms Jacinda Euler, with O’Connor House Service Captains, Juliet Thottunkall (12O) and Hanna Hussain (12O), and Service Captains, Sierra Reza (12H) and Jillian Campbell (12O)

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Issue 1, 2021

Choose Your Own Adventure

A life-wide approach to learning

It's a crisp, clear morning at Brisbane Girls Grammar School. A soft breeze carries faint music from an early Strings rehearsal, occasionally interrupted by a high-pitched squeak of sneakers on the McCrae Grassie Sports Centre floor. A group of girls sit in the shade of an enormous old fig tree discussing To Kill a Mockingbird's literary themes with their teacher. Another group, with canvas book bags slung over their shoulders, pass by chatting and laughing until they disappear behind the sliding glass doors of the Elizabeth Jameson Research Learning Centre.

Visitors to BGGS outside of school hours are often struck by how busy the campus can be—it is alive with activity well before House Group begins, and its buildings remain lit well after dark. Water Polo players brave the water as soon as the sun is up, and the emphatic exclamations of debaters making their case ring through the night air, often after 8 pm. When initially introduced to this plethora of cocurricular opportunities, Year 7 students generally have an appetite to try everything. And this instinct is encouraged—secondary school is the place where young people discover and develop the talents and interests that will stay with them for a lifetime, and the process of understanding and exploring their own skills is a developmental process that the School seeks to promote. As girls continue through school, they are supported to identify their personal strengths, and what brings them the most joy and accomplishment. An important part of this process is learning to prioritise their commitments, to learn the value of their place in a team, and how to balance their academic obligations with their activities outside of the classroom. With the support of their teachers, coaches, tutors, and peers, they craft their own unique adventure and engage with sport, music, and interest groups that will shape their lives beyond school. ▶

left Year 7 students walking through campus near the Elizabeth Jameson Research Learning Centre

Brisbane Girls Grammar School

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Life-wide Learning

Sport

After winning Head of the River in 2020, Girls Grammar rowers are excitedly preparing for another big season ahead

Sport is wholeheartedly fostered by the school for its many physical, mental, and social benefits. Through 18 competitive and five non-competitive activities, all Girls Grammar students are encouraged to participate in activities that complement their interests and abilities. This include a competitive sport, including netball, rowing, swimming and cross country, noncompetitive sports such as rock climbing and activities like early morning strength and conditioning classes.

‘What gets me out of bed so early in the morning is the community that surrounds you as soon as you arrive at the sheds. The coaches, the rowers and the parents make the Rowing community a true family and I believe it is the ultimate team sport. ‘Head of the River last year was an amazing day filled with true Grammar spirit and pride: the hard trainings; the early mornings; the lack of sleep—it all paid off. To have both the First and Second VIII win for the first time in Girls Grammar's sporting history was awesome. I hope we can do it again this year.’ —Sarah Hopkins (12B)

Music

Violin Soloist, Courtenay Cleary, delivering a Violin Masterclass with Madeline Khoo (11E)

Early morning Strings practice is just one of the many beautiful sounds filtering through the School on any given day. Girls Grammar students are enthusiastically encouraged to explore their musical curiosity—from absolute beginner to those looking to challenge themselves and grow their technical skills—through myriad opportunities that span percussion and wind to band and choirs. ▶

Brisbane Girls Grammar School

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Life-wide Learning

In November 2020, Zoe McElwaine (8G), Ruby Galligan (9R) and Kathryn Petersen (9O) took part in the Queensland Association of Mathematics Teachers (QAMT) State Finals Competition, and placed joint third overall.

Clubs and Societies In addition to enhancing technical and personal skills, the School’s co-curricular Clubs and Activities allow girls to experience the joy of connecting with like-minded peers. More than 30 groups meet throughout the year during lunchtimes or outside of school hours, to participate in opportunities such as science or maths competitions, calligraphy or art creation, creative writing, astronomy, songwriting, robotics, and entrepreneurship, among others. Many of the School’s clubs and activities have a community focus and challenge girls to develop skills in leadership, maturity, complex reasoning, and responsibility.

'The experience of the QAMT competition definitely stretched me mathematically. I also learned that cooperation is the most important aspect of any team competition. We all had our strengths, so we worked together to utilise our abilities, allowing us to do very well.' —Zoe McElwaine (8G)

Outdoor Education

Debating The ability to express one’s ideas logically and persuasively are wonderful skills for Girls Grammar students to learn and highly valued within the school environment. Debating is a popular activity and the School community enjoy watching burgeoning debaters grow in confidence, improve their critical-thinking skills, and develop the ability to work as part of a team to achieve shared goals. For those who commit to debate, it offers a lifetime of benefits and many of our alumnae debaters credit skills learnt at Girls Grammar for their ability to step into leadership roles.

While not a co-curricular activity, Outdoor Education is an integral component of the School’s curriculum and approach to life-wide learning, designed to develop and strengthen student’s personal capacity, social capabilities and understanding of the natural world. Held at the School’s Marrapatta Memorial Outdoor Education Centre, near Imbil in Queensland, ‘camp’ encourages girls to work together as they set up camp sites, prepare meals, and are immersed in activities. These experiences encourage students to participate, think critically, make decisions, demonstrate responsibility and engage meaningfully with the people around them.

Through small moments across sport, music, clubs and activities, many Grammar girls would not realise they are crafting a journey of discovery—they simply know they are making the most of their talents outside the classroom. But at every opportunity, Girls Grammar aims to prepare girls to develop themselves for their future and enable them to see and draw upon the whole of their life as a resource for learning. ■

Brisbane Girls Grammar School

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Sisters in support

Jillian Campbell (12O) Sierra Reza (12H) 2021 Service Captains

Girls Grammar announces 2021 School Charity

Share the Dignity is an Australian charity based in Brisbane that aims to make a practical difference to women and girls experiencing homelessness, fleeing domestic violence, or facing other forms of hardship by giving them access to sanitary items.

above right Georgia Mackay (9E), Caitlin Holmes (9O) and Lucinda Isbel (9H) celebrating Blue Day

At the end of last year, as part of our Leadership program, the Year 11 cohort collected sanitary items that we delivered to the Share the Dignity headquarters at Sandgate. After hearing more about their work with girls our age, Indigenous women, and refugees, we felt we needed to do more. Now that we are in Year 12, we are proud to have partnered with Share the Dignity as our School charity for 2021. We were particularly moved by the organisation's focus on providing dignity for girls and women. Period poverty is increasingly recognised as a serious issue in Australia. This year's Young Australian of the Year, Isobel Marshall, has said, ‘Periods should not be a barrier to education. They should not cause shame, and menstrual products should be accessible and affordable. They are not a luxury or a choice.'

All funds raised through Student Council initiatives are donated to the School charity. In Term 1, Student Council organised face painting and badges for Valentine's Day and Blue Day. As well as raising money, we are also planning to facilitate a student forum with Share the Dignity, coordinate a drive for sanitary items and assist with the ‘It’s in the Bag’ campaign to pack bags of essentials for teenagers, new mothers and older women. It is easy to feel overwhelmed by what is happening in the world—to feel powerless in the face of injustice and hardship in our communities. Service at Girls Grammar provides us with tangible ways to contribute and make a real difference to those in need. ■

above left Service Captains, Sierra Reza (12H) and Jillian Campbell (12O), with Director of Service, Mrs Lynne Mungomery

Brisbane Girls Grammar School

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Issue 1, 2021

Beauty in Possibility

Mrs Emma Dron Director of Instrumental Music

Where challenge inspires creativity and dreams take flight

In an art form thousands of years old, steeped in tradition and often bound in convention, it is relatively easy, and somewhat comforting, to approach the delivery of musical performances and concerts in familiar ways and contexts.

There is a known rhythm to the process, which can be rich with rewards. Groups of young musicians work together with their teacher mentors for weeks or months to learn tried and tested repertoire, carefully selected for their experience level. Published works can range from popular masterworks of ‘classical music’ through to new educational compositions and arrangements of contemporary songs. Even the concert events themselves have known protocols, with audience members usually gathering in one space for the evening, waiting to experience the performances as each ensemble moves on and off the stage. This is a familiar vignette representing many, if not most, performance programs within school settings.

Brisbane Girls Grammar School

But this was not the experience for performers and audience alike at the 2021 International Women’s Day (IWD) Concert held at Girls Grammar on Friday 5 March. An innovative concert experience delivered in its fourth iteration this year, the IWD Concert stands boldly in its purpose, process and delivery and is a unique celebration of the creative spirit. It has been stated that creativity begins where conventional answers to challenges end, and it was in part by design and in part due to tackling some challenges that the Instrumental Music Department staff and students have seen the evolution of this very special event. One of the first logistical challenges encountered when the inaugural IWD Concert was presented in 2018 was

looking at how to include as many of our senior ensembles as possible in a concert hosted at the beautiful Spring Hill campus. This was where the idea of a ‘moving’ concert was born. Rather than managing the conventional and sometimes clunky stage changes of remaining in one venue, the notion of the audience as the group that moves into pre-arranged performance spaces across multiple venues opened up a world of new performance possibilities for staff and students to explore. One of the innovative uses of space includes the inner multi-level staircase and balconies of the Cherrell Hirst Creative Learning Centre (CLC), where magical choral performances of choristers winding up the stairwell allow the audience to enjoy the resonant ▶

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Issue 1, 2021

Music

echoes of sound spilling up and through the multi-storey building. Audience members stand amidst the music, almost as if they are inside the art itself. The notion of the audience entering the performance space rather than the performers entering the audience space also allows for some new experiences and connections. Our performers and conductors have reported a different sense of calm and comfort for the musicians, who are already warmed up, focussed, and excitedly anticipate their audience’s arrival. And, our audiences also report that the intrigue of moving from venue to venue brings a sense of adventure and discovery for them. The performances elicited and received in these shared spaces of anticipation are said by many to have had an almost spiritual sense to them. An important goal of the IWD Concert, which is scheduled to coincide with and honour the recognised date for International Women’s Day, is the annual mission to curate a concert entirely derived from compositions by female composers. While the programming of female composers naturally occurs throughout the year at all Girls Grammar concerts, to devote a whole concert from year to year to this endeavour does provide an enjoyable challenge. While there has undoubtedly been great progress made

in the representation of women in the Arts, female composers still only constitute roughly eight per cent of performed compositions worldwide. One creative and meaningful attempt to address this challenge at Girls Grammar is through the annual commissioning of new works by female composers internationally and from within Australia. Since the concert’s inception, we have proudly engaged and premiered the works of six nationally and internationally recognised composers for the event. The rich opportunities for learning and growth engendered through the collaboration between composer, conductor and student performer are immense. When a new work has been imagined and realised by a composer, created especially for the students, and then brought to life by them in the context of this event, an immeasurable and enduring depth of investment and sense of agency is created. For this year’s commissioned work, Coordinator of Choirs, Ms Clare Finlayson, Ms Clare Finlayson, invited Estonian composer Mari Amor to create a work for combined choir and strings. Ms Amor was honoured to compose for us, and on the eve of the world premiere of her work 'Tune thy Music to Thy Heart', sent a video clip to speak directly to the performers' about

previous page left Samantha Atherton (12L) performing with Symphony Orchestra previous page right Erin McNab (10B) and Symphonic Winds

Brisbane Girls Grammar School

the power of music to connect us across oceans, deepening the girls' connection and experience even further. Closer to home, in recent years the work of three of our own emerging student composers has been premiered in the IWD Concert program, which has had a wonderful impact. Through the launch of an annual composition competition, works by our Girls Grammar Music students representing strings, choir, and contemporary song genres, are brought to life providing little gems of promise and examples of outstanding mastery throughout the concert. The spirit and joy in which the girls celebrate their Grammar sisters’ achievements as each student premiere is realised is extremely moving, and encapsulates the essence and purpose of this special event for our community. Congratulations to our incredible Music students for embracing the 2021 IWD Concert’s journey with such commitment and passion. It is also with deep gratitude and admiration that I acknowledge the creative minds of our ensemble directors—Mr Michael Patterson, Mrs Laurinda Davidson, Ms Clare Finlayson and Mr Jonathan Zorzetto—and thank them for their bold programming and demonstrating to the girls what creative and daring can look and sound like. ■

above left Symphonic Winds above right Soloists, Vivian Lee (10O) and Serena Choo (12M), performing with Contemporary Ensemble

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Robotic Engineering

Mr Brendon Thomas Director of Technologies

The value of co-curricular pursuit

Hampden-Turner (2009) suggests that great eras of creativity in world history occurred when protagonists knew each other and were deeply involved in shared callings. Additionally, futurist and businessman Alvin Toffler states that most innovative breakthroughs occur somewhat in the spaces between known disciplines (Toffler, 1980, as cited in Hampden-Turner, 2009). Co-curricular involvement is the space between known disciplines, providing us with an environment to willingly pursue like-minded scholarship, curiosity, and endeavour. Brisbane Girls Grammar School’s Robotics club is certainly attuned in this space, dedicated to nurturing creativity and innovation through our FIRST Tech Challenge Robotics competitions. Robotics competitions, like most team sports, see teams go head-to-head in state and national events. The competitions require teams of students to design, fabricate and drive robots, and compete against other teams in specific challenges. Ultimately, co-curricular endeavours in the Technologies Faculty have led the School to achieve recognition in national competitions: a BGGS team placed 16th in the Australian national FIRST Tech Challenge Robotics Finals—while being the only all-female secondary education team at the state competition.

Competition robots are built from a reusable aluminium platform, powered by Android technology, and can be coded using various levels of Java-based programming. To compete, the robots must be engineered to set specifications, including a vast array of originally designed 3D-printed and laser-cut mechanical components. Javabased programming wirelessly controls the electromagnetic solenoids, sensors, and handheld Bluetooth controllers. In their teams, students combine and apply their technologies and mathematic and scientific knowledge to solve computational and mechanical design challenges. Girls Grammar Robotics Club members are mentored by experienced mechanical and electronic engineers, who provide them with a wealth of experience and confidence to consider future careers in applied mechatronics and robotics engineering. Specialised

mentoring provides an essential impetus to synthesise their young minds in ways far greater than basic subject matter learning can (Gardner, 2008). However, applying their holistic core subject matter knowledge improves the team’s overall problem solving, creativity and design thinking. By unshackling the requirement to tie-in classroom academic criterion standards and formalised assessment validity, co-curricular activities, such as Robotics, foster an unconstrained quest for innovation and creativity. Without the restriction of formal assessment metrics, student curiosity is extended through a genuine zest for learning discovery. ■ — References Hampden-Turner, C. (2009). Teaching innovation and entrepreneurship: Building on the singapore experiment. Cambridge University Press.

above Anna Butler (11G), Johanna Conomos (11W), Abigail Woodcock (11W), Sandra Jiang (11W) and Zoe Pearson (11O)

Brisbane Girls Grammar School

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Easy Listening

Community podcast offers new way to learn Brisbane Girls Grammar School’s podcast series, Illumine, is a space for considered thought and friendly debate about all things related to education and student care. In each episode, Principal, Ms Jacinda Euler, interviews School staff, students and notable guests about current topics and trends. The first series of Illumine, launched in 2020, covered topics such as Schools as Homes for the Mind, The Importance of Self-Care During Uncertain Times and Spaces for School Science.

We began the 2021 series with Women in Leadership, in which Chair of the Board of Trustees, Ms Julie McKay, discussed the many achievements and challenges that still remain in establishing an equal proportion of women in leadership roles. In the second episode, Nature for Nurture, Ms Euler discusses the restorative power of nature and its pivotal place in secondary school education with Deputy Principal, Mrs Anne Ingram, who has researched and written about the topic. During the podcast, Ms Euler and Mrs Ingram discuss how greenspace and nature relate to school design and how recent experimental work supports the

restorative effects of contact with nature on attention capacity and stress levels. ‘I am interested in whether increased activity with nature, and increased exposure to green space, can continue to impact wellbeing, but not just wellbeing but also a connection to the way the girls can learn,’ Mrs Ingram said. In Term 2, Ms Euler sat down to discuss the important issue of sexual consent education in schools with our Year 12 students. Significant media coverage over the past months has revealed that more work needs to be done in homes, schools and communities to educate and empower young people on this topic.

Year 12 student, Rose, said ‘I think there’s a flaw in society that excuses the mistreatment of women from a very young age … explicitly talking about sexual consent can encourage respectful relationships .’ To hear the complete Nature for Nurture and Sexual Consent Education podcasts, or browse other topics, subscribe to the BGGS Illumine series on Spotify, Apple Podcasts and Google Podcasts or via the School’s website . ■

Listen to the podcast left Principal, Ms Jacinda Euler, interviewing Year 12 students, Rose Whiting (12E) and Annabel Douglas (12R) for the podcast

Brisbane Girls Grammar School

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FROM THE STUDENTS ART

In the final term of 2020, Visual Art students were asked to choose and photograph objects they regarded as precious. These images were photoshopped and traced onto canvas boards for painting. Students then developed their images looking closely at shape, colour, and tone in applying and layering a range of paint techniques to produce their highly finished works.

Audrey Slomka (9E)

Tara Meade (9H)

Brisbane Girls Grammar School

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FROM THE STUDENTS ART

These delicate seedpod works demonstrate the process of creating drawing study and relief print work, before extending these to collage work. The works draw on the imagery of selected materials to evoke the connection of the pod with cycles of natural life and growth.

Savannah Hignett (7M)

Alexis Yisoo Cho (7M)

Brisbane Girls Grammar School

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Foundations for Fulfilment

Ms Jo Duffy Director of Sport

The BGGS approach to holistic development

There are many reasons to participate in sport—from the obvious physical developments that it encourages, to its ability to improve academic performance and to support mental health and overall wellbeing. But perhaps the most valuable and lasting impact that playing sport has is found in the less tangible lessons that it teaches us about ourselves, our values, and what it means to be human. Sport and physical activity are not mere asides to the broad, liberal education for which Brisbane Girls Grammar School is renowned—since its very beginnings, sport has underpinned the School’s commitment to deep, varied and lifelong learning. Miss Milisent Wilkinson, Lady Principal (1900–1912), reflected that ‘girls should be given, equally to boys … the education of the playground’ (in Harvey-Short, 2011). Time has proven Miss Wilkinson’s instincts correct, and we know now how essential physical activity is to supporting optimal brain function: children who engage in sports have improved cognitive and emotional functions (Bidzan-Bluma I, Lipowska M., 2018); sport teaches children to balance individual demands with the needs of a group (Spence, 2006) and it reduces symptoms of depression and anxiety in adolescents (Bell, 2019). What’s more, it improves focus and makes students better learners—Australian research indicates that schools that introduced dedicated physical education interventions have improved their NAPLAN scores by 10 points (Telford, 2014). Globally, the teenage years are the period in which we become more sedentary: 81 per cent of adolescents aged 11–17 years were insufficiently physically active in 2016, not meeting the World Health Organization's recommendations of at least 60 minutes of moderate to vigorous intensity physical activity per day. BGGS actively counters this trend, with exceptional participation rates across sporting teams and more general physical activities. In recent years the School has developed and extended opportunities for girls to improve their overall fitness, with dedicated, noncompetitive activities such as Run Fit, Fun Fit, skill acquisition, and a speed development program being attended enthusiastically. Swimming is now a year-long activity where regular swimmers can further refine their swimming technique, or simply improve their fitness. ▶ above Grace Yang (12M) finishes a race at Interhouse Swimming Carnival

Brisbane Girls Grammar School

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Sport

A quote that has resonated strongly with me throughout my sporting and professional career is attributed to Silken Lauman, a Canadian Single Scull Champion in the 1980s and 1990s. The technology and the materials have changed, however, the life lessons are exactly the same. ‘Rowing is a great teacher. When the medals are old and dusty, my real memories will be of how I found pureness in a river on a wooden boat, the pureness of a pursuit whose greatest reward is the knowledge that you have tried with all your might. The strokes down the river teach me. They show me how hard life can be, how long it can take to get what you want, and ironically, how getting what you want is often the least important part of the experience.’ Pursuing a broad education is not simply about gaining distinct skills from a range of areas; it is about gaining the aptitude to learn, to take from every situation the knowledge and powerful lessons that will improve and enrich all aspects of our lives. ■

In organised sport, our School remains one of the largest competitors in QGSSSA and club competitions; 300 girls play Water Polo in the BWPI competition, 141 girls signed on for Rowing, Netball remains popular with more than 20 teams, and Cross Country training boasts 80 to 100 girls at most sessions. These numbers are encouraging to us, as educators dedicated to providing girls with a foundation for a fulfilling life—rather than encouraging girls to collect trophies. Social research gives us evidence of the lasting transdisciplinary skills that sport teaches: a 2018 study commissioned by the Australian Football League Women’s found that 95 per cent of respondents who played team sports said those pursuits helped them develop key leadership and career skills for the future. Eighty per cent believed it developed their strong work ethic, 78 per cent indicated it developed their competitive edge, and 89 per cent said it enhanced their sense of collaboration and teamwork. So-called ‘softer’ skills of persistence, decisionmaking, communication or harnessing competitive nature can be gained in any learning activity, but they are taught frequently and consistently through sport. — References

Bell, S. et al. (2019). The relationship between physical activity, mental wellbeing and symptoms of mental health disorder in adolescents: a cohort study. Available from: https://ijbnpa.biomedcentral.com/articles/10.1186/s12966-019-0901-7 Bidzan-Bluma I, Lipowska M. (2018). Physical Activity and Cognitive Functioning of Children: A Systematic Review. Int J Environ Res Public Health. 2018;15(4):800. Published 2018 Apr 19. doi:10.3390/ijerph15040800 Blanche, A. (2018). The Imagination Gap: Teams, Dreams, and the Future of Women in Leadership. Melbourne: Atlassian & Australian Football League Women’s Spence D. A sporting chance. BMJ. 2006;332:675. doi: 10.1136/bmj.332.7542.675-a. Telford, D. (2014). The Physical Education Deprivation Syndrome. Available from: https://bggs.qld.schooltv.me/newsletter-article/1907/1832 World Health Organisation: https://www.who.int/en/news-room/fact-sheets/detail/physical-activity

above left The Year 9 First Quad competing in 2020 above right Siddhi Bhandarker (10W)

Brisbane Girls Grammar School

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Issue 1, 2021

High Achievers How rock climbing builds more than just strength In 1994, construction began for the McCrae Grassie Sport Centre. Among timber beams, grandstand seating, foam matting, and familiar elements of a secondary school gymnasium was a feature that demanded attention: a floor-to-ceiling, purpose-built rock climbing structure in the centre of the building’s eastern wall. From the moment the concrete was poured for this mammoth structure, the Brisbane Girls Grammar School community fell in love with the sport.

Arriving amidst the construction debris was the School’s newly appointed Sports Manager, Mr Barry Greatorex. He immediately recognised the potential of the facility and championed the School’s newest sport. It was a passion that would endure: 2021 marks Barry’s 27th, and final, year as the Rock Climbing Coordinator at BGGS. As the only indoor climbing wall of its kind in South East Queensland at the time, the School hosted and competed in Club State Titles competitions from 1995 to 1997. Their introduction to climbing at BGGS sparked a competitive career in the sport for a few Grammar girls. Since graduating, Lucy Stirling (2010) has become one of Australia’s most celebrated lead climbers, representing Australia in three World Youth Climbing Championships and 14 International Open World Cups. Currently, Lucy is focused on training for selection to the 2021 Olympic Games. Over the decades, rock climbing has remained a popular addition to the School’s extensive list of sports—particularly among younger year levels. In 2021 the wall is consistently busy across each of the three weekly sessions. Barry Greatorex believes that climbing teaches many life lessons, develops individual skills such as perseverance and resilience, and nurtures teamwork and interdependence. ‘The Girls Grammar climbing wall is a unique space where girls not only achieve their own goals, they learn that success depends on trust,’ Barry said. ‘The girl on the wall relies on her two teammates on belay, who take on the responsibility of keeping her safe. It’s these relationships that form the magic of climbing and make each girl’s triumphs even more special.’ ■

above Rockclimbing Coordinators, Mr Andrew Lanning and Mr Barry Greatorex left Jemima Roach (7M)

Brisbane Girls Grammar School

Gazette

Issue 1, 2021

Theatre’s Role

Mrs Katrina Riveros Head of Drama

An agent for global citizenship and social change

A group of protesters chant in unison, soldiers round up sleeping civilians, witnesses report a heinous crime, a group of mourners wail and lament. The setting, however, is not on the streets but right here in the humble Drama classroom. It is a space that transforms from a learning zone to a stage where theatre politics are crafted to confront and challenge. Drama engages students in global, social, and political issues viscerally and experientially. Unpacking and analysing play scripts requires a deep understanding of the layered contexts before placing them on the stage. Through this process of textual analysis and dramatic exploration of the contexts, students make real connections between what is going on in their news feeds and why it matters. The embodied learning style in Drama connects the student actor with the human experience of the character. As the character is situated within a range of familiar and less familiar contexts—a wartime siege, a grieving family, a refugee in hiding, wartime, a divided rural community in the aftermath of a hate crime—students are forced to question the social, political and economic forces to deliver an authentic portrayal. Senior Drama students create theatre that expresses a strong social comment and viewpoint. Year 11 students are introduced to Verbatim Theatre, a form that documents a real event or story by directly transposing

Brisbane Girls Grammar School

the words of people's accounts taken through interviews, testimonials, letters and journals into dialogue and text. The play studied, The Laramie Project by Moises Kaufman, documents a rural town's reaction to a local young man's death that attracted media attention worldwide. It challenges students to explore the sociological factors that lead to hate crime and understand the religious and economic factors underpinned by the town’s prejudice and divide. Year 12 students examine the politics of war by studying Bertolt Brecht's classic text, Mother Courage and her Children. Often referred to as an anti-war play, the German director and playwright wrote it in 1939 as Hitler's forces began invading Poland. His protagonist, Mother Courage, was intended to inspire revolutionary ideals and the play condemned Nazi militarism. Students critically reflect on current global conflicts and question the politics and economic factors—trade, power, land ownership—that influence or result in war.

Our co-curricular program also reflects contemporary social issues through our careful curation of plays that go beyond merely entertaining an audience—rather, they provoke intellectual thought and empathy. This year's Senior Drama Production of Guus Keijer's The Book of Everything was held in May. It is a beautiful and poignant story centred around a nineyear-old protagonist, Thomas Klopper, who lives in postwar Amsterdam, played by one of our Drama Captains, Sunday McCullogh (12L). His imagination and wonder are captured as he writes down his thoughts, interactions, and minute observations in his 'book of everything'. His insight and curiosity remind us that innocence can provide a clear perspective on adult behaviour and societal norms. Thomas’ small acts of kindness and courage offer an example of an agent for change. ■

above Sunday McCullough (12L) with cast members in The Book of Everything

Gazette

Issue 1, 2021

School Life 1 2

Year 8 students on the first day of school: Leila Warburton (8B), Neve McNab (8B), Ava Spencer (8B) and Kayla Tran (8B)

Year 9 students in a Science lesson

Head Girls, Victoria Chen (12G) and Sophie McLeod (12M) with Principal, Ms Jacinda Euler, on Foundation Day

Parents at the Year 12 Picnic

Head of Griffith House, Ms Stephanie Thomas, with House Captain, Annabel Douglas (12R)

Year 12 students in their senior jerseys

Year 9 students perform during a lunchtime concert with the School’s Big Band ensemble during Term 1 2021: Emma Wong (9W), Molly Miller (9W) and Andrea Liu (9B)

Students hanging white ribbons on White Blouse Day

Brisbane Girls Grammar School

Gazette

Issue 1, 2021

School Life

Emily Sullivan (12L) meeting her buddy on the first day of school

10 Caizha Lee, Macy Brooks, Mink GodfreyAsseraf (11M) at the Mackay House Party

11 Evangeline Pritchard (12W) performing in the Senior Drama Production of The Book of Everything 12 Ms Hollie with a student in the Visual Art classroom 13 Sophie Lucas (12O) defending in an Open team Water Polo match 12

14 The QGSSSA Cross Country Team 15 Chorale performing at the International Women’s Day Concert

Brisbane Girls Grammar School

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Issue 1, 2021

School Life

17 18

21 20

16 Simran Mackrani (11H) and Molly Raffel (11R) with former Prime Minister, Julia Gillard, at the 2021 Women of the World Luncheon 17 Students in an Art classroom being filmed as part of the School's new video 18 Principal, Ms Jacinda Euler, with Madeleine Kimmins (7R), Sienna Fitzgerald (7R), and Amelie Howard (7R) installing bromeliads gifted by the Governor of Queensland for the School’s recently opened Science Learning Centre 19 Thea Davies (12W) supporting her House at the Interhouse Swimming Carnival 20 Stella Myers (7W) and Charlotte Stevens (7W) on the first day of school 21 Students enjoying Victoria Park during a lunch break 22 Francesca Matthews (8H), Aliza Roles (8H), Minty Horton (8H) and Tess Hogarth Howes (8H) at the Hirschfeld House Party 22

Brisbane Girls Grammar School

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Issue 1, 2021

School Life

24 23 26 25

23 & 24 Parents and students at the International Women's Day Concert

25 Ava Earnshaw (8R) and Olivia King (8R) at the Pink Stumps Day afternoon tea fundraiser in support of the McGrath Foundation 26 The 2021 Student Council 27 The Cricket First XI team at Pink Stumps Day 28 Samantha Caton (2016) and President of the Old Girls Association, Mrs Julie Caton (Cleghorn, 1981), volunteering at Pink Stumps Day 29 Gabriella Briggs (8G) and Zoe Robertson (8H) with Mr Paul Martineau in a Geography lesson

Brisbane Girls Grammar School

Gazette

Issue 1, 2021

FROM THE STUDENTS HISTORY

History Repeating

The case against 'unprecedented' Anna Butler (11G) ‘Unprecedented’—it’s a word we've heard a lot over the last year, as people around the world struggled to come to terms with an unrelenting series of life-changing events and disasters. First, it was the horrifying Australian bushfires. Then the global lockdown, economic collapse, and American political fiasco. Now, parts of Australia are enduring one-in-100-year flooding. But while it's easy to describe these incidents as unique to our times, are they actually unprecedented? Most of us would consider COVID-19, with its shocking statistics and unthinkable regulations, unprecedented. During the height of the pandemic, as Australia went into lockdown, it seemed unbelievable how quickly schools and businesses were shut, borders were closed, and citizens were forced to stay at home. But this was not the first time a pandemic has disrupted Australian lives. In 1918, almost exactly 100 years ago, a deadly global virus known as Spanish Influenza spread through the country. Then, like now, Australians were forced to abandon their everyday lives and isolate themselves at home. Borders were closed, and quarantine camps were set up for those trying to enter Queensland. Like now, community was critical, although back then, support was delivered via food baskets rather than Zoom calls. The Ekka, a Brisbane icon, was cancelled in both 1919 and 2020. And while Australia lost almost 15 000 people to the Spanish Flu, our death rate was, as it is now, low compared with other countries. The other issue that dominated the past year was the American Presidential Election. So many actions and events associated with Donald Trump were considered unprecedented, but none were more shocking than the violent invasion of the US Capitol in Washington when thousands of Trump's supporters attempted to overturn his defeat. The rioters' attitudes seemed to represent a dangerous new low; however, as Year 11 Modern History students have learned this year, the American Revolution in the 1700s also created radical patriots who fought against their perceived unfair treatment by the government of Great Britain. This war was credited with establishing the core American values of patriotism and the right to freedom, and, 250 years later, these same values (evolved but fundamentally the same) inspired the mob on Capitol Hill. The study of modern history is not merely the committing of dates and events to memory. In the spirit of the Girls Grammar philosophy of life-wide learning, we discover and consider the cycle of history and how past events might affect and inform the way we live now. Our ancestors not only survived pandemics and revolutions but went on to thrive. The knowledge that our experiences in the 21st century are not as unprecedented as we might think offers both perspective and comfort. ■

above Anna Butler (11G)

Brisbane Girls Grammar School

Gazette

Issue 1, 2021

FROM THE STUDENTS SCIENCE

Higher learning

New astronomy program to contribute to industry research Madison Williams (12R) and Samantha Tang (12L) This year, Brisbane Girls Grammar School introduced a new Science cocurricular opportunity for Year 11 and 12 girls who are keen to explore the universe around us. The Student-Teacher Astronomy Research Symposium (STARS) program offers girls opportunities to work independently, or collaboratively, with other girls to conduct astrophysics research using the School’s Dorothy Hill Observatory. We present our findings in a scientific report, which is then published to the wider scientific community. In Term 1, we were introduced to our first major research project—the Double Stars project. A double star is exactly as the name suggests: a pair of stars that seem very close when observed. There are two types of double stars: optical doubles and binary stars. Optical doubles are two stars that are great distances from each other and are gravitationally unrelated though they appear close together from the Earth. In comparison, binary stars are two stars orbiting a common barycentre (centre of mass). This latter type is the Double Stars project’s focus. During Term 1, we have been learning about the astrophysics underpinning double star systems. We have also been learning scientific analytical techniques, specifically astrometry and charge-couple device (CCD) imaging. STARS student researchers will take their own sample of Dorothy Hill Observatory data, applying these analytical techniques to measure star systems’ separation and position angles and combining these with previously-collected orbital data on the same star system sourced meticulously from international databases. We will then produce an original research paper to be published in the Journal of Double Stars Observations—an academic journal about astrometric observations made by amateur astronomers. This contribution will help determine and analyse the binary star system’s orbital motion, allowing many properties of the stars to be determined, such as their masses and life expectancies. While there has been much to consider and much work yet to undertake, we were given the opportunity to attend a virtual meeting with Ms Rachel Freed, an expert in double star research and the editor of the Journal of Double Stars Observations. Listening to her experiences and hearing her passion was inspirational for us all and only increased our eagerness to research and discover. ■

above Madison Williams (12R) and Samantha Tang (12L)

Brisbane Girls Grammar School

Gazette

Issue 1, 2021

In Their Words

Mr Liam Mulligan Sports Manager

Life lessons from the field

Growing up in north-east England—in the hometown of Premier League team, Newcastle United— football had a profound impact on Sports Manager, Mr Liam Mulligan’s childhood.

I originally started playing football because my grandfather and father played. Most young boys I grew up with dreamt of becoming professional football players, but very few made it to the Premier League. This didn’t deter me though; I was determined to play professionally. I left school early to attend a football academy, where I trained every day and studied Sports Science in the evenings. When I was 16 years old, my coach encouraged me to join a higher club level about six leagues below the Premier League. Physically it was a big step, as I had to develop myself to withstand that style of play—I was a teenager playing against men—and it was a much more professional setting. At 19, I was given the opportunity to play football in Australia. At the time, I thought I would play for a year and then move to another club, but in the first four months I met my now fiancée. I decided to stay in Australia a little longer, and I fell in love with the country. Five years later, I suffered a lifechanging sports injury. I snapped my ACL, PCL, LCL and tore my hamstring muscles off the bone, ruling me out of playing competitive football ever again. Up until that point, football had meant everything to me—it was my identity. Throughout my rehabilitation, I was reminded of the impact strength and conditioning had on my earlier life and how it helped me to improve as an

Brisbane Girls Grammar School

athlete and as a person. I rediscovered my passion for the sport and was motivated to help others. I felt like I had a purpose again. I completed my Australian Strength and Conditioning Course, and soon after started working as a personal trainer and then lecturing health and fitness. From there, I started working for a company that helped athletes excel in their sport—an area in which I’m most passionate. At Girls Grammar, I coordinate the School’s Strength and Conditioning Program, and manage sport fixtures, interhouse competitions and sporting clinics. The School’s strength and conditioning sessions are held before and after school. These sessions are not compulsory; girls show up of their own accord because they’re passionate about sport or want to improve their physical fitness. It’s so rewarding to see girls reach their fitness goals, but perhaps more importantly, realise the benefits of maintaining a healthy lifestyle. For me, strength and conditioning increased my confidence, changed my health and fitness, and improved my overall wellbeing. I want to inspire that realisation and change in the girls. Although my injury is one of the biggest challenges I’ve had to overcome, it was such an important life lesson— things don't always go to plan—but with resilience, you can overcome any adversity. ■

Gazette

Issue 1, 2021

My First 50 Days at BGGS

Annabelle Abrahams (7G)

Daily life for Year 7 students

My first 50 days at Grammar have been very enjoyable. I have had a great time meeting new people and developing friendships. The classes so far have been engaging, and there is always something new and exciting to do every lesson. Everyone has been so kind and helpful.

In the morning, I get to my locker, check my schedule, and pack my book bag accordingly. Then, on most mornings, I go to House Group. Our prefects always have fun activities for us, and our House Group Captains make sure we are all informed of different school events, activities and deadlines coming up that week. Then we go to first and second period. At break time I get the chance to catch up with my friends. My favourite subjects are Science, Visual Art and Drama. I really enjoy the methods and experiments in science, and I love how I can express myself and my ideas through art and drama. Outside of classes, I participate in band, fencing, and rock climbing, and I have signed up for athletics. I really love working with my peers in band and learning new skills in fencing. I have made lots of friends though co-curricular activities, and think it is a great opportunity to meet new people. At first the campus was tricky to navigate, being so big and having so many levels, but my buddy and lots of helpful seniors explained how the School’s buildings were positioned and where to go. Something I hope to do at Girls Grammar is compose a piece of music. The perfect opportunity is coming up: the School is holding a composition competition this term! I can’t wait to see what the rest of Year 7 holds— and the years that follow! ■

Girls Grammar has a beautiful new video that highlights our students and the breadth of activities and facilities at the School. Please use the QR code to watch the video. — bggs.qld.edu.au/openday2021

above Annabelle Abrahams (7G) with her Year 12 Buddy, India Edwards (12G) on the first day of school

Brisbane Girls Grammar School

Gazette

Issue 1, 2021

FROM THE STUDENTS ENGLISH

Pride and Poison

The paradox of power Dunya Yelesich (10W) Unfortunately, it seems our leaders still have a long way to go, becoming their own de-facto Ozymandias. Take Donald Trump, former President of the USA, for example. Trump was a man so intoxicated with power that he thought himself invincible—much like Ozymandias. Now, after an election defeat and a double impeachment, he is following the same pattern. His own power-fuelled and pretentious actions are what made him redundant. Shelley’s moral of power bringing about its own ruin is one all too familiar to us, and one history has proven time and time again to be an undeniable truth. For decades, men in power have been getting away with all sorts of grotesque behaviour towards women. But with the recent MeToo movement, women who have experienced these assaults can unite to bring their tormentors to justice. Starting with famous Hollywood actresses—and successful allegations against director Harvey Weinstein and others—then moving all the way to the Australian parliament, and the notable case of Christian Porter, the movement has empowered women to step forward and testify against their abusers. This is yet more proof that the oppressed will always find a way to stand up to oppressors and eventually succeed, bringing power, crumbling, to its knees. Power never lasts because of the powerful’s destructive self-confidence, and the fact that there will always be someone fighting against it. Even today, our leaders must heed the lesson of those sandy ruins, lest they become them. Tyranny still abounds, and we must learn to speak truth to power and continue to fight. ■

Throughout the history of humanity, we have witnessed the rise and fall of the tyrannical—those whose power has got into their heads, contaminating their minds and corrupting their morality. We had trembled in fear at the mounting power of famous dictators like Hitler and breathed relief when their reigns of terror ended. But there is something innate about humans’ desire for power, so we must resign ourselves to the fact that someone somewhere will always—now and forever— fall prey to it. However, Romantic poet Percy Shelley provides us with a little hope that power is ephemeral. His 1817 poem ‘Ozymandias’ is a stern word of warning that power, when used for bad, never prevails. But the question is: why is it still the case that power never lasts? Arrogance and tyranny might scare us, but it’s always the undoing of those who abuse their power. Shelley’s stark comparison of Ozymandias’ immense hubris and his crumbled ruins highlights that arrogance erodes power quite like nothing else. His lines, “[It says]/ Look on my Works, ye Mighty, and despair/Nothing beside remains”, provide a distinct juxtaposition between Ozymandias at the peak of his power—vain and superior—and his broken likeness, years later when he and his civilisation are long gone, sunken in the sand of a barren wasteland. This sad irony demonstrates that power is short-lived. Shelley’s deliberate ambiguity of “Nothing beside remains” leaves us to wonder whether it means that nothing remains beside Ozymandias’s statue; or that there is nothing there but remains. However we interpret that line, one thing is certain: Ozymandias’s superiority amounts to nothing and tells us that the powerful should learn to be humble … if they don’t want to be humbled.

above Dunya Yelesich (10W)

Brisbane Girls Grammar School

Gazette

Issue 1, 2021

A World of Opportunities

ALUMNAE FIONA QIU

Combining talent, passion and practical skills

Being busy and challenged, says classical musician and BGGS alumna Fiona Qiu (2017), were strong foundations for a balanced and successful future. Fiona remembers her time at Girls Grammar fondly. ‘I made some of my most precious memories at Brisbane Girls Grammar School. It was exciting and sometimes stressful to balance music, academics, and other co-curricular activities. Still, balancing has been one of the essential life skills I've relied on since secondary school.’ She describes herself as the kind of student that wanted to do everything— she participated in the Chamber Orchestra, Symphony Orchestra, Girls Grammar Quartet, Badminton and Service groups, and in her senior year, she balanced all those interests with being Griffith House Captain and a Student Council member. However, she also gained tangible knowledge and practical know-how that has stayed with her. ‘School taught us many practical skills, too, that I have only begun to appreciate now. In Year 10, we studied a subject called Enterprise and Management. We were taught how to pay taxes, write a resume, manage superannuation and more. These were all very valuable lessons that I have applied in my daily life.

Brisbane Girls Grammar School

‘While studying at the Queensland Conservatorium I worked part-time at a violin shop, and also applied for a lot of paid performance opportunities. I found the process of applying for these jobs and managing my pay and superannuation easy, thanks to those lessons.' After graduating, Fiona was torn between pursuing music and optometry. Music had always been a major presence in her life, having toured China, Russia and Europe with the Tagiev Chamber Orchestra at the age of 11 and joined the Queensland Youth Symphony at 13. Now, Fiona has no regrets. ‘I am glad I followed my passion and chose music as it has offered me so many opportunities. I completed my Bachelor of Music with Distinction at the Queensland Conservatorium Griffith University last year. While studying, I performed with ensemblein-residence, Ensemble Q, and worked with a host of international visiting artists and conductors. I was also appointed Concertmaster of the Australian Youth Orchestra (AYO) National Music Camp twice. The AYO concertmaster role is a huge honour and big responsibility. You learn how to

lead and help others succeed. I also got a rather surreal opportunity to perform with Grammy Award winner Michael Bublé at the Brisbane Entertainment Centre.’ Fiona also received the QCGU German Violin Travel Bursary, a subsidy that allowed her to immerse herself in the culture and arts of Europe, and take lessons with some of the world's best violin teachers in Germany, Austria, the UK and more. Just before completing her degree, she won the Ena Williams Award for Postgraduate Studies overseas, which will help support future overseas studies. This year, Fiona moved to Melbourne to train at the Australian National Academy of Music (ANAM) with Dr Robin Wilson and Zoë Black. Fiona says the relationships and network she formed at Girls Grammar have been important to her. ‘I have kept in close contact with a lot of my Grammar sisters, especially those in the chamber and symphony orchestras. I've also gained a lot of important networks from the School. For example, I was able to meet other Girls Grammar alumnae in the music industry, one being Francesca Hiew (2004), a violinist in the Australian String Quartet.’ ■

Gazette

Issue 1, 2021

Head over heart

ALUMNAE DR LAURA FENLON

Exploring the brain’s deepest secrets

A moment of crisis set Brisbane Girls Grammar School alumna and The University of Queensland (UQ) School of Biomedical Sciences Researcher, Dr Laura Fenlon (2007), on a path to solving some of the natural world’s greatest mysteries.

above Dr Laura Fenlon (2007) in the laboratory at The University of Queensland

Brisbane Girls Grammar School

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Issue 1, 2021

ALUMNAE DR LAURA FENLON

‘A Masters of Neuroscience course had just opened up, so I decided to do that. I loved it, so I stayed and did a PhD. Now, I get to work on, and solve, puzzles of the brain every day. And those moments of looking down a microscope and seeing the evidence of a discovery, or new information that confirms your hypothesis, are absolutely the best. ‘The brain is so complex, and there are seemingly very basic things about it that we have no idea about— that enduring mystery and the fact that there is so much scope for solving puzzles are some of the most exciting things about what I do.’ Since leaving Girls Grammar in 2007, Laura has attained a Bachelor of Science, a Masters of Neuroscience and a Doctor of Philosophy from UQ. Today, she is a Group Leader and National Health and Medical Research Council (NHMRC) Emerging Leader Fellow, based at UQ. Her research provides new insights into developmental disorders, including autism and schizophrenia. Laura has collected numerous awards for her work including the prestigious Krieg Cortical Kudos Scholar Award (2016) from one of the world’s oldest neuroscience societies, The Cajal Club, and was named a 2019 Queensland Young Tall Poppy Science Award winner by the Australian Institute of Policy and Science. ■

‘I really enjoyed my Girls Grammar experience. I didn’t do a lot of co-curricular activities, and can remember getting to Year 12 without any pockets on my blazer. At the time, I felt like I might have missed out by not getting more involved but, in retrospect, I put everything into my classes and really loved learning.’ Laura’s deep interest in learning developed into a passion for science and research. ‘My involvement in science was a slow burn. I was always very interested in puzzles, brain teasers and ‘solving’. My interest grew stronger in secondary school through studying biology and chemistry. I realised you could take natural phenomena and find and solve rules that govern them—it seemed like the ultimate puzzle.’ Laura says unexpected events set her on a path to reimagine her meticulously planned tertiary experience. ‘It was always my intention to study medicine, primarily because I was headed towards an OP1 and loved science. However, I became very ill in Year 11 and missed a lot of school. I also missed the undergraduate test for medical admissions that fast-tracked entry to study medicine. So, after high school, I accepted a place to study a Bachelor of Science. By doing so, it allowed me to sit for the Graduate Medical School Admissions Test (GAMSAT) a year later. I sat the test and was offered a place to study Medicine at UQ. I should have been thrilled, but, in a completely unexpected turn of events, I had an existential crisis that caused me to truly question my expected career path. As a result, I turned down my place to study medicine and was lucky to have exceptionally loving and understanding parents who supported and trusted my decision.

'I realised you could take natural phenomena and find and solve rules that govern them —it seemed like the ultimate puzzle.'

Brisbane Girls Grammar School

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Issue 1, 2021

Creating Connections

Dr Cate Campbell President of the Parents and Friends Association

The role of School support groups in creating social capital

What makes a school great? More than a hundred years ago, L.J. Hanifan, a school inspector in West Virginia, wondered about the reasons for the disparity he saw between the different schools he visited. He eventually concluded that community involvement had a significant positive impact on educational outcomes and coined the term ‘social capital’ to describe the ‘goodwill, fellowship, mutual sympathy and social intercourse among a group of individuals and families who make up a social unit’. From this initial insight, an understanding has evolved that involvement in social groups develops feelings of identity, belonging, trust and solidarity; networks create norms that build confidence.

The Brisbane Girls Grammar School Parents and Friends Association (P&F) has a core role in nurturing social capital in our School. While we aim to provide opportunities for fun and fellowship, we are also aware that we create connections between families. As important as this is for day-to-day issues like car-pooling or lost belongings, we hope that this also contributes to a sense of confidence in the School and heightened satisfaction around our roles as parents. To this end, the P&F Association continues to focus our efforts on supporting the Mothers Group and Fathers Group, to provide opportunities for parents to meet and get to know each other. This year, the Mothers Group and their team of Year level

representatives have enthusiastically organised casual coffee mornings and evening social events. Fathers Group dinners and Marrapatta retreats are back again after the COVID-induced hiatus. We have supported the girl’s charitable endeavours by providing baked goods for Pink Stumps Day and refreshments before the Parent Seminar. Our sister support groups for Music, Rowing and Water Polo continue to enhance the experience of girls active in these pursuits. As we head towards 2022, and 70 years of P&F participation in the Girls Grammar community, we continue to work towards our goal to be an organisation for ‘parents who are friends’. ■

— References

above right Dr Cate Campbell addressing students at Assembly

Hanifan, Lyda J. | socialcapitalgateway.org. (2011, June 26). Retrieved April 22, 2021 from https://www.socialcapitalgateway.org/content/perso n/hanifan-lyda-j Social Capital | Families and Schools Together. (n.d.). Retrieved April 22, 2021 from https://www.familiesandschools.org/blog/social-capital/

above left BGGS Director of Service, Mrs Lynne Mungomery, with Mothers Group President, Ms Kat Henley, at Pink Stumps Day

Brisbane Girls Grammar School

Gazette

Issue 1, 2021

Awards and Achievements Congratulations to the following alumnae, students and staff who have been recognised by independent organisations for their accomplishments across many and varied fields.

— Dr Bruce Addison (Deputy Principal, Academic) has co-authored a book (published April 2021) for Hawker Brownlow Education titled Inspiring Hope: Personal pedagogical gifts in a world of standards. — Dr Wendy Page (1972), was recognised for 30 years of contribution to improving Aboriginal health outcomes by being named the Northern Territory State Recipient for Australian of the Year 2021.

— Josephine Auer (2015) was awarded The University of Queensland’s Graduate of the Year for 2020.

— Emeritus Professor Cheryl Praeger (1965), was one of only four recipients who was bestowed a Companion (AC) in the General Division of the Order of Australia for her significant service to: mathematics, and to tertiary education; as a leading academic and researcher, to international organisations; and as a champion of women in Science, Technology, Engineering and Mathematics (STEM) careers. Emeritus Professor Praeger was also recognised by the Australian Academy of Science, receiving one of the Academy’s most prestigious awards—the Inaugural Ruby Payne-Scott Medal and Lecture.

— Rachel Chiong (2020) and Josephine Clough (2020) were awarded first place nationally, for their entry in the Young ICT Explorers Competition in 2020 for their online digital art gallery.

— Gabi Palm (2015) and Abby Andrews (2017) have been selected to the 13-strong Australian Women’s Water Polo team for the upcoming Tokyo Olympics.

— Amy Middlemass (10M), Isabel Lumley (11M), Sabine Hatzipetrou (11M) and Finn Magill (11H) played in the Queensland Water Polo Premier League in late 2020. The girls joined Abby Andrews (2017) and Gabriella Palm (2017) in this competition.

— Professor Helene Marsh (Gould, 1962), was awarded an Officer (AO) in the General Division of the Order of Australia for distinguished service to the biological and environmental sciences, to the conservation of marine mammals, and to tertiary education.

— Sabine Hatzipetrou (11M) has been selected as part of the Australian Youth Women’s Gold Water Polo Team, which will participate in the New Zealand 21 and Under Invitational Event from 25 to 27 June. above Josephine Auer (2015)

Brisbane Girls Grammar School

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Issue 1, 2021

A Remarkable Gift

Ms Georgina Anthonisz Director of Development and Alumnae Relations

One day to make a lifetime’s difference For 146 years, Girls Grammar has educated and inspired girls to believe in themselves and take their place in the world.

Means-tested bursaries play a critical role in creating a diverse educational experience, providing vital financial support to deserving young women from a variety of backgrounds, cultures and communities who would not otherwise be able to attend Brisbane Girls Grammar School. Lacey Filipich (White, 1999) received the Maria Sulima Bursary, which enabled her to complete her secondary schooling at Girls Grammar. She excelled, committing to her academic studies and particularly enjoying Science and Maths classes. After leaving BGGS, Lacey graduated as valedictorian from The University of Queensland with an Honours degree in Chemical Engineering, and embraced a career in mining. However, having been an avid entrepreneur since a child, Lacey ultimately elected to harness her interest and skills in financial management and education to help others achieve financial independence. She is the founder and director of two successful education businesses—Money School and Maker Kids Club—and regularly lectures on financial literacy to a range of businesses, universities and schools. With the life-changing opportunity of a Girls Grammar bursary, capable, motivated girls can explore their true potential and a whole world of possibilities. None of this can be achieved without the generous support of our caring community—alumnae, parents, staff, students and friends of BGGS who share our commitment to access, equity and diversity. On Wednesday 18 August we are launching our very first BGGS Giving Day, and we invite everyone in our community to come together to share the incredible gift of education. ■

‘I left school feeling empowered and capable, and the perception that engineering was a man’s world was no deterrent to me. Being awarded a bursary was a turning point in my life. I would not have had the opportunity to attend Girls Grammar without it, and without my time at Girls Grammar, I would not be the person I am today.’ —Lacey Filipich (White, 1999)

One day really can make a difference. Be part of something remarkable and join us on our inaugural Giving Day to raise funds to support bursaries on Wednesday 18 August. — Charidy.com/BGGS

Brisbane Girls Grammar School

above Lacey Filipich (White, 1999)

Gazette

Issue 1, 2021

Gregory Terrace, Brisbane QLD 4000, Australia T +61 7 3332 1300 F

+61 7 3832 6097

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